ranvir Kals Analyzing Jamal Al-Fayeed Jamal Al-Fayeed is the main antagonist from from the television series Tyrant. Throughout the two seasons of the show, he has developed into a very complex character with an array of different personalities. Jamal is the oldest son of Khaled Al-Fayeed, former dictator of Abbudin. After his father’s death, Jamal, the rightful heir to the throne, assumed his position as the next ruler of Abbudin. Since his childhood, Jamal his been a mentee of his father – learning the ins and outs of becoming the ruler of a country. Through his experiences with his father, he picked up on how to deal with problems on a micro and macro level. However, these experiences that Khaled presented to Jamal were not for the eyes …show more content…
Jamal Al-Fayeed can be evaluated using the cognitive domain and the intrapsychic domain. The cognitive domain is concerned with “subjective experiences and other mental process” and that “people construct their experiences, how this works, and what it tells us about personality” (McGraw-Hill). The Personal Construct Theory is a theory is developed by George Kelly and falls under the cognitive domain. “Every man is, in his own particular way, a scientist;” according to this theory, people try to understand and develop a personal construct of the world around them by putting one’s own perceptions of the world to test (2). People use these personal constructs that they make by assuming that a particular construct will apply to an event and then actually testing to see if the original conjecture was correct (3). From early on, Jamal has witnessed death and despair first hand. His non-traditional childhood has made him into the corrupt and careless man he is – killing people he does not like and destroying everything in his path. While being mentored by his father, Jamal was taught to eliminate problems rather than solving them. When he was young, his father took him …show more content…
This construct that Jamal created was then later used against his own brother, Bassam. Bassam realized that Jamal was not a fit ruler, his harsh and dangerous decisions put his country’s and family’s safety at risk. Bassam organized a take over to over throw Jamal and take the position of President; however, once Jamal found out about his brother’s plans Jamal’s personal construct that he had created as a child kicked in. Bassam was seen as a threat and as a result was sentenced to death. Jamal believed that to rid of the threat of losing his position, his brother had to be jailed and eventually killed. This worked for a time, which only strengthened his problem solving schema. Another situation where we can use the Personal Construct Theory lens is analyzing how Jamal trusts the people he works with. From his experience with Bassam and the lies that Jamal listened to and had to deal with. Jamal created a schema that he follows in every situation in where he is in a situation where he has to trust family. Later on in the series, he puts his trust schema to test when he is speaking to his general, General Tariq. Tariq made a military move that Jamal found questionable and a
What is personality? Are humans born with a personality or does it develop over time through personal experience? Each person has unique characteristic patterns of thinking, feeling, and behaving that stay consistent over time and across situations. Over the years, psychologists have approached the study of personality in many ways. Some psychologists set out to understand how personality develops, while others set out to understand why there are differences in personality. Humans are complex beings, changing in different situations and with different people, which makes personality too complex to easily be described. However, psychologists focus on studying the internal and external aspects of a person’s character that influence
One of the major criticisms of Kellys Personal Construct Theory is that he finds it hard to explain why constructs are laid down in the first place and why one would rigourously defend the threat to a core construct. What kick starts the Construct system into defending itself when motivation is clearly and explicitly lacking in his theory?
Self-concept is defined as the knowledge, a multi-dimensional construct, of an individu-al’s perception one may have about his or herself such as personality traits, physical characteris-tics, abilities, values, goals, and roles. During my infancy stage, I started to organize and acquire information, which helped me to recognize the perception of self in the social world. As a child, I learned how to interact in the social world from the environment and my learning experiences. The self-concept is an internal model, which refers to my physical characteristics, hobbies, occu-pation, abilities, skills, personality, etc. My self-concepts refer to my personal social identity. A significant factor in self-concept is an individual’s self-perceptions and how he or she interacts in the social world is.
older people imagine clear to a greater degree by their social roles. (Kuhn, 1960). The need for self-esteem plays an important role in psychologist Abraham Maslow's hierarchy of needs, which depicts self-esteem as one of the basic human motivations. Maslow suggested that people need both esteem from other people as well as inner self-respect. Both of these needs must be fulfilled in order for an individual to grow as a person and achieve self-actualization.
I identify with being a white, Catholic, straight, teenager girl living in Owensboro, Kentucky. I considered those my cultural and societal groups. There is no objective way to pick my real group. With my taste, opinions, characteristics and age constantly changing so are my cultural and societal groups.
Research completed on infants, children, and adults across a multitude of cultural environments proposes that no human mind is alike. Spelke found that the four systems on core knowledge are a basis for cognitive systems. This means that some humans learn things easily, while others learn with greater difficulty (Kinzler and Spelke 2007). The core knowledge theory can be seen as both a positive and negative topic. The possible fact that human beings, as well as other species, could potentially be predisposed to cognitive capacities instead of acquiring capacities through experience is an overwhelming and controversial topic. There is not enough research or evidence to deem the core knowledge theory to be an absolute fact, but a strong opinion could be derived. If these cognitive capacities are integrated into us before birth, that would create a strong foundation for building new skills or capacities; it would be difficult to imagine an individual starting their life without this foundation of core symptoms because problems may arise. The core knowledge theory is helpful when studying development because the idea has been apparent in studies since Jean Piaget and could eventually unveil the roots of an evolutionary
Watching a young child grow from infancy to toddler hood, we marvel at the amount of learning that has allowed her to understand her expanding environment. Those early years provide the basis for language, physical dexterity, social understanding, and emotional development that she will use for the rest of her life. All of this knowledge is acquired before she even sets foot in school! This child has taught herself by gathering information and experiencing the world around her. This is an example of constructivism. Constructivism emphasizes the importance of the knowledge, beliefs, and skills an individual brings to the experience of learning. It recognizes the construction of new understanding as a combination of prior learning, new information, and readiness to learn. Individuals make choices about what new ideas to accept and how to fit then into their established views of the world (Brooks & Brooks, 1995).
Think about your daily life. What does your schedule look like? Where do you go? What do you do? Most importantly, who are you with? No matter what you are doing or where you are going, I am sure you aren’t doing it alone; if you are alone, you are more than likely on your way to meet up with others. This is simply because we are social creatures; The human species as a whole was made to interact with each other; we weren’t meant to do life alone. We tend to seek out a group of other individuals who share similar beliefs, ideas, and interests; we look for the “me too” from others. This is what Tajfel and Turner (1979) defined as the Social Identity Theory.
Erin Gruwell is horrified when she realized what going on and makes a lesson about its similarity to the propaganda of the Nazis. This scene experience the racism and violence due to racial profiling caused by the human society. This relates to the conflict theory because there are some tension and struggle between the students in the Gruwell’s class. The students struggle to get along because of their race, ethnic, etc. and after the incident on the racist image of Jamal, Ms. Gruwell sends a message to her classroom that their lives are not that bad as she does it harshly by related it to the lives of the Jews in the holocaust. In one of the class discussion we had this semester, we talk about the stereotypes, ethnicity, racial profiling etc. and how it label specific groups and how it used today. Back to the scene where the image of Jamal, all the different type of students except the students that associated with the ethnic or race thought it was funny. This scene is an example of stereotype as it shows Jamal as black guy with fat
Whilst evaluating the cognitive approach to psychology there are many strengths such as that the cognitive approach takes an understanding of the influence from mental processes on one’s behaviour, focusing on an individual’s thinking patterns and their perception. This approach also relates to many known functions and operations that the human body performs such as memory and problem solving.
Powell, K. Kalina, C. (2009). Cognitive and Social Constructivism: Developing Tools for an Effective Classroom. Education, 130(2), 241-250. Retrieved from http://proquest.umi.com.dbgw.lis.curtin.edu.au/pqdweb?did=1937522441&Fmt=7&clientId=22212&RQT=309&VName=PQD. (Document ID: 1937522441).
To understand how we are able to become such complex and multifaceted individuals, we must grasp the idea of cognitive development. Cognitive development is defined as “the ability to think and reason” (University of Chicago Comer Children's Hospital, 2006). The two main contributors of this topic within psychology, are Piaget and Vygotsky. They are also both the main competitors in terms of contrasting theories, however, do still have many similarities between them. Piaget’s main theories include stages of development; sensorimotor (senses, reflexes and object permanence) preoperational egocentric speech, use of
Almost all of us live daily with the effects of social construction, whereby one is observed through their cultural or social practices. Society discriminates against us depending on skin colour and social class. Carole Vance in her article “Social Construction Theory”, has a unique approach to social construction of gender. She painstakingly points out that these cultural influences affect individuals on a personal basis, but society as a whole.
The processes which explain how development transpires can be described as mechanisms of development. Although Piaget and Vygotsky both focused their theories on cognitive development, the mechanisms needed to develop cognition differ for each theorist. Piaget focused on the mechanisms of cognitive organization, adaptation, and equilibration. Vygotsky, on the other hand, focused on a dialectical process, cultural tools, Zone of Proximal Development (ZPD), scaffolding, internalization, and private/inner speech. For Piaget, cognitive organization entails the tendency for thought to have structures in which information and experiences are then labeled into schemas (Miller, 2011). Schemas allow humans to organize categories of information they
Among many teaching styles and learning theories, there is one that is becoming more popular, the constructivist theory. The constructivist theory focuses on the way a person learns, a constructivist believes that the person will learn better when he/she is actively engaged. The person acts or views objects and events in their environment, in the process, this person then understands and learns from the object or events(P. Johnson, 2004). When we encounter a certain experience in our life, we think back to other things that have occurred in our life and use that to tackle this experience. In a lot of cases, we are creators of our own knowledge. In a classroom, the constructivist theory encourages more hands-on assignments or real-world situations, such as, experiments in science and math real-world problem solving. A constructivist teacher constantly checks up on the student, asking them to reflect what they are learning from this activity. The teacher should be keeping track on how they approached similar situations and help them build on that. The students can actually learning how to learn in a well-planned classroom. Many people look at this learning style as a spiral, the student is constantly learning from each new experience and their ideas become more complex and develop stronger abilities to integrate this information(P. Johnson, 2004). An example of a constructivist classroom would be, the student is in science class and everyone is asking questions, although the teacher knows the answer, instead of just giving it to them, she attempts to get the students to think through their knowledge and try to come up with a logical answer. A problem with this method of learning is that people believe that it is excusing the role of...