Improvements to Student Learning Through Multidisciplinary Perspectives Reviewed from the Dimensions of Analytical Psychology

Abstract

In this paper, we look at some previously presented improvements to student learning through multidisciplinary perspectives (Watagodakumbura, 2012, 2013a, 2013b) from the viewpoints of analytical psychology. Diverse psychological and neurological student characteristics presented are evaluated from the viewpoints of psychological types presented in analytical psychology. Deep or higher-order learning is paralleled with the phenomenon of enhancing conscious sphere in which contents from the unconscious are brought to consciousness. Feeling and intuition psychological types are inferred to play an important role in this regard. Further, feeling and intuition conscious functions are identified to involve significantly when abstract concepts are learned and hence take relatively a longer time. The process of enhancing the conscious sphere directs individuals towards higher levels of human development. Developing creative instincts of learners through higher-levels of human development is inferred to be achieved only by allowing learners to undergo a complete, balanced learning cycle in which all conscious functions of sensing, thinking, feeling and intuition are given due attention. That is, both dominant and inferior functions play important roles.