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Erich Fromm
(1976)
This text is written expressly for undergraduate students who have had no previous exposure to personality theories. / Because beginning undergraduate students must be aware of the diversity of approaches to the understanding of personality, I have included theorists representing psychoanalytic, neopsychoanalytic, trait, life-span, humanistic, cognitive, behavioral, and social-learning approaches, as well as both clinical and experimental work. / Where biographical data are sufficient, I have tried to demonstrate how the development of various theories might have been influenced by specific events and experiences in the theorists' personal and professional lives. / In this book each theory is organized and presented in the way that seems clearest for that theory; I have not attempted to force the divergent points of view into a standard format. – Index: The study of personality: Assessment, research, and theory – Part 1: The psychoanalytic approach: Sigmund Freud – Part 2: The neopsychoanalytic approach – Carl Jung – Alfred Adler – Karen Horney – Erich FROMM – Henry Murray – Part 3: The trait approach – Gordon Allport – Gaymond Catell – Part 4: The life-span approach – Erik Erikson – Part 5: The humanistic approach – Abraham Maslow – Carl Rogers – Part 6: The cognitive approach: George Kelly – Part 7: The behavioral approach: B. F. Skinner – Part 8: The social-learning approach – Albert Bandura – Julian Rotter – Part 9: The limited-domain approach – Limited-domain theories – The study of personality: An afterword
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Presents the major views of A. Maslow, E. FROMM, and R. May on the nature of creativity and discusses the way in which these tenets provide a framework to facilitate creative expression. Maslow stresses a high level of mental health as a prerequisite for the ability to create, and believes it is man's innate predisposition to seek needs at a higher level, including the need to create, after his basic needs are met. FROMM believes that product creativity is formed by factors such as talent, study, practice, and social/economic conditions, whereas attitude creativity is the ability to see, be aware, and respond. May considers creativity to be an enlargement of human consciousness, and believes that creativity involves an encounter in which a person is absorbed in the act. He divides creativity into talent and true creativity. All 3 theorists believe every mentally healthy person is capable of experiencing creativity. It is suggested that to facilitate creativity, a student must be free of lower level needs and in a free, noncritical environment. Suggestions for teachers to follow in facilitating creativity are given.
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