Intention:

I've been working this semester with Dr. Mamchur on linking the idea of personality traits described by the MBTI (Myers-Briggs Type Indicator) and:

--  literature (type analysis of literary characters),

--  creative writing (using type to write fictional characters),

--  teaching writing (to students of different type), and lastly,

--  evaluating MBTI as a tool in light of aesthetics and the creative process.

 

In this portfolio, I would also like to give a brief background on MBTI as it relates to my topic and provide some online resources.  This site is part of an ongoing project and is by no means a complete survey of the field. 

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By way of a Table of Contents, you will find on this site:

1) Section One:  S The Sensing page. 

    The details on Myers-Briggs, Jung, a sample questionaire that will indicate preference, the sixteen types, and other references.

2) Section Two:  T  The Thinking page.

    Here you will find book reviews on Literature and Type.

        a)   Tucker, Kenneth.  Shakespeare and Typology.  Jefferson, NC:   McFarland & Company Inc., Publishers, 2003.

        b)   Wilds, Lillian.  Shakespeare's Character Dramatists: A Study of a Character Type in Shakespearean Tragedy Through Hamlet.   Salzburg:  Universitat Salzburg, 1975.

        c)   Porterfield, Sally F.  Jung's Advice to the Players:  A Jungian Reading of Shakespeare's Problem Plays.  Westport, CN: Greenwood Press, 1994.

        d) Montgomery, Stephen.  The Pygmalion Project. Vol.1.  Del Mar, CA:   Prometheus Nemesis Book Co., 1989.

        e)   Lauther, Howard.  Creating Characters.  Jefferson, NC:   McFarland & Co. Inc., Publishers, 1998.

3)  Section Three:  F  The Feeling page. 

    Creative Writing:  What does it mean to be a writer?  Getting into the box with characters.  Emotional veracity and authentic characters.  Ethics. 

    Three short stories analyzed.

4)  Section Four:  J  The Judging page.

    Teaching writing: 

        a)   How we can use type to teach writing.  Getting past blocks. Writing methods for Ts and Fs.  Writing stories with more details (utilize more of the S function), more clarity (T), deeper emotion (F), seeing patterns (N), including enough information (P) and making editing decisions (J).

        b)   Teacher-Student relationships.  What is the teacher's type?  With whom might she be compatible, have difficulties? Making difference work in the class. Considering three areas of type:  teacher, student and character.  What is the student's type?   What do each of the types need?

5)  Section Five:  P  The Perceiving page.

    Looking further:  But what about aesthetics and the creative process?  Collingwood and The Principles of Art.   Type as tool.  Hegel's synthesis.

6)  Section Six:  N  The Intuitive page.

    Gifts differing, equal types.  The Shadow.  Conclusions.