Learning Record A1

After taking the Jung Typology Test, I honestly feel like a completely divided person with tendencies spanning too many categories. After pondering my typical day, I’ll admit that I’m not sure how accurate this test is. I begin classes at 8:00 am. After 40 minutes, I have trouble paying close attention to the lecture, so by the end of my hour and 15 minute classes, I’m engaging in an internal struggle to continue listening and comprehending. Although I always have comments, I rarely volunteer to speak in class. It isn’t necessarily the thought of volunteering that scares me, but instead, but instead a fear of other people’s reactions. As my classes conclude, I begin my homework. I can’t concentrate on one subject for more than 30 minutes, and it seems like I take breaks constantly. I incessantly switch from assignment to assignment, meaning that my to-do list doesn’t get completed one item at a time, but instead everything gets perfected at once, as each finishing touch is put on at about the same time. When I write, it’s definitely a building process. My first draft of any paper is always less than 2 pages, even if the paper is supposed to be 15 pages long. I write with a stream of conscious: nothing is clearly organized at first, but the punctuation is always perfect. When it comes to history, I can’t remember dates or names at all, but I can invariably remember the name and face of a person I meet. For example, as soon as I moved into my dorm, I immediately recognized an old camp friend, Anne, who I had not spoken to or seen since 8^th grade. I’m sure people think I’m quite the strange one for always remembering them. I’m horrible at taking notes. I can never decide which information is needed and which information isn’t, so its hard for me to make clear outlines of lectures or chapters. I’m not good with giving criticism. Although it makes me a better writer and person, I’m always afraid I’ll offend someone by giving it. Even when I’m posting responses to journals in this class, I always feel like I’m attacking the person. These varying habits make up my unique and divided self.

Clearly, after considering my tendencies and reading the descriptions of my teaching, learning and writing styles (slightly extroverted, slightly sensing, moderately feeling, and moderately judging), I’m both confused and comforted. Like the extravert, I usually write “quickly, impulsively and uncritically”, but, like the sensing person, my “first drafts tend to be a recording of facts that may not be related to a central theme or idea” and, like the judging type, my first drafts “tend to be short; ideas may be stated emphatically without qualification and the organization may be clear but lacking depth” (144, 147, 151). For example, when I was involved in debate, my first drafts of cases would always be an assortment of arguments that I found interesting. The real challenge would come later when I would try to organize the arguments around a common value or weighing mechanism. In terms of writing, while I I fit into a variety of categories, I feel that the judging description best describes me. With writers block, however, I’m more like the extravert. I am better at writing once I have talked through the idea with someone. For example, in one of our optional journals, I wrote about the relativity of knowledge. I could have never successfully completed the journal without first discussing it with a friend who helped me work through the ideas and fine the areas in which I was contradicting myself. Clearly, I am spread over many categories. I have an extrovert’s attention span, a sensing’s memory and note-taking ability, and a feeling’s sentiments about criticism.

In conclusion, while the personality test matched many of my traits, I’m still uneasy as to whether it’s accurate or just put me in so many categories that some of the traits are bound to match me.