CHICKERING'S THEORY OF IDENTITY DEVELOPMENT.pptx

Chickerings theory of identity development & Islamic perspectives.

1. CHICKERING'S THEORY OF IDENTITY DEVELOPMENT Hafidz Hakimi Haron

2. Introduction Founded by Arthur Chickering – A Psychosocial Theorist The theory focuses on the overall identity development of higher learning students. The theory was published in 1969 but re-visited in 1993. The theory establishes seven vectors, also known as tasks, that deal with psychological development.

3. Chickering’s Seven Vectors

4. Developing Competence 3 Types of Competence :

5. Managing Emotions Consists of learning to understand, accept, and express emotions. Many aspects of students encourage intense emotions in students such as fear, anger, happiness, and sadness. Students learn how to appropriately act on feelings that they are experiencing.

6. Moving through autonomy toward interdependence Learn how to become emotionally independent. Free from the need for comfort, approval, and affirmation from others. Instrumental independence is the ability to solve problems on one's own. Through this vector, students can manage the tensions between the need for independence and the need for acceptance, along with respecting the uniqueness and independence of others.

7. Developing mature interpersonal relationships Ability to be intimate and the ability to accept and celebrate unique differences. Exposed to a wide variety of people, therefore helping students to develop cross-cultural tolerance. Intimacy refers to the ability to establish relationships that are close and meaningful.

8. Establishing identity Becoming comfortable with oneself. This includes physical appearance, gender and sexual identity, ethnicity, and social roles. It also includes becoming stable and gaining self-esteem. Ultimately, the formation of one's identity leads to a sense of contentment with oneself and how that self is seen by others.

9. Developing purpose Students begin to identify why they are earning their degree. The not only establish the purpose of getting a job, earning a living, a building skills, but the development of purpose moves beyond that. Through experiences in university, students discover what gives them energy, and what they find to be most fulfilling.

10. Developing integrity This vector is closely related to the previous one, as students can personalize humanizing values, and apply them to their behavior. The establishment of integrity is the ability for students to assemble and practice the values that are consistent with their own beliefs

11. Reflection : Chickering’s vs Objectives of Islamic Education Johdi (2009) – Islamic Education aims to balanced growth of personality : Jasmani (Physical) Emosi (Emotion) Rohani (Spiritual) Intelek (Intellect) Sosialisasi (Socialization) Alam (Environment) Hamba Allah (vicegerent of Allah)

12. Reflection : Chickering’s vs Objectives of Islamic Education Abu A’la Al-Maududi : To develop goodness and piety and fear of Allah To develop tolerance, brotherhood, mercy To develop the habit of consulting each other – fostering intellectual discussions To develop an ideal; aim to become closer to Allah

13. Conclusion Chickering is specific on Higher Learning Students Western interpretation – with many individualist aims – instilling confidence, and self-belief. Islamic values are more spiritual and communal.