Re: "Personality" vs "Identity" (was: [xmca] Word meanings making up "Personality")

Foo Keong--

Perhaps you will find an expert to enlighten you, but may I suggest that
while you are waiting for englightment
here that you familiarize yourself with prior discussions of some of the
issues you raise. (Some are probably
not likely to be found here because they fall outside the ordinary purview
of xmca discussants).

You will find at the bottom of the lchc home page a way to google this
website, not the whole internet for such
questions as the "identity/persnality" distinction, the relation between
identity and narrative, and perhaps some
on mathematics learning.

There has been some discussion of Erikson and the ideas of Vygotsky as
well (the recently published "Companion
to Vygotsky" might help.

But you may have better luck on some of these issues by using google.. The
Combination, "erik erikson" essentialism
which turns up 542 entries.
mike

On Sun, Feb 24, 2008 at 9:22 AM, Ng Foo Keong <lefouque@gmail.com> wrote:

> hi everybody,
>
> i'm a PhD student studying the development of mathematical "identity"
> of a few volunteers using Anna Sfard's framework of identity as a
> narrative that is RES (Reifying, Edorsable and Significant). Learning
> here is defined as bridging the gap between /actual identity/ and
> /designated identity/.
>
> While we're on the topic, and since i have my head still full of
> un-sorted-out concepts, i'd like to ask:
> how is "personality" different from "identity"?
>
> Do you consider Erik Erikson's theory of identity "essentialist"? How
> so? Doesn't Erikson's theory also allow for change and development in
> people? i.e. it is not carved and
> set in stone throughout a person's life, or is it?
>
> Enlightenment from experts will be very much appreciated.
>
> Foo Keong, PhD student
> National Institute of Education, Singapore
>
>
> References
> ----------------
> Sfard, A. & Prusak, A. (2005). Telling identities: In search of an
> analytic tool for
> investigating learning as a culturally shaped activity. Educational
> Researcher, 34(4),
> 14-22 .
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Received on Sun Feb 24 09:57 PST 2008