Isla and Xanthe represent two
distinct personality types, introversion and extroversion. These terms
were derived by Jung (1923), as cited by Burruss and Kaenzig (1999), and
on the simplest level refer to where we gain our energy from (Hodgson 2012).
Introverts typically gain their energy
from within themselves, retreating to quiet solitude to recharge. Extroverts,
on the other hand, are energized from social interaction (Silverman, 1999).
This is why Isla prefers to retreat
to her dreamland rather than play hopscotch with Xanthe.
Although most people draw on traits
from both personality types, we usually identify more strongly with one, over
another (Burruss & Kaenzig, 1999). By clicking here, you can answer
a few questions to determine which personality type you associate more strongly
with. This quiz was created by Cain (2011) based on characteristics of
introversion commonly accepted by contemporary researchers.
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| Picture from here Adjectives derived from Cain (2012, p. 269) and Hodgson (2012, p. 60) |
While introverts like to reflect on their
thoughts, ideas and feelings, and process their words before speaking,
extroverts gain clarity from talking and acting before thinking (Alcock, 1998).
Silverman (1999) explains that introverts often fear public humiliation and are
far more sensitive to the consequences or impact that their words or actions
have. For this reason they often prefer to show the world
their finished products, and like to carefully rehearse before they
speak or act (Alcock, 1999).
In 1967 Eysenck intended on discovering whether introversion and extroversion was related to our genetics. He discovered, as cited by Furnham and Strbac (2002), that compared to extroverts, introverts have higher cortical arousal levels within their brain, making them more sensitive to stimulation. This means that their cortical arousal levels will peak easily with change, interruption, large social interactions, jumping between activities and background music (Eysenck, 1996). As a result, they may find themselves needing to close off from the outside world and seek peaceful solitude in order to avoid being overwhelmed and over stimulated (Eysenck, 1996). The description of Isla shows this when it describes that Isla found the class noisy, too fast, and that she often got lost in discussions or expectations.
Lower levels of cortical arousal within extroverts means that, in comparison, they are often found intentionally seeking stimulation to avoid underarousal (Eysenck, 1996). They are bored by routines, easily engage in multiple, simultaneously occurring activities and pursue risk taking, excitable experiences. This explains why Xanthe enjoys going to different extra-curricular activities, with different people, everyday after school.
In 1967 Eysenck intended on discovering whether introversion and extroversion was related to our genetics. He discovered, as cited by Furnham and Strbac (2002), that compared to extroverts, introverts have higher cortical arousal levels within their brain, making them more sensitive to stimulation. This means that their cortical arousal levels will peak easily with change, interruption, large social interactions, jumping between activities and background music (Eysenck, 1996). As a result, they may find themselves needing to close off from the outside world and seek peaceful solitude in order to avoid being overwhelmed and over stimulated (Eysenck, 1996). The description of Isla shows this when it describes that Isla found the class noisy, too fast, and that she often got lost in discussions or expectations.
Lower levels of cortical arousal within extroverts means that, in comparison, they are often found intentionally seeking stimulation to avoid underarousal (Eysenck, 1996). They are bored by routines, easily engage in multiple, simultaneously occurring activities and pursue risk taking, excitable experiences. This explains why Xanthe enjoys going to different extra-curricular activities, with different people, everyday after school.
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| Picture from here |
According to Western culture, Xanthe, an extrovert,
represents the ideal citizen, employee and student (Hodgson 2012). We want our
children to have lots of friends, enjoy going to parties, greet new experiences
with ease. We hold the belief that success and power lies in
confidence, assertiveness, dominance, volume, and quick thinking
(Cain, 2012). And we translate these preferences onto our
children (Hodgson, 2012).
Have we become so caught up in a need and desire to educate children into becoming this extrovert ideal that we have we have lost an ability to recognise and value the Islas's? The quiet, deep, gentle, creative, dreamers known as introverts? As teachers, are our group seating arrangements, noisy classrooms, rapid lessons, minimum wait time, charismatic natures, and negative perceptions surrounding introverts harming our Isla's and breeding a population of Xanthe's?
Have we become so caught up in a need and desire to educate children into becoming this extrovert ideal that we have we have lost an ability to recognise and value the Islas's? The quiet, deep, gentle, creative, dreamers known as introverts? As teachers, are our group seating arrangements, noisy classrooms, rapid lessons, minimum wait time, charismatic natures, and negative perceptions surrounding introverts harming our Isla's and breeding a population of Xanthe's?
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