The Five Factor Model Of Personality - 853 Words

An analysis of the five factor model of personality Many contemporary psychologists believe that there are five basic dimensions of personality and refer to them as the ‘Big Five’. The five-factor model (FFM) of personality is a theory based on five core categories of human personality – openness, conscientiousness, extraversion, agreeableness and neuroticism. While different theorists may use different terminology, the five factors or personality traits have shown a rather consistent pattern over time. This study briefly examines the history, strengths and limitations of the five-factor model. The FFM does not have only one theorist to its name, but rather has been adapted over time from many different concepts and theorists studying human behaviour. The overall concept of trait theory emerged during the 1930’s when Louis Thurstone developed a factor analysis of 60 adjectives, which was used by participants to ‘rate’ acquaintances based from the descriptive words from the study (Digman, 1996). Evidence of the theory has grown over the past 70 years with the research of D.W. Fiske (1949) which was later expanded upon by other researchers (Norman, 1967; Smith, 1967; Goldberg, 1981; McCrae and Costa, 1987). McCrae and his colleagues also discovered in their research that the ‘Big Five’ traits were remarkably universal. One of their studies looked at people from over 50 cultures and found that the five dimensions could be used to quite accurately describe personality.Show MoreRelatedThe Five Factor Model Of Personality1704 Words   |  7 Pagesvariety of models of personality, firstly taking into account Gordon Allport’s model, followed by Raymond Cattell’s 16 trait factor model and Eysenck’s, 3 factor model. Before, critically discussing the five factor model of personality and individual traits, these are made up of the characteristics of an individual which includes their, thoughts and behaviours that make a person unique. Finally this essay will suggest one other factor which might usefully be added to the five factor model to improveRead MoreThe Five Factor Model Of Personality1041 Words   |  5 PagesPersonality is a multifaceted concept that is difficult to explain but upon further inspection can be analyzed and broken down. Personality, when broken down, is really just a pattern of thoughts, emotions, and behaviors within an individual (Cervone Pervin, 2013). These patterns of thought, emotion, and behavior can be broken down further into what personality theorists call traits. A personality trait is a particularly consistent manner of behavior or emotion that someone presents in a varietyRead MoreThe Five Factor Model Of Personality1940 Words   |  8 PagesThe five-factor model (FFM) is a contemporary construct describing personality. It incorporates five traits – openness, conscientiousness, extraversion, agreeableness and neuroticism also referred to as OCEAN. Within each dimension, there are specific personality attributes, for example, openness includes subcategories of feelings and actions. The FFM was influenced by Cattell’s 16-factor model (1957) and shares traits with many other personality theories such as Eysenck’s PEN model. There has beenRead MoreThe Potential Of The Five Factor Personality Model1126 Words   |  5 PagesMG4C2: Organizational Behavior ‘The potential of the Five Factor personality model to predict employee performance has been overestimated.’ Discuss. Personality can be defined as the qualities that make a person’s ‘unique’ character. The Five Factor personality model is described as a ‘hierarchical organization of personality traits in terms of 5 dimensions’ (McCrae and John, 2005) that can be used to describe personality. These ‘Big Five’ factors are Openness, Conscientiousness, Extraversion, AgreeablenessRead MoreFive Factor Model Personality Inventory1296 Words   |  6 PagesUse the Five Factor Model Personality Inventory to rate yourself on the Big Five personality dimensions. Describe each factor of your Big Five Personality Inventory. Which factor shows the greatest value in predicting your behavior? Why does it? Select one of your friends. Identify the qualities that make that person substantially different from you. In what ways are you basically similar? Which dominates, the differences or similarities? You must attach the Five Factor Model Personality InventoryRead More The Five Factor Model Of Personality Essay2253 Words   |  10 Pages  Ã‚  Ã‚  Ã‚  Ã‚  The precise definition of personality has been a point of discussion amongst many different theorists within many different disciplines since the beginning of civilization. Personality can be defined as the distinctive and characteristic patterns of thought, emotion, and behavior that define an individuals personal style and influence his or her interactions with the environment (Atkinson, Atkinson, Smith Bem, 1993: 525). It can be proposed that personality psychology has two differentRead MoreThe Five Factor Model Of A Personality Test1621 Words   |  7 PagesFive Factor Model Individuals are often confronted with situations in which they only have very little information about the persons they have to interact with; to handle such situations, have been shown to spontaneously form first impressions in an extremely fast manner (Walker Vetter, 2016, p. 609). Personality allows an individual to obtain a specific amount of information about the person as a whole. Within this paper, one will discuss each trait originated under the five factor modelRead MoreFive Factor Model Of Personality Test Essay784 Words   |  4 PagesFive Factor Model of Personality Test Everyone we meet in life will have a different personality. Understanding personality traits can be useful for counselors. Counselors can use personality assessments to learn what influences a person’s development. I took Buchanan’s personality test to discover my personality style. Buchanan’s quiz uses the Five Factor Model of Personality Test (FFPT). Buchanan’s questionnaire covered topics of extraversion, agreeableness, conscientiousness, neuroticism, andRead MoreThe Five Factor Model : The Following Big Five Personality Traits Essay1316 Words   |  6 PagesThe Five Factor Model, which utilizes the following Big five personality traits: Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism, is used to interpret an individual’s personality. It has been said that you can look at a person’s territory, whether it be their bedroom or any other space that only they inhabit, and use the Five Factor Model to judge what their personality may be like from their personal spaces. Room A and Room B are the two spaces I will be using to describeRead MorePredicting Athletic Performance Using The Five Factor Model Of Personality1108 Words   |  5 P agesperformance using the five factor model of personality by Ralph L. Piedmont, David C. Hill, Susana Blanco seeks to address how the five factor model of personality when utilized, is a suitable predictor of athletic performance and how it is can assist in gaining an insight and understanding of the competitive nature within athletes, to show if there was a correlation between personality traits within different competitive sport. There have been many other studies used to evaluate personality within sport

Analysis Of Harriet Beecher Stowe s Account Of Black...

The telling of history of Blacks who fought in the Revolutionary War started in 1850 with author William Nells’ account of Black Soldiers. Harriet Beecher Stowe contended in her overview to Nell’s Colored Patriots of the American Revolution, the work gave way to the possible to â€Å"‘give new self-respect and confidence to the race†¦And their white brothers in reading may remember, that generosity, disinterested courage and bravery, are of no particular race and complexion, and that the image of the Heavenly Father may be reflected alike by all.† Stowe’s overview discloses that the significant author knew Black soldier veterans as individuals worthy of the same treatment given to white soldier veterans of war. The cue that kindness, unbiased†¦show more content†¦MacLeod’s Slavery, Race, and the American Revolution focused on the steadiness amid revolutionary principles and the application of the slave organization. He upheld th e afresh shaped American Republic was the building of a knowingly bigoted culture. Alan Gilbert’s modern history Black Patriots and Loyalists concentrates on Black soldiers as somewhat better than cogs in the radical fight. He depicts Blacks as an international nation and stresses the global longing for freedom as the functioning cohesion amid Blacks. The idea takes Quarles’ acknowledgement of the Black soldier as a contributor and emblem, and allocates precise worth to freedom troops. However, Gilbert’s work miscarries to clarify what Black soldiers intended within the boundaries of a newly conceived country. Likewise, though Quarles’ work presents the American Revolution as an essential instant of transformation for Blacks, he does not clarify the linking between American service and American individuality. Temporarily, MacLeod assess the Revolution ended the scope of bondage, presenting diminutive clarification on the figurative connotation overdue Black service when creating an American individuality. Although confessing all prior wo rks of notable authors have

Madeliene Leininger Free Essays

string(640) " theory are represented in the diagram below; Educational factors Technological factors Religious philosophical factors Kinship Social factors Environmental Context, Language ethnohistory Cultural values, beliefs and lifeways Political Legal factors Economic factors Care expressions patterns practices Holistic Health/illness and death In the center of care, expressions, patterns and practices is the holistic health or illness or death approach with special focus to individuals, families, groups, communities or institutions founded on generic care, nursing care practices and professional care practices\." Nursing Theorist M. Leininger: Culture Care Theory Nursing Theorist Madeliene Leininger: Culture Care Theory Madeliene Leininger was born in Sutton, Nebraska in 1925. In her early life she lived with her brothers and sisters on her father’s farm. We will write a custom essay sample on Madeliene Leininger or any similar topic only for you Order Now She received her high school education from Scholastica College. She furthered her education at the Catholic University of America in Washington, D. C. and then went to the University of Washington, Seattle. Upon completion of her education she became the first professional nurse to complete a PhD on anthropology. Due to the broader approach in her education, she became the first to bring knowledge of anthropology and nursing together to develop the concept of transcultural nursing as an area of study necessary in the nursing field. She developed the Culture Care Diversity and Universality Theory with special focus at culture care. To date, due to the uniqueness of her perspective this theory is used across the world. She developed the theory in 1978 when she established the first caring research conference in which she established the ethnonursing method of research. Leininger conducted the first transcultural study in the field of research in the 1960s while she lived in the Gadsup villages of the Eastern Highlands of New Guinea. After publishing her first book in the field of transcultural nursing, she established the first graduate program. In the study, Leininger focused at enhancing emic, generic and etic professional care through establishing their similarities and differences to prevent possible gaps and conflicting areas which are non therapeutic to clients. While her prowess in the field of nursing developed, she established the Transcultural Nursing Society as the organization that officially governed the new discipline. This was established in 1974. Afterwards, she established the first journal of transcultural nursing and became the editor. Due to her progressive performance in the discipline of transcultural nursing she has received many honors and outstanding awards. Her significant worldwide breakthrough in encouraging advancement of health discipline has lead to her nomination for a Nobel Prize. Based on the theory of Culture Care Diversity and Universality, Leininger tries to describe and predict similarities in nursing and inherent differences which are focused at human care and cultures. The theory pays no attention to medical symptom, diseases and treatment but focuses on the methods of approach to care that gives significance to the person to whom the care is given. The theory was developed in the 1950s and 1960s to give care to people with cultural differences in lifestyles and values. Training nurses in this field enables them to offer care suitable to the people being administered. Due to focus on client nurse interaction the approach places the client at a better position of receiving better care and attention than when the medical approach to care is adopted. The focus is wide enough to serve not only different needs of individual but also communities, groups, families and institutions (Andrews Boyle, 2007). Her first model in Culture Care Theory is called the Sunrise Enabler which offers the conceptual framework and guides a systematic study to the varied dimensions of the theory. This model is distinct in that it identifies three activities which include identification of the goals of nursing by addressing client oriented practices; assessing cultural factors affecting the care to the client and making appropriate judgment about the situation; making decision about the measures to be taken and taking action as influenced by the cultural context. The model uses information attained through research that identifies areas of congruence between cultures and nursing care especially in cultural values, lifestyles and beliefs of the client. In Culture Care Theory, Leininger identifies client caring as the heart of nursing which is unique to the field. While priming this focus, she criticizes the other four nursing concepts of person, environment, nursing and health arguing that nursing is both a profession and discipline and therefore the term ‘nursing’ cannot adequately explain the phenomenon of nursing. She views the concept of nursing as made of compassion, interest and concern for people. In this, concept care becomes central activity, the dominant and distinct unifying factor. Secondly, she views culturally founded care as useful for good health progress even when a client faces challenges such as handicaps or even when sick to the level of death. Thirdly, the healing of a client is based on care that is culturally driven and that there is no cure without this nature of care. Fourthly, care that is based on culture is characterized by comprehensiveness of service delivery, which is holistic and offers explanation to the areas of commonness between the nursing care practices and the culture of the client (Huber, 2006). Leininger views client care as an activity that occurs within a cultural context. She argues that culture is universal and diverse. Due to this, care must adapt to specific patterns of behavior distinguishing each society from another. According to transcultural scholars culture is distinguished by behavioral issues that are explicitly different from another. Leininger defines culture as ‘the lifeways of an individual or a group with reference to values, beliefs, norms, patterns, and practices’ (Leininger 1997, 38). She says that culture is an entity of a group of people which is transmitted across generations or across groups of members of the community. Leininger also holds the view that in order for nursing care to be effective, there is need to consider the ethnohistorical factors of the client, which hold a great value when examined from the ethnocultural perspectives. The ethnohistorical factors help in understanding the environmental context which involves the sociopolitical, ecological and cultural setting. In order to effectively make use of the ethnohistory of a community she calls for proper understanding of past occurrences of an individual and community which in one way or another influences a people’s lifeways. All the environmental factors give sense to the overall meaning of nursing care. The components which influence the theory are represented in the diagram below; Educational factors Technological factors Religious philosophical factors Kinship Social factors Environmental Context, Language ethnohistory Cultural values, beliefs and lifeways Political Legal factors Economic factors Care expressions patterns practices Holistic Health/illness and death In the center of care, expressions, patterns and practices is the holistic health or illness or death approach with special focus to individuals, families, groups, communities or institutions founded on generic care, nursing care practices and professional care practices. These three practices of care are closely influenced by different factors; 1. Technological factors: Technology has been an essential element in offering nursing care. Development of technology has enhanced efficiency in operations of nurses across the world. Similarly, the quality of services offered, as well as, the diversity has immensely improved. Application of modern technology enhances operations of nurses especially when the technology is developed in a manner that creates congruence with the cultural values of a particular society. However, if technology does not support the cultural values of clients’ society the nursing care offered may fail to succeed as required. Even when there is an attempt to form a congruence of the technology and cultural factors, there may exist differences within groups, individuals and families. 2. Religious or philosophical concepts: Understanding cultural values entrenched in the people’s religious practices is necessary to enhancing ethnocultural nursing care. Across the world people view religion as an integral part of their life and seek to form congruence between the religious values and care activities, provided there is room for effectiveness in enhancing a healthy society. In addition, philosophical concepts that exist within a society determine how the client responds to care. In some instances, the philosophical doctrine may help develop congruence between the culture and care but in other instances the aspects may act as a deterrent if active measures are not taken into consideration in identifying the inherent gaps and the people’s ideological foundation. Therefore, there is a need to study the philosophical elements of a culture in which the nursing care need is to be offered. 3. Environmental factors: These include social factors and kinship; cultural values, beliefs, and lifeways and political and legal factors. The social factors include the issues surrounding the families or members of the community in their day to day activities. These include activities such as rituals and nutritional values. These may act as either a boost to nursing care or a deterrent. For instance, some cultural social practices and beliefs may deter a certain group of a larger society from eating some nutritional components, such as animal proteins. In such situations understanding other essential nutritional components that would offer similar nutritional value and which is allowable within the society can be encouraged. This helps in avoiding conflict of nursing care practices and cultural values. While the cultural and social factors may be conducive in enhancing care, the political factors may act as a deterrent to effective nursing care. This challenge may be based on the policy development, which may encourage the society to practice certain aspects of care while preventing others. Policy development may be either based on the cultural values of a society or influenced by the ruling class. Understanding the disparity between the expected target situation in nursing care and the available opportunities in achieving such a target may be a breakthrough in overcoming political hurdles in the nursing care profession and discipline. 4. Economic factors: Delivery of proper nursing care is dependent on the economic potential of a family, community or group of people within a community or a nation. The activities conducted towards effective nursing care have financial implications, some of which might be beyond the capability of many clients. In this case, the target population may fail to access the nursing care services (Center for the Study of Multiculturalism and Health Care, 1994). In other cases, holistic care may be challenged by the degree of financial sacrifice that individuals may be able to make. The nursing care offered may only be relative to the people’s economic prowess and as a result meeting the care target may be challenging. The community or a nation may also be discouraged in offering the comprehensive nursing care, opting to channel the funds to other development activities. For instance, the ongoing United States comprehensive care debate is a response to a situation whereby only a few people are able to access comprehensive care, either culture care or otherwise, while the large group of the society remains unable to access the care (Leininger, 1991). The need for such comprehensive care has also raised queries on the increase of national spending. 5. Educational factors: The level of information available either to the clients or to the culture care specialists may influence the level of delivery of client care. Leininger argues that comprehensive research is necessary in providing information that would necessitate filling the gaps between the cultural values or other influencing factor and professional approach to nursing care. In a community where sufficient research is conducted to identify common areas of interest or similarities, the services offered would be in less conflict with the community’s cultural values and thus increase the possibility of holistic approach to client health. Similarly, the level of education of clients would influence the level of adherence to the nursing care practices, which would directly impact on the health of the individuals or community (Leininger, 1991). Increased levels of literacy in culture care among clients and nurses offer a common platform for nursing care service delivery. The culture care theory has to date stood out as the most widely used and established theory used by nurses world wide. According to research on the influence of the theory in development of the nursing profession, many nurses believe that the theory has made the highest level of break-through in enhancing health practices through the 20th century and even getting much more attention in the 21st century (Bolsher Pharris, 2008). Leininger gives an example of the role that the approach played after the terrible terrorist attack of September 11, 2001 in United States. In the contemporary, there has been increased need to understand factors surrounding the motive behind increased hatred which has led to transcultural hatred and subsequent killing of innocent people. Due to this transcultural knowledge for use worldwide has been essential in the care and nursing profession. The theory has been applied in broader and holistic manner in efforts to discover and offers substantial care to clients of different cultures (Leininger, 1991). In advancing the field of research, the theory has provided a basis of research in the fast developing discipline of transcultural nursing. This research has been useful in enriching the discipline with content for which it is gradually transforming the field and profession of nursing. There is progressive change in the nursing practices and thus contributing to a healthier population across cultural divide. Notably so far, the information gained through transcultural research exceed the full use as nurses trained in this field continue to look for more ways of putting the concepts into practices. Interestingly, the theory is further being applied by other nursing theorist to advance a holistic approach to client health (Leininger, 1991). In conclusion, all the components influencing the quality of nursing care are based on the society’s cultural and social structural dimensions. This approach to nursing care puts Leininger at a very central position especially so through the theory of Culture Care Diversity and Universality. References Andrews, M. Boyle, J. (2007). Transcultural concepts in nursing care. Lippincott Williams Wilkins. Bolsher, S. Pharris, M. (2008). Transforming Nursing Education: The Culturally Inclusive Environment. Springer Publishing Company. Center for the Study of Multiculturalism and Health Care. (1994). The journal of multicultural nursing health: official journal of the Center for the Study of Multiculturalism and Health Care, Inc, Volumes 1-3. Riley Publications. Huber, D. (2006). Leadership and nursing care management. Elsevier Health Sciences. Leininger, M. (1991). Culture care diversity and universality: A theory ofnursing. New York: National League for Nursing Press. Leininger, M. (1997). Overview and reflection of the theory of culture care and the ethnonursing research method. Journal of Transcultural Nursing,8(2), 32-51. 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Mind-Body free essay sample

Eleanor Metheny, born in Manhattan, Illinois in 1908, was a pioneer in the physical education community for four decades. She attended public school outside of Chicago and moved on to a university in the city. After attending the University of Chicago, where she studied English and mathematics, Metheny made her unintentional entry into physical education as an algebra teacher. At her new school, the math teacher typically taught the physical education classes as well as their designated math classes (Leigh Studer, 1983). Later, Metheny served as a professor at the University of California for 29 years. She believed that physical helped to augment movement through which children could â€Å"express, explore, discover, and interpret their world† (Shimon, 2011). Metheny published more than 150 articles, papers, and studies, proved instrumental in creating the country’s first graduate program in physical education, and championed women’s equality in sports. After retirement, Metheny worked in physical education at Pegasus Learning Center at USC. Metheny was most recognized as always being on the cutting edge of her profession (Leigh Studer, 1983). Eleanor Metheny’s work will continue to influence the field of physical education for many years. Jesse Feiring Williams was both in 1886 in Kenton Ohio. He attended college at Oberlin College where physical education became an interest. At Oberlin, he served as a tutor, coach, and director of athletics. After graduating, Williams taught physical education at the New York Institute for the Education of the Blind. After returning from service in World War II, Williams received his MD from Columbia University College of Physicians and Surgeons. He then began association with Teachers College where after four years, he was promoted to professor and chairman of the Physical Education department. He remained at Teachers College for 18 years before going into early retirement. It was at Teachers College where Williams developed new concepts on physical education, health education, and dance. During his time in the field, Williams authored of co-authored an astounding 41 books, including the famed Principles of Physical Education (Kretchmar Gerber, 1983). Jesse Feiring Williams served as a pioneer in the physical education field, and his revelations continue to impact the field. In her article, The Third Dimension in Physical Education, Eleanor Metheny takes a monistic approach to understanding the concept of physical activity. Metheny begins her article by describing the three-dimensional process that is modern education. She explains the three-dimensional process as the one-dimensional training of the mind, the two dimensional education of mind-body unity, and the three-dimensional interconnection of mind-body-emotions (Metheny, 1954). Similar to Metheny’s monistic views are Jesse Feiring William’s in the article Education Through the Physical. Williams initiates the article with the following striking statement. â€Å"No one can examine earnestly the implications of physical education without facing two questions. These are: Is physical education an education of the physical? Is physical education an education through the physical? † He elaborates further on education of the physical, stating that supporters indicate chief outcomes as firm ligaments and strong muscles, which demonstrates the dualistic view. On the other hand, education through the physical embarks on the monistic route, based on the biologic unity of mind and body, viewing life as a totality (Williams, 1930). Because both Williams and Metheny advocated for the monistic view, there are many similarities in their articles. The ways in which the two authors describe physical education gravitate toward the same central values. Metheny defines a physically educated person as one who is able to productively use all possibly faculties of physical movement to â€Å"express, explore, develop, and interpret† his or her self in relation to the world in which they inhabit (Metheny, 1954). Williams, while stating his views more simply, states that physical education mainly as a way of living life. To further elaborate views on monism, Williams states that the apotheosis of solely the mental, or the physical, or the spiritual will lead to tragedy (Williams, 1930). Metheny states that the body is the corporeal expression of the person, his mind, his emotions, and his thoughts. The body is the self that a person presents to the world (Metheny, 1954 ). Metheny and Williams also express similar values in regard to the timeline and lasting effects relating to physical education. According to Metheny, physical education curriculum must be altered to both instant and long-term needs of students and sensible situations in which we must operate (Metheny, 1954). Williams indicates that education for life and modern physical education must have joint supports and confidences (Williams, 1930). Finally, both authors argue that physical education serves the greater purpose of increasing quality of life. Williams states that education through the physical will be evaluated by the role it plays in exceptional living and that physical education seeks to further the purposes of modern education when it stands for supreme kind of living (Williams, 1930). Metheny argues that a person will mature in their physical educational experience by finding his or her self improve with each new movement experience. Through each new movement, a person establishes new relationships with others and makes great advancement toward becoming a better incorporated person-mentally, physically, and emotionally healthy (Metheny, 1954). Essentially, Williams and Metheny prove that they have very similar and monistic views on physical education as a whole. However, while both articles are written to demonstrate monistic views, the both present very different areas of physical education. As previously stated, Williams begins his article with the proposal of the question education of the physical (dualistic) or through the physical (monistic). Williams follows this question up with presentations of the dualistic view throughout the article. We are able to that he prefers a monistic view, but he does elaborate upon a dualistic view (Williams, 1930). However, Metheny gives no real details on the opposing side of her monistic view, which makes the article somewhat one-sided (Metheny, 1954). Throughout the article, it seems that the purposes of both articles differ greatly. Eleanor Metheny seems to be speaking to an audience of physical educators throughout her article. She indicates what our jobs as physical education teachers must be and describes student’s physical experiences (Metheny, 1954). On the other hand, Williams seems to be putting up an argument for mind-body physical education versus a dualistic view. First, Williams begins by explaining the opposing dualistic view and some of the downfalls that could be included with it. Finally, Williams seems to be indicating whose responsibility it is to improve the quality of physical education for the future. He completes his article describing the universities responsibilities in regards to physical education and the betterment of modern education (Williams, 1930). The mind-body problem is one of the most highly debated topics in philosophy. In relation to the mind-body problem, monism denies a distinction between the two. In contrast, dualism indicates the belief that the two are two distinctive parts. I myself seem to struggle with believing one side or the other in the monism/dualism debate. Personally, the best definition of dualism comes from Douglas Odegard (1970), where he described that a â€Å"mind and a body are two different entities and each is â€Å"had† by a man. A man is thus a composite being with two components, one ‘inner’ the other ‘outer’ (87). † On one hand, I do believe in the interaction of the mind and body and that they greatly influence and depend upon each other. On the contrary, I think that it is foolish to believe that the two cannot exist without the other. I do believe that the mind and body are two separate entities; they do, however, closely interact and have dependence on each other. For that reason, my opinions tend to have both a monist and dualist (while more dualist) edge. I tend to share the same opinions as Ernst Johnson (1918) in his article titled Monism and Dualism featured in The Monist. Johnson begins the article by proposing a question on monism and dualism: are incompatible or complementary, can you only have either or are you able to have both? He then defends his points by elaborating on Plato’s â€Å"theory of knowledge† which states that a human may know being through one of two ways: sense perception which entails knowing the material world (dualistic) or though the supersensible, which may contain no duality (monistic). Furthermore, Johnson provides argument that dualism proves to be a more realistic view than that of monism. â€Å"Natural science has shown conclusively that all the immediately observable phenomena of the universe are mechanical. Therefore, no genuine idealistic monism can explain the universe. † One of the most thought provoking statements comes from Johnson when he asks if monism could simply be dualism in disguise, considering the world arose from interaction of two principles that are difficult to combine: mechanics and creativity. This statement clicked something in my mind that I had never thought about before. Overall, I believe it to be very challenging to simply take one side in mind-body problem, and I look forward to further exploring the topic.