Taylor's Models
Models Can Be Helpful
Webster’s defines a “model” as a description or analogy used to help visualize something. In just such a manner, many models have been developed in an attempt to explain variations in human behavior. These include educational, learning style, leadership, social science, physiological, psychological, and thinking-style models, just to name a few. They can provide a framework from which to identify and discuss differences and similarities, a sort of short-hand language. In their book, “The Art of Using Your Whole Brain,”
authors Benziger and Sohn mention some of these models and correlate
terminology with Benziger’s Working Model of Brain Function.
Others have correlated Benziger’s brain-function terminology
with a variety of models.
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Perhaps the greatest loss you can experience in life is the loss of who you were intended to be innately—and the authentic realness you never lived in all of its thriving fullness. —Arlene Taylor |
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Taylor, Arlene
Taylor’s “Who Am I?” Model
Nothing in life is free. You always give something up to get something. The basic medium of exchange is energy (life force), not time or money or talent. The bottom line: you pay in energy! You are more likely to be healthy, happy, and successful, and live out your potential longevity, when the majority of your life’s activities match what your brain does easily.
There is a huge difference between what your brain has learned to do well and what it does energy efficiently! Evaluate how much a specific something (e.g., activity, task, relationship) costs in energy. Then decide if you want to give up that amount of energy in exchange.
Living authentically is energy efficient. In order to accomplish this, you need to identify who you are innately. The primary purpose of the "Who Am I?" Pyramid is to provide a framework for assisting you to identify your own innate giftedness. It can help to explain similarities and differences between individuals in a somewhat neutral and non-threatening language.
The focus of the "Who Am I?" Pyramid is on identifying, affirming, and living one's innate giftedness in order to manage energy expenditures more efficiently, enhance relationships, improve communication, increase success, and avoid or recover from Prolonged Adaption Stress Syndrome (PASS). Taylor’s model integrates and expands on work from a variety of researchers. Four key components are portrayed in the illustration below and descriptions for each layer follow.
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Brain
Gender Preference |
|
Extroversion-Introversion
Preference |
|
Sensory
System Preference |
|
Thinking
Process Preference |
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Benziger, I. Katherine
Benziger’s Working Model of Brain Function
The focus is on validating and making effective use
of all four cerebral modes and patterns. Benziger's model incorporates
concepts of Extraversion/Introversion (e.g., Hans Eysenck) with a
physiological update to the work of C. G. Jung, including additional
information on Falsification of Type.
Brain Lead
| Frontal
Left (FL) |
Frontal
Right (FR) |
| Basal
Left (BL) |
Basal
Right (BR) |
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Cruise & Blitchington
Cruise & Blitchington’s Four Temperaments Model
(Thanks to Eugene Brewer PhD for correlation with cerebral function modes in his doctoral research project)
The focus is on a way to identify behaviors. Incorporates terminology from Galen and Hippocrates.
| Choleric (FL) |
Sanguine (FR) |
| Phlegmatic (BL) |
Melancholy (BR) |
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Enneagram
Enneagram compared with C.G. Jung and Benziger
(Thanks
to I. Katherine Benziger PhD for correlation)
The focus is on a method of labeling and describing differences in behavior/thinking styles.
| Enneagram Type |
Carl Gustav Jung (per Riso) |
I. Katherine Benziger |
| 1. The Reformer |
Extroverted Thinker |
Extroverted Frontal Left |
| 2. The Healer |
Extroverted Feeler |
Extroverted Basal Right |
| 3. The Status Seeker |
No Explanation |
Extreme Extroverts |
| 4. The Artist |
Introverted Intuitive |
Introverted Frontal Right |
| 5. The Thinker |
Introverted Thinker |
Introverted Frontal Left |
| 6. The Loyalist |
Introverted Feeler |
Introverted Basal Right |
| 7. The Generalist |
Extroverted Sensation |
Extroverted Basal Left |
| 8. The Leader |
Extroverted Intuitive |
Extroverted Frontal Right |
| 9. The Peacemaker |
Introverted Sensation |
Introverted Basal Left |
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Farley, Frank
Frank Farley’s Thrill-Seeking Model
The focus is on exploring connection between creativity and criminality, among other things.
|
|
Big
“T” – thrill-seeking, high stimulation needs,
novelty, risk |
| Little
“T” – thrill avoiding, predictable, clarity,
rigidity |
|
Galen (circa 200 A.D.)
The Four Humors Model
The focus is on identifying behaviors. Incorporates terminology used by Hippocrates circa 500 B.C.
| Choleric (FL) |
Sanguine (Extroverted) |
| Phlegmatic (BL) |
Melancholic (Introverted) |
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Gregorc, Anthony F.
Anthony F. Gregorc’s Learning Styles
The focus is on assisting teachers to understand and communicate with students more effectively.
| Abstract Sequential (FL) |
Abstract Random (FR) |
| Concrete Sequential (BL) |
Concrete Random (BR) |
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Herrmann, Ned
Ned Herrmann's Whole Brain
Model
The focus is on enhancing self understanding and enabling
creative thinking through the use of his metaphorical whole brain
model. "Because this is a metaphorical model and not a clinical
one, it permits us to make selected applications while a precise clinical
model is still decades from perfection. The metaphoric Whole Brain
Model provides a useful and valid basis for determining thinking style
preferences lacking a location-specific, precise physiological construct."
(The Whole Brain Business Book by Ned Hermann, page 18).
| Upper Left or Left Cerebral (FL) |
Upper Right or Right Cererbral (FR) |
| Lower Left or Left Limbic (BL) |
Lower Right or Right Limbic (BR) |
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Jung, Carl Gustav
Jung’s Four Functions Model
| Thinking Function (FL) |
Intuition Function (FR) |
| Sensing Function (BL) |
Feeling Function (BR) |
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Kleiner, Brian H.
Kleiner’s
Tuning into Temperaments
Model
| Science
Oriented Thinking (Double Frontal) |
Artistic-Sensation-Perceiving
(FR) |
| Responsible
Judging (BL) |
Feeling
Function (BR) |
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Thomas-Kilman
Thomas-Kilman’s
Conflict Styles Inventory Model
The focus is on enabling people to collaborate more effectively to resolve conflicts.
| Competition
(FL and extreme extrovert) |
Avoidance
(FR and extreme introvert) |
| Compromise (BL) |
Accommodation
(BR) Collaboration
(Double Right or BR) |
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Kolb, David A.
David A. Kolb’s Learning Styles
The focus is on assisting teachers to understand and communicate with students more effectively.
| Abstract Conceptualization (FL) |
Active Experimentation (FR) |
| Reflective Observation (BL) |
Concrete Experience (BR) |
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Leavitt, Harold
Leavitt’s Executive Styles Model – In Praise of Pathfinders
The focus is on identifying excellent leaders
| Problem Solver (FL) |
| Implementer (Double Left) |
| Pathfinder (FR) |
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McCarthy,
Bernice
McCarthy's 4MAT Model
(Thanks
to Eugene Brewer PhD for correlation with Benziger terminology of
four cerebral modes)
The focus is on assisting teachers to teach to all learning styles. While in a learner's strong areas, s/he shines. While in a learner's weaker areas, s/he is stretched to develop, thus becoming whole-brain learning.
| Quadrant 2 (FL) Analytic Learner. Scholar, loves school, research, what do the experts think? Asks the question, "What?" | Quadrant 4 (FR) Dynamic Learner. Intuitive learner, often gets right answer but does not know how. Risk taker. Makes whatever is working, work better. Asks the question, "If?" or "What if?" |
| Quadrant 3 (BL) Common Sense Learner. Kinesthetic oriented, needs to move. Bottom line. Asks the question, "How does this work?" | Quadrant 1 (BR) Imaginative Learner Great Ideas, people oriented. Filters new learning through past experience. Asks the question, "Why?" |
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Moore-Gillette
Robert Moore and Douglas Gillette’s Masculine Types Model
The focus is on identifying four dominant archetypes guiding male growth and development.
| Warrior (FL) | Magician (FR) |
| King (BL) | Lover (BR) |
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Myers-Briggs
MBTI Model
The focus is on implementing Jung’s Model
MBTI Value |
Benziger Terminology |
Thinking (T) |
Frontal Left |
Sensing (S) |
Basal Left |
Feeling (F) |
Basal Right |
Intuition (N) |
Frontal Right |
Extroversion (E) |
Extroversion |
Introversion (I) |
Introversion |
None |
Balanced E:I |
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Native American Medicine Wheel Model
The focus is on
conveying a symbolic, metaphoric understanding of life.
| North, Buffalo (FL) | East, Illumination (FR) |
| West, Bear (BL) | South, Innocence/Trust (BR) |
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Performax Disc
Performanx’s Disc Model
| Dominance (Double frontal and extroverted) |
| Compliance (Double left and introverted) |
| Steadiness (Double basal and introverted) |
| Influencing others (Double right and extroverted) |
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Pribram,
Carl
Proposed physiological bases
or psychological relevance model
The focus is on natural functional brain lead.
| Left Frontal Lobe (FL) | Right Frontal Lobe (FR) |
| Left Posterior Cortical Convexity (BL) | Right Posterior Cortical Convexity (BR) |
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Rubin, Irv
Irv Rubin’s Influence Styles Model
| Reason with logic (FL) | Attract with visions (FR) |
| Assert established goals (BL) | Bridge with other people (BR) |
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Thompson, Irwin
Irwin Thompson’s Archetypes in History Model
The focus is on
theoretical insights.
| Hunter – military general (FL) | Fool – leader in impossible situations (FR) |
| Leader - administrative Leader (BL) | Shaman – Spiritual leader (BR) |
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Wilson
Wilson Learning System’s Social Styles Model
The focus is on
increased selling and influencing skills.
| Driver (Double Frontal, Extroverted) |
| Analytic (Double Left, Introverted) |
| Amiable (Basal Right, Introverted) |
| Expressive (Frontal Right, Extroverted) |
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