For human beings, the attractiveness of similarity is so strong that it is found across cultures.
Opposites – Jungian concept and definition
Because similarity is associated with attraction, it makes sense that individuals in committed relationships tend to be alike in many ways. Sometimes this is called assortative mating , although this term is more often used to describe the ways in which people with similar levels of educational attainment, financial means and physical appearance tend to pair up. Both the homogamy hypothesis and the complementarity hypothesis could be true.
So is there scientific support that opposites might attract at least some of the time? Love stories often include people finding partners who seem to have traits that they lack, like a good girl falling for a bad boy. In this way, they appear to complement one another. For example, one spouse might be outgoing and funny while the other is shy and serious. In fact, one could imagine the friends and relatives of a shy person trying to set them up with an outgoing person to draw the shy one out. The question is whether people actually seek out complementary partners or if that just happens in the movies.
There is essentially no research evidence that differences in personality, interests, education, politics, upbringing, religion or other traits lead to greater attraction. For example, in one study researchers found that college students preferred descriptions of mates whose written bios were similar to themselves or their ideal self over those described as complementing themselves.
Other studies have supported this finding. For example, introverts are no more attracted to extraverts than they are to anyone else. Aims To introduce simple adjectives for describing people and things. To match the written and spoken form of simple adjectives. To help the learners remember the words taught using mime and drawing.
Materials Flash cards or simple outline drawings to illustrate the adjectives you have chosen to teach.http://www.cantinesanpancrazio.it/components/kywysike/442-come-spiare-le.php
Word cards for these adjectives. Blutak or magnets to fix the cards to the board. Drawing paper for the pupils or whiteboards and board pens.
The following sequence teaches: big small long short fat thin hot cold fast slow happy sad clean dirty tall short Stage 1: Teaching opposites Show the class the flash card illustrating 'tall' or draw two stick figures on the board - one tall, one short - and say 'Look! He's tall.
He's very tall. You can write the height in figures on the board as another way of reinforcing the meaning. Ask one of the taller pupils to stand up and ask 'How tall are you? Respond with 'Oh, you're very tall! Repeat this with other tall pupils.
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Point to the second drawing on the board and ask 'Is he tall? He's small. Continue until there are eight or ten flashcards on the board. There is no form of human tragedy that does not in some measure proceed from [the] conflict between the ego and the unconscious. Whatever attitude exists in the conscious mind, and whichever psychological function is dominant, the opposite is in the unconscious.
This situation seldom precipitates a crisis in the first half of life.
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But for older people who reach an impasse, characterized by a one-sided conscious attitude and the blockage of energy, it is necessary to bring to light psychic contents that have been repressed. The repressed content must be made conscious so as to produce a tension of opposites, without which no forward movement is possible.
The conscious mind is on top, the shadow underneath, and just as high always longs for low and hot for cold, so all consciousness, perhaps without being aware of it, seeks its unconscious opposite, lacking which it is doomed to stagnation, congestion, and ossification.
Life is born only of the spark of opposites. Out of [the] collision of opposites the unconscious psyche always creates a third thing of an irrational nature, which the conscious mind neither expects nor understands.