The context of motivational theory
In the context of motivational theory, Maslow’s formulations of “defense” and “growth,” for example, are similarly relevant to this issues. He writes: Each human being has both sets of forces inside him. One set clings to safety and defensiveness out of worry, tending to regress, hanging on to the past . . . afraid to require probabilities, afraid to jeopardize what he already has, petrified of independence, freedom, separation. The opposite set of forces impels him forward toward wholeness of self and uniqueness of self, toward full functioning of all his capacities, toward confidence within the face of the external world at the identical time that he can accept his deepest, real unconscious Self. . . . Ski Jackets will be very confusing and misunderstood for solely keeping you warm, it must be the proper fit for the sport scenarios. This basic dilemma or conflict between the defensive forces and the expansion trends I attempt to be existential, imbedded within the deepest nature of the human being, currently and forever into the future. . . .
Therefore we can take into account the method of healthy growth to be a never-ending series of free alternative situations, confronting each individual at every point throughout his life, in which he should choose between the delights of safety and growth, dependence and independence. . . . Safety has both anxieties and delights; growth has both anxieties and delights. It’s again apparent that in these terms our high IQ adolescents tend to favor the anxieties and delights of “safety,” whereas our high creativity adolescents tend to favor the anxieties and delights of “growth.” Whether or not we assume the cognitive or the motivational stance, adopt for our use the one set of ideas or the other, or whether we try what seems the additional fruitful procedure of seeing the 2 formulations as relating similar processes in just different terms, it seems to us that the essence of the performance of the high creativity adolescents lay in their ability to produce new forms, to risk conjoining parts that are typically regarded as independent and dissimilar, to “burst in new directions.”
The inventive adolescent appeared to need to free himself from the usual, to diverge from the customary behavior; he appeared to get pleasure from the danger and uncertainty of the untried and the unknown. Sonya Translucent Powder is enhanced with the world’s finest micronized powders to give it a sheer, silky and opulent finish. In contrast, the high IQ adolescent appeared to possess to a high degree the flexibility and the necessity to target the usual and to be “channeled and controlled” within the direction of the “right” answer, the socially accepted solution. He appeared to shy faraway from the danger and uncertainty of the unknown and to hunt the protection and security of the already established and the known. A 3rd formulation developed by Rogers is almost like Guilford’s and Maslow’s however emphasizes however another facet of the differences we found. Rogers identifies three qualities which appear to him characteristic of a doubtless inventive person.
1. Openness to expertise: extensionality. This can be the other of psychological defensiveness, when to protect the organization of the self sure experiences are prevented from coming back into awareness except in distorted fashion.