Psychobiography Project: Reshma Shrestha Prof Virginia Davie

Psychobiography Projectreshma Shresthaprof Virginia Davistexas Am Co

Psychobiography Project Reshma Shrestha Prof. Virginia Davis Texas A&M Commerce University 8th November, 2020 Psychobiography Project The selected real person for this project is Harriet Tubman, who is one of the most famous and leading abolitionist in Africa. She not only herself escaped slavery, but also she led thousands of enslaved people towards freedom by the pathway of the underground railroad. She was basically born in Maryland and then she became the most famous conductor of the underground railroad. It is because she took the risk in her life to lead hundreds of family members and slaves from the plantation system to freedom.

She is regarded to be one of the abolitionists before the proceeding of the American Civil War. She is also famous for her assistance in the Union Army during the war as she was working as a spy among the other roles (Biography, 2020). The character of Harriet Tubman is a real example of psychoanalytic theory by Sigmund Freud. The theoretical implication mainly incorporated towards the methodological investigation and treating the disorders or deprivedness in the personality of the individual is the key insights of the psychoanalytic theory. Mainly the theory is considered to be significant because inner forces drive behavior is developed among individuals.

For example, it happened that Harriet spends all her life in slavery, and somehow she was afraid of the cruel behavior with which all of the slaves were treated from the plantation system. It was the time when she brought out the inner drive of deprivedness related to slavery, and she decided to spend all her life helping the improvised former slaves and the elderly persons (History, 2020). The only reason due to which she is considered to be the most recognized icons in the American history is her inner legacy that, if she was deprived of education, independence, and equal rights then, she won't let other people live in the same way and thus, she inspired a lot of people from every race and background.

Under the insights of Freud, the human mind is made up of two parts in which conscious and unconscious minds are included. It was residing in the sub-conscious mind of Harriet that she won’t have other people to be slaves which prompted her to make the decision even though she didn’t recognize it on a conscious level. References Biography. (2020, June 05). Harriet Tubman Biography. Retrieved from the biography: History. (2020, Sep 29). Harriet Tubman. Retrieved from History: PSYCHOBIOGRAPHY PROJECT PSYCHOLOGY OF PERSONALITY, PSY .

Paper For Above instruction

The psychobiography of Harriet Tubman offers a compelling illustration of how personal history, psychological theory, and societal influences intertwine to shape an individual’s personality and life trajectory. This analysis will explore her background, key experiences, and behavioral traits through the lens of psychoanalytic theory, particularly Freudian concepts of the conscious and unconscious mind, to understand the underlying motivations that drove her courageous actions and enduring legacy.

Introduction

Harriet Tubman was an African American woman born into slavery in Maryland in the early 19th century. Her life, marked by profound resilience and unwavering commitment to freedom and justice, embodies qualities of courage, empathy, and determination. She escaped slavery herself and subsequently became a leading conductor of the Underground Railroad, helping hundreds of enslaved individuals attain liberation. Her involvement in the Civil War effort as a spy and nurse further exemplifies her dedication to societal change. This psychobiography will apply Sigmund Freud’s psychoanalytic theory to dissect her personality formation, focusing on how her early life experiences and unconscious drives shaped her resolute character.

Organization of the Paper

This paper will initially provide a comprehensive narrative of Harriet Tubman’s life, emphasizing her childhood, family background, and early experiences that contributed to her personality development. It will then identify three key experiences—her own escape from slavery, her role in leading others through the Underground Railroad, and her work during the Civil War—and analyze their influence on her psyche. The theoretical framework will interpret how Freudian notions of unconscious motives and inner conflicts explain her actions. The discussion will conclude with reflections on her legacy and the enduring impact of her psychological makeup.

Basic Narrative

Harriet Tubman was born Araminta Ross around 1822, into a poor family of enslaved Africans. Her early life was traumatic; she endured brutal physical punishments and witnessed the inhumane treatment of fellow slaves. Her family background was characterized by hardship, with limited access to education and resources, which entrenched a sense of deprivation. Despite these hardships, she developed resilience and an indomitable spirit. Her education was minimal, but her mental strength was cultivated through years of enduring suffering and observing the cruelty inflicted upon her community. Her social environment was fraught with oppression, but her personal experiences fostered a fierce desire for liberation and justice.

Key Experiences and Their Impact

The first pivotal experience was her own escape from slavery in 1849, which was driven by an internal desire for freedom that Freud would attribute to her unconscious mind's survival instinct. Her escape was not merely physical but also psychological; it represented the breaking free from repression and subjugation. The second influential event was her decision to lead others through the Underground Railroad, which required immense courage and strategic thinking. This act was influenced by her empathy and moral conviction—traits rooted in her unconscious drives to rectify injustice. The third significant event was her active participation in the Civil War, including espionage and nursing. This phase of her life reinforced her self-image as a protector and a leader, aligning with Freudian ideas of the ego functioning to adapt and respond to external demands.

Theoretical Framework

Freud’s psychoanalytic theory suggests that the unconscious mind contains drives and memories that influence behavior beyond conscious awareness. Harriet Tubman’s life can be interpreted through this prism, where her unconscious motivation to fight slavery stemmed from repressed fears, unresolved inner conflicts, and a desire for belonging and dignity. Her traumatic childhood and witnessing of brutality might have produced subconscious anger and a desire for retribution, fueling her persistent activism. Her escape and leadership roles can be seen as manifestations of these unconscious drives, providing her with a sense of purpose and catharsis. Additionally, her resilience and moral compass align with Freud’s concept of the superego, guiding her toward her ideals of justice and collective freedom.

Conclusion

Harriet Tubman’s personality was shaped profoundly by her early life hardships and subsequent pivotal experiences, which interacted with her unconscious motives to forge a fearless advocate for freedom. Her life exemplifies how internal psychological forces, rooted in trauma, resilience, and moral conviction, can propel individuals to extraordinary deeds. Applying Freudian psychoanalytic theory reveals that her unconscious drives—stemming from her traumatic past—were pivotal in motivating her relentless pursuit of justice. Her legacy underscores the power of the human mind’s hidden depths in shaping resilient, purpose-driven personalities capable of transforming society.

References

  • Biography. (2020, June 5). Harriet Tubman Biography. Retrieved from https://www.biography.com/activist/harriet-tubman
  • History. (2020, September 29). Harriet Tubman. Retrieved from https://www.history.com/topics/black-history/harriet-tubman
  • Freud, S. (1915). The unconscious. Standard Edition of the Complete Psychological Works of Sigmund Freud, Volume XIV (1914-1916): On the History of the Psycho-Analytic Movement, Papers on Metapsychology and Other Works, 159–215.
  • Kandel, E. R. (2006). In Search of Memory: The Emergence of a New Science of Mind. W. W. Norton & Company.
  • Erikson, E. H. (1968). Identity: Youth and Crisis. W. W. Norton & Company.
  • Hill, C. (2007). Psychoanalytic Personality Theories. In D. C. Levin (Ed.), Personality Theories: Critical Perspectives (pp. 45-62). Sage Publications.
  • McLeod, S. (2018). Freud’s Psychoanalytic Theory. Simply Psychology. https://www.simplypsychology.org/psychoanalysis.html
  • Frankl, V. E. (1959). Man's Search for Meaning. Beacon Press.
  • Gilligan, C. (1982). In a Different Voice: Psychological Theory and Women’s Development. Harvard University Press.
  • Koenig, H. G. (2012). Spirituality and Health Research: Methods, Measures, and Models. Springer Publishing.

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