Module 2

The Philosophical View of Self

Meanings of SELF
 Is the condition of identity that makes one subject of experience distinct from all others.
 Is the person regarded as an individual apart from all others.
 Self is one’s identity.
Johari Window
The Johari Window model was devised by American psychologists Joseph Luft and Harry Ingham in 1995.
Open Self Blind Self
Information about you that both you know and Information about you that you don’t know but
others know others know

Hidden Self Unknown Self

Information about you that you know but others Information about you that both you that neither
don’t know you nor others know

Socrates: “Know Yourself”

Socrates is principally concerned with man. He considers man from the point of view of his inner
life. The famous line of Socrates, Know Yourself, tells each man to bring his inner self to light. A bad man
is not virtuous through ignorance; the man who does not follow the good fails to do so because he does
not recognize it.
The core of Socratic ethics is the concept of virtue and knowledge. Virtue is the deepest and
most basic propensity of man. Knowing one’s own virtue is necessary and can be learned. Since virtue is
innate in the mind and self-knowledge is the source of all wisdom, an individual may gain possession of
oneself and be one’s own master through knowledge.

Plato: “The Ideal Self, the Perfect Self”

According to Plato, man was omniscient or all-knowing before he came to be born into this
world. With his separation from the paradise of truth and knowledge and his long exile on earth, he
forgot most of the knowledge he had. However, by constant remembering through contemplation and
doing good, he can regain his former imperfections.
Man who is now in exile on earth has a guiding star, a model, or a divine exemplar which he
must follow to reach and attain his destiny. In practical terms, this means that man in this life of virtue in
which true human perfection exists. Happiness, which is the fruit of virtue, is attained by the constant
imitation of divine exemplar of virtue, embodied in man’s former perfect self.

Immanuel Kant: “Respect for Self”

Man is the only creature who governs and directs himself and his actions, who sets up ends for
himself and his purpose, and who freely orders means for the attainment of his aims. Every man is thus
an end in himself and should never be treated merely as a means-as per the order of the Creator and
the natural order of things. This rule is a plain dictum of reason and justice; Respect others as you would
respect yourself. A person should not be used as a tool, instrument, or device to accomplish another’s
private ends. Thus, all men are persons gifted with the same basic right and should treat each other as
equals.

Rene Descartes: “I think; therefore, I am”

 Descartes states that the self is a thinking entity distinct from the body. His famous principle was
Cotigo, ergo sum, which means I think, therefore I am. Although the mind and the body are independent
from each other and serve their own function, man must use his own mind and thinking abilities to
investigate, analyze, experiment, and develop himself.

John Locke: “Personal Identity”

John Locke holds that personal identity (the self) is a matter of psychological continuity. For him,
personal is founded on consciousness (memory), and not on the substance of either the soul or body.
Personal identity is the concept about oneself that evolves over the course of an individual’s life.
It may include aspects of life that man has no control over, such as where he grew up or color of his skin,
as well as the choices he makes, like how he spends his time and what he believes.

The Psychological View of Self

Sigmund Freud: “The Psychoanalytic View of Self”
Freud’s asserts that human psyche (personality) is structured into three parts. These structures-
the id, ego, and superego- all develop at different stages in a person’s life.
These three structures are systems and not physical parts of the brain. Although each part
comprises and contributes unique features and contributes to an individual’s behavior, they interact to
form a whole.
Parts of Personality
1. Id (internal desires). Also called internal drives or instinctive drives, it consists of the body’s
primitive biological drives and urges which are concerned only with achieving pleasure and self-
satisfaction. Id lives completely in unconscious.
2. Ego (reality). It is the “I” part of the individual that gives him/her the sense of his/her own
identity. The ego is the rational part of the personality.
3. Superego (conscience). It is the part of the personality concerned with morals, precepts,
standards, and ideas. The superego is also the critical faculty of the personality.
Freudian Stages of Psychosexual Development
Freud also argues that development of an individual can be divided into distinct stages
characterized by sexual drives. As a person grows, certain areas become sources of pleasure, frustration
or both.
1. Oral. From birth to the end of the first year, the mouth becomes the part of the body through
which gratification is secured.
2. Anal (expulsive phase). From the age of 2 to 3 years, the child derives the feelings of pleasure or
pain from defecating. It covers the toilet-training period.
3. Phallic. From the age of 3 to 6 years, the child gets curious about his/her genitals and becomes
attached to the parent of the opposite sex. The attraction of a boy to his mother is called
Oedipus complex, while that of a girl to her father is called Electra complex.
4. Latency. From the age of 10 to 12 years, sexual motivations presumably recede in importance as
the child becomes pre occupied with developing skills and other activities.
5. Genital. After puberty, the deepest feelings of pleasure presumably come from heterosexual
relations.

Erik Erikson: The Psychosocial Stages of Self-development

Erikson was primarily concerned with how both psychological and social factors affect the
development of individuals. He has formulated eight major stages of development, each posing a unique
developmental task and simultaneously presenting the individual with a crisis that he/she must
overcome.

Stage Basic Conflict Important Events Basic Virtue Outcome

Infancy (0 to Trust vs. Mistrust Feeding/ Comfort Hope Children develop a

18 months) sense of trust when
caregivers provide
reliability, care and
affection. A lack of
this will lead to
mistrust.
Early Childhood Autonomy vs. Shame Toilet Training/ Will Children need to
(2 to 3) and Doubt Dressing develop a sense of
personal control over
physical skills and a
sense of
independence.
Success leads to
feeling of autonomy,
failure results in
feelings of shame and
doubt.
Preschool (3 to Initiative vs. Guilt Exploration/ Play Purpose Children need to
5) begin asserting
control and power
over the environment.
Success in this state
leads to a sense of
purpose. Children
who try to exert too
much power
experience
disapproval, resulting
in a sense of guilt.
School Age (6 Industry vs. Inferiority School/ Activities Competenc Children need to cope
to 11) y with new social and
academic demands.
Success leads to a
sense of competence,
while failure results in
feeling of inferiority.
Adolescence Identity vs. Role Social Fidelity Teens need to
(12 to 18) Confusion Relationships/ develop a sense of self
Identity and personal identity.
Success leads to an
ability to stay true to
 yourself, while failure
leads to role
confusion and a weak
sense of self.
Young Adult Intimacy vs. Isolation Intimate Love Young adults need to
(19 to 40) Relationships form intimate, loving
relationships with
other people. Success
leads to strong
relationships, while
failure results in
loneliness and
isolation.
Middle Generativity vs. Work and Care Adults need to create
Adulthood ( 40 Stagnation Parenthood or nurture things that
to 65) will outlast them,
often by having
children or creating a
positive change that
benefits other people.
Success leads to
feelings of usefulness
and accomplishment,
while failure results in
shallow involvement
in the world.
Maturity (65 to Ego Integrity vs. Reflection on life Wisdom Older adults need to
death) Despair look back on life and
feel a sense of
fulfillment. Success at
this state leads to a
feeling of wisdom,
while failure results in
regret, bitterness, and
despair.