The Naked Vivadel Analysis

Self is one’s awareness of ideas and attitudes about one’s own personal and social identity. Identity is shaped at a young age from interpreting concepts about one’s own self from others (Mead, 1934). The present study will compare Freud’s psychoanalytic theory of personality the (id, ego, and, superego) to George Herbert Mead’s social self-theory the (“I” and “me”). The study will give an overview of both theorist and discuss each approach in relationship to each other, and defining the key concepts. According to Schultz and Schultz, (2008) the id is defined as the source of psychic energy and the aspect of personality allied with the instincts. The ego is defined as the rational aspect of personality responsible for

Students’ identities are changed after attending educational institutions, which influence one’s identity because that institution shared or state such values. As student tries to fit and get along with other students in that institution they become someone who they never been, or have never thought of becoming one. If they are attending a military institution such as The Citadel, they must follow many rules, to be an “ideal” man at the Citadel. Which change certain behaviors and beliefs from their personality. This behaviors and belief are passed on by the upperclassmen to the new cadets, and if the new cadets don’t follow them they will not be allowed to fit with rest of the cadets. The upperclassmen teach the difference of wrong and right which he feels according to his views and force the new cadet to think in same way. So, Faludi says that, “the group mentality that pervades The Citadel assures that any desire on the part of a cadet to speak out about the mounting violence will usually be squelched by the threat of ostracism and shame…The power and authoritarianism of the peer group at The Citadel is exceptional because the college gives a handful of older students leave to “govern” the others as they see fit” (81). Which means that cadets are trained to think in a certain situation in a certain way. Each cadet is trained to tolerate pain and humiliation, but are not allowed to complain about it to anyone. Violence is a way to create a bond among

People’s identities are formed by what they hold valuable, at a young age, however, those value can be greatly influenced by his/her surrounding society. In all three essays, Cathy Davidson, “Project Classroom Makeover”, Karen Ho, “Biographies of Hegemony” and Susan Faludi, “The Naked Citadel” the authors share their personal experiences with how different educational institutions operate and to what extent they value and echo their surrounding society. It is evident that those institutions can shape, or in the least influence, their attendees' identities by injecting the surrounding society's belief and influence onto them.

As individuals, we have a self-worth that is developed through our formative years which can be considered in stages. First is the formation of personality in the first five years of life; second, learning basic educational needs in our first 6-8 years of school; third, learning independent thinking and ability to “work” with others in the high school years; and finally,

An individual’s opinion of who and what they helps them form and develop their own individuality. It is established through the individual’s behaviour and attitude. It relates to how they view themselves and is associated with their own self-image, body image and self-esteem. Murphy (as cited by Gross, 2001) stated the self is part of the individual which is understood and know to by the individual them self. A person’s physical appearance is the first thing that is seen when they are in contact with others. If the individual feels positive and confident within themselves then this will influence the development of a strong and healthy life. This can also influence how they experience life allowing them to develop in a positive, healthy way and enabling them to build up strong relationships with others. Self concept can be based upon one’s own expectations and goals which they hold

Maintained through self-reflection, this identity of the self

A self-discovery of an individual acts as a facilitator to challenge previous connotations about the world. These discoveries enhance an individuals realization of the newfound person they have come to be allowing full control over

I examine how I came to have my concept of self and the sources that

The question of how to properly teach children has been constantly debated over ever since the existence of the education system. On the precipice of such debate are two outspoken critics, Cathy Davidson, author of “Project Classroom Makeover,” and Jean Twenge, author of “An Army of One: Me,” who have both denounced the traditional school curriculum. Their beliefs, that public school have ruined students by placing too much emphasis on self-esteem as well as content heavy lesson plans; have been loudly reverberated throughout their writings. I too agree with them that our present day educational system is failing our students. However, there are other ideas regarding our schools that both authors may or may not mention or only glance over. Cathy Davidson merely expresses the benefits of inquiry based opportunities based on her mother in laws own personal experiences, therefore forgetting to explain the prescience behind inquiry based learning. Jean Twenge on the other hand has briefly restricted her views on narcissism by not delving into the students’ perspective to these self-esteem programs. It is clearly unwise to just connect the self-esteem programs that schools have to narcissism without considering the students point of view in the midst of the correlation. What Twenge and Davidson disregard to mention is that current self-esteem programs in schools bring out these feelings of self-importance and false complacency in

In “No Self or True Self,” Jack Kornfield believes that meditation and spiritual practice allows us to figure out who we really are as human beings. In order to do this, he believes that we need to accomplish two tasks; discover selflessness and develop a healthy sense of self. A person needs to realize and learn that we all coexist and that a single identity doesn’t define someone, in order to live a fulfilling and awakening life. Kornfield’s account of the self is logical and good because a person would be nowhere and not succeed in life without the help of others around them and everyone changes over time including their identity.

Flanagan (2008) discusses Kohut’s theory of a tripolar self in essence is made up of three poles; two poles of the self, the grandiose and the idealized parent imago, later adding a third pole of twinship. In order to meet the needs of each pole, selfobjects are created during the development of a cohesive self. Selfobjects are people or things outside of the self that are utilized to identify with and acquire functions during the formation of identity and individuality. Confidence, ambition, productivity and hopefulness are some examples of natural and normal aspects of the self that are incorporated during early development.

     Two things can happen when we are required to base our definition of “self” on others.  One can take others’ ways of living and thinking, process them, and formulate his or her own definition, independent of anyone else.  Or, one can use the relationships he or she has with other people on which to base their own definition of self, thus making him or her dependent on those other people.  As young people, we learn and take in all we can through the world, our experiences, and relationships with other people.  From there, we grow and establish our own identities, our own “selves”, in response to those interactions with others.  This definition is continually growing and progressing as we evolve as people, interacting with different people in different environments and

In entering adolescence, people heavily contemplate their ego identity. In the early 1900s, theorist Erik Erikson believed in eight stages of ego development from birth to death. For the purpose of this paper I have

Every human has a different personality, a different cultural background, a different set of values, but there are some aspects that all humans have in common. As a person grows up, they learn from their own experiences and from those who surround them. The concept of self is explored by every individual, but most importantly also by God. The role each individual plays in their family and in their relationship with God leads them to developing an understanding of one’s self. The aspects that make up one’s self and help to determine one’s identity are sacrament, memory, and a moral conversion.

Fonagy and colleagues (1991) differentiated the concepts of pre-reflective self and reflective self. The former is the rudimentary and unmediated part of individuals’ internal world, while reflective self is more advanced and structured. The reflective self was depicted as an “internal observer” (p.203) that registers psychic events, reflects on mental experience and establishes representations of mental states like thoughts and feelings. Moreover, the reflective self is interpersonal that its representation is shaped by the experiences interacting with other people especially under emotional states. In other words, the reflective self is an achievement of development which evolves in the context of early attachment relationship.