Philosophy of the Self and Socrates

The idea that the self is distinct from others, unique, and has its own identity.

The self can exist independently, with its own thoughts, characteristics, and will.

The self does not require another self to exist; it's self-sufficient.

The self's traits, characteristics, and tendencies remain relatively stable.

The self is the core of all experiences and thoughts, acting like a central command post.

The self is isolated from the external world; it lives within its own internal world.

Vygotsky's theory emphasizes the social development of the self, shaped by interactions and cultural contexts.

Images of ourselves and others formed from experiences—good (rewarded) and bad (punished)—affecting self-perceptions and anxiety levels.

Behaviors, attitudes, and defenses developed to handle social situations and reduce anxiety, maintaining security.

Close individuals (family, friends, peers) whose influence is crucial in shaping the self.

The collective attitudes and expectations of a community influencing the self-concept.

Socialized aspect of the self; learned behaviors, attitudes, and societal expectations.

Unsocialized aspect of the self; reacting to social situations and experiences and adapting as needed.

The self develops through symbolic gestures and language used when interacting socially.

The self is a product of socialization; it develops through experiences and interactions.

Enhances self-development by enabling communication with others using symbols, gestures, and words.

The present and future aspect of the self, reacting to social situations; responsive, spontaneous, and adapting as needed.

A complex system of knowledge, beliefs, laws, art, morals, customs, and learned behaviors shared within a society.

Adolescent stage where individuals explore values, beliefs, and goals, forming a sense of self amidst various roles.

Playing roles, pretending, and expressing expectations of others, fostering self-awareness and understanding different perspectives.

Understanding and following game rules to realize success depends on adherence to those rules.

Human person develops through interactions with others, using language.

Individuals form self-concept through family experiences and learn how to live within society.

Language is a shared public and private system where individuals and the social world make and remake each other.

Adolescents accepting values and beliefs without exploring alternatives, taught by family or community.

Adolescents haven't explored their identity and have no clear sense of self, goals, or direction.

Adolescents, after exploration, have confidently committed to a set of beliefs and values.

Adolescents exploring different values and beliefs but haven't yet made a commitment.

A person's actual and current state, including strengths, weaknesses, strategies, and aspirations.

An imagined, idealized version of oneself, sometimes referred to as the "impossible self".

A struggle to define one's place in society and form a cohesive identity (can result from failure).

The need to develop one's individuality and unique characteristics; a desire for a distinct sense of self.

The tangible, observable aspect of a person; the body as the initial source of sensation and crucial for personality development.

The possessions and objects that people own, which reflect and contribute to a person's identity.

How one's physical appearance can affect self-esteem and confidence.

Clear awareness of oneself as a separate entity; understanding one's thoughts, feelings, and experiences as unique and distinct.

The various aspects (physical, material) that make up a person's overall sense of self.

Clothing choices reflect personal identity and style influencing physical sensations and attitudes/behavior.

Our possessions are seen as part of ourselves, impacting how we perceive ourselves.

Family successes/failures influence our sense of self, feeling shared joy or loss.

Early home experiences shape identity and sense of belonging through places and objects.