UTS 100 1st Semester (Prelims).pdf

PRELIMS | UTS 100 – UNDERSTANDING THE SELF PHILOSOPHICAL PERSPECTIVE OF SELF The self is achieved through constant effort, SOCRATES (469-399 BC) not merely realized....

PRELIMS | UTS 100 – UNDERSTANDING THE SELF PHILOSOPHICAL PERSPECTIVE OF SELF The self is achieved through constant effort, SOCRATES (469-399 BC) not merely realized. For Socrates, knowledge is a virtue, and Socrates, the market philosopher, engages ignorance is a vice. youth in public philosophizing, emphasizing ○ Acknowledging one’s ignorance is the self-examination. first step toward acquiring knowledge. His philosophy shifted focus from the universe to human existence. PLATO (427-347 BCE) ○ "Know thyself" – suggests that self-awareness leads to clarity and “Thinking–the talking of the soul with itself.” resolution of life's difficulties. An ancient Greek philosopher, student of ○ "An unexamined life is not worth Socrates, and teacher of Aristotle. living", – urging constant self-reflection His works became foundational to Western to truly know oneself. thought. Plato believed in an enduring self, SOCRATIC DUALISM represented by the soul. ○ The soul is eternal and continues to exist Man consists of a soul and a body even after death. ○ Soul is divine, immortal, and consistent ○ Body is mortal, inconsistent, and DICHOTOMY BETWEEN TWO REALITIES vulnerable to emotions. The soul is superior to the body, using ❑ IDEAL WORLD (WORLD OF FORMS) reason and judgment to control emotions ○ Permanent, unchanging reality and actions. ○ Contains abstract universal essences of things. PRE-EXISTENCE OF THE SOUL ○ Authentic and eternal. Socrates believed that the soul existed ❑ MATERIAL WORLD before the body, in a realm of ideas. ○ Constantly changing and merely a Had innate knowledge by intuition, but representation. upon entering the material world, much of ○ Tangible objects in this world are mere this knowledge is forgotten. copies of the universal essences. Ignorance arises from this forgetfulness, but ○ Empirical reality is fundamentally unreal. knowledge can be restored through the Socratic (dialectic) method: PLATO’S VIEW ON THE NATURE OF MAN ○ A process of questioning and answering Human beings consist of a body and a soul. that helps individuals recall forgotten ○ Soul – true, permanent, and unchanging knowledge. self. ○ Answers are subjective, and the goal is ○ Body – changing, imperfect replica of self-awareness through inquiry. the true self. The body is seen as a prison, and freedom SELF-KNOWLEDGE can be achieved through contemplation. Knowing one’s understanding, capabilities, ○ Contemplation involves communion of and potential is key to achieving the true the mind with universal and eternal self. ideas. The soul continues to exist even without the body, as the self is purely the soul. 1  PRELIMS | UTS 100 – UNDERSTANDING THE SELF RENE DESCARTES (1596) ○ Overlapping memories connect the past and present self. His famous statement "I think, therefore, I ○ Memory is the key to verifying one’s am" (Cogito ergo sum) emphasizes the role identity over time of consciousness in proving existence. ○ The act of doubting everything proves CONSCIOUSNESS AND IDENTITY the existence of the mind. ○ Anything perceived through the senses Consciousness is the awareness of what can be questioned, but the fact that one occurs in one’s mind. doubts cannot be doubted. Locke rejected the idea that the brain is responsible for consciousness. DESCARTES’ METHODIC DOUBT Personal identity is found in consciousness, not in the brain or body. Thoughts shape one’s reality (e.g., "I think I Consciousness can be transferred between am strong; therefore, I am strong"). different substances (body or soul), Humans have the unique ability to question preserving identity. their existence and purpose, and they create If consciousness is lost (e.g., through answers to their own musings. forgetfulness), the person changes, but the MIND-BODY DICHOTOMY same soul remains. ○ Locke argued that the same soul is not The mind and body are separate yet closely necessary for maintaining identity over connected. time if consciousness is lost. They influence each other, but thought (mind) always precedes action (body). TABULA RASA ○ Humans think before they act, and they Locke believed that everyone is born with a have the freedom to choose their blank slate. actions. One’s experiences over time shape their Descartes viewed the self as a "thinking identity and knowledge. thing" or mental substance, distinct from the body. ○ The self exists in the mind, not in the DAVID HUME (1711-1776) physical body. “There is no self.” ○ The self and the body differ in their A Scottish philosopher, argued that there is nature and reality. no stable, enduring self. The self is a complex set of successive JOHN LOCKE (1632-1704) impressions or perceptions, not a constant entity. “What worries you, masters you.” ○ The soul is a product of imagination, and An English philosopher believed that the concept of the self is shaped by identity is not limited to the mind, soul, or memory and imagination. body. He introduced the memory theory of PERCEPTIONS AND IDENTITY identity: ○ A person is the same as they were in the What a person thinks or feels in a moment past as long as they can remember defines who they are at that moment. something from that past. If a person feels happy, they are happy. 2  PRELIMS | UTS 100 – UNDERSTANDING THE SELF IMPRESSION AND IDEAS UNIFIED CONSCIOUSNESS Impressions are immediate experiences Kant argued that the mind unifies perceived through the senses. sensations and thoughts into coherent Ideas are mental recreations of impressions, experiences. even when the experience has passed. The self is the subject (not an object) and ○ Simple ideas are based on simple the organizing principle that integrates impressions experiences. ○ Complex ideas form by combining and This self is a product of reason and creates rearranging simple ideas. unified experiences by synthesizing sensory data. SELF AS PERCEPTION KANT’S STANCE ON THE ENDURING SELF Hume found no impression corresponding to a permanent, enduring self in the mind. Kant refuted Hume’s denial of the enduring The self is always changing, reflecting how self. thoughts, feelings, and experiences evolve. ○ He believed the self is real, but it belongs The notion of an "enduring self" is a fiction to a different metaphysical class—not an created by imagination. appearance or thing in itself. ○ There is no permanent self because MAN AS A FREE AGENT individuals are in a constant state of change. Kant believed humans are endowed with ○ The self is merely a collection of reason and free will, enabling them to perceptions, and "there is no self." make decisions. Through the organization of sensory data, humans can better understand themselves. IMMANUEL KANT (1724-1804) His philosophy emphasized the inherent “Dare to know!" dignity of human beings and their ability to A German philosopher, theorized that reason freely. consciousness is shaped by two senses: ○ Inner sense: Includes psychological SIGMUND FREUD (1856-1939) states and intellect. ○ Outer sense: Involves the physical world “The ego is not the master in its own house.” and senses. An Austrian neurologist, developed Psychoanalytic Theory, which introduced a TYPES OF SELF-CONSCIOUSNESS tripartite division of the mind: id, ego, and superego. ❑ EMPIRICAL SELF-CONSCIOUSNESS ○ Awareness of one's inner sense (moods, TRIPARTITE DIVISION OF THE MIND feelings, sensations). ○ Requires being phenomenally ID conscious to experience these states. Present from birth and driven by instinct. ❑ TRANSCENDENTAL APPERCEPTION Operates on the pleasure principle, ○ Awareness of the self through acts of seeking immediate gratification and apperception (outer sense). avoiding pain. ○ Synthesizes experiences to make sense Stores desires and obsessions, particularly of the world and unify it with the self. related to sexual and aggressive impulses. 3  PRELIMS | UTS 100 – UNDERSTANDING THE SELF Ignores reality, morality, and reason, acting MENTAL PROPERTIES AS BEHAVIOR selfishly and without regard for rules. Mental traits are not separate entities but EGO collections of behaviors exhibited by the body. Functions according to the reality ○ Example: Kindness is demonstrated principle, balancing the demands of the id through traits like generosity, humility, and the superego. and honesty. These behaviors define the Developed through personal experiences concept, not some separate mental and relies on logic and reason. object. Ensures the individual’s survival by making practical decisions in the real world. MIND AS BEHAVIOR A well-developed ego leads to a creative The mind is not a distinct, non-physical and emotionally balanced person. entity but a disposition to act, think, feel, SUPEREGO and learn in certain ways. Mental processes (such as knowing and The last part of the mind to develop, believing) influence behavior, and behavior following the morality principle. is the evidence of the mind at work. Acts as the moral compass, enforcing societal norms, values, and standards. REJECTION OF DESCARTES’ DUALISM Developed through socialization (family, Ryle critiques Descartes’ mind-body school, religion). dualism, which views the mind as separate If dominant, it creates a morally upright, from the body. law-abiding individual. Instead, Ryle argues that talking about the CONFLICT BETWEEN ID AND SUPEREGO mind is simply talking about behavior. The self is understood through observable The id and superego are often in conflict, behavior rather than as an inner, with the superego controlling urges and non-physical entity. the id seeking to satisfy them. The ego mediates this conflict, and its BEHAVIOR REVEALS THE MIND behavior reflects the outcome: We can only know a person’s mind by ○ If the ego behaves morally, the superego observing their behavior in different wins. circumstances, including their tendencies ○ If the ego misbehaves, the id wins. and reactions. This struggle primarily takes place in the subconscious, while the ego operates in the PAUL & PATRICIA CHURCHLAND (1942/1943) conscious realm. “The self is the brain.” GILBERT RYLE (1900-1976) American neuroscientists, introduced eliminative materialism, which claims that “I act; therefore I am.” common-sense understandings of the mind A British philosopher developed logical are fundamentally flawed. behaviorism (or analytical behaviorism), which explains mental concepts through REJECTION OF FOLK PSYCHOLOGY observable behavior. Folk psychology refers to the everyday, common-sense explanations of mental 4  PRELIMS | UTS 100 – UNDERSTANDING THE SELF states (e.g., beliefs, attitudes, emotions like SELF AS EMBODIED SUBJECTIVITY joy or sorrow). Human beings are not merely disembodied They argue that these mental states (e.g., minds or complex machines but living feelings and consciousness) do not actually creatures whose consciousness is exist as commonly understood. intertwined with physical experiences. BRAIN AS THE BASIS OF MENTAL STATES The body serves as the medium through which we interact with the world, gaining The Churchlands emphasize that mental knowledge through intellect and states, moods, emotions, and consciousness experience. are directly influenced by the brain's condition. DEFINITION OF SELF As scientific knowledge advances, it shows Defined by movement and expression; how manipulating certain parts of the being a self involves more than just having a brain can alter feelings and behaviors. body. CALL FOR A NEW FRAMEWORK Includes actions, interactions with others, and the sum of experiences that shape The Churchlands propose developing a new identity. framework for understanding the self, Grounded in past experiences, current based on neuroscience rather than cognition, and future possibilities. outdated, folk-psychological explanations. Self is viewed as a continuous flow of Eventually, through neuroscience, we will movement from infancy to adulthood, fully understand how the brain creates what reflecting bodily development. we consider the self. OPPOSITION TO DUALISM MAURICE MERLEAU-PONTY (1908-1961) Merleau-Ponty rejects the idea of dualism, “I am my body.” arguing that mind and body are essentially A French phenomenological philosopher, correlated. distinguishes between two types of bodies Emphasizes that understanding subjectivity requires acknowledging this correlation. TYPES OF SELF-CONSCIOUSNESS Critiques the Cartesian cogito, positing that consciousness involves both perceiving ❑ SUBJECTIVE BODY and engaging with the world. ○ Lived and experienced. ○ Represents the body as-it-is-lived. ○ Seen as embodied subjectivity; consciousness is actualized through SOCIAL PERSPECTIVE OF SELF physical involvement with the world. THE SOCIAL SELF ❑ OBJECTIVE BODY George Herbert Mead (1863-1931) ○ Observed and scientifically investigated. ○ A sociologist argued that the self ○ Known to others, external to personal develops as one grows and ages experience. through interaction with the world. Self-construction occurs by engaging in the world, interacting with others, and reflecting on those interactions. 5  PRELIMS | UTS 100 – UNDERSTANDING THE SELF Role-playing is essential to GENERALIZED OTHER self-development: Represents the community's attitude and ○ Involves taking on the role of another societal norms. person to understand their perspective. Individuals become aware of cultural values, ○ Helps individuals reflect on themselves norms, and beliefs. by seeing themselves from the Actions are shaped by the generalized standpoint of others. other's perspective, focusing on societal INTERACTION THROUGH SYMBOLS goals and values over personal desires. Successful interaction requires interpreting THE LOOKING GLASS SELF common symbols and understanding the intentions of others. Charles Horton Cooley (1864-1929) Role-playing enables an individual to The self develops through perception of respond appropriately to others' actions. others' opinions. People's sense of self is influenced by CONCEPT OF SELF others' reactions and feedback. The self is created by viewing oneself as an The self is both a social construction and a object, achieved by "wearing other people's personal reality, shaped by interactions shoes." with others. One must be conscious of oneself through SOCIAL INTERACTION AND THE SELF the eyes of others to fully develop a sense of self. The self develops in three steps: 1. Imagining how one appears to others. DEVELOPMENTAL STAGES OF THE SELF 2. Imagining others' judgment of that 1. Imitation (Preparatory Stage): Children appearance. imitate their parents' behavior. 3. Developing the self based on these 2. Play Stage: Children play roles of others, imagined judgments. becoming aware of the difference between LOOKING-GLASS SELF themselves and the role they play. 3. Game Stage: Children view themselves Refers to the process of reflecting on others' from others' perspectives and understand judgments of one's behavior. their relationship with others, leading to The self is shaped by the individual's the concept of the generalized other. assessment of others' feedback, including approval, doubt, or hostility. “I” AND “ME” IMPLICATIONS The self is a social process involving the I and Me This concept highlights the importance of ○ I: Unsocialized, spontaneous, and how others' perceptions shape the self. creative aspect of the self; the subjective, It should serve only as a guide for reflection acting part. and should be taken to avoid ending up ○ Me: Socialized, objective aspect formed living following other people’s expectations. through role-taking; represents learned behaviors and societal expectations. PRIVATE, PUBLIC, AND COLLECTIVE SELF Harry Triandis (1926-2019) 6  PRELIMS | UTS 100 – UNDERSTANDING THE SELF THREE TYPES OF SELF 2. Social Identification: Adopting the identity of the group they belong to. 1. Private Self (Individual Self) 3. Social Comparison: Comparing their group ○ Involves self-assessment of traits, states, with others, often leading to discrimination and behaviors. against out-groups. ○ Reflects knowledge of personal attributes that differentiate one from ANTHROPOLOGY OF THE SELF others 2. Public Self Brian Morris (1936-present) ○ Relates to the generalized other’s view SELF AS A PROCESS of the self. Brian Morris views the self not as an entity ○ Involves one's relationship with others but as a process guiding an individual's and the roles assumed in those experience. relationships. This process enables self-awareness and 3. Collective Self self-reflection about one's place in the ○ Refers to self-perception based on world. membership in social groups (e.g., family, professional groups). SELF-REPRESENTATION ○ Attributes shared with group members The concept of “self” is defined as an (e.g., being a feminist) shape the individual’s mental representation of collective identity. themselves. The concept of "other" refers to how one SOCIAL IDENTITY THEORY perceives the mental representations of Henri Tajfel & William Sumner (1919-1982) others. SOCIAL IDENTITY DISTINCTION BETWEEN SELF AND OTHERS Refers to a person's sense of self based on A clear separation between self and others group membership. is universal, but the meaning varies from Group membership is a major source of person to person. pride, self-esteem, and belonging. The relationship between self and others is influenced by culture. SUMNER: IN-GROUP VS. OUT-GROUP In-Group: The group to which a person CULTURAL INTERACTION belongs and feels loyalty. The most crucial interaction occurs between Out-Group: The group to which a person the self and the cultural environment, does not belong, often feeling competition mediated by social practices. or opposition. Morris highlights a dialectical relationship ○ The in-group may discriminate against between self and culture, with dynamics the out-group to enhance its varying by society. self-image. WESTERN VS. NON-WESTERN NOTIONS TAJFEL & TURNER: 3 MENTAL PROCESSES A long-standing dichotomy exists in 1. Social Categorization: Categorizing people Western philosophical traditions, to understand and navigate the social contrasting Western and non-Western environment. understandings of the self. 7  PRELIMS | UTS 100 – UNDERSTANDING THE SELF DIALOGICAL SELF Social saturation leads to a general loss of a clear, true, and knowable self. Hubert Hermans (1935-present) Hubert Hermans' theory of the self is THE SELF IN WESTERN AND ORIENTAL known as the "society of mind.” THOUGHT Self is formed by identifying with different Self-construction is a cultural activity: The internal and external positions. process of developing the self is influenced ○ Internal I-position: How one functions by cultural context, which varies significantly within oneself. across different societies. ○ External I-position: How one identifies Cultural context aids in based on external factors. self-understanding: The activities and Dialogic self approach encourages values inherent in a culture contribute to interaction between internal and external how individuals perceive and understand I-positions. themselves. ○ This dialogue allows an individual to Role of culture in self-concept become fully aware of the multiple development: Culture embodies specific dimensions that constitute their self. values and ideas that shape an individual's Purpose of dialogic self approach: To sense of self. stimulate conversations between internal and external aspects of the self for INDIVIDUALISM VS. COLLECTIVISM self-awareness. ❑ INDIVIDUALISM ○ Emphasizes independence, personal SATURATED SELF uniqueness, and self-sufficiency. Kenneth Gergen (1935-present) ○ Individuals value personal freedom and Refers to the self being constantly distinct qualities that set them apart connected to others, absorbing multiple from others. voices and information streams. ❑ COLLECTIVISM This challenges the idea of a singular, true ○ Focuses on duty to groups and self, giving rise to multiple selves. maintaining group harmony. ○ He calls this phenomenon multiphrenia, ○ Individuals define themselves through where the self splits into many options group memberships and prioritize by absorbing the different voices of harmonious relationships within groups. people (in real life or media). DIFFERENCE IN WESTERN & EASTERN ○ Individuals internalize these different THOUGHT selves, creating a pool of identities they can draw upon in various situations. Western mindset tends toward Technology plays a significant role in individualism. enabling people to create and experiment The Eastern/Oriental perspective is more with multiple selves (e.g., self-promotion on collectivist and inclusive. the internet, idealized personas in video Cultural worldview influences games). self-perception: The values and principles The saturated self experiences overload, of a culture shape how individuals view or a sense of stress, due to the vast array of themselves and their roles within the available options and endless possibilities. community. 8  PRELIMS | UTS 100 – UNDERSTANDING THE SELF Ferrante (2011): Culture serves as the PSYCHOLOGICAL PERSPECTIVE OF SELF blueprint that guides and, in some cases, HUMANISTIC THEORY even determines the nation’s behavior as a Carl Rogers (1902-1987) whole and, at the micro-level, affects the ○ The self is not present at birth; it perspective and decisions of man for develops gradually during childhood himself. through differentiation between the self and the non-self. THE SELF AS A PRODUCT OF THE MODERN ○ The self is the center of experience and WORLD consists of an individual's ongoing sense Dynamic nature of culture: Culture of identity and response to the constantly evolves, and the self must adjust environment. to keep pace with societal changes. ○ Individuals shape themselves through Self as a product of contemporary society: free choice and action based on their The self is shaped by modern societal values. transformations and is influenced by ○ The theory emphasizes the development cultural shifts. of the self under conditions that allow it Challenges of a fast-paced world: The to grow freely. instability and rapid change in society make REAL SELF VS. IDEAL SELF it difficult to define and understand the self. Impact of globalization: Globalization has ❑ REAL SELF broadened our self-concept to include a ○ Who an individual intrinsically is. global perspective, not just a local one. ○ How one identifies with their thoughts, Internet age and global self: The internet feelings, actions, and appearance. exposes the self to a global culture, ○ Natural, comfortable, and reflective of challenging traditional values, beliefs, and one's true self. traditions. ○ Continuously needs acceptance, care, Questioning of authenticity: Digital and improvement. technologies and global exposure lead to ○ Continuously needs acceptance, care, questioning the authenticity of cultural and improvement. traditions and values. ❑ IDEAL SELF Fragmentation of the self: The diversity of ○ Perception of what one would like to be digital and global influences contributes to or thinks they should be. the fragmentation of the self and cultural ○ Shaped by environmental influences and values. interactions with others. Technology and cultural options: ○ Reflects societal expectations and the Technology has expanded choices and need for love and acceptance. integrated global cultural traditions, ○ Dynamic and constantly changing. affecting how today's generation views their CONGRUENCE VS. INCONGRUENCE societal culture. Post-modern cultural perspective: The ❑ CONGRUENCE modern world recognizes the influence of ○ When real and ideal selves are aligned, global culture over traditional societal leading to greater self-worth and a culture. healthy life. 9  PRELIMS | UTS 100 – UNDERSTANDING THE SELF ❑ INCONGRUENCE FALSE SELF ○ Mismatch between real and ideal selves, ORIGIN AND DEVELOPMENT resulting in maladjustment and inability to meet environmental demands. A product of early experiences, developed due to inadequate mothering or lack of SELF-CONCEPT empathy. Represents the total system of learned Arises from maternal care that intrudes beliefs, attitudes, and opinions one holds upon, rejects, or abandons the infant’s about their existence. experience. Develops through interpersonal Created through obedience to parental relationships and experiences. wishes and societal expectations. Includes perceptions of social identity, PURPOSE personal qualities, and generalizations about the self. Acts as a mask or persona to defend against an unsafe world. COMPONENTS OF SELF CONCEPT Seeks to comply with others' demands to 1. Self-worth (Self-esteem) protect the true self. ○ What one thinks about themselves. TYPES OF FALSE SELF ○ Develops in early childhood through interactions with parents. ❑ HEALTHY FALSE SELF 2. Self-image ○ Able to function individually and socially. ○ How one perceives their self, including ○ Feels connected to the true self. body image and its effect on personality. ○ Can be compliant without guilt or 3. Ideal self abandoning the true self. ○ The person one desires to become. ❑ UNHEALTHY FALSE SELF ❑ SELF-SCHEMAS ○ Appears happy but feels forced to ○ The perceptions and beliefs that form conform. our self-concept. ○ Constantly adjusts behavior to fit into ○ Influenced by factors like past social situations, feeling disconnected experiences, personality traits, physical from the true self. features, goals, and feedback from TRUE SELF others. ORIGIN AND DEVELOPMENT TRUE SELF & FALSE SELF Flourishes in infancy when the mother responds positively to the child’s Donald Woods Winnicott (1896-1971) spontaneous expressions. ○ Introduced the idea of true self and Based on authentic, spontaneous false self. experiences that feel creative and real. ○ The true self represents the core of a person that is hidden from the outside CHARACTERISTICS world and uninfluenced by harsh A sense of being alive and real in both mind external realities. and body. ○ The false self is a defense mechanism Involves spontaneous, unforced feelings. put up to protect the true self from those Enables genuine closeness with others and external pressures and changes. creative expression. 10  PRELIMS | UTS 100 – UNDERSTANDING THE SELF ROLE OF EARLY RELATIONSHIPS 3. SELF-REACTIVENESS ○ Agents are planners, forethinkers, and Early mother-infant relationships are self-regulators. repeated unconsciously throughout life. 4. SELF-REFLECTION Positive maternal responses help develop a ○ Individuals can self-examine their stable self-image, realistic views of others, functioning and reflect on their actions, and self-acceptance (both positive and thoughts, life goals, and personal negative aspects). efficacy. PRESENTATION OF SELF SELF AS AGENT Most people need help presenting different The self is not a separate entity but an sides of themselves to others. integrated person who controls and Individuals reveal different aspects of regulates behavior. themselves depending on the situation. Individuals exercise control over their functioning, influenced by both AGENTIC THEORY OF THE SELF interpersonal and intrapersonal activities. Albert Bandura (1925-2021) The self is a product of these influences, ○ Agency: The capacity to intentionally making individuals responsible for how they influence one's functionality and life allow them to affect their behavior. circumstances. ○ Individuals are not passive entities WHAT IS THE SELF? shaped solely by environmental forces or NATURE VS. NURTURE internal drives. ○ Human beings are capable of thinking, Nature: Traits are inherited biologically and deciding, foreseeing, and managing shape the self. their actions independently, known as Nurture: Social interactions and institutions human agency. influence the self. ○ Selfhood is not culturally controlled or ○ Conclusion: Both nature and nurture driven by urges; humans have the shape the self. freedom to make decisions for IDENTITY VS. SELF themselves. Identity: Traits that distinguish a person, FOUR CORE PROPERTIES OF HUMAN AGENCY known to others. Self: The entire person, including traits 1. INTENTIONALITY known only to oneself. ○ The ability to form intentions and create ○ Distinction: Identity is socially known; action plans and strategies to achieve self includes both known and unknown them. traits. 2. FORETHOUGHT ○ The capability to set goals and visualize DIMENSIONALITIES OF THE SELF/IDENTITY future states. Identity is highlighted by unique or ○ Allows individuals to anticipate dominant traits. opportunities or roadblocks when Average traits make it harder to distinguish planning. a person. A combination of traits can better define an individual’s identity. 11