Self Concept

The Need for External Acknowledgement in Shakespearean King Lear “The impermanence of power and place. That man had it all, but only for a time. “l –James Baker In William Shakespearean King Lear, the dialog in the hovel between Lear and Edgar, disguised as the mad beggar Poor Tom, represents the pivotal moment in Learner’s path to redemption through self-discovery. Learner’s path to self-discovery begins when he experiences a psychological struggle over the loss of his royal sovereign power and the loss of his role as a father.

Shakespeare hints at Learner’s brewing identity crisis when Reagan clarifies that Learner’s problem is not only his age, but also his self-identity. Reagan states: “Its the infirmity of his age, yet he hath ever but slenderer known himself” (1. 1. 294-5). Later Lear questions Kent in disguise as the servant Caucus. Lear states: “Dost thou know me, fellow’ (1. 4. 26)? 2 Another hint of Learner’s impending identity crisis comes when Goner” states: These dispositions, which of late transport you From what you rightly are. (1. 4. 213-4) The identity crisis becomes clear when later in Act 1, Lear states: Does any here know me?

Why, this is not Lear. Who is it that can tell me who I am? (1. 4. 217-21) Friedman, Thomas. “Power is Fleeting, Baker Reflects,” The New York Times, February 2, 1990. Secretary of State James Baker describes his reaction to seeing a former White House Chief of Staff from a prior administration, walking alone on the street without any of the trappings of power. !2 Shakespeare, William. King Lear. In The Arden Shakespeare King Lear, New York: Bloomberg, 2014. All future references to the text of the play will refer to this edition by listing the (Act/scene/line numbers).

As he divides his kingdom and abdicates his throne, Lear tries to maintain a sense of elf-identity despite being surrounded by a changing political and social environment. Eventually Lear slips into madness as he struggles with a crisis of identity. Lear cannot resolve his identity crisis until he relinquishes his old self and accepts a new concept of selfless. Examining Learner’s dialog with Poor Tom, illuminates Shakespearean method of communicating to the audience how and why Lear resolves his identity crisis.

More illuminating than considering Learner’s identity crisis through standard literary critical analysis, one can better understand Learner’s struggle through a philosophical lens. The philosophical ideas George Wilhelm Frederica Hedge’s regarding the formation of selfless, helps explain how Shakespeare presents his theme of self- discovery in King Lear. Hegel contends that inwardness of selfless can only develop in an environment which includes external social interaction. 3 As Lear encounters the storm, he finds himself at the peak of his psychological struggle. The storm prepares Lear to face his identity crisis.

When Lear seeks shelter from the storm in the hovel, he still holds on to a vestige of his former identity. Through his conversation with Poor Tom, Lear eventually emerges from the hovel enlightened and transformed with a new self-identity. Thus, through a Hegelian lens, King Lear is a play about social interaction and human nature. Consistent with Hedge’s philosophy regarding the formation of selfless, Poor Tom serves as the necessary external interaction which Lear requires to unify his internal and external selfless. This paper argues that Shakespeare uses Poor Tom’s feint at madness as a means for Hegel, George Wilhelm Frederica. Phenomenology of Spirit,” The Norton Anthology of Theory & Criticism. 2nd deed. Deed. Vincent B. Letch, New York: Norton, 2010. P. 541 . Lear to come into knowledge which enables Lear to resolve his identity crisis. Additionally this paper extends the argument by stating that without any interaction with a person independent of the kings former court, Lear could not achieve a new self-identity. Hedge’s Philosophy of Self-consciousness The philosophy of self-consciousness as expressed in Hedge’s essay Phenomenology of Spirit helps clarify how Lear resolves his identity crisis.

A brief description of Hedge’s ideas on selfless explain the connection to Learner’s self-discovery. Hegel asserts that, achieving solicitousness requires the acknowledgement of the internal selfless by an external other. Hegel states: “self-consciousness exists in and for itself when, and by the fact that, it so exists for another; that is, it exists only in being acknowledged. “4 In defining selfless as a two-step process, Hegel asserts that the self has an internal component consisting of a conception of selfless and an external component consisting of a recognition of that selfless by another person.

Thus, Hegel asserts achieving and maintaining self- identity requires uniting the internal and external views of selfless into a singular self-identity. Hegel states: “the notion of this its unity in its duplication. 5 The duplication of selfless stems from a struggle for “oneness” which forces an adaptation in self-identity. 6 Thus, Hegel contends the resolution of an identity crisis cannot take place solely in the mind of one individual. Resolving an identity crisis requires external feedback. 14 Hegel, “Phenomenology of Spirit,” The Norton Anthology of Theory & Criticism. . 541 . 15 16 Taking a Hegelian approach to Learner’s identity crisis, Lear must interact with and receive acknowledgement from another person, whom Lear perceives as not having a connection to the Kings former selfless. As a disposed king, Learner’s identity crisis mains linked to the void created when he loses the trappings of power associated with his roles as sovereign and father. Learner’s loss of political and family identity, creates a crisis that pushes him psychologically into unknown territory.

Although not considering Shakespeare through a Hegelian lens, William Flesh indirectly supports this view in arguing that Shakespeare had an interest in phenomenology. Flesh asserts: “In Shakespearean plays self-origination manifests itself most fully under the pressure of loss. “7 In order to resolve his identity crisis, Lear must break free from what he knows and embrace the unknown. The external feedback Lear receives prior to his interaction with Poor Tom, only reminds the disposed king of who he once was, not who he can now become.

Lear needs a completely new external source of acknowledgment not linked to his former roles as king and father. Such an external source of acknowledgement offers Lear a means by which he can readjust his selfless. A readjustment that can only come about without a connection to his already internalized former self-identity. Lear needs an interaction which can provide a new frame of knowledge in order to develop an entirely new understanding of his self. A close examination of the play, reveals that Lear experiences such an interaction through his dialog with Poor Tom. The Storm: Preparing Lear to Encounter Poor Tom 17 Flesh, William.

Generosity and the Limits of Authority: Shakespeare, Herbert, Milton. Ithaca: Cornell University Press, 1992. P. 87. By the time Lear meets Poor Tom, Shakespeare has already prepped Lear for his direct interaction with a representation of the common man from the lowest level within British society. In addition, Shakespeare provides the audience with a glimpse of Lear accepting an initial change in his selfless. The storm sets the stage for Learner’s pivotal encounter with Poor Tom. The storm causes Lear to accept a deterioration or softening of his hardened selfless which he forged during his time wielding the power of an absolute monarch.

Through the softening of his hardened selfless, Lear prepares to establish a new self-identity. During the storm, Lear comes to understand that as King of Britain, he ignored the daily struggles faced by the masses in Britain. In acknowledging the struggling masses, Lear takes a major step forward in acknowledging his own humanity and toward discovering his limits as a man. Only through his inward exploration, does Lear begin to find the self he was enable to experience as a king. As one can surmise, as king, Lear remained too focused on the hard calculated decisions of maintaining political power and wealth.

But through the extremes of the storm, Learner’s hardened selfless starts to soften. Initially Lear only feels sorry for himself and seeks revenge by challenging nature to destroy the entire world, but as the storm continues, Lear is able to develop empathy for others. In gaining the ability to express empathy, Lear opens himself to the community necessary to achieve self-discovery. Lear in stubbornness refuses to return to Gloucester home and enter back into investigation with his daughters. Kent tries in vain to let Lear, allow him to go back to his daughters and ask if Lear may reenter the home and get out of the cold wet storm.

Kent makes requests to Lear: Gracious my lord, hard by here is a hovel Some Friendship will it lend you ‘against the tempest Repose you there, while I to this hard house More harder than the stones whereof its raised Which even but now, demanding after you, Denied me to come in – return and force Their scanted courtesy. (3. 2. 61-7) Lear stands in the rain right near Gloucester home, but he refuses to return and work through his issues with his daughters. Even the Fool requests for Lear to be reasonable and go back to his daughters to get out of the cold rain of the storm.

The Fool states: O, uncle, court holy water in a dry house is better than this rain-water out door. Good uncle, in and ask thy daughters blessing. Here’s a night pities neither wise men nor fools (3. 2. 10-3) At this point in the play, Lear does not have the ability to be flexible to discuss the issue with his daughters. As king, Lear did not need to negotiate and compromise. By holding on to a selflessness associated with power, Lear cannot act like a common man living in a community with others. By staying out in the storm, Lear isolates himself both physically and mentally.

Shakespeare uses the storm to highlight Learner’s inability to confront human nature resulting in Learner’s inability to live amongst others. When Lear can no longer demand his wishes and force others to bend to his will, Lear storms off into an actual storm. Considering King Lear through a Hegelian lens, Learner’s inability to thrive as a member of a community, stands clear as the reason why Lear struggles with an identity crisis. Without the social skills required to connect with an external other and gain acknowledgement for his new selfless, Lear is initially unable to readjust his self-identity.

Initially facing the storm, Lear remains defiant. He refuses to acknowledge that his present place in the world, no longer reflects his personal perception of his place in the world. As an absolute monarch, Lear lived in a world that was not the reality of most men. Now as a deposed king, Lear must face the reality of the world as do ordinary men. Such an absolute change in his life gives a shock to Learner’s mental stability. The storm represents a physical manifestation of the violent change taking place in his life. The storm represents the psychological storm raging in Learner’s subconscious.

As he protests against his loss of power and status, so does Lear protest its physical manifestation represented by the storm. In seeking revenge, Lear assumes a king like posture in ordering nature to do his bidding. Lear states: Blow winds and crack and crack your checks! Rage, blow! You cataracts and hurricanes, spout Till you have drench our steeples, drown the socks! Vault-courses of oak-cleaving thunderbolts, Singe my white head! And thou all shaking thunder, Strike flat the thick rotundity the world Crack nature’s moulds, germens spill at once That make ungrateful man! (3. 2. -9) Learner’s voice remains constant in the manner by which he commands nature to act. Lear demonstrates that his actions are still driven by his self-identity as a powerful man capable of and in the habit of issuing commands and being obeyed. At this point in the play, Learner’s voice provides insight into his social interaction. Lear lacks the ability to interact well with others as he still considers himself as retaining the power of an absolute monarch. As if he were still king, Lear expects his communication with others to be relatively one sided and in his favor. In this key passage (3. . -9), Lear reveals the frustration of his identity crisis. He asks the gods for a natural disaster to make society pay for the injustice he suffers under the mistreatment of his daughters. Near the end of the passage, Lear strikes more directly at woman in venting his anger with Reagan and Generic. In using the term “thick rotundity,” Lear describes the world as a pregnant woman. 8 In using “nature’s moulds,” Lear describes a woman’s womb. Here Lear displays his misogynistic attitude which does not highlight his rage toward mankind, but actually highlights his anger toward his daughters.

Learner’s rage toward his starters reinforces that his selfless remains trapped in the same position he was at the beginning of the play. Trapped in a selfless linked to his identity as a powerful king and father, Lear seeks revenge for the threat to this self-identity. Lear seeks revenge against Reagan and Generic for his decline in power and their rejection of him as their aged father. Lear states: I am a man More sinned against than sinning. (3. 2. 58-9) Learner’s rage reveals that he is not yet a broken man. His over-the-top language clearly communicates his delusion as to the grand position which he still believes that he olds.

Lear clearly states that he wants Reagan and Generic to feel his wrath. Lear states: “l will punish home” (3. 4. 16). At this point in the play, what does not happen to Lear is a shift in his self-identity. A shift which his new political and family situations actually necessitate. Without an adjustment in self-identity, Lear feels himself falling into madness. Lear states: “My wits begin to turn” (3. 2. 68). What happens to Lear is a slide into madness as he fixates on his mistreatment at the hands of Reagan and Generic.

Without a shift in self-identity Lear broods over the perceived injustice of hat Reagan and Generic have done to him, and he loses touch with reality. Lear states: O, Reagan, Generic, Your old, kind father, whose frank heart gave you all! 8 263. Editor’s note: Fakes, R. A. , deed. , The Arden Shakespeare: King Lear, New York: Bloomberg, 2014, p. O, that way madness lies (3. 4. 19-21) As the storm continues, Learner’s hardened selfless softens. In trying to stave off madness, Lear shifts his focus away from his desire for retribution against Reagan and Goner”.

No longer fixated on his desire for vengeance against his daughters, Lear finally speaks of the common people in England. Lear shifts his focus from his psychological offering to his physical suffering. His physical suffering breaks down his hardened resolve to maintain his selfless unchanged by recent events. Lear states: Poor naked wretches, wherefore’s you are, That bide the pelting of this pitiless storm, How shall your housefuls heads and unfed sides Your looped and windowed raggedness, defend you From seasons such as these? (3. 4. 28-32) Cold and wet, Lear experiences the suffering and pains of the commoners first hand.

His physical suffering forces Lear to think beyond himself and feel sympathy for others. Instead of seeking retribution against his daughters, now Lear thinks of his rime in ignoring the harsh plight of his subjects. In a true moment of introspection Lear faults his tenure as king. Removed from the people he ruled, Lear focused more on courtly endeavors than humanity. Lear states: O’ I have eaten Too little care of this. (3. 4. 32-3) When focused on revenge, Learner’s thinks from a perspective of self-centered desire. When Lear concludes he did not govern well as king, he thinks from a perspective of compassion and a sense of community.

Shakespeare has Lear come to understand the “poor naked wretches,” to prepare Lear for his encounter with Poor Tom. In exposing Lear to the suffering of humans when tripped away of all protection of civilization, Lear can know understand Poor Tom and develop a kinship with Poor Tom. Lear states: Expose thyself to feel what wretches feel, That thou Mays shake the superglue to them And show the heavens more Just. (3. 4. 34-6) Without Learner’s enlightenment regarding the “poor naked wretches,” Lear would not be able to develop a community with Poor Tom.

The first step in preparing for an adjustment in selectivity requires a willingness to seek community. Lear cannot receive external acknowledgement for a new self-identity without first developing an openness to community. In feeling the pain of the cold storm, Lear engages his senses that all humans have in common. In connecting with his basic human senses, Lear becomes more open to enter into a community with an external other. From a Hegelian approach the storm clearly prepares Lear to adjust his self-identity. Before the storm, Learner’s hardened self-identity remained focused on his self-interest.

As a powerful king all Lear focused on was maintaining and wielding power. Before the storm the former king remains rigid in holding onto his self-identity associated with power. At the start of the storm a zeal for revenge represents the only emotion which Lear can summon. In discovering he was remiss in not caring for his common subjects, Lear softens and opens himself to an adjustment in his self-identity. By the end of the storm, Lear can now display the emotions of empathy and guilt. Lear is now a less rigid character and assumes a range of flexibility with his emotions.

Shakespeare uses the storm not as a moment of rebirth for Learner’s personality, but as a moment of psychological breakdown. Only through breaking down his strong self- identity could Shakespeare prepare the character to finally resolve his identity crisis. Following Learner’s feting in the storm, Lear engages Poor Tom from a more malleable psychological state than the Lear who argued with Reagan and Goner”. Inside the Hovel: Establishing a Community Inside the hovel, Lear interacts with a person he considers his equal. Lear finds himself on par with Poor Tom.

Unlike the Fool, whom Lear considers one of the trappings of his former power, Lear perceives Poor Tom as a psychologically troubled person Just like himself. In identifying with Poor Tom, Lear can finally gain the knowledge to free himself from constriction of his former conception of selfless. Lear redefines himself by his own humanity rather than by his former wealth, status, and privilege. Poor Tom replaces the Fool as the foil to Learner’s outward conversations with himself. Shakespeare uses these conversations as a means for allowing the audience access to the psychological struggle taking place inside the mind of Lear.

In other words, the drama within a drama which plays out in Learner’s self-conscious. The dialog between Lear and Poor Tom in the hovel does little to move the plot forward other than resolving Learner’s identity crisis. While he does not link King Lear to Hedge’s hilltop’s on selfless, literary critic James Carney does support this point when he asserts: “Shakespeare gives us a scene-? completely unmotivated in terms of its significance to the plot-?in which Lear responds viscerally to his exposure to the laterality of the other person. 9 Only through Poor Tom’s madness, does Lear find what he perceives as an external equal to provide acknowledgment for Learner’s newly formed internal definition of selfless. 19 Kerrey, James. “Phenomenology and Ethics “This is above all strangeness”: King Lear, Ethics, and the Phenomenology of Recognition” in Criticism, Summer 2012, Volvo. 54, No. 3, p. 457. But, can Lear, in his own state of madness, recognize Poor Tom as a madman and consider Poor Tom his equal from who he can gain knowledge? Professor R. A. Folks, of UCLA, contends that Edger’s disguise as a mad beggar does not influence Learner’s interaction with Poor Tom.

In his introduction to The Arden Shakespeare King Lear, Folks argues: “Edger’s masquerade as the possessed Poor Tom is pretty much confined to one scene, and has little or no effect on the mad Lear, who sees him as a ‘learned Thebes”10 (102). I reject Folklore’s argument based on Learner’s initial perception of Poor Tom as being driven to madness by the neglect of his daughters. While Lear does not consider Poor Tom as possessed by the devil, he does perceive Poor Tom as psychologically troubled. Lear states: “Didst thou give all to thy two daughters? And art thou come to this” (3. 4. 48-9).

In first seeing Poor Tom as a suffering creature shivering in the hovel without clothes, Lear projects his own problems and madness onto Poor Tom. In my view, Folks overlooks the value placed on Learner’s first assessment of Tom as a madman Just like himself. In his unity of effort, Shakespeare intentionally has Lear first bond with Poor Tom as one madman to another madman. Only through bonding on some level of equality an Lear become open to gaining knowledge from Poor Tom. One critic even argues that in his suffering as an outcast, the disguised Edgar may also suffer an identity crisis propelling him into madness.

Emollient Bell argues that Edger’s “assumed madness becomes indistinguishable from the frantic despair to which he has been driven. “al As the former king, Lear must find a manner in which to Fakes, R. A. , deed. , “Introduction” in The Arden Shakespeare: King Lear, New York: Bloomberg, 2014, Bell, Emollient. “Naked Lear,” in Raritan, Spring 2004, Volvo 23, No 4, up. 55-70. P. 102. Connect with Poor Tom as a wise man. Before Lear can philosophize with Poor Tom, Lear first must consider Poor Tom as an equal. In finding an equal, Lear can end his self-imposed solitude and enter into a community.

Through a community Lear can finally end his identity crisis by gaining external acceptance for his selfless. In encountering a near naked man, Lear finds himself connected to Poor Tom’s base humanity. Poor Tom represents the true nature of humanity stripped down to the essential. Poor Tom represents the image of Lear stripped away of all the trappings of wealth and power which he had known while he was king. After his experience in he storm, Lear can identify with Poor Tom as a “poor naked wretch. ” During his time in the hovel, Lear refers to Poor Tom as the “thing itself” (3. . 104). Lear refers to Poor Tom as representative of human poverty. In his perception of Poor Tom as humankind without the varnish of society, Lear finds the common ground which allows him to establish a community with Poor Tom. A key aspect to Poor Tom representing humanity in a base form is the connection of Poor Tom to nature. Shakespeare hints at Poor Tom’s strong connection to nature early in the play. When Edmund discusses how “planetary influence” explains his evil tendencies, he ascribes himself using the attributes of a mad beggar (1. 2. 125).

Edmund states: “My cue is villainous melancholy, with a sigh like Tom bedlam” (1. 2. 135-6). By linking the mad beggar with astrology, Shakespeare indirectly hints at a link between Poor Tom and nature. When Edgar describes how he will disguise himself, the description invokes images of an animal. Edgar states: To take the barest and most poorest shape That ever penury in contempt of man Brought near beast. My face I’ll grime in filth, Blanket my loins, elf all my hair in knots… (2. 2. 178-80) When Poor Tom describes the eating of small prey, he describes himself as an animal.

He states: “Poor Tom eats the swimming frog, the toad, the tadpole, the wall- newt” (3. 4. 125-6). Linking Poor Tom to nature reinforces the character as a representation of humankind at a base level without the comforts of society. After experiencing the storm, Lear finds the unvarnished truth of the human condition in Poor Tom’s unvarnished appearance and vulnerable existence. Poor Tom serves as a mirror by which Lear can see his own interpretation of the world. In further defining his initial perception of Poor Tom, Lear states: Have his daughters brought him to this pass?

This study examines the theoretical framework of developmental sequences and self descriptions and its proposed idea that children’s sense of self change as they become older and more able to take into account the information about themselves available from other sources such as their social environment. A small-scale investigation into the ways children give self-descriptions and how the characteristics of these change with age was conducted by comparison of short interviews with two participants aged 8 and 16 years following a similar methodology to Rosenberg’s (1979) study of self description.

Analysis of the material show that indeed there is evidence that older children tend to give accounts of themselves by using more inner characteristics and emotional traits then younger children providing support to existing research in the subject.

Introduction

The subject of development of identity has been a topic of intense debate amongst scholars in the field of child development. The multidimensionality of identity imposes that many external aspects are involved in its development like religious, cultural, social ethnic, therefore in order to develop and identity children must be able to take into account such aspects. Maccoby (as cited in Miel and Ding 2005 p. 131) proposes that for that reason, as sense of self happens by degrees. William James (1892 as cited in Miel and Ding 2005 pp 131) introduced the idea that a sense of self is divided in two stages: the self as a subject of experience and the self as an object of knowledge (Miel and Ding, 2005 pg. 131).

This means that as children get older, they become more competent at self-awareness and more realistically involved in perception and responses of others in their lives. According to James, this development occurs during childhood by means of interactions between cognitive aspects and Social experiences where children actively use their incoming knowledge about themselves to make a difference in their environment. Subsequently, as children gain increasing levels of self awareness, a second stage emerges defined as the self as an object or categorical self (James 1961 as cited in Miel and Ding 2005 pg. 133) where children begin to be categorized by others and themselves in defining roles in society.

Cooley and Mead (1935) further underpinned the importance of social influences upon the development of an identity by coining the term “looking glass self” and the development of the theory of “symbolic interactionism” where they stress that a sense of identity emerges from reactions of others in the environment to us and the impressions we make internalize of these judgments (Mead 1934, as cited in: Miell and Ding, 2005, pp. 134-136.

More recently, developmental Psychologists such as Harter (1983) and Rosenberg (1979) have used methods of semi-structured interviews and self report measures to investigate children’s developmental sequences in the formation of the self. In Her analysis of interviews with children of various ages, Harter (1983, as cited in Miell and Ding, 2005, pp.128-129) framed a developmental sequence where younger children show tendency to describe behavior and objective facts gradually shifting from traits of physical aspects and ultimately to interpersonal traits.

Rosenberg’s findings suggest that younger children tend to rely on physical aspects and character traits observable by others to describe their sense of self whereas older children make more use of inner qualities and emotions only known to them. Rosenberg was interested beyond simple aspects of self description and added to his questions, topics that explored the children’s categorical self and what he defines as Locus of self knowledge.

This study aims to investigate children’s accounts in their self concept by using pre recorded semi-structured interviews with two participants aged 8 and 16 years and applying Rosenberg’s categories of self description, self evaluation, self and others, Ideal self and Locus of self knowledge in slightly altered forms. With view on the relevant theories to the context of this study, the research question in focus is “Do children acquire a progressive sense of self as they grow older and interact with their social environment?”

Method

Design

The design of this study consists in a comparison of the self-descriptions given by two young people, during semi-structured interviews.

Participants

The participants that took place in this study were selected from two schools (one primary and one secondary) in the surrounding areas of Milton Keynes. Anne aged 8 yeas and Adam ages 16 years were randomly selected and given informed consent as well as their parents to participate in this research.

Materias and procedure

The material for this study was collected by the course team of ED209 Child Development at Open University and every step has been taken to ensure its compliance with the British Psychological Society’s ethical guidelines for research with human participants. In order to record the interviews, a microphone was strategically placed in a non intrusive location near the participant. An A4 sheet of paper was used for the participants to complete their self description (“I statements”) and a recorder was used to record the interviews. The interviews took place during the day in May 2005. The locations of the interviews were in places familiar to the children.

The younger participant (Annie) was interviewed by a member of the module team Kieron Sheehy and Peter Barnes conducted the interview with the older participant (Adam). Both children were informed prior to the start of their right to withdraw from the interview at any time as well as to have any data deleted should they feel something was said that they do not want in recording. None of them did so. Care was taken to ensure the best possible quality to the recordings which required such to be stopped at times when background noise was too inconvenient.

Near the beginning of the interview the participants were asked to write down a description of themselves on a sheet of A4 paper. At the top were the words ‘Who am I’ and below that were ten numbered lines, each beginning ‘I…’ The recording was paused while the children completed these descriptions. Subsequently, the participants were asked questions based on Rosenberg’s questions of self evaluation, self and others and ideal self as well as on the concept of Locus of self knowledge.

Results

Self descriptions

The research question proposed by this study is that younger children rely on physical and character traits when giving accounts of themselves and this should progressively shift with age as they make more use of inner traits for self description. The categories proposed by Rosenberg and used in this study and the results in percentage of the accounts of the two participants are as seen in table 1 bellow.

Percentages were rounded to the nearest null

The results above clearly show that the younger participant (Annie) relies solely on physical and character traits to describe herself whereas the older participant (Adam) makes much more use of inner characteristics and relationship connections supporting the hypothesis proposed by this study.

Locus of Self Knowledge

Annie shows internal and external locus when she suggests that both her and her mother would know better about her Maths, acknowledging that her mother might not know that she is “getting better every day”. Nevertheless in the question of behavior she placed the locus externally saying that her mom would be correct.

Adam, the older participant was clear saying that his mother would be correct if asked what subjects he is better at school and about his behavior at home.

Self evaluation

When describing her weak and strong points Annie pointed out solely to physical traits of herself “my ears and legs (11:06)” and observable characteristics “I’ve got lots of friends (9:13)”. Adam equally relied heavily on character traits to describe his strong and weak points, however with a difference that his accounts were mostly related to internal (not necessarily observable) traits “I think im approachable b anyone…I suppose that my personality like just being a relaxed person (20:02)”

Ideal self

The older participant (Annie) relied on external factors to describe her ideal self like jobs “for my job I would like to be an actress (13:42)” making no account of any inner characteristic. Adam (16 years) on the other hand showed a capability to project his future in terms of interpersonal traits “I’d be like a leader, like a leader or something with power, because I like to think that I’d been really strong as a leader”

Self and others

Annie made comparisons of herself to others in terms of similar or different she is regarding her physical characteristics “I’m the same as Naomi as we both like Maths…(11:24)”. Nevertheless, she shows an ability to reflect on internal aspects of herself and the importance of her uniqueness as a person “Because if all the people are the same as me then I wouldn’t feel special (13:23).”

Most of Adam’s comparisons to others were described in terms of the quality of inner similarities that enables relationships to form and be maintained “we’ve more or less got the same viewpoints (23:21)” and his inner drives that differentiates him from others “I like to think that I’m not going to spend the rest of my life working in a shop like some of my friends (25:00)”

Discussion

The purpose of this study was to investigate by means of comparison of interviews with two young participants (Annie aged 8 and Adam aged 16), the idea outlined in current research that development of identity occurs progressively from an existential self to a categorical self and children’s self descriptions shift gradually from predominantly physical traits in younger children to more interpersonal characteristics in older ones. Equally it aimed to analyze Rosenberg’s suggestion that a transfer in the locus of self knowledge from external to internal occurs as age progresses.

In the self description task, Annie made use exclusively of physical and character traits to provide a description of herself where Adam showed a fluent ability to understand himself as an abstract being and use interpersonal and emotional traits when talking about himself. This is consistent with the idea of James (1892 as cited in Miel and Ding 2005 pp 131) that a sense of self emerges gradually.

In detailed analysis of the questions related to the locus of self knowledge, Both Annie and Adam place emphasis on the other rather than the self contradicting Rosenberg’s findings that a shift occurs to the self as children grow older (Rosenberg 1979 as cited in the Open University 2012 assessment guide). However this could be so for reasons related to the methodology of research itself. For instance both participants did not seem to grasp the meaning of the questions initially, or perhaps confounding variables like power imbalance between researcher and participant could have played a role.

On this topic it is therefore impossible to draw a positive or negative conclusion based only on this sample size. Cooley (1902 as cited in Miel and Ding 2005 pg 134) suggests the idea of the self as a looking glass where the person develops a sense of self by gradually undertaking other’s views and reactions of them. This theory can be supported by the findings of this study regarding the locus of self-knowledge where both children seem to see their own selves through the “looking glass” of others.

The responses given in the other themes (ideal self, self and others and self evaluation) provide a strong support to Harter (1983 as cited in Open University 2012 assessment guide) and Rosenberg’s theory of a reliance on physical activities and aspects by younger children and a shift to more inner traits and relation to others in older participants.

It is important to note that this study relies on a sample size too small to allow its results to be universalized. Also the context of the interviews and the participants were selected in a Western society where emphasis is strong on individuality and independence (Tobin et al 1989 as cited in Miell and Ding 2005 pp130). Therefore this study should only be interpreted within the limits of its settings; however it gives interest to the possibility of further research with a broader cross-cultural selection of participants.

Briefly, some methodological issues came up in the formulation of questions that could perhaps have had an impact however small on the results of this study; At times, both participants showed confusion regarding the questions asked. Perhaps a different wording would have been more appropriate.

Conclusion

This study supports ongoing theories of a gradual development of self awareness proving the initial research question suggested and the idea that identity is shaped by an interaction of cognitive factors with various external aspects like social, peer, religion etc… Due to methodological issues and small sample size it is impossible to offer conclusive support to the theory of Locus-of-self –knowledge. In future, the field of developmental psychology could benefit from further research involving larger sample sizes of varied cultures as this study can only account for children based in the scope of western society

Self Concept Interpersonal Communication Abstract How do you view yourself? How do you think others view you? These questions are central to the idea of self- concept how you perceive yourself and how you believe others perceive you impacts your thoughts and ideas your actions and reactions. Your-self concept developed over years through your social interactions with your fellow man. It is what you believe to be your strength and weaknesses. Years of self- evaluation and comparisons to your peers helped to paint the internal picture you feel describe your best.

Unfortunately, some people struggle because they lack a healthy understanding of who they are. They focus on their weakness and shortcomings, projecting a negative image upon themselves they believe is seen by others, luckily, the self-concept cab be changed for the better, although improving it will not happen overnight. It involves changing how you view yourself and that requires thinking and behaving differently. Consistently taking the following steps that will put you on the path to building a healthy self-concept. Discussion I can recall a time when I was 16 years old.

I finally became a candidate to participate n the cadet academy in Jamaica. This was a very well known academy, and gave young men an opportunity to acquire the basic training to become a part of the Jamaican Police Force. Law enforcement has always intrigued me, and I knew one day I would become a part of fighting crime. The spaces were very limited, and only the best were accepted in to this program. I finally making the cut was really a success. When my parents came home from work that day, I was delighted to tell them the good news. I was full of energy as I explained to them I would finally be able to pursue my passion as a cop.

They applauded me for being accepted but then their face changed, and I was not prepared for what happened next. They told me I should not Join the program. They told me the crime rate in our neighborhood city of Kingston, Jamaica was very high, and that the civilians were killing police officers left and right. They said they wanted to see me be successful in life and pursue what I wanted, but now was not the time to do so. Therefore, because I respect my parents, I rationalized their thoughts with my thoughts and came to the decision that I would not go through with the cadet training.

It was very hurtful but I did not want to sober my parents, nor did I want to risk my life at such a young age. It was a very hard decision to make, but I did it with hopes on possibly going to college and pursuing it in another aspect like maybe becoming an attorney. The guidelines for improving self-concept are some very good values with making life decisions. The first one says that I should “Make a commitment to Personal Growth” (wood, 2013, p. 53). If I had applied this concept, I would have gone ahead and went with my dream of becoming a cadet officer, knowing that there is “tension that accompanies personal growth” (Wood J. 13, p. 53). If I would have used “Knowledge to support my personal growth ” I would have checked the statistics myself to see exactly how bad the crime was at the time, and also find out how many officers had been killed. If I would have “Set goals that were realistic and Fair” (Woodward, p. 55). I wouldn’t have had any doubts in my mind that this was the proper move for me at the time, because it was very realistic to me And If I had “Sought of Contexts that support personal change”, I would have surrounding myself with people who were pro-law enforcement and who believed in my dream.

According to Wood (2013)”Think about people whose appraisals of you will help you move toward changes you desire. ” Conclusion The most important thing I learned about this paper is no to settle of something when it comes to your dream in life. Just because people do not see the same things as you, does not mean it is the wrong decision. It is important to be careful who you share your goals with, and trust your own decisions. In addition, surrounding yourself with like-minded people will help you to reach where you want to be in life References Wood, J. (2013). Interpersonal Communication. Boston, MA 02210. Headwords Change Learning.

Deaf Event Paper For my Deaf Event I decided to attend the Silent Dinner at Valley Ranch Barbeque this past Tuesday April 27th, 2010 with my fellow classmate a best friend, Amber Cullens. A few days leading up to the event I was completely nervous I didn’t know what to expect. With only being a beginning sign language one student I was afraid that I would freeze up or sign something that would be offensive or make me look stupid. When we got to Valley Ranch the dinner had already started so we got in line and ordered our food.

We then took our seats in the separate banquet type room they put us in for the silent dinner. Everything was so overwhelming at first, everyone was signing so fast we couldn’t keep pace and didn’t want to be rude by asking for help. Thankfully we weren’t alone there were fellow other Lone Star Students there along with High School students. Even Leyel Hudson attended the event which made things even more comfortable for us having a teacher we know around to assist us if needed any help.

I can’t believe I stressed so much beforehand about attending, the Houston Deaf Community was very welcoming and helpful when we would sign with them. They made sure to try and go slower for us and some even helped by writing things down on paper so we could keep up. My favorite thing about the event was not just meeting Deaf parents, but the children of Deaf Parents. I met a young 8 year old boy and his older sister who was 12.

They have not only learned English but also Sign Language so they can communicate with their parents. They were truly a great inspiration to be around. Attending this Deaf Event has inspired me to attend more not just while I’m enrolled as a student at Lone Star but on my own time. Currently because of attending this event I’m making it my goal to bring Deaf Events to my job, McAlister’s Deli. Overall the experience was one I’ll never forget for the rest of my life.

A large amount of early research has been conducted on the biological differences between males and females; however, focus has shifted to environmental and social factors that may influence the gender gap in STEM subjects. The Eccles et al. Value Model, developed in 1983, considers motivational factors related to decisions regarding educational and career choices. Some of these factors include self perceptions, social variables and environmental factors Oacobs 2005, AAIJW 2005).

American culture and society may influence how students view themselves, inherently contributing to the gender gap found in the STEM areas. According to the American Association of University Women (AAUW), many studies have confirmed the negative impact that stereotypes have on students (Hill, C. et al. 2010). Gender differences within math and science develop early in adolescence (Sleeker & Jacobs, 2004). There are many stereotypes and social stigmas that contribute to the reasons that boys may perform better in STEM fields than girls. One common stereotype the arts.

The cultural stereotype may encourage girls to believe that math and science are not intended for them and in turn affect activities and career aspirations (Cvencek et al. , 2011). The Implicit Association Test was developed to “measure implicit attitudes and beliefs that people are unwilling or unable to report” (Project Implicit, n. d. ). Approximately 70 percent of IAT tests revealed stereotypes associating science with males more than females (Nosek et al. , 2009). Researchers at the University of Washington adapted the IAT to conduct a study on children ages six to ten years old.

The test focused on gender identity, math-gender stereotype, and math self-concept. The results showed that by second grade, girls showed a weaker identification with math than boys, confirming the stereotype that math is for boys Cvencek et al. , 2011). Another study utilized the IAT to contrast science and liberal arts, and found that women who associated males with science were least likely to pursue science, and males with similar stereotypes were more likely to pursue science (Smyth, n. d. The study validated the link between stereotyping and self- efficacy. This is evidence that American culture may influence the way children view themselves related to subjects learned in school. Fear of poor performance in the classroom may also contribute to lack of interest in math and science. A study onducted in 2010 by the AAUW, focused on college students with similar math abilities and divided them into two rooms. The first room was advised that men outperform women on the test, while the second room, was told there was no distinction in performance.

Self motivation is paramount to success in life. You must learn how to motivate yourself. In the present situation now, it is difficult to keep our spirits up and high, but knowing the right way to focus on the positive outlook In life, we will be able to achieve our dreams. We need to encourage ourselves to accept opportunity,because If we stop beveling and trusting to what we can do In a particular situation, who else Why are we striving in life?

What makes an individual work hard? I believe,each will respond,because we are all motivated with our “goals” in life,our aspirations,our dreams,all these give us the reason to stay and accept chances, for chances will always produce positive and fruitful life if it is done with trust,passion,encouragement,and willingness to improve and be successful. People think on the ways on how to make life better. One of these ways is through continued learning.

If you’re looking at adults going back to school whether in-campus or online,the most successful one are those who are highly motivated. They understand that education Is a steppingstone to go far and reach the ladder of success. In order to be motivated. One must be dedicated to achieve the goals which are set as parameters in life. Life is short and there is no way we can fully enjoy it,only if it is taken care of and if we live our life in the best way we can and in the most productive way.

A music instruction is profound on pupils because it provides a assortment of womb-to-tomb wages ; hence, it should be encouraged and instilled in the school course of study.

Why Students Should Analyze Music

Students should analyze music because it offers them the ability to show themselves and larn to work independently and with others every bit good as logical thought, teamwork, perceptual experience, a sense of accomplishment, and an esteem for the humanistic disciplines.

Benefits of a Music Education

Persons benefit from a music instruction through as it helps certain parts of the encephalon develop, along with IQ, reading degree, and a sharper memory come with exposure to music. Learning to play an instrument can be compared to larning another linguistic communication and can be disputing at times. Students have to be disciplined in order to get the hang playing an instrument ; it takes clip and committedness which in bend sets criterions of quality that enhances their desire for academic excellence.

How Music Education Helps Students

A music instruction allows pupils to show feelings and have a self-identity. Band and orchestra members are less likely to smoke, imbibe intoxicant, or experiment with other drugs than other non-music childs. An instruction in music besides allows pupils to bond with other members in their group who portion common thoughts, beliefs, and behaviours and to be included in multiple coteries, where they feel like they belong.

Music Teaches Lifelong Skills

Skills which are indispensable in the work force and community are developed through music survey. The humanistic disciplines besides help excite economic activity by pulling tourers to events and hence increasing the community ‘s local revenue enhancement base. Students involved in their music instruction plan said music is what defines them because it helps them show themselves. A music instruction really does what is said to be true about it

A Music Education: The Incomparable

Introduction

What sort of an instruction do you desire for your kids? Are you satisfied with an instruction sufficient for them to graduate or make you desire them to work at something to the point that it ‘s every bit perfect as they can do it ( Gill, Rogers, and Rogers, 2000 ) ? A music instruction gives pupils subject, strength, and possible along with the resources of teacher support and ego appraisal for every pupil to larn. These accomplishments help pupils all throughout their lives, no affair what they do. The benefits of music instruction are profound on pupils ; hence, it should be encouraged in the school course of study.

Why Students Should Analyze Music

Why should pupils analyze music and is at that place anything society could make to promote all kids to hold the experience? Music offers pupils the ability to show themselves and larn to work independently and with others ( Children ‘s Music Workshop, 2012 ) . Whether it is set or choir, pupils have to pattern the music over and over by themselves to finally be able to work with others in dry runs and compose an outstanding public presentation. Because of the humanistic disciplines personal connexion to largely everything we want for our kids and schools, they deserve a topographic point in the course of study. Analyzing music besides teaches pupils, logical thought, teamwork, perceptual experience, and esteem for the humanistic disciplines ; plus, it is fun at the same clip and gives pupils a sense of accomplishment which is invaluable to parents and schools ( Frisco School of Music, 2012 ) .

In association, with the survey: The Benefits of Humanistic disciplines Education: An Probe of Causality and Individual Perceptions composed by Dr. Barbara Airulla, we besides see similar benefits persons receive from holding an instruction in the humanistic disciplines. She asked respondents composed of both parents and non-parents whether they believe that instruction in the ocular humanistic disciplines and music contributes to other academic success? ( Such as higher classs or trial tonss in other topics like math or scientific discipline. ) Of the 150 respondents, she received responses of 125 yes ( 93.98 % ) , 8 no ( 6 % ) , and 17 non-responses. In the 2nd portion to this inquiry she besides asked them to bespeak one ground why they believe ocular humanistic disciplines and music instruction contribute to academic success ( Airulla, B. 2004 ) . The undermentioned diagram indicates the responses she received:

Many of these responses are similar to the results found through research and you can see that people genuinely believe a music instruction has a great impact on persons. However, on the contrast to these old surveies and many more, some school principals, overseers, school board functionaries, and instructors are still blinded by the valuable effects of music to a pupil ‘s instruction.

Benefits of a Music Education

In bend, what benefits are gained through music and how can humans win from analyzing it? Thinking abilities grow, pupils are more occupied in what they study, and they learn from each other through music. The development of certain parts of the encephalon along with IQ, reading degree, and a sharper memory come with exposure to music. Every clip instrumentalists perform, they have to modify the round, pacing, phrases, pitch, temper, and musical technique. From these uninterrupted challenges, the encephalon becomes improbably skilled at multitasking ( Children ‘s Music Workshop, 2012 ) . When the Princeton, New Jersey based College Entrance Examination Board looked at SAT tonss of college-bound high school seniors, they discovered instrumentalists of 6 old ages or more scored 57 points higher on the trials verbal subdivision and 41 points higher in math than their non-art equals ( Children ‘s Music Workshop, 2012 ) . A survey shown by the Glen Burnie County School District in Maryland stated test tonss of 223 4th through 6th class pupils both involved in and missing music instruction showed no distinguishable difference. Those pupils involved within the music plan showed no marks of increased trial tonss than their non-music equals ( Corral, 1998 ) . However, this survey was conducted on kids between 4th through 6th grade pupils who have non had adequate musical experience in order to efficaciously heighten trial tonss ; hence, this information is irrelevant and can non be used to find the consequence of music on its participants. In spring 2006, the Harris Interactive canvass of high school principals noted a drastically higher category attending of 93.3 per centum and a 90.2 per centum graduation rate among schools with music plans. Unlike their antagonist, schools without music classs merely obtain attending of 84.9 per centum among pupils and a graduation rate of 72.9 per centum ( NAfME, 2012 ) . These are simply a few of the legion successes of a music instruction.

Not merely does music instruction make pupils smarter, it besides teaches subject and heed. Learning to play an instrument can be compared to larning another linguistic communication and can be disputing at times. Students have to be disciplined in order to get the hang playing an instrument ; it takes clip and committedness to put out clip each twenty-four hours to pattern, pattern, and pattern some more ( Petress, 2005 ) . Musicians learn workmanship as they study how inside informations are put together fastidiously and what constitutes good, as opposed to mediocre work. The National Education Longitundinal Study showed these criterions of excellence have had an consequence on the enormous sums of academic and honor awards pupils receive ( Children ‘s Music Workshop, 2012 ) . School systems ought to demand music instruction as a new degree of excellence and a rank of virtue all parents and schools should desire for kids.

How Music Education Helps Students

Along with the old benefits of a music instruction, music besides allows pupils to show feelings and have a self-identity. Band and orchestra members are less likely to smoke, imbibe intoxicant, or experiment with other drugs than other non-music childs ( Frisco School of Music, 2012 ) . A sense of accomplishment comes with music. Once pupils achieve their end, the satisfaction they feel is invaluable and is surely something to be proud of. Music helps us happen our self-identity and allows us to see into our privy inner universes by showing which type ( s ) of music we enjoy. For this ground, group individualism through music is both wide and limited. An instruction in music may let a pupil to be included in multiple coteries, every bit good as excepting them. The bonding of members in a group who portion common thoughts, beliefs, and behaviours is formed through this construct. Music besides helps insulate and divide one coterie from another. Hazard taking through music public presentation teaches pupils to get the better of fright and prevent it from going a job subsequently in life ( Children ‘s Music Workshop, 2012 ) . Learning through music allows pupils to be themselves in their ain manner. Should n’t every parent want this for their kid?

Have you of all time wondered how a kid sees the universe? A music instruction offers kids the ability to detect the universe otherwise. Cultural instruction is continually learned and encouraged through exhibition of the humanistic disciplines and humanistic disciplines ( NAfME, 2012 ) . Students who study music learn to esteem and hold understanding towards people of other point of views, civilizations, and imposts. Analyzing music is like larning a 2nd linguistic communication in which most people speak. Many instrumentalists have taken a piece of music and translated it into several linguistic communications and manners. It ‘s through thoughts like these, that people all around the universe are introduced to something they usually would ne’er take part in or listen to. Music cuts across racial, cultural, societal, educational, and economical limitations ( Petress, 2005 ) . It is of import that in every instruction system, schools teach pupils about different ways of life, and non merely the one pupils live in.

Music Teaches Lifelong Skills

Not merely does a music instruction aid pupils throughout school, it teaches accomplishments which are indispensable in the work force and community. Increasingly obliging techniques established through an instruction in the humanistic disciplines are appealing to the direction and aggressiveness of the state ‘s work force ( Children ‘s Music Workshop, 2012 ) . Common art sections of the originative work force are multiplying at a rate of more than double the remainder of the state ‘s work force. Such units include painters, histrions, lensmans and writers. Within these sections are persons employed in architecture, manner design, movie, picture, music, and package development ( NAfME, 2012 ) . The humanistic disciplines besides help excite economic activity by pulling tourers and increasing the community ‘s local revenue enhancement base ( Children ‘s Music Workshop, 2012 ) . These are some of the many advantages music instruction offers pupils in the work force and throughout their life-time.

Students ‘ point of views on how studying music helps them, is an of import factor in schools taking to necessitate music in the course of study. Members of New Milford ‘s music plan and Wagner ‘s orchestra Pitt say their music accomplishments have helped them in faculty members such as math and scientific discipline. Based on neurological trials, Mr. Michael Pitt, president of the music section at Robert Wagner Middle School and president of the Music Education Association of New York City, says “ it has been proven that pupils who have a hands-on experience in the humanistic disciplines achieve more elaborate job work outing in faculty members than pupils who are introduced to computing machines at immature age ” ( Gill et al. , 2000 ) . By an extra and advanced vocabulary and a more focussed schoolroom, pupils have besides learned to hold forbearance in what they do ( Rubin, 2007 ) . Obviously, pupils enjoy music and like that it ‘s something they can make recreationally, but music instruction is besides a category to look frontward to at school. It is different from the needed categories because there are no trials and few dull minutes where pupils sit at that place listening to the instructor. Students need this chance to take a interruption from the required nucleus categories in which most of them dread.

New Milford ‘s high school pupils involved in their music instruction plan said music is what defines them. Music helps them show themselves and demo others music is cool and non simply for geeks ( Rubin, 2007 ) . A music instruction really does what is said to be true about it ; trial tonss have improved and are go oning to come on, while music helps pupils find their self-image. An instruction in music besides relieves emphasis on pupils, and broadens their skylines. Former President Bill Clinton provinces, “ music is about communicating, creativeness, and cooperation, and by analyzing music in school, pupils have the chance to construct on these accomplishments, enrich their lives, and see the universe from a new position. ” This quotation mark sums up the cardinal points of why an instruction in music is good to most people. We must proclaim and promote a new attack for other pupils, parents, and schools find a manner to appreciate music before it is excessively late ( Children ‘s Music Workshop, 2012 ) .

Decision

An of import decision to come out of this treatment is we as a society return music for granted. Human existences need to be educated with all types of instruction in order to accomplish maximal human potency. By back uping this position, you could assist put music in the nucleus of the school course of study. All pupils ought to hold an chance to meet and spread out their endowments in all educational systems. Schools demand to maintain and implement the humanistic disciplines in instruction because they set up in pupils a life style that last a life-time.

Recommendations

In order to promote music instruction in schools, I recommend that people do their best to inform the populace and school decision makers about the impacts a music instruction has on persons. The more advocators we have to assist back up the position of set uping music instruction in the school curriculum the better opportunity persons will hold at wining in life. By prolonging this position we can greatly impact the lives of future coevalss for old ages to come.