While studying this chapter on identity, I had many things stand out and relate to me. one thing that I thoroughly enjoyed learning about is “self-concept” and “possible selves.” Along with that, Freud’s Theory of Personality sticks out as intriguing, with all the new information that I now know involving a properly functioning personality.
In my own development, I have focused a ton of my mental strength in my feelings. After reading Freud’s theory, I can see how my identity is, too much of the time, based upon my emotions. Knowing how id, ego, and superego all relate to each other makes me feel saner. I like to dig out what is in my mind, “overthink,” so when I can accurately state what is going on I begin to feel more at peace. Knowing my own mind is important to my self-reflective persona.
In my future career, knowing how to articulate self-concept and possible selves in teaching could be possibly beneficial. Self-concept, the framework for our own life experiences that is active and capable of, and possible selves, what a person expects to become, would like to become, or is trying to avoid becoming, are both crucial development opportunities in teacher-student relationships. If a teacher can steward these ideas about selves well, they could teach their students to be better.
In my own development, I have focused a ton of my mental strength in my feelings. After reading Freud’s theory, I can see how my identity is, too much of the time, based upon my emotions. Knowing how id, ego, and superego all relate to each other makes me feel saner. I like to dig out what is in my mind, “overthink,” so when I can accurately state what is going on I begin to feel more at peace. Knowing my own mind is important to my self-reflective persona.
In my future career, knowing how to articulate self-concept and possible selves in teaching could be possibly beneficial. Self-concept, the framework for our own life experiences that is active and capable of, and possible selves, what a person expects to become, would like to become, or is trying to avoid becoming, are both crucial development opportunities in teacher-student relationships. If a teacher can steward these ideas about selves well, they could teach their students to be better.