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NCERT Class 11 Home Science Chapter 2 Understanding The Self
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Understanding The Self
Chapter – 2
A. What Makes Me “I”
| PART – Ⅰ HUMAN ECOLOGY AND FAMILY SCIENCES |
| Unit – Ⅰ Understanding Oneself: Adolescence |
| EXERCISE |
1. Explain what you understand by the term ‘self’. Discuss its various dimensions giving examples.
Ans: We can say that the term self refers to the totality of a person’s experiences, ideas, thoughts and feelings with regard to herself/himself.
(i) Physical Dimension: This dimension pertains to the body and its physical characteristics, including appearance, health, and abilities. It forms the tangible aspect of the self, which others can observe.
Example: A person who exercises regularly and maintains a healthy diet values their physical dimension of self, leading to a sense of confidence in their appearance and physical capabilities.
(ii) Emotional Dimension: The emotional self encompasses an individual’s feelings, moods, and capacity to express and regulate emotions. It is closely tied to how one reacts to different situations and forms relationships.
Example: Someone who can manage their anger during a conflict demonstrates a well-developed emotional self.
(iii) Social Dimension: The social self involves one’s relationships, roles, and interactions within society. It reflects how an individual identifies themselves in relation to others.
Example: A teacher, a parent, or a friend identifies themselves differently based on their social roles and responsibilities.
(iv) Psychological or Cognitive Dimension: This dimension includes mental processes such as thinking, reasoning, decision-making, and self-awareness. It reflects one’s internal thought processes and intellectual identity.
Example: A student preparing for an exam shows the cognitive self by employing strategies to understand and retain information.
(v) Spiritual Dimension: The spiritual self refers to the sense of purpose, values, beliefs, and connection to something greater than oneself. It often involves exploring questions about existence and meaning.
Example: A person meditating to find inner peace or someone who aligns their actions with their moral and ethical values reflects the spiritual dimension.
(vi) Cultural Dimension: This relates to how an individual’s identity is shaped by cultural values, traditions, and norms. It includes language, customs, and practices that influence one’s sense of belonging.
Example: A person wearing traditional attire during a festival celebrates their cultural self.
2. Why is it important to understand the self?
Ans: When we are more self-aware we are better at understanding ourselves. We are then able to identify changes we want to make and recognise our strengths so we can build on them. Self-awareness is often a first step to goal setting. This includes admitting when you don’t have the answer and owning up to mistakes.
(i) Self-Awareness: Understanding the self helps in recognizing strengths, weaknesses, values, and emotions. This awareness leads to better decision-making and alignment with one’s true desires and goals.
(ii) Personal Growth: When you understand yourself, you can identify areas for improvement and work towards self-development. This leads to a more fulfilling and purpose-driven life.
(iii) Emotional Regulation: Knowing the self enables better management of emotions, reducing stress and improving mental health. You learn to respond to situations thoughtfully rather than reacting impulsively.
(iv) Building Healthy Relationships: A clear understanding of oneself fosters empathy and effective communication, which are essential for creating and maintaining meaningful relationships.
(v) Setting Boundaries:Understanding your limits and needs allows you to establish boundaries, ensuring that others respect your space and values.
B. Development And Characteristics of the Self
| Review Question |
1. Describe, giving examples, the characteristics of the self during-
– Infancy
– Early childhood
– Middle childhood
– Adolescence
Ans: Infancy:
Characteristics:
(i) Self-awareness is the knowledge of self in three basic areas: cognitive, physical, and emotional.
(ii) Emergence of self-recognition: By the end of infancy, self-awareness begins to develop. Around 18–24 months, many infants recognize themselves in a mirror (a concept tested using the “rouge test”).
(iii) Dependence on caregivers: The self is intertwined with the attachment and responsiveness of caregivers.
Examples:
(a) A 6-month-old does not recognize their reflection as their own and might touch the mirror as if it’s another baby.
(b) By 18 months, the same child touches their nose upon seeing a smudge on their face in the mirror, showing self-recognition.
Early childhood: (3–6 years)
Characteristics:
(i) Concrete and observable self-concept: Children describe themselves using physical attributes, preferences, or abilities. For example, “I am tall” or “I like ice cream.”
(ii) Egocentrism: Self is often viewed in relation to their immediate needs and desires.
(iii) Understanding others’ perspectives is limited (as described by Piaget).
Example:
(a) A 4-year-old might proudly state, “I can run faster than anyone!”
(b) They might become frustrated when tying their shoes but insist on doing it without help.
Middle Childhood: (7–11 years)
Characteristics:
(i) More complex self-concept: Children begin to describe themselves with psychological traits (“I am friendly”) and recognize their strengths and weaknesses.
(ii) Social comparisons: They start comparing themselves to peers, which influences self-esteem.
Examples:
(a) A 9-year-old might say, “I’m good at math but not as good at soccer as my friend.”
(b) They might feel proud of winning a spelling competition but upset about not being chosen for a team.
Adolescence: (12–18 years)
Characteristics:
(i) Abstract and multidimensional self-concept: Adolescents describe themselves in terms of values, beliefs, and social roles (e.g., “I am a kind person” or “I am a loyal friend”).
(ii) Identity exploration: They experiment with roles and ideologies to develop a cohesive sense of identity (Erikson’s stage of “identity vs. role confusion”).
Examples:
(a) A 15-year-old might say, “I want to be a doctor because I care about helping people.”
(b) They might frequently change their style of clothing or interests as they figure out their identity.
2. “Adolescence is a time when all adolescents experience identity crisis”. Do you agree with this statement? Give reasons for your answer.
Ans: Do Yourself.
C. Influences on Identity How do we Develop a Sense of Self?
| Review Questions |
1. Discuss the concepts of puberty and pubescence. Explain the major physical and biological changes in girls and boys during puberty.
Ans: This period during which physical and biological changes occur, leading to puberty is called pubescence. For most girls this period ranges from 11 years to 13 years, and for boys it is 13 years to 15 years. Following is the list of changes in girls and boys showing normal sequence for development during pubescence.
In Girls:
Primary Sexual Characteristics:
(a) Menarche: The onset of menstruation signifies the start of reproductive capability.
(b) Development of the ovaries, which begin releasing eggs (ova) through ovulation.
Secondary Sexual Characteristics:
(i) Breast development: Growth of mammary glands and breast tissue.
(ii) Widening of hips: To prepare the body for potential childbirth.
(iii) Growth of pubic and underarm hair.
In Boys:
(i) Primary Sexual Characteristics:
(a) Enlargement of the testes and penis.
(b) Initiation of spermatogenesis (production of sperm) and the ability to ejaculate.
(ii) Secondary Sexual Characteristics:
(a) Growth of facial, chest, pubic, and underarm hair.
(b) Deepening of the voice: Caused by growth of the larynx and thickening of vocal cords.
(c) Development of muscle mass and broadening of shoulders.
2. What is the role of family in shaping the personality of the adolescent?
Ans: The role of family in shaping the personality of the adolescent are mentioned below:
(i) Emotional Nurturing: parents encourage children’s emotional development by expressing their unconditional love and affection, by helping children to feel special and valued, and by helping them learn to understand their emotions and feelings.
(ii) Moral and Ethical Development: Parents encourage children’s emotional development by expressing their unconditional love and affection, by helping children to feel special and valued, and by helping them learn to understand their emotions and feelings.
3. To what extent does culture shape the adolescent identity? Explain with Examples.
Ans: Culture plays a significant role in shaping adolescent identity by influencing their beliefs, values, behaviors, and perceptions of themselves and others. During adolescence, individuals are in a crucial developmental phase where they explore their sense of self and seek to define their identity. Cultural norms and traditions provide a framework that guides adolescents in understanding their role in society and helps them internalize values that align with their cultural heritage.
For instance, in collectivist cultures, such as those in many Asian and African societies, adolescents often grow up with a strong emphasis on family loyalty, community responsibilities, and interdependence. They are likely to shape their identity around these values, often prioritizing family expectations over personal desires. Conversely, in individualistic cultures like those in the United States or Western Europe, adolescents are encouraged to express individuality, pursue personal goals, and develop independence, which becomes a core aspect of their identity.
Cultural practices, such as coming-of-age ceremonies, also significantly shape identity. For example, in Jewish culture, the Bar or Bat Mitzvah signifies a young person’s transition to adulthood and instills a sense of religious and cultural belonging. Similarly, festivals, language, and attire specific to a culture reinforce an adolescent’s connection to their roots, fostering pride and a sense of belonging. Therefore, culture not only shapes the beliefs and values of adolescents but also provides them with a sense of identity and continuity within a broader society.
4. List the major emotional and cognitive changes during adolescence.
Ans: Adolescence is marked by significant emotional and cognitive changes as individuals transition from childhood to adulthood. Emotionally, adolescents experience heightened sensitivity and intensity in their feelings due to hormonal changes, leading to mood swings, a stronger sense of self-awareness, and a desire for independence. They begin to form their identity, often questioning their values, beliefs, and societal roles. Peer relationships become crucial, influencing their emotions and self-esteem.
The changes in thinking (cognition) that takes place from infancy to adolescence in Unit III titled ‘Childhood’. At this point we are briefly describing the cognitive changes that have an impact on the development of the sense of identity. The child develops from a person who has no sense of a separate identity or sense of the individual self to one who describes the self in concrete and absolute terms during early childhood years. While the self-descriptions during middle childhood are also concrete, the difference is that these descriptions are now in comparative terms. By the time the child is 11, the self descriptions are fairly realistic enabling the child to differentiate between the ‘real’ and the ‘ideal’ self. During adolescence, the leap that takes place is that adolescents can think in abstract terms, i.e., they can think beyond what is present and what they see and experience. Further, as thought becomes flexible, they can think of hypothetical situations in other words, they can imagine the various possibilities and their outcomes without necessarily having to go through them or act out the steps of any outcome. The implication for identity formation is that adolescents can imaginatively link up their present with a future they imagine for themselves. For example, the adolescent can think of the possible careers that she/he can take up as an adult which are suited to her/his situation and temperament, and plan the current direction of her/his studies accordingly. Thus, adolescence is a crucial stage for the development of identity. In fact, adolescence is a significant period of development involving many changes and opportunities. If the adolescent is healthy, she/he is able to deal with the changes in the best possible manner and realise one’s full potential. Appropriate food and nutrition are the key elements of good health. The next chapter discusses food, nutrition, health and fitness concerns during adolescence.
