Sublime and the quest for Self-actualization in Herman Hesse's Siddhartha

Mr. Gopal Chanana, Dr. Shriya Goyal

doi:10.17762/pae.v58i2.3363

Sublime and the quest for Self-actualization in Herman Hesse's Siddhartha

Psychology and Education Journal ◽

10.17762/pae.v58i2.3363 ◽

2021 ◽

Vol 58 (2) ◽

pp. 7778-7782

Author(s):

Mr. Gopal Chanana, Dr. Shriya Goyal

Keyword(s):

Authentic Self ◽

Epistemological Question ◽

Self Actualization

Herman Hesse’s seminal text, Siddhartha is the story about the journey of a man on his path to Self-Actualization. The story deals with the life of the protagonist, Siddhartha, who along with his friend, Govinda embarks on a journey for the search of the authentic Self. Each of them follows a distinct path, leading to vastly different experiences. Siddhartha focuses on the events that happen with the character of Siddhartha and the ways in which they influence and alter him. The book in itself takes the form of a quest and it is only in the end when Siddhartha meets Govinda that he hints at the knowledge that he has acquired. This, however, is not the entirety of his understanding but only a segment of his discovery.The objective of this paper is to underline Siddhartha’s journey of Self-Actualization and to emphasize on his reflections. The paper will try to prove how the journey of Self-actualization in the text is both an ontological and epistemological question. It also tries to describe that sublime moment of understanding which fulfils Siddhartha’s quest of Self-actualization.

Download Full-text

Authenticity, Self-Actualizing, and Self-Authorship

The Transformative Self ◽

10.1093/oso/9780199970742.003.0016 ◽

2021 ◽

pp. 492-532

Author(s):

Jack Bauer

Keyword(s):

Developmental Perspective ◽

Hierarchy Of Needs ◽

True Self ◽

Authentic Self ◽

Quiet Ego ◽

Interdependent Self ◽

Self Actualization ◽

Identity Consolidation ◽

Self Discovery ◽

Self Authorship

The transformative self aims toward authenticity and self-actualizing, which this chapter addresses from a developmental perspective. Two forms of authenticity are distinguished. Essentialist authenticity defines the true self as solely a matter of self-discovery and being true to one’s inborn traits or perceived soul. Existentialist authenticity also values self-discovery but emphasizes self-invention and being true to one’s values. Essentialist authenticity does not necessitate moral concerns, but existentialist authenticity does. The chapter argues that authenticity emerges not only via the matching principle of authenticity (matching actions with some true self) but also via the poiesis principle (the humane, self-making processes and perspectivity of a quiet ego). Youthful authenticity emphasizes independence and identity consolidation, whereas mature authenticity emphasizes interdependent self-actualizing. The chapter then examines self-actualization as maturely authentic self-understanding. Finally, the chapter reframes Maslow’s hierarchy of needs to correct common oversimplifications of belongingness and esteem in light of the developing, transformative self.

Download Full-text

Constructing Education for Self-Realization on the Basis of Plato's Human Psychology: The Nigerian Experience

International Letters of Social and Humanistic Sciences ◽

10.18052/www.scipress.com/ilshs.48.192 ◽

2015 ◽

Vol 48 ◽

pp. 192-197

Author(s):

Paul Jackson Ireyefoju

Keyword(s):

Educational Goals ◽

Analysis Method ◽

Instructional Approach ◽

Psychology Education ◽

Authentic Self ◽

Human Psychology ◽

Self Confidence ◽

Self Actualization ◽

Cardinal Point ◽

Schooling System

Education for self realization is one of the cardinal point through wish our national philosophy and educational goals can be realized. Self realization is aimed at self confidence, self actualization, self reliance, independence, free and responsible citizenry who are capable of contributing meaningfully to the development of humanity. In realizing this goal, the schooling system largely depends on the instructional approach which makes both educators and learners to rely on classroom instructions to realize the self. It is true that much has been realized through this approach, yet it is not every learner that can benefit from the instructional approach. Using Plato's human psychology to construct education for self realization, the Nigerian learner will realize himself more because it will enable him to discover his potentials. But to what extent therefore can Plato's human psychology help in the construction of education for self realization in Nigeria education? The importance of this paper is that every being has desires and if such desires are matched with potentials and possibilities it may lead to the authentic self. The philosophical analysis method was employed in examining Plato's human psychology, education for self realization and how Plato's human psychology can be used to construct education for self realization in the schooling system.

Download Full-text