Author Archives: M.A.D. LIGAYA
Why Your Value System Matters
“Our value is the sum of our values.”
– Joe Batten
We call the men and women who realized their dreams and ambitions, accomplished great things, and left an indelible mark in their chosen fields of endeavors in different ways – winners, achievers, successful people, distinguished individuals, people who achieved renown and wealth, extraordinary and great men and women, and exceptional and remarkable ladies and gentlemen. I don’t know if there are other ways to call them. The one thing I know for sure is that there are only a few people like them in the world.
Why did they succeed? Why only a few people would end up standing on the winner’s podium?
Aside from their obvious dogged determination to get what they want and become who they want to be, what else do you think is common among them? Here’s my take – a strong value system.
Let me refer to value system as the collection of a person’s attitudes and beliefs.
How important is a person’s value system? Does it correlate with success?
Your attitudes and beliefs inform the decisions you make and control the way you live your life in general. Thus, you have to be aware and critical of your own value system – of the attitudes you possess and the beliefs you uphold. If you haven’t yet, you need to evaluate your value system as objectively as possible. The following should be the goals of your evaluation: to strengthen the good ones that you have; and to identify which ones are sabotaging your pursuits and endeavors.
Moise (2104) explained that “beliefs are about how we think things really are and tend to be deep-set. They represent mainly assumptions that everyone makes about [themselves], about others, and about different phenomena that are occurring in their own environment. Attitudes, on the other hand, can be considered as the response that individuals have to others’ actions and external situations, ways of conduct that people have learned having certain beliefs and values.”
Beliefs and attitudes are byproducts of our education and the accumulation of experiences since childhood. The attitudes and beliefs we possess constitute our conditioning or programming which in turn influences our perception and reactions to whatever happens around us. They inform the way we talk, behave, and think. They are the foundations upon which every decision we make stands.
Accept it or not, your attitudes and beliefs will dictate whether you succeed or fail, whether you live a happy life or a miserable one. There’ no limit when it comes to success and greatness. You can have and become whatever you want. But as Zig Ziglar once said, “Your attitude, more than your aptitude, will determine your altitude.” You also need to evaluate your beliefs. “Beliefs have the power to create and the power to destroy,” says Tony Robbins.
“The beliefs that accumulate in the minds of people as they get older become the rules that govern their actions and way of thinking. The beliefs and evaluations people hold about themselves determine who they are, what they can do, and what they can become (Burns, 1982).”
Who you are, what you can do, and what you can become are things that are not foreordained or predetermined as what advocates of the doctrine of predestination would want you to believe. They are results of the decisions you made and will be making. How far you climb the ladder of success and greatness depends on the quality of the decisions you make.
Your decision-making mechanisms are wired to your value system. That’s how critically important it (value system) is. The soundness of your decisions therefore is hinged on your attitudes and beliefs. Whether or not you would end up joining extremely successful people at the top depends on your willingness to develop the same value system that brought them there.
And what is the nature of their value system? What attitudes and beliefs do achievers have?
Part of my daily routine is reading literature and watching videos on personal growth and development. This allowed me to evaluate the value system of people who made succeeding a hobby. In talks and guestings, some of them openly discuss the specific attitudes and beliefs that made them who (and what) they are.
I chose the following as the most important attitudes and beliefs that constitute their value system: Self-belief; In control; Personal Accountability; Positive Thinking; Positive Perspective; Positive Mindset; Passionate; Purposive; and Grateful.
These achievers have faith in themselves. They are in control of their destiny. They are personally accountable. They think positively. They look at things using a positive perspective. They have a positive mindset. They are purposive and passionate about everything they think, say, and do. They are grateful.
The distinguished individuals in our midst strongly believe in themselves and never doubt their ability to succeed (or to eventually succeed.) Not that they never failed. They did, sometimes multiple times like J.K. Rowling whose first Harry Potter book was rejected by 12 publishers. But she kept trying until Bloomsbury published her first Harry Potter novel (J.K. Rowling, n.d.). The rest, as they say, is history.
What if J.K. Rowling stopped trying after those many failures? She would have not become one of the highest-paid authors of this generation earning millions of dollars a year. What if Henry Ford and Soichiro Honda, (founders of motor companies that bear their names); Bill Gates and Steve Jobs (of the Microsoft and Apple fame); and Winston Churchill and Abraham Lincoln (giant political figures in their respective countries) all succumbed to their initial failures? But they did not. They have (and had) faith in their capabilities and in their dreams. They did not quit. They knew that eventually, they would reap the fruits of the hard work they sowed.
People who achieved renown and wealth got what (and where) they wanted because they willed it. Instead of becoming hostage to the notion that men get to live their assigned fate, they took control of their own lives and charted their own destiny. They also consider themselves personally accountable for whatever happens to them and what they become. They make their own decisions and live their lives on their own terms. They take it incumbent upon themselves to ensure that they succeed, with or without the help of anybody. They don’t rely on anyone but themselves. They would appreciate any kind of help but these people prefer to climb their own way to the top. Their character is that strong and their heart and mind focused on their goals that no matter what, they would reach the summit of any mountain they wanted to climb. That’s how they got there. And that’s how you’ll get to the top and rob elbows with them. That is if you are willing to emulate them, to follow in their footsteps.
Despite the skepticism thrown against positive thinking (or any of its equivalent constructs), achievers embrace it for they know and are smart enough to acknowledge that it is more beneficial to think positively rather than negatively. They practiced positive thinking and I don’t mean that they just imagined themselves becoming successful then they became successful. They used positive thinking only as a springboard.
Those who bothered to study positive thinking before judging its worth do acknowledge that it is not the be-all and end-all of personal growth and development. As I said previously – it’s a springboard. It is better to have hope – which is what positive thinking gives – than none at all. But as John Maxwell puts it, “hope is not a strategy.” This they know. Thus, they did not stop after thinking positively. They acted after thinking. They carried out their plans.
Thoughts have power in themselves. They affect a person’s health and wellbeing. But you will not bring your dreams and ambitions to fruition by just thinking and not doing anything. “Act is the blossom of thought and joy and sufferings are its fruits.” It was James Allen who said that.
The few extraordinary and great men and women among us view things, events, and issues using a different lens. They have the propensity to look at them at a positive vantage point. What ordinary people consider an adversity is for them an opportunity. This Jim Rohn illustrated succinctly through an anecdote about two salesmen who, one day, experienced a storm. One of them looks out and says “Wow, what a storm! With weather like this, they can’t expect you to go out and make sales. He stays home. Same morning, the other guy looks out – same rain, same storm – and says “Wow, what a storm! With weather like this, what a great day to go out and make sales! Most everybody will be home – especially the salesmen!”
That’s the kind of lens that those people who succeeded possess. They see opportunity amidst adversity. What about you? They refuse to be drowned by the unstoppable waves of challenges. They surf through them. They are the ones who look at failure as a teacher that tells them what didn’t work thus they perform better when they try again. These people would simply refuse to dwell on the negative.
Their positive perspective is part and parcel of another important construct called “positive mindset.” Others view perspective and mindset as similar concepts. I construe them differently – the former is a component of the latter. Mindset refers to the general attitudes of people, not only the way they think about things and issues. There is something else to mindset aside from the ability to put things, events, issues, and what-have-you in a positive frame. That something is what Carol Dweck (2006) dichotomized into “fixed mindset” and “growth mindset.” She (Dweck) refers to it as self-perception or self-theory that people hold about themselves.
Needless to say that the winners who raised their hands in the podium of success possess a positive (or growth) mindset. They believe that a person should continuously hone their skills and abilities. It is what successful people do – dedicate themselves to lifelong learning. They worked hard maintaining the notion that intelligence and talents are something that they are not born with but something they have to acquire and nurture. Even if many of them are innately intelligent and talented, they never assume that they are. They are determined to learn what they want to learn and acquire the skills they must develop in the pursuit of their dreams and ambitions.
Achieving goals has seemingly become natural for these exceptional and remarkable ladies and gentlemen because in addition to all the aforementioned beliefs and attitudes embedded in their value system, they are also passionate and purposive. They display tremendous passion in their personal, professional, and business pursuits. They know what they want and would not leave a stone unturned until they get it.
Certainly, these people whom we look up to because of their tremendous accomplishments and exploits are not whiners and whingers. They are satisfied and grateful. And why not? Why would they complain when they have everything they want and they are exactly where they want to be. They are enjoying the fruits of their labors. As the old saying goes – “You reap what you sow.”
It is hard to tell as to how many of these people who have accomplished so much have the humility to recognize that in the process of them becoming and getting what they wanted, there was an unseen force that guided and helped them. Those who do call that unseen force different names. I call it GOD.
It is my personal belief that what will glue together our attitudes and beliefs into a stronger value system is faith in GOD.
References:
Burns, R. (1982) Self Concept Development and Education. Dorset Press, Dorchester.
Dweck, C.S. (2006). Mindset: The New Psychology of Success. New York: Ballantine Books.
J.K. Rowling. (n.d.) In Wikipedia. https://en.wikipedia.org/wik/J._K._ Rowling#Remarriage_and_family
Moise, C. (2014). Importance of beliefs, attitudes and values in the frame of human resource motivation. Annals of Spiru Haret University Economic Series. 14.17.10.26458/1422
Sexist Language: Gender-Linked Expressions in Official Communications in the Academic Workplace
Sexist Language: Gender-Linked Expressions in Official Communications in the Academic Workplace
Estrella F. Fajardo, Massuline Antonio D. Ligaya, and Joung-Hyun Ham
Indian Journal of Public Health Research & Development, Vol. 11, No. 3, March 2020, pp. 2546–2551.
Research Summary
Language used in academic institutions does more than convey information; it can also reflect social assumptions about gender and reinforce linguistic conventions that privilege one gender over another. Although universities are expected to promote equality and gender awareness, gender-biased expressions may continue to appear in routine institutional communication. This study investigated the occurrence of sexist language in official communications within an academic workplace, focusing on gender-linked words and expressions appearing in university memorandums.
The study examined 14 official memorandums issued by members of the administrative and management councils of the respondent university. Ten of the memorandums were written by male officials and four by female officials. Each memorandum was manually examined for words and expressions identified in the literature as forms of sexist English usage. The occurrences were counted and subsequently classified according to the type of gender bias they represented.
The analysis found gender-biased expressions in seven of the ten memorandums written by male officials, while none of the four memorandums written by female officials contained expressions classified as sexist. Across the 14 documents, five principal gender-linked forms were identified: freshmen, chairman, Mrs., his/her, and himself/herself. The first two occurred most frequently, with freshmen appearing three times and chairman appearing twice; Mrs. also appeared twice, while his/her and himself/herself each appeared once.
The identified expressions represented several forms of gender bias. The use of freshmen illustrated the masculine generic, in which a masculine linguistic form is used to refer to a mixed-gender population. The use of chairman, including in reference to female department heads, represented gender-linked occupational or positional terminology. The use of Mrs. for female recipients while male recipients were addressed as Mr. reflected non-parallel treatment because Mrs. identifies marital status whereas Mr. does not. Finally, expressions such as his/her and himself/herself were classified as forms that habitually place the masculine form before the feminine.
The study also observed a notable difference according to the sex of the memorandum writers: the gender-biased expressions identified in the sample appeared exclusively in documents written by male officials. The authors cautioned, however, that it was difficult to determine whether such language was used intentionally or simply reflected established linguistic habits. This distinction is important because gender-biased language may persist through convention even when speakers or writers do not consciously intend to discriminate.
Overall, the findings indicate that gender-linked language remained present in formal academic communication within the institution examined. The study therefore drew attention to the need for greater awareness of gender-inclusive alternatives in official correspondence, particularly for generic references, professional titles, forms of address, and paired gender expressions.
Research Contribution
The study contributes to discussions of gender-inclusive language in academic institutions by examining sexism not in literary texts or informal speech but in actual official workplace documents. Its value lies particularly in demonstrating how seemingly routine linguistic conventions—such as freshmen, chairman, and gender-asymmetrical forms of address—can persist in institutional communication. Although exploratory and limited in scope, the study provides a useful starting point for larger investigations of how gender-inclusive language is adopted, resisted, or inconsistently practiced within educational institutions.
Keywords: sexist language, gender-linked expressions, gender-inclusive language, academic workplace, official communication, institutional discourse
Full Text
The full text of this publication is available upon request. Researchers, educators, students, and other interested readers who wish to obtain a copy may contact the author through this website or by email at madligaya@gmail.com.
On Fate and Destiny
“Each player must accept the cards life deals him or her. But once
they are in hand, he or she alone must decide how
to play the cards in order to win the game.”
– Voltaire
Much has been written about fate and destiny. Those that I read presented varied opinions on whether or not those two concepts are one and the same with some claiming they can be interchangeably used and some arguing that one should not be mistaken for the other. There are assertions that fate and destiny both refer to what the future holds for you and me. However, that future, when viewed using the lens of fate, is negative and is neutral – not really positive as you might have expected I would say – when seen from the vantage point of destiny.
The common thing that the literature I explored on the said constructs clearly articulated is that both fate and destiny are manifestations of the future of a person but the former has negative connotations while the latter is neither positive nor negative… and I will explain why I view it that way.
Fate is negative because it is a belief that everything that happens to us in the future have been set in stone. We cannot change our fate no matter how hard we try. That is a scary proposition because it implies that we are not in control of our life and what will happen to us in the future. There is nothing we could do but go with the flow, dance to the tune of whoever we believe designed our fate. That is we choose to believe it.
Conversely, destiny, as I said previously, is neutral because it presents a future that is yet to happen, a story not written yet. The reason I consider it neither positive nor negative is that things will go either way for you – good or bad – depending on the quality of the decisions you make in the different areas of your life.
I believe that I create my own destiny. I am writing my own story. You should do the same. You hold the pen, you have control over how your story will turn out to be. You should not surrender that pen to other people and make them write that story for you because it may be written not the way you want. You should take control and try very hard to make the right decisions in order to ensure that the destiny you create for yourself is a great one.
Fate and destiny are both considered a predetermined course of events. However, fate is viewed as inevitable which is controlled by an unseen force while destiny is likened to clay in the hands of a potter – it can be shaped as desired. Would you let others hold the mold and put the clay and let them be the ones to shape your future?
You ought to decide whether to accept that the life you live is tied to threads controlled by the puppeteer called fate or is it a book filled with empty pages and you’re holding the pen and have that opportunity to fill those pages with stories of triumphs and happiness. You may decide whether you will be living a fate assigned to you or you will be controlling your own destiny.
Fatalism, the doctrine that events are fixed in advance so that human beings are powerless to change them (Merriam-Webster, n.d.), has influenced the way people live life since time immemorial. The danger with subscribing to the idea that events in our lives are determined by the hand that fate dealt with us is it leads to a passive life. Fatalism reduces a person to merely a driftwood on the waves being tossed to and fro.
Believing that success and failure are preordained, people may not be motivated to give their best shot in any endeavor or be afraid to take risks in any way. They would simply wait for their future to unfold for they are sold to the idea that they are not in control. They believe that fate would bring them to where they should be anyway and would make them what they are meant to be. For them, there is not much (or nothing) that they could do but wait until their wheel of fortune grinds to a halt and hope that they hit the “jackpot” (and not the “bankrupt”) when it does stop.
Fatalistic people also believe that nobody knows what the future holds. But those who use the lens of destiny when viewing the future, while they accept that they don’t have the ability to predict the future and determine what will happen eventually, there’s nothing that can prevent them from preparing for it. They know that there are variables they can control to make sure that the future will unfold the way they want it to happen. This is what extremely successful people do. They plan. They execute that plan. They take control of their future. Some of them would even say that they create their own future.
Innate in us is the capability to chart our own destiny. Living our fate or shaping our own future is a matter of choice. Instead of waiting passively for the future, we should take control by laying out a plan to ensure that it unfolds the way we want it to happen.
Remember what Albert Camus said – “Life is the sum of all our choices.” “Our life,” as Myles Munroe puts it, “is the sum total of all the decisions we make every day.” It is then incumbent upon you to make the right choices all the time. And the first decision you need to make is whether you view yourself as the master of your fate or its slave. Are you in control of your future or the puppeteer called fate is?
The fatalistic attitude of people stems from the doctrine of predestination upheld by most of the world’s monotheistic religions (Christianity, Islam, and Judaism). The said doctrine maintains that whatever happens has already been determined by God. What if this means that God, omniscient and omnipresent that He is, only knows, and not controls, how our future unfolds based on the decisions we make as individuals? It doesn’t require a scientific mind to figure out that it doesn’t make sense that God gifted mankind with free will if after all He already preordained everything.
Buddhists and Hindus believe that our destiny as humans is determined by our actions, thoughts, and words. If it is so, it is important to be careful with what we do, think, and say. We take control of our future by making sure that our actions, thoughts, and words will bring us to the pinnacle of success and not perdition.
Creating our own destiny does not mean denying that certain aspects and events in life are inevitable and unavoidable. For instance, we could not choose the body we want and the physical attributes we desire. We also could not choose the parents we were born to. When finally we face the mirror and contend with our personal realities, we could only wish that we were born to parents who would endow us not only with wealth but with good genes.
Yes, we could not control the circumstances of our birth. There’s no way we could also prevent people around us from making bad decisions that might adversely affect us. However, we can choose how we shall respond to all the limitations and unfavorable conditions that we encounter. We could not afford to be held hostage by them. We should never play the role of a helpless victim. Voltaire puts it this way – “Each player must accept the cards life deals him or her. But once they are in hand, he or she alone must decide how to play the cards in order to win the game.”
As Sartre (1956) argued, “Predetermined nature, facticity or essence do not control who or what we are; moreover, one is radically free to choose one’s destiny and it is one’s moral responsibility to do so.”
The moment we become capable of deciding for ourselves and aware of our capabilities was the moment we start charting our own destiny – that’s when we begin to be in control. We should begin by embracing our limitations and recognizing which aspects of our life were not properly put in place by the people who were in charge of us when we were young and incapable of making decisions for ourselves. Limitations and unfavorable conditions can be overcome if one so desires. This May (1981) articulated by saying, “Fate is that which cannot be changed about a person, such as gender and race. Destiny is that which can be created from what was given.”
Aside from the circumstances of our birth, the only other thing we have no way of avoiding is death. We don’t know when it would come, except to those who are terminally ill and predicted by doctors to have only a certain time left to live. We’ll never know how long we live and how soon we breathe our last. This presents us with a choice – live our life to the fullest and make every moment count or live in fear trembling at the thought of the Moirae named Atropos coming any moment to cut our life thread.
References:
Fatalism. (n.d.). In merriam-webster.com. Retrieved from https://www.merriam-webster.com/dictionary/fatalism
Sartre, J. P. (1956). Being and nothingness. (H. Barnes, Trans.). NewYork: Washington Square Press.
May, R. (1981). Freedom and destiny. New York: W.W. Norton
Hanggang Sa Kawalang-Hanggan
Kita’y katabi, tag-araw o tag-lamig
Kaulayaw ka maging sa panaginip
Mga puso nating iisa ang pintig
Binigkis tayo sa tunay na pag-ibig
Sinamahan akong maglakbay sa dagat
Bangka ko’y nilagyan ng katig at layag
Araw kang sa umaga ko ay sumikat
Sa buhay naging sandigan ko’t lakas
Lagi kang nandoon, ‘di ako iniwan
Handa ka palagi na ako’y damayan
Matindi mang dagok sa buhay dumaan
Sa lungkot at saya ako’y sinamahan
‘Di ako iniwan, lagi kang nandoon
Buhay mo tila sa akin nakatuon
Kasama kita sa paglipas ng panahon
Mga pagsubok, sabay nating sinuong
Ano man ang ating mga pinagdaanan
Kamay ko ay mahigpit mong hinawakan
Pagmamahal mong sa aki’y pinaramdam
Ang ligayang dulot walang mapagsidlan
Pagmamahal mo ri’y tila isang paham
Gurong araw-araw akong tinuturuan
Kay daming aral sa ‘yo ko natutuhan
Pintig ng puso mo ako’y ginagabayan
Napakaraming taon man ang lumipas
Pagmamahal mo nanatiling matingkad
Tamis ng ngiti mo ay hindi kumupas
Hindi ko nanaising ito’y magwakas
Pag-ibig ko sa ‘yo, mananatiling wagas
Daang taon man sa panaho’y malagas
Mga kamay mo’y mananatiling hawak
Kawalang-hanggan ma’y marating ang wakas
On Self-Belief and Other Related Constructs
As the term implies, self-belief is a person’s faith or complete trust and confidence in their abilities and skills and value as a human being. Consider it as a combination of self-confidence and self-worth.
Self-belief is an essential component in a person’s pursuit of success and happiness. If you don’t have it, don’t expect to achieve anything for without self-belief a person will never succeed in any kind of endeavor. But too much of it is not good either. An exaggerated opinion of one’s own qualities and abilities is called self-conceit. The Greeks refer to it as hubris.
Self-belief is a concept not difficult to comprehend yet not too many really know how having or not having it would affect their lives in general. Some may have chosen to disregard it not fully understanding the possible negative consequences for neglecting it.
If you won’t trust in your own abilities and skills… if you won’t believe that you are valuable, no one else would. If you want others to believe in you, you have to convince them first that you believe in yourself. And even if nobody believes in you but yourself, you are in a strong position in life.
The issue is not what other people say and think about what you can and can’t do and achieve but rather whether or not you believe in your own capabilities and worth as a person. The disbelief of people around you won’t move the needle of your success. It is your self-belief that would. People not believing in you won’t kill your dreams and ambitions, your self-doubt would.
Self-doubt is by no means just a simple problem. It is a very serious one. A person is in serious trouble when they doubt themselves and when they think they are worthless. The failure of people to develop self-belief stems from them not understanding the nature of self-doubt. In a separate essay – “Self-doubt: The Unknown Sin” – I discussed the said concept extensively.
Self-belief should serve as the starting point of all self-improvement activities. Any personal growth and development program should start with the elimination of self-doubt. Imagine self-doubt as old wineskins and all the attitudes, beliefs, and skills you need for self-improvement, altogether, like new wine. You should not pour the new wine into the old wineskins. The Lord Jesus Christ warned – “And no one pours new wine into old wineskins, the wine will burst the skins, and both the wine and the wineskins will be ruined. No, they pour new wine into new wineskins (Mark 2:22).”
There are several constructs that are construed to be the same or somewhat related to self-belief, namely self-concept, self-esteem, self-efficacy, and self-image. These concepts have been explored extensively and a vast body of literature has been created for each of them. There are numerous articles available explaining how similar and different are they from each other. But if you examine the bottom lines of the said constructs, all of them lead to the notion that people need to develop their faith or complete trust and confidence in their abilities and skills and also to value themselves as human beings.
The primary objective of all activities recommended by experts for the improvement of self-concept, self-esteem , self-efficacy, and self-image is the development or strengthening of self-belief. If all ideas related to these constructs are to be synthesized into one single idea, very likely that that the term self-belief would be used.
This article does not intend to deal with specific details about these concepts but only their definitions to see how they relate to self-belief.
Let’s take a look at self-concept first. As explained by McLeod (2008), self-concept is a general term used to refer to “how people think about, evaluate, or perceive themselves. To be aware of oneself is to have a concept of oneself.” Additionally, “self-concept is an overarching idea we have about who we are—physically, emotionally, socially, spiritually, and in terms of any other aspects that make up who we are (Neill, 2005).”
Your self-concept is a collection of your beliefs about yourself. Being aware of what beliefs you hold about yourself is instrumental in the development of self-belief. Your self-concept would help you identify what negative perceptions you hold about yourself. Self-belief doesn’t mean ignoring or sweeping under the rug what you consider as your weaknesses but rather accepting them. But accept them only if after serious introspection you will find them to be true. What comes next after that is you exerting conscious efforts to address them. Self-concept enables you to identify what are your problems and deficiencies which need correction. The process of self-improvement includes not just finding and developing your strengths but also identifying your negative attributes and getting rid of them.
What about self-esteem? This concept refers to the extent to which we like, accept or approves of ourselves, or how much we value ourselves (McLeod, 2008).” Harter (1986) added that “self-esteem is the evaluative and affective dimension of the self-concept, and is considered as equivalent to self-regard, self-estimation, and self-worth.”
Think of self-esteem as a self-appraisal that leads to an honest valuation of yourself. The more positive is your self-appraisal (or the stronger your self-belief is) the higher is your self-esteem.
Low self-esteem – a person’s failure to value themselves as a human being – leads to a variety of problems that can affect a person’s personal and professional pursuits, health, and relationships.
If we go back to the definition of self-belief at the beginning of this article, we can say that half of this construct is self-concept and the other half is self-esteem.
Next is self-efficacy. Bandura (1994) defines the term as people’s belief about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives. Self-efficacy beliefs determine how people feel, think, motivate themselves, and behave.
The foregoing definition shows the thin line that separates self-belief from self-efficacy. That thin line may not even exist.
“People with a strong sense of self-efficacy,” as Bandura explained, “develop a deeper interest in the activities in which they participate, form a stronger sense of commitment to their interests and activities, recover quickly from setbacks and disappointments, and view challenging problems as tasks to be mastered.”
These exactly are what people with a strong self-belief (are and) do – they know what particular skills and capabilities they have, nurture and use them as leverage to achieve success; they are not afraid to fail and when they do they bounce back; and they face and conquer challenges and difficulties.
Seemingly, self-belief is just another word for self-efficacy.
Now, let’s take a look at self-image. The Meriam-Webster English Dictionary defines the said construct “as the way you think about yourself and your abilities or appearance.” That, too, is almost exactly how we define self-belief.
According to Dr. Maltz (1993), “Whether we realize it or not, each of us carries a mental blueprint or picture of ourselves. It may be vague and ill-defined to our conscious gaze. In fact, it may not be consciously recognizable at all. But it is there, complete down to the last detail. This self-image is our own conception of the ‘sort of person I am.’ It has been built up from our own beliefs about ourselves. But most of these beliefs have been formed from our own past experiences, our successes and our failures, and the way people have reacted to us.”
Bob Proctor once said that when you stand in front of a mirror you see a reflection of the physical you. But that’s not the real you. You also have a picture of yourself in your mind. That, according to him, is what Dr. Maltz postulated – that people have two images of themselves, the one that’s coming back from the mirror and the other one is their inner image.
The kind of inner image, that self-image you hold constitutes your self-belief. If you have a poor self-image, it means you don’t have faith in your skills and capabilities and that you have a low self-worth.
There are plenty to learn from the literature and studies conducted on self-concept, self-esteem, self-efficacy, and self-image. Anybody serious about developing a strong self-belief should take a look at them. What I presented in this article about the constructs aforementioned barely scratched the surfaces of each of them.
Let me end with a quote from Alexander Dumas:
“A man who doubts himself is like a man who would enlist in the ranks of his enemies and bear arms against himself. He makes his failure certain by himself being the first person to be convinced of it.”
References:
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).
McLeod, S. A. (2008). Self concept. Simply Psychology. https://www.simplypsychology.org/ self-concept.html
Neill, J. (2005). Definitions of various self constructs: Self-esteem, self-efficacy, self-confidence & self-concept. Wilderdom. Retrieved from http://www.wilderdom.com/self/
Harter, S. (1986). Processes underlying the construction, maintenance and enhancement of the self-concept in children. In Suls, J. and Greenwald, A.G. (eds), Psychological Perspectives on the Self. Lawrence Erlbaum, Hillsdale, NJ, vol. 3, pp. 137–181
Maltz, M. (1993). Psycho-Cybernatics. New York: Prentice Hall Press.
What Teachers and Students Expect From One Another
Teachers do talk about their students. They share among themselves their best and worst experiences in the classroom and compare their students’ performance and behavior. This they do either in meetings or just informally during lunch and coffee breaks.
Students do the same – they also talk about their teachers. When they are not within hearing distance of the educators, they discuss about them. Students tell each other (and their parents) how good or bad their teachers are – how much they like or abhor them.
It’s not only the teachers who could express satisfaction over good performance of students or show discontent for the students’ lack of effort in their studies. The students could do the same. They would show approval for the good effort put up by their teachers and convey disdain when they feel they are being shortchanged.
Both teachers and the students expect each other to perform well when they come to class. They both demand excellence. The teachers assume that their students have studied their lessons and have done their assignments. On the other hand, the students believe that the ones leading the learning process, their teachers, are prepared whenever they stand in front of them – that they have a lesson plan and they know how to execute it.
The most foolish assumption that teachers could make is to think that their students wouldn’t notice if they come to class unprepared. Students know if a teacher is not doing his or her job properly. It’s not only the teachers who could distinguish excellence from mediocrity.
Teachers require students to participate in discussions and other class activities. For that, they need to do their part. The teachers should never forget that there is a prerequisite to requiring the students to participate – motivation. Students expect their teachers to make them interested in the subject and to ask questions that make them think. They expect them to explain clearly and give sufficient examples for them to be ready to participate.
Such are among the pedagogical skills that teachers are expected to manifest if they hope to succeed in making students participate actively in their classes.
Students expect their teachers to be competent. The worst mistake educational managers could do is to not strictly screen applicants or blindly disregard hiring procedures and standards for whatever reasons and end up entrusting to somebody mediocre – to somebody not trained to be a teacher – the education of students. Knowledge coupled with the required pedagogical skills are what constitute competence among teachers.
Interestingly, competence and their correlates are not the ones that came out on top of the list of what students perceive as qualities of effective teachers. In studies conducted to determine what students consider as the best characteristics of quality teachers, those that relate to personality, not pedagogical skills, were the ones that consistently top the list.
In one of the said studies, among what emerged as the top five qualities of effective teacher as perceived by students, “the ability to develop relationships with their students” received the highest score.1 Of the four remaining, only “engaging students in learning” (ranked 5th) is related to pedagogy. “The ability to develop relationships with their students,” “patient, caring, and kind personality,” and “knowledge of learners” were ranked, 2nd, 3rd, and 4th, respectively.
Students and teachers differ in their perception of the characteristics of effective teachers. In a study that explored student and teacher beliefs on good teaching,2 teachers rated constructs related to their abilities as teacher much higher than those related to their personality. For the students, it’s the opposite. They gave preference to constructs related to the personality of teachers. Students who participated in the study rated “caring,” “content knowledge,” “safe environment,” “dependable,” “prepared” and a “teacher-student relationship” as most important when describing what makes a good teacher.
Again, emerging on top of the list, as viewed on the perspective of students, is a quality related to the personality of the teacher – “caring.” Note that “content knowledge” and “prepared” are related to pedagogy, the rest to the attitude and behavior of the teachers.
A very interesting topic for research is who can best answer the question “What are the qualities of an effective teacher, the students or the teachers?”.
Who is the better judge of what constitutes quality teaching – the students or the teachers themselves?
Teachers also expect respect from the students. That is something not difficult to elicit from young people like the students who are (supposedly) taught by their parents to respect people in authority. But even if parents were remiss of their duties to inculcate among their children that value, the teachers are always in a position to be accorded respect. The teachers, however, have to understand that respect is a two-way street. Students also expect to be respected. Their being the persons in authority don’t give them the right to embarrass the students either directly or indirectly.
In a study on students’ perceptions of effective teaching in higher education,3 “respectful” and other correlated descriptors were mentioned by students in a number of times significantly more than any of the other characteristics, including “knowledgeable” (which got the second highest mark). Student-respondents said that they appreciate teachers who are compassionate and understanding of the unique and challenging situations that students sometimes experience.
One of the proven ways of ensuring successful learning is for the teacher to ensure that a good rapport between them and their students exist. And the best way to do it is by not only telling the students what they expect from them but by knowing also what the students expect from the teachers.
References:
Examining South Korea’s Rise to Global Prominence: The Role of Collectivism and Nationalism
The way South Korea handled the COVID-19 pandemic has given the world a blueprint on how to effectively manage the health crisis. When the coronavirus started to wreak havoc and affected countries desperately sought for ways to battle the deadly contagion, this nation straddling the southern part of the Korean peninsula gave them hope. They were not disappointed. South Korea led the way and generously shared to the world what they have been doing to successfully contain the pathogen.
It was ironic that the most powerful countries in the world – the US, China, and some European nations – with all their wealth and advance technologies, were rendered helpless by the coronavirus especially during the early stages of the pandemic. That was the time when the world badly needed a leader to lead the fight against the deadly virus. South Korea courageously stepped up to the plate. Suddenly, the global spotlight focused on this nation and its people. Citizens of different countries from the different continents of the world seeking to restore tranquility back into their lives looked to the direction of the “land of the morning calm.”
The world is well aware of South Korea’s gradual rise to prominence. News about success spreads fast like a wildfire. It has been drawing more global attention amidst the current pandemic. This country’s economic success is well-documented. How it rebounded from the severity of the Asian financial crisis of 1997-98 to become one of the 15 top economies of the world today is by no means a small feat. How it has been dealing successfully with the coronavirus when the supposedly more powerful and more progressive nations continue to suffer from its onslaught is a fact that is hard to ignore. These achievements, altogether, have seemingly established South Korea as an emerging world leader.
How South Korea catapulted into its current lofty position in the global community is something to marvel at. It made many wonder how this nation survived despite being haunted by the ghosts of a bitter colonial past, ravaged by the destructive Korean war, hampered by the political turmoil of the ‘60s and ‘70s, and pestered almost endlessly by a belligerent neighbor in North Korea.
Perhaps, as important as learning the way the South Koreans successfully reined the coronavirus is understanding how the people of this nation emerged from the ashes of Japanese colonialism, the Korean war and the political uncertainties that followed, the Asian economic crisis, and the constant threats from north of the peninsula to become a prominent member of the community of nations that it is now. The essential question that must be answered is – “How did this nation, like the mythical phoenix, rise from the ashes?”
That question needs to be answered so the world will have a better understanding why the South Koreans are succeeding not only in containing the coronavirus but in their endeavors as a nation in general. Answering that question should not be construed as an effort to extol the virtues of these people but rather to determine what factors have contributed to their gradual rise to global prominence. The answers being sought would not only divulge their framework for success but also reveal more about their traits which will help other nationalities in fostering a better relationship with them.
Finding the answers to the said question would require more than just scrutinizing the political and economic policies implemented by the South Korean government. Not that it is inappropriate to attribute the success of a nation to the statutes and strategies formulated and executed by its leaders. But focusing on the said areas is like giving credit for the nation’s success only to the elected leaders forgetting about the ones who wrote their names (the leaders’) in the ballot, the ones who granted them the mandate to lead – the citizens.
When South Korea generously shared all the information they gathered and the systems they developed to battle the coronavirus, countries focused only on the protocols, methods, and whatever medical kits and equipment this nation provided. They credited South Korean authorities for a job well done. They forgot about one very important factor that made South Korea’s efforts to curb COVID-19 infections succeed – the cooperation of its citizens.
No matter how effective are the policies and guidelines the South Korean government would implement, they wouldn’t work without the cooperation of the people. No matter how great are the leaders of a country, it would be useless without the support of an unselfish citizenry willing to sacrifice for the collective good. There could be no stronger pillar for nation-building than the combination of good leadership and the collectivist mindset of its citizens.
The willingness of South Koreans to set aside personal motives for the best interest of the many is considered as one of their best traits. They are concerned with the welfare of their community as a whole. Theirs is a collectivist culture that make them think first of the general welfare over and above their personal interests. They put the collective good of their society over their individual rights.
As it has always been, the success of any national endeavor or even just simple community programs hinged on the willingness of the citizens to support their leaders and contribute whatever they could (and should) for the undertakings. Cooperation is very crucial most especially in dire situations such as during a pandemic. The only thing that was required of the South Koreans when the current health crisis was at its worst in this country was their cooperation. The world was surprised that despite the fact that the country was churning scary numbers of daily infections during the months of March and April (2020), it did not implement a “hard lockdown” the way other countries did. The citizens were asked to just strictly observe social distancing and not venture out of their homes unless it’s very necessary. Those things were not difficult for the South Koreans to do.
While citizens and their leaders in the Western world and other parts of the world were fiercely debating the efficiency of wearing face masks, the South Koreans religiously wore them not only to protect themselves but also in consideration of other people who might be infected in the event that they are just asymptomatic or already unknowingly carrying the virus. That’s the kind of mindset they have.
Wearing masks, maintaining personal hygiene, and social distancing are, for South Koreans, simple sacrifices. They made greater sacrifices in the past that would make following those health protocols set by their government pale in comparison and not really a big deal. Following such orders was nothing when compared to what the South Koreans did in early 1998 when they willingly donated their gold – wedding rings, jewelry, medals and trophies, gold luck keys and what have you – to save their economy that was then in trouble. More significant than the collective weight of the gold they donated and the corresponding monetary value was the willingness of the citizens of this nation to make personal sacrifices for their country’s sake.
That is more than just being collectivistic. That is another trait the South Koreans have that helped them gradually rise to global prominence. That’s the other “ism,” aside from “collectivism,” that has propelled their progress and development – “nationalism.”
It is not only the discomfort that wearing face masks creates and the loneliness that social distancing brings that they are willing to bear for the good of everybody. It is not only their material possession – gold – that they are willing to sacrifice for the sake of their country. Even their own lives and liberty. South Korea is enjoying a vibrant democracy now because of its citizens who bravely resisted for years one military junta after another. They did not cease fighting until the last vestiges of authoritarian rule were eliminated. Their martyrs sacrificed their lives and limbs to lay the democratic foundations of their society which became a fertile ground that nurtured their economic prosperity.
Undoubtedly, what allowed the South Koreans to overcome the trauma caused by the Japanese occupation and the Korean war was their strong sense of national pride. They did not allow those harrowing experiences to dampen their spirits as a nation and neither would they allow the ongoing COVID-19 crisis to hamper the progress and prosperity which they worked so hard to achieve.
South Korea’s brand of nationalism has been criticized for being more raced-based rather than state-based. But the performance of South Korea in the international arena is a clear indication that whatever doctrine of nationalism they have embraced is working for them as a nation.
Aside from their model of nationalism, critics have something to say also about collectivism in South Korea. They argued that this nation’s collectivistic culture is a hindrance to the productivity and creativity of their nationals.
Is that so?
Speaking of productivity – Apple’s competition for the title of top smartphone seller is Samsung. South Korea is one of the world’s leading exporters of, among other things, electrical and electronic machinery, equipment, and gadgets (including smartphones and computers).
What about creativity?
The Korean Wave (Hallyu), lest the world forget, is used in reference to the global popularity of South Korea’s cultural economy. The country exports not only electrical and electronics products but also pop culture – music, movies, and TV dramas.
So, how credible are the criticisms hurled against South Korean’s brand of collectivism and nationalism?
Here is the answer: South Korea is currently the 12th largest economy in the world – an indication that their versions of collectivism and nationalism are what exactly the South Koreans need to exorcise the demons of a bitter colonial past and the bloody Korean war and to overcome the political and economic crises that hit them. Their way of loving their country and putting the welfare of their society over personal interests is probably what led them to economic prosperity and why they are efficient in implementing measures to curb the spread of the dreaded coronavirus.
It’s hard to argue with success. Therefore, despite all the criticisms, the South Koreans should keep their collectivism and nationalism shine more brightly. They need to strengthen these traits but at the same time they should try to evaluate (and correct) if they have negative effects that may adversely affect them as a nation in the long run and their relationship with the rest of the world.
What should be considered as the two most important items in the list of products the South Koreans are exporting are not any of their electrical and electronics products… not their music and dramas… not even their much sought-after beauty products – but their brand of collectivism and nationalism. Citizens of any country can have them at no cost at all except that for anybody to acquire such traits they have to learn to be self-less – the way most South Koreans are. It’s about time that the world should realize that there is a virus deadlier than the COVID-19. Call it selfishness – putting personal interests over the common good.
References:
- Ahn, Diana D., “Individualism and Collectivism in a Korean Population” (2011). Scripps Senior Theses. Paper 107. http://scholarship.claremont.ed u/scripps_theses/107
- Kim, Kihwan, “The Korean Financial Crisis: Causes, Response and Lesson s”, The Conference Paper on Lessons from Recent Global Financial Crises, The Federal Reserve Bank of Chicago and The Bank for International Sett lements, 1999.
- Korean Ethnic Nationalism. https://en.wikipedia.org/wiki/Korean_ethnic_ nationalism
- Korean Wave. https://en.wikipedia.org/wiki/Korean_wave
- Pride of the People: South Korea and Korean Nationalism Seow Jing Yin Intern, ISIS Malaysia https:/isis.org.my/wp-content/uploads/2013/08/files
_IF_2013_IF8_IF8_12.pdf - South Korea – Hofstede Insights, https://www.hofstede-insights.com/coun
try/south-korea
