Shahbaz Rashid Bhoru
Ego, in simple terms, refers to the understanding of one’s own self or self understanding from all fronts and perspectives. In human psychology, self understanding, self concern, and self care are among the most potent factors in determining the nature of human behaviour. Behavioural presentation is largely determined by the intensity of these factors along with content and state of the ego, which remains dynamic and fluctuates over time.
Though ego is natural to everyone, like emotions, its management is essential for the balanced and peaceful development of personality. As we know in the case of emotional management, emotions are to be controlled by us; they should not control us. Likewise, ego should not be given a free hand to control us. Rather, its emerging tides should be brought down to a rational level. Otherwise it will make a person rigid and stubborn.
If someone has excessive care and concern for his own self and becomes obsessed with this motive, he begins to consider himself far more special than others. He becomes self centered, self concerned, selfish, and proud. Sometimes, even a sense of Utopian superiority complex takes hold of his personality. Ultimately, he moves towards a state of inferiority by exhibiting the symptoms of a superiority complex. Which is not less than a great paradox for his life.
So far as ego management in the classroom is concerned, students are advised to pause and mentally prepare themselves before the actual commencement of the class. During this preparatory phase, every student should place himself at the receiving end as a learner. He should think about himself as he is, first and foremost, a learner, one who has something to learn from his teachers, his classmates, his surroundings, and the experiences of others. This principle must always be kept in mind. A student should imagine that he is leaving all the hallmarks of his personality outside the classroom. At times, these hallmarks can become significant impediments to the learning process.
“Stripped of status and pedigree, the classroom levels the playing field—transforming every student into an equal explorer bound by a single passion: the relentless pursuit of knowledge.”
By personality hallmarks, I mean those innate mental, physical, or psychological capabilities by virtue of which a person naturally excels over others. For example, a student may possess an exceptionally sharp memory, outstanding comprehension, remarkable physical strength, or extraordinary emotional and psychological stability. While these qualities are undoubtedly valuable, they may foster a sense of superiority if not taken seriously. Such a mindset deprives the student of the humility required for genuine learning, because true learning begins when one approaches the classroom with the attitude that there is always something new to learn.
Students coming from diverse backgrounds may exhibit different behavioral expressions. A few students from affluent families may carry with them a sense of being rich and well off. Some students, coming from families where wealth is sandwiched between vulgarity and pride, may develop a pompous attitude. Others, coming from very poor backgrounds where envy and malice sometimes prevail, these traits might have percolated down into their personalities from their elders. Such students often struggle with resentment. Some students are so self focused, narcissistic, that they believe they alone deserve love and respect. They think that no one has the right to guide, question, or correct them. The reason behind this attitude is excessive parental coddling, which leads to the development of an entitlement mentality.
Parents are solely responsible for developing such kind of narcissistic attitude in children. These problems, class snobbery, pomposity, resentment, and entitlement mentality or narcissistic attitude, besides other common ego related issues, hinder a student’s ability to learn and understand effectively in the classroom. Such a student remains constantly preoccupied with the thoughts of protecting his harsh and rigid behavior instead of acquiring knowledge. Consequently, he fails to realize the true importance of learning and ultimately remains on the losing side in the classroom. In the classroom, all students are learners, observers, explorers, researchers, and hardworking. None is carrying any portfolio or status. None is supposed to reflect his domestic environment but only to reflect the craze for education and knowledge.
(The author is a Research Scholar. The views, opinions and conclusions expressed in this article are those of the author and aren’t necessarily in accord with the views of “Kashmir Horizon”)
