At a Glance

Discipline

  • Social Sciences

Instructional Level

  • College & CEGEP
  • University

Tasks in Workflow

Social Plane(s)

  • Group
  • Whole Class

Type of Tasks

  • Discussing
  • Debating
  • Presenting

Technical Details

Time

Single class period (< 90 mins)

Purpose

  • Application & practice
  • Assessment & feedback

Overview

This activity is designed to introduce students to the value of asking the question 'who am I?' Through work both in small groups and as a class, students will discover that the answer to this question is neither straightforward nor simple, and that there is value in not knowing who you are.
The class starts with students getting into groups (by choice or predetermined by the instructor).

The instructor plays Video Clip 1, after which students engage in a short discussion. Each group is given one typical answer to the ...

Read More +

This activity is designed to introduce students to the value of asking the question 'who am I?' Through work both in small groups and as a class, students will discover that the answer to this question is neither straightforward nor simple, and that there is value in not knowing who you are.
The class starts with students getting into groups (by choice or predetermined by the instructor).

The instructor plays Video Clip 1, after which students engage in a short discussion. Each group is given one typical answer to the question 'who am I?'. Groups are then tasked with:

(1) coming up with a list of ways in which a person can define themselves this way, and
(2) how this definition is lacking, false, or misleading.

For the group work, groups choose: a 'notetaker', who will be in charge of writing everything down; a 'moderator', who will keep the group focused on the activity; and a 'presenter', who will go to the board with the group notes and present to the class what the group summarized.
After all the groups are ready, one by one, each group comes to the board and adds their theme to the concept map of self, writing down how someone can/cannot be defined by their specific response. The class discusses each response as it is presented, and the instructor acts as a moderator for the discussion.

The instructor wraps up the class by discussing how the perception of self is not based on what we normally think, and how perhaps we cannot really answer this question, followed by Video Clip 2 discussing the value of not-knowing.

Read Less -

Instructional Objectives

  • To raise awareness about how we normally identify ourselves and how these answers are flawed.
  • To challenge students’ self-definition and make them aware of the constraints and limitations of thinking they know who they are.

Who am I – Video Clip 1 & 2

Workflow & Materials

Activity Workflow

Who am I: (Mis)conceptions of Self

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Contributor's Notes

Daniel Goldsmith
Daniel Goldsmith

Dawson College, Montreal, QC

Benefits

  • This activity helps students become more self-aware of ‘label’ crutches used in society, and will help them see past themes to have a more mindful understanding of the self.

Challenges

  • Students may find it difficult to challenge particular themes of identity, either because they resonate too closely with them or the idea is too abstract.

Tips

  • Working in groups helps to generate ideas and brainstorming.
  • Providing real-life examples can help students understand more abstract themes.
  • Get students to draw typical answer to the question ‘who am I?’ out of a bag so that the assignment of answers to each group is more random.

Applied Strategies

  1. 1
    Debates

Feedback

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