Reflection On Being Human Rebehpy 100 Fall 2018 Nolan Overvi

Refection On Being Human Rebehpy 100 Fall 2018 Nolanoverviewin Th

Refection on Being Human (ReBeH) PY 100: Fall 2018, NOLAN Overview: In this assignment, you are being asked to answer the question: (from your perspective): What does it mean to be human? This is a reflection / opinion based paper. However, you still need to be able to express your thought in a meaningful and organized way. Additionally, you need to be sure to directly address the central question.

Paper For Above instruction

To explore the question "What does it mean to be human?" from a comprehensive and multidisciplinary perspective, this essay examines various psychological and biological frameworks that define human identity and experience. Understanding what it means to be human involves integrating insights from neuroscience, development, perception, learning, cognition, behavior, humanistic approaches, clinical understanding, and social interactions. Each perspective offers unique contributions that collectively deepen our comprehension of human nature.

Introduction

The question "What does it mean to be human?" has been a perennial inquiry across philosophy, science, and arts. In contemporary psychology, this question is approached through multiple lenses, each emphasizing different aspects of human existence. These perspectives include biological processes, developmental growth, perception biases, learning adaptability, cognition and motivation, behavioral conditioning, human potential, mental health, and social dynamics. A holistic understanding considers how these domains intersect to shape individual and collective human experiences.

Biological Perspective

From a biological standpoint, being human is rooted in the structure and function of the brain and nervous system. Neuroscience reveals that complex neural networks underpin our thoughts, emotions, and behaviors (Kandel et al., 2013). The genetic makeup combined with biological processes influences decision-making, personality, and physical traits (Dehaene et al., 2015). The biological perspective emphasizes our shared physical and neurological substrates, highlighting the importance of biology in defining human identity. It suggests that being human involves possessing a brain capable of higher-order functions such as abstract reasoning, language, and problem-solving, distinguishing us from other species.

Developmental Perspective

Developmentally, being human entails a lifelong process of growth shaped by genetic predispositions and environmental influences. Psychologists emphasize stages of emotional, cognitive, and social development, from infancy to adulthood (Erikson, 1968). This perspective asserts that human identity continuously evolves as individuals acquire skills, knowledge, and social roles (Piaget, 1952). The dynamic interplay of nature and nurture allows humans to adapt and reinvent themselves, emphasizing resilience and lifelong learning as core aspects of human existence.

Perception and Gestalt Perspectives

Perception is active, and our biases influence how we interpret the environment, as supported by Gestalt principles. Our subjective experience of reality is shaped by sensory inputs and mental schemas (Koffka, 1935). These perceptual biases reveal that being human involves an active construction of reality, which affects our understanding of ourselves and others. Recognizing these perceptual influences fosters self-awareness and empathy, essential qualities that define human social behavior.

Learning and Cognitive Perspectives

Learning allows humans to adapt behavior based on experiences, rewards, or punishment, illustrating flexibility and growth (Skinner, 1953). Cognitively, individual thoughts, motivations, and perceptions create uniqueness in each person (Beck, 1976). Humans continually interpret their environment, reflect, and make decisions, which underscores the importance of mental processes in shaping identity and actions. The capacity for introspection and consciousness further differentiates humans from other species.

Behaviorist and Humanistic Perspectives

Behaviorism emphasizes that behaviors are learned through reinforcement, shaping character over time (Watson, 1913). Conversely, humanistic psychology advocates for positive personal growth, self-actualization, and the pursuit of meaning as defining features of being human (Maslow, 1943). Together, these perspectives portray humans as beings capable of transformation and seeking fulfillment, highlighting the importance of free will and intrinsic motivation.

Clinical and Social Perspectives

Understanding mental health and illness constitutes part of human identity, emphasizing empathy, recovery, and resilience (American Psychiatric Association, 2013). Social interactions significantly influence human development and self-concept, as our ability to communicate and relate shapes societal roles (Goffman, 1959). The social perspective underscores that being human involves navigating relationships, cultural norms, and collective identities, which are essential for communal well-being.

Conclusion

In sum, being human encompasses the biological complexity of our brains, the developmental growth over a lifetime, perceptual biases, adaptive learning, cognitive uniqueness, behavioral conditioning, capacity for growth, mental health, and social interconnectedness. No single perspective can fully define human existence; instead, it is the integration of these diverse domains that captures the essence of what it means to be human. Recognizing our biological foundations while appreciating our capacity for adaptation, empathy, and self-awareness fosters a richer understanding of human nature.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
• Beck, A. T. (1976). Cognitive therapy and the emotional disorders. New York: International Universities Press.
• Dehaene, S., Lau, H., & Ono, N. (2015). Towards a computational framework for understanding consciousness. Annual Review of Psychology, 66, 27-50.
• Erikson, E. H. (1968). Identity: Youth and crisis. Norton & Company.
• Kandel, E. R., Schwartz, J. H., & Jessell, T. M. (2013). Principles of neural science (5th ed.). McGraw-Hill Medical.
• Koffka, K. (1935). Principles of Gestalt psychology. Harcourt, Brace.
• Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396.
• Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
• Schacter, D. L., Gilbert, D. T., & Wegner, D. M. (2011). Cognitive psychology (4th ed.). Worth Publishers.
• Skinner, B. F. (1953). Science and human behavior. Free Press.