The experience of becoming a person is reflected in the realization that I “got a life”, who ever we are.The phrase “got a life” cuts across different worldviews and perspectives perspectives. It implies that everyone has a unique, individual existence filled with personal experiences, responsibilities, relationships, and aspirations. This highlights a key understanding of personal development and self-awareness, where an individual recognizes their autonomy, agency, and the richness of their own life journey. Despite the differing methodologies and emphases of various schools of thought, each perspective offers insight into how this realization might be achieved and understood. Let’s explore two dominant perspectives of becoming a person, and how we got a life, and a brief discussion of phenomenology.
From the humanistic perspective, the realization of having “got a life” aligns closely with the process of self-actualization and the development of a fully functioning person. Carl Rogers and Abraham Maslow, key figures in humanistic psychology, emphasize the importance of personal growth, self-discovery, and achieving one’s potential. This perspective would view the realization of having “got a life” as a moment of self-awareness where an individual acknowledges their personal growth, embraces their potential, and appreciates their journey towards becoming a whole person. It reflects an understanding and acceptance of oneself, including one’s feelings, desires, and the pursuit of meaningful goals.
In contrast the behaviorist perspective focuses more on observable behavior and the influence of the environment on behavior through conditioning. The realization of having “got a life” can still be relevant within this framework. From a behaviorist standpoint, this realization might be understood as the outcome of specific behaviors and interactions with the environment that have led to a sense of personal identity and autonomy. It is difficult to escape the deterministic elements of the external forces. The acquisition of new behaviors, skills, and roles through learning experiences can contribute to an individual’s sense of having a unique and significant life. The emphasis here would be on how environmental factors and learned behaviors contribute to the development of personal identity and life satisfaction.
Recognizing that one has “got a life” (Rogers might call this Becoming a Person, Skinner or Watson may describe the experience as being and becoming conditioned) is a phenomenon that involves both internal self-awareness and the external manifestation of one’s place in the world. It encompasses the inner subjective experience of meaning and purpose (emphasized by humanistic perspective) and the external behaviors and interactions that define one’s role and identity in society (a focus of the behaviorist ).
This realization can serve as a powerful motivator for further personal development, encouraging individuals to take active steps towards fulfilling their potential, building meaningful relationships, and contributing to their communities. Regardless of the psychological perspective, understanding that one has “got a life” is a crucial aspect of the human experience, reflecting a deep appreciation for one’s journey and the ongoing process of becoming a person.
Phenomenology, as a philosophical movement, originated in the early 20th century, stands distinct from both humanism and behaviorism by focusing on the structures of experience and consciousness from a first-person perspective. Phenomenology seeks to investigate and describe how things appear in our experience, without recourse to theories, deductions, or assumptions outside of that experience. This approach emphasizes the importance of subjective perception and the intentionality of consciousness—how our consciousness is always “about” something, whether it be an object, concept, or feeling.
Phenomenology provided a counterpoint to the behaviourist’s objectivism and the psychological aspects of humanism by insisting on the primacy of lived experience. It has influenced various fields outside of philosophy, including psychology, sociology, support practices and the arts, by offering a method to explore the richness of human experience in a way that respects its complexity and subjectivity. This emphasis on the qualitative dimensions of experience has enriched the understanding of consciousness, identity, and the human condition.
Phenomenology shares with humanistic understanding of who we are as a person, a deep interest in the subjective experience, and the inherent value and dignity of the individual. However, phenomenology is more methodologically oriented towards the description and analysis of experience itself, rather than emphasizing growth and self-actualization as in humanism. Humanistic approaches, while influenced by phenomenological ideas, applies these insights towards therapeutic and supported goals, and the actualization of human potential.
Edmund Husserl (1859–1938): Husserl is often regarded as the founder of phenomenology. His work aimed to provide a rigorous philosophical foundation for the sciences, free from presuppositions. He introduced the concept of the “epoché,” a method of suspending judgment about the natural world to focus purely on the structure of experience itself.
Martin Heidegger (1889–1976): A student of Husserl, Heidegger expanded phenomenology in a more existential direction, emphasizing being-in-the-world (“Dasein”) and exploring existential themes such as authenticity, death, and temporality. Heidegger’s work marked a significant departure from Husserl’s focus on the structures of consciousness, moving towards an analysis of existence itself.
Jean-Paul Sartre (1905–1980): Sartre further developed phenomenology into existential phenomenology, focusing on themes of freedom, choice, and the inherent absurdity of existence. He emphasized the role of consciousness in defining one’s essence through actions and decisions.
Where behaviorism focuses on observable behavior and external stimuli, often neglecting the inner experiences of the individual, phenomenology places these experiences at the forefront. Phenomenology seeks to understand the essence of these experiences from the first-person perspective, which behaviorism explicitly avoids, considering them outside the scope of scientific inquiry.
Let’s continue with exploring two dominant prospects of becoming a person. Intuitively it is easy to agree that getting a life, realizing I got a life and becoming a person is an extremely interesting phenomenon.
The humanistic and behaviorist perspectives on human development and personality formation present contrasting views on the essence of becoming a person. The humanistic perspective on personal development, as championed by theorists like Carl Rogers and Abraham Maslow, significantly differs from the behaviorist perspective, represented by figures such as B.F. Skinner and John B. Watson. These differences are rooted in their distinct views on human nature, motivation, and the processes that underlie learning and personality development
The humanistic approach assumes that humans are inherently good and possess an innate drive towards self-actualization and personal growth. It emphasizes the importance of free will, subjective experience, and the intrinsic need for personal fulfillment. Humanists believe in looking at the individual as a whole rather than reducing them to a set of behaviors or responses. This perspective values personal experiences, emotions, and the psychological growth that shapes a person’s self-concept and self-identity.
While acknowledging the influence of the environment, Humanism emphasizes that individuals have the agency to choose and to change their environments. It stresses the significance of a supportive and understanding environment in facilitating personal growth and realizing one’s potential.
In therapy and within effective interpersonal relationships the humanist would employ approaches like client-centered support and planning, which focuses on providing unconditional positive regard, empathy, and genuineness to help individuals understand themselves better and to foster self-growth. The core of becoming a person is rooted in one’s subjective experience and feelings.
Humanistic psychologists, philosophers and practitioners, argue that understanding an individual requires a focus on their personal view of the world. Humans have an innate drive to realize their full potential, to express and activate all their capacities. This process of self-actualization is central to the development of the person.
Rogers particularly highlighted the role of unconditional positive regard from significant others in allowing an individual to develop freely without the constraints of external conditions of worth. Humanistic understanding posits highlights the self-evident realization that individuals have agency and the ability to make choices that affect their development, emphasizing the role of personal responsibility in growth.
In contrast, the behaviorist perspective, led by figures like B.F. Skinner and John Watson, views human beings as entities shaped primarily by their interactions with the environment. This perspective asserts that all human behavior can be understood in terms of operant and classical conditioning, without the need to speculate about unobservable internal states. Behaviorists argue that human behavior is a result of environmental stimuli and responses. People are conditioned by their environment through reinforcement and punishment.
According to behaviorism, human behavior is a result of external stimuli and responses, largely ignoring internal thoughts, feelings, and motivations. Behaviorists believe that behavior can be predicted and controlled through the manipulation of the environment.
Unlike humanists, behaviorists focus on observable behavior as the primary data for understanding the person. They assert that since thoughts and feelings cannot be seen or measured directly, they should not be the focus of psychological study. Both classical and operant conditioning are central to understanding how behaviors are acquired and modified. Behaviorists believe that with the right environmental conditions, nearly any behavior can be shaped.
Behaviorism focuses on observable behaviors and considers that all behaviors are learned through interaction with the environment. It emphasizes classical conditioning (learning by association) and operant conditioning (learning through consequences, such as rewards and punishments). Behaviorists prioritize empirical research and often use animals as subjects in experiments to understand human behavior. This approach values objectivity and the measurement of tangible outcomes. There is no inherent drive towards goodness or self-actualization in the behaviorist perspective. Rather, behavior is seen as a product of learned responses to environmental stimuli.
In therapy, support and interpersonal relationships, behaviorism has led to the development of techniques such as behavior modification, which seeks to change maladaptive behaviors through conditioning and reinforcement strategies.
While the humanistic approach provides a more optimistic and holistic view of human beings, focusing on growth, personal meaning, and self-determination, behaviorism takes a more mechanistic approach, seeing humans as beings whose actions are determined by environmental factors and learned responses. The humanistic perspective values the individual’s perspective and innate potential for growth, contrasting sharply with the behaviorist emphasis on the environmental conditioning of behavior.
Humanists view humans as active and interactive participants in their personal development, driven by an innate desire for growth. Behaviorists see humans as being shaped by their environment through conditioning. The Humanistic focuses on the individual’s subjective experience and personal growth, while behaviorism focuses on observable and measurable behaviors. Humanists use qualitative methods to understand the personal experiences of individuals, whereas behaviorists rely on quantitative, empirical methods to study behavior and its environmental determinants. Humanistic therapies and support aims to foster self-awareness and personal growth, whereas behaviorist approaches to support, learning and behavior change focuses on modifying specific behaviors.
These differences underscore the complex process of becoming a person. Each perspective offers unique insights, highlighting the multifaceted nature of human development and the rich tapestry of research and theory. Phenomenology’s concept of intentionality — the idea that consciousness is always “about” something — offers a critical perspective on behaviorism’s treatment of behavior as merely responses to stimuli. This perspective suggests that human behavior cannot be fully understood without considering the meanings, purposes, and intentions that underlie actions, aspects that humanistic perspectives attempts to address through its focus on personal meaning and self-directed growth.
The Humanistic integration of experiential, emotional, and existential aspects of human life can be seen as complementary to phenomenological methods that aim to describe and understand the essence of lived experience. This approach allows for a more holistic understanding of individuals, acknowledging the complexity and depth of human experience beyond mere behavioral responses.
Behaviorism’s reductionist approach to understanding human behavior through quantifiable measures may miss the essence of what it means to be a person. The phenomenological critique emphasizes the reduction of human experience to observable outputs, potentially overlooking the subjective, qualitative dimensions that define our existence.
Through the phenomenological lens, one can appreciate humanism’s alignment with the emphasis on subjective experience, personal meaning, and the depth of individual consciousness. In contrast, behaviorism’s limitations become apparent, particularly its neglect of the internal, subjective world of the individual. The phenomenological critique underscores the importance of addressing the richness of human experience, suggesting that a comprehensive understanding of human behavior and consciousness requires integrating the subjective, experiential aspects emphasized by humanism with the observable behaviors that behaviorism seeks to explain. This integration points towards a more nuanced approach to understanding the person that values both the inner and outer dimensions of human life.
I got a life because of my experiences, because of what I have learned, because of the unique connections I have made, because of meaning and purpose, because I acknowledge the unique human experience, and because I am motivated by the capacity for creativity, innovation, and problem-solving. Interestingly, none of this I did alone— this is a testament to the complexity of human action, cognition and emotion.This is my witnessing to the power of acknowledging and embracing the full spectrum of what it means to “have got a life” — a journey marked by continuous learning, connection, and the pursuit of purpose. I got a life, so do you.