Smart Home And Life

Hi, I’m Lee Hayden, physicist, website owner, manager, and author .  I am pleased to welcome you to the Hayden Center For Educational Excellence.  The Hayden Center  offers students a variety of educational programs of study, each  program leading to an opportunity to  experience a unique  form of  lifestyle  enrichment.  Click here to review the available programs of study and courses.   Contact Lee Hayden at 707-945-1294 for additional information.


At the Hayden Center, the student selects a personal lifestyle enrichment program from the following:  self-actualization, personal true-self, or community true-self.  (Alternatively, the student may select an individual course such as this course.)  Programs are implemented as free brief courses and associated fee-based short courses.  The Hayden Center provides the educational environment that supports the student’s attainment of the selected lifestyle enrichment program or coursework.


This is a free brief course.  Similar  to all  brief courses,  it only introduces and   summarizes the key ideas  contained in the associated fee based short course.  Short courses are uniquely beneficial because they are conducted in a  face-to-face in person or on-line learning environment which assures the studied material becomes working knowledge.  As brief/short course author ,  I sincerely strive to produce courses whose content meets or exceeds common standards of excellence, objectivity, reliability, and life enrichment.  To enroll in the short course, phone Lee at 702-945-1294.


Prior to starting this short course, all prerequisite brief courses should be reviewed and understood.


The subject of this brief course is “Building Self-Esteem Knowledge.” The course is divided into a “Being” section and a “Doing” section, consistent with the philosophical concept of  being, doing, and becoming.  “Being” is a learning period of time during which 1) a limiting belief is recognized in terms of the many ways it has structured the individual’s lifestyle and 2) a replacement belief is recognized as potentially being a lifestyle enhancer. “Doing” is a practicing period of time during which a replacement belief is experientially tested outside the individual’s comfort zone.  “Becoming” is a period of time during which personal growth is experienced and inspires a lifestyle restructuring.


“Being” Section


This course is an application of the metacognition concept, i.e.,  thinking about thinking for the purpose of clarifying what is known and not known.  In this course, the student learns to 1) develop a procedure for creating and updating  their personal self-esteem knowledge document, 2) identify a specific set of personal beliefs in seven  self-esteem categories (better known as pillars),   3) estimate the  relative importance of each belief, and 4)  build  their personal self-esteem knowledge document.  


The overall goal of this course is to suggest a methodology for self-introspection and self-discovery.  The student should understand that this course does not provide self-esteem building therapy.  However, this course provides a knowledge based generalized concept for personal growth applicable to any point in time  such as 1) middle school, high school, and university graduations, 2)  each career advancement, 3) marriage and divorce, and 4) retirement.


High self-esteem is essential for experiencing an enriched lifestyle and living life at a higher level of consciousness. The really good news is that, with present day knowledge, almost everyone can acquire  higher self-esteem.  This new knowledge is based on a new understanding of reality as described by the Self-Organizing Universe paradigm.  The practical application of this knowledge is greatly simplified by use of  the well-known scientific method.  


The Self-Esteem Knowledge course consists of a seven tasks.  These tasks include a Basic Practice  task and six pillar practice tasks as shown in Table 1 below. The Basic Practice task  is a stand alone  and high-level survey of the six pillar practice tasks.  After completion of the Basic Practice task,  the student may  choose to extend their knowledge to one or more individual pillar tasks.  




























 Habitual practice of high self-esteem  

contributes to  

the highest manifestation of life!









Our self-esteem structures our life.


An individual can not find love, joy, meaning, or self-actualization  without high self-esteem. After adulthood is reached , parents are no longer responsible for nurturing their child’s self-esteem. Every individual is responsible for developing their own self-esteem in their particular real world environment. For this reason, all individuals should maintain a working knowledge of self-esteem throughout all phases of their lifespan.


What is self-esteem what  are its measurement parameters?  A survey yielded multiple self-esteem definitions as shown below:

Self-esteem  is the: 1) feeling of pride in being ourself,  of being worthy, and  deserving 2) confidence in our ability to think,  in our ability to cope with the basic challenges of life,   in our right to be successful and happy,  3) belief we are entitled to assert our needs and wants, achieve our values, and enjoy the fruits of our efforts, 4) faith that we can improve our life journey, 5) willingness to overcome laziness or inertia, face down personal fears, confront pain, or stand alone in loyalty to our own judgment, willingness  to maintain high integrity and self-responsibility during stressful situations, and 6) health of the mind.


People are generally familiar with the concept of a personal belief system with beliefs as the measuring parameter.  They know that individual  beliefs have either a strong or weak emotional strength.  In our case, beliefs with strong emotional strength are labeled self-esteem beliefs and assigned to the  pillar category;  beliefs with weak emotional strength are assigned to the actualization category.  We claim that all beliefs have at least a small emotional strength.  For example,  a belief about our knowledge associated with the discipline of physics may have various levels of weak emotional strength but, nevertheless, contributes to our self-esteem confidence.  High self-esteem can not be achieved by the pillar category alone.  During childhood and early adolescence, actualization is provided by street knowledge.  Starting with adolescence, however,  street knowledge must be supplemented by actualization.


Pillar tasks  reflect  1) self-esteem definitions itemized above, 2) beliefs implied from the definitions,  3)  beliefs generally thought to possess significant emotional strength for most people, 4) beliefs implied  by Maslow’s hierarchical chart of human needs for self-esteem level and all lower levels.  The pillar tasks are Basic, Living Consciously, Self-Acceptance, Self-Responsibility, Self-Assertiveness, Living Purposefully, and Personal Integrity.  There no Hayden Center short course prerequisites for the pillar category except current enrollment in the Hayden Center’s Building Self-Esteem Knowledge short course.

     

The Hayden Center provides a prerequisite short courses for each  actualization tasks. The actualization tasks are: Self-Organizing Universe, The Free Mind, Discipline of Theology, Discipline of Philosophy, Discipline of Physics, Discipline of Chemistry, Discipline of Biology, Discipline of Psychology, and Discipline of Sociology.




  





 




It is worth restating:  self-esteem is critically important because it structures almost every aspect of our life.  Regardless of our level of awareness, at least a minimal level of self-esteem is  present in every decision we make or personal activity.  Consequently, it is imperative to question the role of self-esteem in every choice and in everything we say or do.  With practice, we can become talented in recognizing the presence of self-esteem.  With even more practice, the discovery of self-esteem in an personal aspect of life can be inspirational.


The basic practice task is to examine aspects of the student’s  personal belief system related to self-esteem and  then identify specific beliefs that either enhance or limit personal growth.  Task results are a documented list of self-esteem knowledge. (This knowledge is incorporated into our state of being knowledge and becomes a candidate for action of the state of doing.)


 We shall use  a special purpose application of the scientific method  to conduct “thought experiments”.  These experiments are conducted in the student’s  mental world instead of  physical world.  Application of the  scientific method develops a new theory by 1) making assumptions, 2) formulating a hypothesis, 3) testing the hypothesis, and 4) and generating a theory that is believed to be  valid.




Using your imagination  to visualize yourself in various situations  is a great talent to cultivate. The practice of this talent especially  useful in building self-esteem.  Please exercise  your talent to create a vision which sees yourself.  



 









































Possessing high self-esteem is essential to experience both an enriched lifestyle and  personal self-mastery.


Building high self-esteem requires development of one or more personal talents that must be 1) publicly performed, 2)  provide real-world performance feedback, and 3) generate a high level of personal satisfaction when performed.


Possessing low self-esteem is a common source of personal misery.  Many people with low self-esteem simple accept it as a way of life and, consequently,  do not seek treatment or knowledge.  Unfortunately, very low self-esteem often downwardly spirals through stages of envy, jealousy, anger, abusive behavior toward other people.


If you have low self-esteem, then you should know that it is not your fault.  You are probably a victim of your early childhood environment.


Warning: This course does not substitute for professional mental health care service.  All people should have an annual mental health checkup.



“Doing” Section










Excerpts From The Discipline of Psychology:


High self-esteem requires a working knowledge of the impacts of low self-esteem  This student is encouraged to practice thinking about their thinking while pondering the reading material of this section.  This reading material is useful while generating vision statements for the self-esteem knowledge building tasks.
  

Every person is encouraged to become knowledgeable about self-esteem.  Although addressed by modern psychology textbooks, the general populace continues to be ill-informed and issues sufficiently widespread  that self-esteem operational concepts must continue to be of local and national  public mental health policy concerns.  Probably all of us, at one time or another and to various degrees, have been concerned about our personal self-esteem. Possessing self-esteem knowledge plays an important positive role relative to how we deal with our personal self-esteem concerns. High self-esteem is critically important to happy and successful living. Several impacts of low self-esteem on us as individuals are presented in Table SE-1 below.






































People frequently focus on their physical and dietary health and fail  to give adequate attention to the more subtle consequences of low self-esteem.  Many people do not realize the critical important of self-esteem relative to our depth of listening and learning, creativity, spontaneity, loneliness, uneasy physical coordination, inability to obtain adequate sleep, inability to obtain adequate diet, depth of relationships, depth of acceptance of cultural diversity, and existential freedom to act.  Ultimately, people with low self-esteem become rigid personalities unable to appreciate the finer aspects of living or to maintain satisfying personal relationships. Over time, an envy of other people transforms into various levels of anger.  Ultimately, people with very high self-esteem experience a sense of astonishment, wonderment, and deep appreciation of the many aspect of reality about them, including a deep understanding and appreciation of the challenging role of chaos in our lives. Self-esteem affects our moral development and ability to become our true-self.  



The transformation from various low levels to various higher levels of self-esteem is popularly thought to be an impossible or nearly impossible task.  Promotion of such thoughts, however, are not only erroneous myths but dangerous to a culture’s mental health and welfare.  Fortunately, neurological and psychological research has made great strides forward and new techniques have successfully evolved.  A few healthier and correct attitudes are illustrated in Table SE-2, Successful Attitudes Toward Building Self-Esteem.  It should be emphasized that building better self-esteem can challenging, enjoyable, and exciting, i.e., it can be the source of a wonderful feeling.































High self-esteem enquires a working knowledge of reality. The student is encouraged to practice thinking about their thinking while pondering the reading material of  this section. This reading material is useful while  generating vision statements for the self-esteem knowledge building tasks.

A few major hurdles in building self-esteem are presented in Table SE-3.  An underlying and dominating hurdle is dealing with unhealthy unconscious motives for our thoughts and actions.  Also, recognizing related healthy unconscious motives often benefits the process of building self-esteem.   








































Motives dominated by our unconscious intelligence can produce  powerful influences, both positive and negative,  on our achievement of happiness and meaning.  Unfortunately, low self-esteem  is typically buried in our unconscious intelligence and, to a large extent, is not directly accessible by our conscious intelligence.  To build self-esteem, it is critically important to learn methods of indirectly communicating, influencing, or changing our unconscious intelligence.


Our intelligences are organizations of several billion neurons wired as the neural networks residing in our brains.  A neuron is an organization of matter traceable to fundamental particles and  neural networks are higher level organizations of matter produced by biological evolution,  personal experiences of reality, and the self-organizing universe.  An understanding of the self-organizing universe,  reality, and evolution of the various structures of the the human brain (both unconscious and conscious) are essential in learning to build self-esteem knowledge.


The benefits of high personal self-esteem can be extrapolated to a culture. The sustainability of a culture requires a significant number of its citizens to possess high self-esteem. Also, it is imperative that a majority of individuals existing in a culture of significant diversity be fully knowledgeable about the broad implication of self-esteem concepts.

 



 






Excerpts From the Discipline of Physics


High self-esteem enquires a working knowledge of reality. The student is encouraged to practice thinking about their thinking while pondering the reading material of  this section. This reading material is useful while  generating vision statements for the self-esteem knowledge building tasks.



Building self-esteem requires honest and critical introspection and assessments of our ideas, thoughts, conversations, and physical behaviors, all of which are traceable to both our conscious and unconscious intelligence.  These intelligencies exist as functions of our brains which are parts of reality produced by the self-organizing universe (including biological evolution).  Our personal engagement with reality is complex and multiple tasks are necessary to best understand self-esteem as it physically and mentally exists in reality.  Many of these self-esteem building  tasks derive from or their success is greatly enhanced by a working understanding of reality.   


An excellent understanding of reality is provided by select scientific disciplines which I label as the great disciplines.  The great disciplines are theology, philosophy, physics, chemistry, biology, psychology, and sociology.  From a somewhat simple perspective, the sequence of some of these disciplines are in correspondence with the extent to which the universe had self-organized. Thus, as the universe self-organized to increasing complexity, our knowledge organized according to physics→chemistry→biology→psychology→sociology.  However, for purposes of this course, only the disciplines of physics, biology, psychology, and sociology are referenced.


Scientifically, we human beings are part of  the changing fabric of the universe and conduct our lives in the reality produced by the universe.  Each human life is shaped by their unique experiences in the universe, including experiences shaped by interaction with other human beings. Ultimately, we  are relational and can not long function as isolated individuals. In essence, we are relational beings requiring identity and meaning in  our lives.

Any diminishment  of identity or meaning has negative consequences on the affected individual. An especially important consequence is diminished self-esteem.


We create personal identity and meaning by making changes to ourselves or our environment and then our self-confidence, including self-esteem  rises or falls according to the results.   Self-confidence  is proportional to the belief in our ability to change ourselves or environment  such that positive feedback is obtained from our environment, i.e., from reality. No person can long maintain a creative attitude toward life without the confidence that his life has an important meaning, either actually or potentially, in reality.  


Development of  a working knowledge of reality is fundamental to building self-esteem.

Contemporary Man’s understanding of reality, as developed by the great disciplines, is known as the self-organizing universe paradigm (also known as the big bang paradigm). The  self-organizing universe has been organizing matter from simplicity to increasing complexity for billions of years.  Man is the most complex organization of matter produced by the universe to date.  Man is part of the fabric of the universe.  A working knowledge of this paradigm is necessary not only to build self-esteem, but also to build self-efficacy, critical thinking skills, personal presence, expanded cognitive and emotional intelligences, and other personality attributes as part of the overall programs to become a self-actualized person or to become your true-self.  The brief course for the self-organizing universe may be reviewed at this point.  








The self-organizing universe paradigm is more completely described by the great disciplines.  The great disciplines are much the same as traditional disciplines except that the focus is on the nature of reality. The great disciplines are all scientific disciplines and include the disciplines of theology, philosophy, physics, chemistry, biology, psychology, and sociology.  It is important to note that theology and philosophy are addressed as scientific disciplines.  Possessing a solid understanding of the great disciplines promotes self-confidence and critical thinking skills. The brief course for the the great disciplines may be reviewed at this point..

Excerpts From The Discipline of Biology:



The unconscious part of brain has a major impact on our self-esteem.


The evolution of Man is part of the self-organizing universe and is a well-accepted biological theory. The discipline of psychology has a branch called evolutionary psychology, where the evolutionary structures of the brain is brought into major application. Each new evolutionary brain structure added increasing unconscious intelligence until conscious intelligence occurred. The role of our unconscious intelligence is much more important than previously thought by psychologists. More frequently than generally recognized, our conscious intelligence rationalizes our thoughts and actions to be compatible with our unconscious intelligence.


For learning purposes, it may be highly useful to model the brain as two separate brains: the conscious and unconscious brain.  Neurological research suggests that the unconscious brain kicks-in first.  In brain scan experiments during which the patient is alert and the unconscious brain is monitored, the experimenter names the flashed card before the surprised patient.


Other neurological research speculates that the conscious thoughts are rationalized to be compatible with the unconscious beliefs.  Thus, there is often a struggle between conscious thoughts and unconscious beliefs. Some thoughts, related to potential action outside the  comfort zone of the unconscious beliefs, are rationalized so that actions are within the comfort zone.  This situation implies a loss of free will in favor of deterministic behavior.


Depending on the person, unconscious beliefs have varied strengths.









Traditional high school and low level college courses in psychology generally do not address methods of handling verbal abuse.  Thus, students and the general populace are not well versed in the subject of verbal abuse.  The process of building self-esteem, especially in early stages,  requires knowledge and practice of defensive strategies.  Unfortunately, many people don’t realize when they are being verbally attacked.  The brief course entitled, “Verbal Self-Defense,” should be reviewed at this point.  Remember: possessing high self-esteem is essential to experiencing a happy, meaningful, and productive life.  Unfortunately, verbal abuse directed at a person with low self-esteem may lead to even lower self-esteem.  As implied previously, a low self-esteem may lead to an envy of others and, ultimately,to an angry attitude toward life.


Each person  1) experiences their unique external environment,  2) develops personal theories  that rationalize  the meaning of their experience, and 3) then conducts their life journey  according to their personal theories. The degree of self-esteem possessed by that person depends on the extent that their external environment was nurturing.  Generally, high self-esteem results from highly nurturing external environments and low self-esteem from poorly nurturing external environments. Usually the earlier the  experience, the greater  the impact on self-esteem and the less capable we are in healthy self-management of our experiences.  During a person’s childhood, the parents are responsible for providing a nurturing external environment.  Thus, adolescents and adults must learn to identify childhood factors causing low self-esteem and to not blame themselves for the existence of those factors.


As just stated, the external  environment in which we experience our childhood  has a pronounced impact   on the quality of our lives.  This impact can be positive if the environment were nurturing or negative if not nurturing.   Those   children,  not adequately nurtured,   conformed to the environment  of their “tribe”  - their family, community, and culture.  Better nurtured  adolescents  adapted to their environment;  still others learned from  their environment and became mentally healthy adults.  Thus, everyone tends to be a product of their childhood  environment, and, although parents are primarily responsible, family, community, culture, and society are also responsible. Throughout the world there is an awakening to the fact that, just as a human being cannot hope to realize his or her potential without healthy self-esteem,  a society must also have mentally  healthy  citizens for the society to achieve its potential for the benefit of everyone.


A society can not long sustain itself unless its citizens have high self-esteem and high moral integrity.


It would be remiss not to highlight the fact that a high level of self-esteem  is necessary to be successful in every thing we say and do. Our present level of self-esteem  is an important factor that structures virtually every thing we say and do and thereby determines our level of happiness. Thus, building high self-esteem  requires examination of every thing we say and do.   And, self-esteem, in turn, is highly dependent on self-acceptance, self-responsibility, self-assertiveness, and our multiple-intelligences.


The critical importance of self-esteem in our lives has long been recognized.  High self-esteem is  a character trait generally possessed by most highly creative, highly productive, very successful, and very happy people. Poor self-esteem is the primary reason people seek help from a mental health professional.   Formally, however, it is  presented  as a key component in the hierarchy of our human needs  as established by Abraham Maslow (click on icon above). According to Maslow, our highest human need is self-actualization but requires high self-esteem for its fulfillment.  As a generalization, we may say that  high self-esteem is imperative if an individual is  to live a happy and meaningful life, i.e., to achieve the highest levels of meaning, purpose, harmony, and joy.  Further,  it is imperative that a country’s educational system produce graduates with high self-esteem as they enter the work force.  


Probably all or at least most psychological problems are traceable to low self-esteem.  This includes from under-achievement at school or work, to fear of intimacy, hapiness, or success, to alcohol or drug abuse, to spouse battering or child molestation, to co-dependency and sexual disorders, to passivity and chronic aimlessness, and to suicide and crimes of violence.



As discussed previously, the need for self-esteem is a basic human need associated with the human condition.  In general , people with higher levels of self-esteem are more creative , are more social, have better leadership qualities, and find life to be more enjoyable and meaningful.  When all these qualities are considered as a whole, then those people are said to possess enriched  lives. Thus, high self-esteem is essential for experiencing an enriched  life.  This course  strives to help the student acquire an enriched life.


 The core idea is that your life is important.  Honor your life.  Fight for your highest possibilities.



Many people underestimate their power to change and grow. Instead, they lead a life of great passivity - hardly living at all. They believe that yesterday’s personaity traits will doom them  tomorrow. They simply do not see that they can make life changing choices today and tomorrow. Fatalism is the belief that a person’s personal reality can not be changed. Fatalism may be characterized as an absolutely negative perspective toward change. Almost as negative is the perspective that years and years of psychotherapy are required to make changes. These negative perspectives become self-fulfilling prophecies.


Our mind is an awesome and precious tool for crafting not only our individual future, but contributing something of great value to mankind. In general, we human beings feel a need to be connected to something both  greater than ourselves and outside ourselves. We can use our minds to make that connection. We are fully free to choose how we will use our minds. We can use it for the good of ourselves, others, mankind, planet earth, and the universe. Or, we can choose to disrespect ourselves, others, mankind, planet earth, and the universe


Unfortunately, students with low self-esteem tend to narrow their scope of opportunities available to them.  For example, adolescence or young adults may have the opportunity to attend an ivy league school but settle for less  because of low self-esteem.  


There are various strategies for building self-esteem: 1) professional counseling, 2) scientific, and 3) educational tasks. Professional counseling is always preferred for all levels of self-esteem issues (critical, major, or minor). The scientific strategy, summarized below, is based on the scientific method of problem solving commonly used in science and requires a working knowledge of the nature of reality.  The educational tasks strategy, also summarized below, consists of a set of tasks designed to develop self-confidence by obtaining working knowledge in a wide variety of subject areas.



Theoretically, people who are true in everything they say and do will most easily experience a meaningful and enriched lifestyle.  In actuality, people do indeed strive to be  true in everything they say and do, especially when what they say and do is compatible with their belief system.  However, there are circumstances in which a person will violate a specific belief in his overall belief system.  For example, an employee with low self-esteem will initially tend to make excuses for not providing a boss requested presentation but will consent after recognition of the importance of the presentation to his performance evaluation by his boss, overall reputation, and the importance of his continued employment to himself and family. The presentation will probably be prepared and delivered with various states of dread, awkwardness, and misery.


Hopefully, this employee or any person  with low self-esteem will somehow have the good fortune of acquiring an awareness of the possibilities and opportunities offered by his specific  environment.  This employee’s boss probably wants him to succeed as much as he does  and the presentation subject should be familiar.  Without such awareness,  this employee may conform to the environment or adapt to it and continue living with his low self-esteem.  With such awareness, a person will learn from and change himself and his environment and take the necessary steps to build his self-esteem.


Consequently, our overall self-esteem improvement task is to provide  an educational environment in which a student with low self-esteem can 1) acquire a working knowledge of reality, 2) acquire knowledge of the purpose and methodology of the various tasks, and 3) implement the tasks.









The self-organizing universe paradigm was previously introduced.  The universe is self-organizing to increasingly complex organization of matter.  Man and Man’s brain are the most complex organizations of matter produced by the universe to date.  Man is part of the fabric of the universe, i.e., Man is a complex organization  of matter reducible to the  fundamental particles identified in the standard model of physics.  Man’s brain has also self-organized over time with increasingly complex intelligent structures of matter being formed from Pre-Man structures. Thus, as has been long accepted, Man’s brain contains both  conscious and unconscious components.


Using modern brain scanning technology, research has yielded some surprising results.  Research has suggested that  1) conscious intelligence,  in certain simple test situations, rationalizes test events to be consistent with unconscious intelligence, 2) unconscious intelligence kicks-in before conscious intelligence, and 3) an experimenter monitoring unconscious decision making can correctly predict the patients decision before the patient.  I may be concluded that both conscious and unconscious intelligences has access to the same information in the simple test situations.


The  scientific strategy has many advantages.  A select few of these advantages are presented in Table SE-5; the full set of advantages are presented in the associated short course.
























Pre-Man’s brain structure is virtually the same as Man’s brain structure, but does not contain the extra brain material associated with consciousness. Similarly, Pre-Man’s intelligence is virtually the same as Man’s intelligence but does not contain the extra brain material associated with conscious reasoning.  Man has conscious intelligence plus subconscious intelligence Pre-Man has subconscious intelligence.


Considerable progress in brain research has been accomplished, but consciousness intelligence and subconsciousness intelligence  remain not well-understood.  However, the ideas present in Table SE-6 are generally well-accepted.























Research shows that  both a consciousness intelligence and subconscious intelligence do indeed exist.  Somehow, the brain represses certain types of painful experiences and stores the repressed information in the subconscious regions of the  brain.   




An individual’s brain is a complex organization of billions of neutrons, i.e., matter,  that provides sensory, short, and long term memory functions plus various information processing functions.  The brain’s  information processing functions are not well understood, but include the sense of thinking. During the thinking process, previous thoughts and new information are retrieved from memory, both inputs are processed, and new thoughts are placed into memory. Previous thoughts are retrieved from memory but are not replaced back in their original form.  






BC - Building Self-Esteem Knowledge


Table SE-1

Impacts Of Low Self-Esteem


A person may have low self-esteem in some areas (e.g., public speaking) and high self-esteem in other areas (e.g., sports).   Very low self-esteem infects many areas of a person's life and leads to various levels of unhappiness.

A person who does not trust their mind generally believes they are unworthy of happiness.  This is the essence of of very low self-esteem,


A person with low self-esteem talks and moves uncomfortably and does not reflect joy at being alive.

A person with low self-esteem is unable to benefit from both criticisms and mistakes

A person with low self-esteem tends to be comfortable only with others of low self-esteem and do not develop good leadership skills.

A person with low self-esteem experiences the great toxic barrier to happiness:  the fear that I am undeserving of love and that my destiny is to be hurt.

A person with low self-esteem tends to be unable to tolerate happiness without self-sabotage.

A person with low self-esteem  tends to perceive other groups as inferior.  It would be hard to name a more certain sign of poor self-esteem than the need to perceive some other group as inferior.

A person with low self-esteem tends to be a generator of undesirable self-fulfilling prophecies.

A person with low self-esteem realizes their  mind is their  basic tool of survival but yet knowingly betrays their mind in favor of a lowered level of existence.

A person with low self-esteem is easily persuaded to accept alternative opinions.

Short Course Cost
Title: Self-Esteem Knowledge

Session Length

Cost

Unit Cost

Basic 1 Hour Session

$50

$50/Hour

Basic Plus One Extension
Two 1 Hour Sessions

$90

$45/Hour

Each Additional Extension

Number Of Extensions X $40

$40/Hour


Table SE-3

Major Hurdles In Building Self-Esteem


Vision

Establishing a vision of yourself for adolescent, maturity, and senescent life phases.  (Who are you and what are you doing in each phase? Are you leading an enriched life during each phase?)

No-Fault Childhood

Acceptance that low self-esteem is not your personal fault. (Parents provide self-esteem during your childhood.  After childhood, you are responsible for developing and maintaining self-esteem from real-world feedback.)

Self-worth

Recognizing personal worth, dignity, and value regardless of physical appearance and other imagined deficiencies.

Liberal Education

Acquiring a fully absorbed education in a wide range of challenging subjects that inspire self-confidence  in all personal and career  endeavors

Meta-cognitive Skills

Although presented as a chapter in modern psychology textbooks, the general populace is not yet skilled at thinking about their own thinking. The benefits of meta-cognitive education at an early age has not been fully appreciated by professional educators

Motivation

Seeking psychological services remains a social embarrassment. Obtaining services is generally extrinsically motivated by demands of others and not intrinsically or self-motivated

Dependence

Clients are generally unknowledgeable and dependent on the mental health professional regarding the therapy process.  Learning to trust a mental health professional is time-consuming, costly, and necessary.

Personal Belief System


Unwillingness to critically examine personal beliefs to determine the set of beliefs that limit a higher level of consciousness

Critical Thinking

Poor critical thinking skills including the inability to relate inappropriate behavior in their external environment with self-deceptive patterns of thought.

Reality Orientation


Poor knowledge of physical reality as defined by the self-organizing universe

Unconscious Thinking

Poor acknowledgement of evolutionary psychology and the strength of unconscious thinking in our daily lives.


Table SE-2

Successful Attitudes Toward Building Self-Esteem

Individual situations exists requiring specialized and dedicated professional treatment,  Addressing these situations is beyond the scope of this website and courses.

A commitment to both annual mental and physical checkups by a licensed mental health care professional,

A deep appreciation that thoughts and behaviors are functions of both unconscious and conscious mental processing

A commitment to  learn about the possibilities offered by the environment instead of conforming or adapting to real or imaginary environmental pressures,

A commitment to learn about and enhance cognitive, emotional, social, and moral intelligence

Cultivating intrinsic motivation to enhance mental and physical capabilities including 1) acquiring a working knowledge of a wide variety of academic subjects and career related subjects and 2) becoming skilled in a physical or sports activity

Active participation, contribution, and relationship with appropriate level peer group.


Building a higher level of self-esteem is a challenging, time consuming, and enjoyable learning task.


Basic Task 0: Basic Practice


1

I am true in everything I say and do.

Score

2

Your face, manner, way of talking, and moving represent a joy at being alive.  Your physical features are relaxed because you are not at war with yourself.

Score

3

You are comfortable when giving and receiving compliments, expressions of affection, and appreciation

Score

4

You appear to be enjoying yourself during presentation of a public speech.

Score

5

You join others in laughing at a mistake you made. You are open to legitimate criticism

Score

6

You are genuinely happy at being chosen to be leader of a discussion group.

Score

7

You are talking to your boss.  Your shoulders are relaxed. You are standing straight and tall

Score

8

You are talking to a group of people. The tone of your voice is relaxed and modulated according to the topic of discussion

Score

Short Course Prerequisites
Title: Self-Esteem Knowledge

1

Self-Organizing Universe Brief Course

2

Being, Doing, And Becoming Brief Course

3

Free Mind Brief Course

4

Metacognition Brief Course

Table 1. Short Course Pillar Tasks

Title: Self-Esteem Knowledge

SES*

IES*

0

The Basic Practice



1

The Practice of Living Consciously



2

The Practice of Self-Acceptance



3

The Practice of Self-Responsibility



4

The Practice of Self-Assertiveness



5

The Practice of Living Purposefully



6

The Practice of Personal Integrity



*SES - Student Evaluation Score, *IES - Instructor Evaluation Score

Pillar Task 1: The Practice of Living Consciously


1

I am true in everything I say and do.

Score

2

You actively seek new knowledge and are willing to reexamine old assumptions

Score

3

You first ask for more information when your ideas are criticized instead emotionally attempting to justify your ideas.

Score

4

You have a commitment to learning about internal and external reality

Score

5

You are comfortable explaining the nature of reality

Score


Additional vision statements in short course


Pillar Task 2:  The Practice of Self-Acceptance

1

I am true in everything I say and do.

Score

2

I am not in an adversarial relationship with myself.

Score

3

I have done things I never have admitted to anyone.

Score


Additional vision statements in short course





Pillar Task 3: The Practice of Self-Responsibility

1

I am true in everything I say and do.

Score

2

I am responsible for the achievement of my desires

Score

3

I am responsible for how I priority my time

Score

4

I am responsible for my happiness

Score


Additional vision statements in short course


Pillar Task 4: The Practice of Self-Assertiveness

Pillar Task 5: The Practice of Living Purposefully

Pillar Task 6: The Practice of Personal Integrity

All vision statements given in associated short course


Table SE-5. Scientific Strategy For Building Self-Esteem

A person's mind determines  behavior by what is truly believed to be true.  A person will not act against what is believed to be true.

Uses the scientific method to optimize objectivity,  confidence, and reliability

Individual first develops a working knowledge of reality as defined by the self-organizin universe paradigm

Individual also develops a working knowledge of the evolution of the brain structures and some tools that focus on our subconscious intelligence

Is reality based to optimize confidence and reliability

Is transparent; performed individually but open to a mentor or others if desired

Builds self-esteem systematically; progress is measurable by test scores

Hypotheses are formulated, documented, and real world tested for simple situations; test results are scored, documented, and evaluated

Hypotheses are translated to theories and theories become behavioral principles.

The individual looks for other possibilities for self-testing

Table SE-6. Generally Accepted Human Brain Processing Facts

The human brain evolved over many million years.  Each new evolutionary structure added an increasing unconscious intelligence, except for the last structure which added conscious intelligence. Human thoughts and mental processing contain both conscious and unconscious components.

It feels as if all our mental processing activities are conscious.

Retrieved information is not always replaced in exactly its original form.

Development of the neural network based on experiences during the first 25 years of life are especially important and can dramatically impact our thinking perspectives the remainder of our life.

Conscious intelligence rationalizes to be consistent with unconscious intelligence.  Strong desire to not violate our feelings.

General path in life strongly influenced by both conscious and unconscious attitudes acquired during childhood and adolescence


Degree of self-esteem acquired early tends to remain throughout adulthood.