COGNITION: ACTUALIZING YOUR HIGHEST SELF
- thelightinmeent
- 4 days ago
- 6 min read
Cognition is three-fold. Firstly, it is defined as the construction of intellect:
1. How we learn something, or equilibrate information to produce and/or receive knowledge (a “knowing of something”);
2. How we store knowledge, or put information into memory; and
3. How we retrieve (remember, apply, share) knowledge for use in our environment
Secondly, cognition is the way knowledge (or information) is organized and stored in the mind via cognitive structures, or schemata.
Thirdly, cognition is part of a broader field of study called psychology. The core of psychology is concerned with the understanding and utilization of the systematic determinants of behavior. Because behavior is determined by the social world (including culture and interpersonal relationships) and by the biological nature of people, psychology is both a social science and a biological science. As cognition is profoundly formulated within a learner’s home, and school, and even church, mosque, shine (or religious) environments, our discussions on cognition shall be illuminated through the science called Educational Psychology.
In educational psychology, scientists, including the practical Mentor-Teacher, study varying cognitive approaches which can lead to a learner attaining the highest level of self -potential and ultimately, self-actualization. Two such approaches that we shall address are the Cognitive Development Model (Module 8 of PGF’s Online Academy Course) and the Information-Processing Model (Module 9).
Dr. Raymond T. Brock, author of Introduction to Psychology: A Christian Perspective, ascertains that as a behavioral science, psychology is concerned with why people feel and act as they do. “Why” people feel the way they feel is termed emotions, from a Latin word which means “to stir up” and motivate a response, a behavior. “Why” people do what they do is called motivation, the expression of motives, and is defined as behavior that responds to conscious or unconscious internal needs that activate, give direction to, and sustain human behavior (Brock 2013, 173, 193). Simply stated: Human beings are stirred up by emotions which gives motivation to act on those emotions with the ultimate goal of becoming the best they can be with what gifting and talents they have been given.
Psychologist Abraham Maslow, author of Toward a Psychology of Being (1968) and Motivation and Personality (1970) presents a humanistic orientation to a motivation theory that views as a hierarchy the human needs, drives, and incentives that lead to self-actualization, or wholeness—the realization of a person's potential, to develop or become the person you were created to be; or into a persona, a personality, as something a person is.
Brock (181-182) explains each developmental level in Maslow's Actualization Theory as follows: The first four levels of need are called D motives with the D standing for “Deficiency” needs. Each of these needs must be fulfilled in developmental order before the last motive can be fulfilled. Maslow called the top level of the hierarchy a B motive, with the B standing for “Being.” The D motives beginning at the base of the pyramid, include physical, safety, love and belongingness, and self-esteem needs.
Meier, et. al (1992, 90) clarify that Maslow does not mean that all of a person's needs at a given level must be fulfilled 100% prior to moving to the next higher level. For example, 85% of physical needs could be met, 70% of safety needs, 50% of love and belongingness needs, and so on. The B motive at the top of the pyramid is self-actualization.
Though no age limits are added to each developmental level, as each person's developmental circumstances are unique, it is conceivable that the following can be inferred with flexibility:
1) Physical needs should be met from infancy to early childhood (Birth - 6 years);
2) Safety needs should be met from infancy to later childhood (Birth - 11 years);
3) Love and Belongingness needs should be met by adolescence to provisional adulthood (12-30 years);
4) Self-esteem needs should be met from adolescence to provisional adulthood (12-30 years);
5) Self Actualization being from young adulthood to middle adulthood (30-65 years).
Brock (2013, 183) lists the characteristics of self-actualizers:
1. They are realistic, independent, spontaneous, creative, and democratic.
2. They are problem-centered (problem-solving) rather than self-centered.
3. They have a need for privacy and detachment (in order to generate plans or solutions).
4. Their appreciation of people and things is fresh rather than prejudiced or stereotyped.
5. They resist conformity to society (unless it matches their morality for the good of all).
Self-actualization is a potential for every adult of every race and culture in the world. However Maslow concluded that less than a third of the world's population reaches this point of wholeness by the time they enter midlife, ages 45-65.
Why? That less than a third of the world's population reaches this point of wholeness by the time they enter midlife, ages 45-65 (Brock 2013, 183) indicates that there are real challenges globally in getting physical and safety needs met. UNICEF data (2025) reports that adolescents currently make up approximately 16% of the world's population. This translates to around 1.3 billion adolescents globally. This also translates that approximately less than 430,000,000 (one-third) adolescents have a healthy motivation for attaining the goal of self-actualization leaving the remaining 870,000,000 struggling for physical and safety survival.
The report goes on to explain that as children up to the age of 18, most adolescents are protected under the Convention on the Rights of the Child. Yet, their vulnerabilities and needs are distinctly different from those of children and therefore often remain unaddressed. When hunger is rampant, natural disasters and war tear down solid living structures (homes) for temporary tents in refugee camps, and where gunshots, disease, pestilence, and pollution smother the air, how can a person jump over these hurdles to feel belongingness and love? Instead, the deep chasm of no to low self-esteem is ever-present to engulf the life of the person facing it.
In whatever part of the world you find yourself right now, you were put there for a strategic purpose. Stay connected with us at Promised Gift Foundation, and together we can make impact for the good of young people we may find at every corner.
© 2025 by Patience Osei-Anyamesem. All rights reserved. Published by The Light In Me Enterprise. No part of this publication may be reproduced, distributed, stored in a retrieval system, or transmitted in any form or by any means—electronic, mechanical, photocopy, recording, or any other—without the prior written permission of the publisher. The only exception is brief quotations in printed reviews or other noncommercial uses permitted by copyright law.
ABOUT THE AUTHOR: By profession, Patience Osei-Anyamesem is an Instructional Design & Training Consultant and, as a trained classroom teacher, has taught young people and older people over the course of 30 years the subjects of English, Mathematics, Science and Computing, and Etiquette in various parts of the world, and in Ghana, West Africa, as the first Headmistress of Global Village Christian Academy Int'l School in Ashanti Region; and, prior to that, served as the first Headmistress of Victory Academy International School in Eastern Region, both founded by her late father. She is author of Multiplying Our Children’s Church with “Real Talk”: Application of Wholistic Christ-Centered Education for the Home, School and Church; of internet blog Take My Hand Inspirations: Conversations with the Soul; and the biannual editions of “Real Talk” Teaching Tract Curriculum Series for the training, development, and welfare of children and teens. Patience Osei-Anyamesem has also authored “My Cup Overflows” storybook collection and a repertoire of children's plays including The Power of Purity, Christ-the Light of the World, and award-winners: So Eat Mama's Banku and Okra Stew! and Send Your Girl-child to School; and designed, published, and trains the Teach Me English! Language Pedagogy and Curriculum for home, private, and public schools.
The artwork depicted in the blog article is carefully selected to draw out the points made and by no means promote any ideologies from the various artists unless they are found in the center of God's perfect will.
References:
Brock, Raymond T. (2013). Introduction to Psychology: A Christian Perspective. (2nd ed.). Springfield, MO: Global University.
Ezaka, Emmanuel S., et. al. (2021). “Self-Actualization: Examining the Roles of Personality Types and Gender.” International Journal of Engineering Science Invention (IJESI), Vol. 10(06). Journal DOI- 10.35629/6734: 27-31.
Meier, P.D., Minirth, F.B., Ratcliff, D.E., and Wichern, F.B. (1992). Introduction to Psychology and Counseling: Christian Perspectives and Applications. Grand Rapids, MI: Baker Books.
United Nations Children's Fund (UNICEF) Data. (2025). Adolescents. Retrieved June 8, 2025 from https://data.unicef.org/topic/adolescents/overview/
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