TEACHER ATOM'S ART CLASS

The Possible
Selves

DIANA JANE B. VIBAR

 This section focuses on the Possible Selves Theory
of Hazel Markus and Paula Nurius which refers to
the different representations of the self derived
from the past and the future. Possible selves are
viewed as the positive aspects of the self that
contribute to an individual’s motivations in his/her
goals and present actions that will potentially lead
into attaining desired and expected self outcomes in
the future
 While one lives in the present and is
bounded by present circumstances,
he/she has the capacity to make the
The Possible right choices that will have
Selves Theory consequences and repercussions for
the future. The Possible Selves
Theory has outlined 6 philosophical
premises that are not only crucial to
one’s full self-understanding but also
vital in shaping one’s future.
1. Possible selves is both a motivtional resource and
behavioral blueprint of the self. How one envisions
himself/herself to be fuels his/her drive to achieve
his/her plans for the future enables him or her to
set specific short-term and long-term goals. Asidr
from having these concrete goals and thoughts,
people derive pleasure and satisfaction in making
those plans, this further channeling behavior
towards that end.
2. Not all future selves are positive. Future selves
revolve around 3 ideas: what one might become
(Ought-to selves), what one would like to
become (Ideal or Hoped-for selves), and what
one is afraid to become (Feared selves). Setting
goals must be done realistically and in doing so,
one needs to consider not only what he/she
wants to become but also the possible negative
outcome of his/her ambitions
 3. Onevs future self is intertwined with his/her past and
present selves. Present situations enable one to think clearly
of his/her options and the decisions he/she needs to take,
which would bring him/her closer to his/her future goals.
On the other hand, experiences also shape how one
perceives the future because of enduring concerns or
unfinished businesses that are brought to the present, and
thus, may be a driving force to one’s future plans.
 4. Future selves are a product of social interactions. How
one’s future is foreseen is a product of social contexts:
family, peers and colleagues, schools and other
institutions, the society, and the digital world. The
technological landscaoe the millenials are exposed to (via
social media, web applications, technology-driven
resources) has shaped their future ambitions in
determining the digital legacy they want to leave behind.
 5. This premise lies in life transitions that have an enabling
influence on one’s future selves. When there are changes in
one’s present life circumstances (e.g., entering a new grade
level, transferring to a new school, shifting to a new course,
experiencing changes in family situations, etc.), there will
also be changes to how future life perspectives are viewed.
However, people are not passive recipients of these
changes with human agency, an individual is able to effect
those changes for his/her future.
 6. The last premise is based on the concepts of
proximal and distal goals. People are more
motivated to work on goals thag are more
immediate than those which are not. Thus, some
students lay down simple steps and concrete plans
in ensuring their goals are achieved. Setting short-
term (by term, semester, year) and long-term goals
(by 5 years, 10 years) is one way of ensuring that
their future self is fulfilled.
 Based on the premises laid out above, the
future self is not a possibility that is out of one’s
hands. Having a clear vision of the future
planning and weighing present options, and
making the right choices can lead to an
optimistic future. Thus, one has the power and
agency to shape his/her future, while living in the
present.
THANK YOU!