A&E/Self-definition

Based on Robert McClintock's writings, self-definition is not a static act of labeling oneself, but a continuous, dynamic process of self-formation (often referred to using the German term Bildung). It is the central task of the autonomous person, involving the active shaping of one's character, capacities, and purposes within the constraints of their specific historical and cultural circumstances.

Here is what McClintock says about self-definition:

1. Self-Definition as an Active, Vital Task

McClintock views self-definition as an active undertaking rather than the discovery of a pre-existing essence. He argues that humans do not simply "exist" like objects; they live by making choices that determine who they become.

• The Task of Freedom: In his analysis of the classical polis, McClintock notes that the "task of self-definition with respect to the whole" was the defining characteristic of the "free man" or autonomous citizen. Unlike the dependent person, whose function was ascribed to them, the autonomous person had to define their own participation and contribution to the common life.
• Search and Experimentation: He describes his own intellectual journey as a "search of further self-definition" involving trial and error, guided by "Eros" (attraction) and the "Daimon" (inner warning), to define the problems and forms of his work.
• From Negation to Positive Definition: In In Defense of Ideas, he recalls the mood of his generation shifting from negation—separating themselves from what they did not want to be (the "Organization Man")—to the more difficult point of "positive self-definition".

2. Self-Definition vs. Static Identity

McClintock makes a sharp distinction between the active self-as-agent (who defines themselves) and the static self-as-object (who possesses an "identity").

• Critique of Identity: He argues that "identity" often reduces the living person to an abstraction or a set of descriptors (e.g., class, gender, profession) used by observers. Relying on identity ("I am an X") can lead to treating the self as an object to be shaped for external recognition rather than an agent of action.
• The Living Self: In contrast, the living self is an "I" that acts, suffers, and enjoys. Self-definition is the work of this "self-as-agent" forming its powers of agency in a world of circumstances. He suggests we should trust our "selves-as-agent" to engage in answering the question of what we can and should become, rather than adopting a ready-made identity.

3. The Role of Circumstance and Choice

Drawing heavily on José Ortega y Gasset, McClintock emphasizes that self-definition does not happen in a vacuum but in interaction with one's specific circumstances.

• Self and Circumstance: A person is "I and my circumstance." Self-definition involves perceiving the possibilities inherent in one's specific time and place and choosing among them.
• Formative Justice: This process is regulated by formative justice. Because individuals face more possibilities than they have the energy or time to fulfill, they must choose which potentials to realize. Formative justice is the principle by which a person allocates their finite resources to define and shape their unfolding life, answering the question: "What can and should I make of myself?".

4. Self-Definition through "Study"

McClintock equates true education with this process of self-definition. He redefines the student not as a passive "learner" of instruction, but as an active agent engaged in study.

• Study as Self-Formation: He argues that study is the engine of self-formation. We emerge into life in "primal ignorance," knowing neither what we can do nor what we should do. Study is the process of working out these possibilities, "charting our path through our primal ignorance," and thereby defining who we are.
• Integration: An integral education allows a student to transform borrowed fragments of culture into a work that is "absolutely his own," which is to say, his judgment and his self.

5. Reciprocal Recognition

McClintock also highlights the social dimension of self-definition, drawing on Hegel’s concept of Anerkennen (reciprocal recognition).

• Risking the Self: To define oneself fully, one must disclose one's inner self to others. This involves risk, as one seeks recognition from another self-conscious subject. Through this reciprocal recognition, individuals gain confidence in their inner lives and their self-definitions.
• Refusal of Roles: He notes that relying on formal roles (student, teacher) can block this recognition. True self-definition requires meeting others as "persons" rather than abstract roles or identities.

In summary, for McClintock, self-definition is the fundamental formative responsibility of the person. It is the act of allocating one's attention and effort among infinite possibilities to shape a unique, autonomous agent capable of contributing to the common world.