I had the pleasure of writing this article with two of my second-year high school students, Sofia and Valentina, both teenagers, as I once was. Adolescence is a beautiful stage of life, full of discoveries and new experiences, but it is also complicated because, as individuals, we begin to develop our own identity (what we are). The problem is that, in this period of development, we are not even sure of who we are. Doubts often arise as we experience physical and emotional changes and, at the same time, an intense need to belong. All this leads us to test the knowledge we have up to that point and our own values as we make our way on a path full of uncertainty.
Talking with my students reminds me how hard it can be to comprehend our identity (what we are). From Sofia’s perspective, during adolescence, it is almost impossible to avoid the “uncomfortable comparisons” at school, while she is surrounded by peers her age. She first had a reality check when she entered a private high school as a scholarship student; previously, she had only attended public schools. She noticed the contrast between other teens’ lifestyles and her own, especially in terms of material things (what we have). She also felt the stress of maintaining her GPA and keeping her scholarship. Knowing that other students did not have that concern made her aware that not everyone has access to the same opportunities or lives under the same circumstances.
During adolescence, how others see us (what we represent) can significantly influence our decisions, tastes, and how we relate to each other. For example, we may begin to question or modify the activities we enjoy because we fear being judged, not fitting in, or receiving a negative opinion from the people around us. This is what Valentina experienced when she almost gave up activities she enjoyed in order to please others and avoid being seen negatively.
From philosophical theory to practice
As a high school teacher, I find it extremely important to address the German philosopher Schopenhauer’s theory in class: “What one is, what one has, and what one represents.” From the beginning of this article, we have addressed the main elements of his philosophical contribution and how they apply in practice. If I had known or studied the topic during my high school years, I would have felt more at ease with myself. So, I decided to share and write about the topic, but do it with my students. Of almost 90 teenagers, only two girls wanted to participate, which I considered wonderful in today’s world. So here we are.
What One Is
Arthur Schopenhauer developed one of the most influential theories of human identity, centered on the fundamental question: What are we really? For the philosopher, what one is is not defined by reason, morality, or social position, but by a deeper force that lies behind all our actions: the will. At the same time, we live in a world that we can only experience through our individual perception, which he called representation.
To understand what we are, Schopenhauer argues that we must first recognize that our entire existence is driven by an internal, blind, continuous impulse, something we do not choose, but it defines us. He states that “the will is the essence of our being, the intimate core that is revealed in every desire and movement.” This implies that what we are is not an external construct, but a vital force that acts before thought or reflection.
I came to understand this idea better by observing everyday life as a high school student. At school, everyone has different experiences, even within the same classroom. We all live in the same space, take the same classes, and hear the same instructions; however, our interpretations, reactions, and motivations vary profoundly. This difference is not accidental. For Schopenhauer, it arises because each person has a unique will and representation to the world.
The will is what one is in the deepest sense. It is not the learned personality, the public image, or the behaviors we display to fit in, but the inner force that drives our desires and decisions. He states that “the human being is, above all, the will that wills.”
In the school context, I see this will be manifested in the motivation to study, improve grades, or even simply keep going, which is the hardest part, and we must return, repeatedly, to who we are. It doesn’t matter if someone is considered “popular,” “funny,” “shy,” or “smart”; these are just social roles based on how others perceive us, but they don’t determine who we are at our core.
For example, two students may have the same grade point average, but one studies three hours a day because he deeply wants to improve himself, while the other does so only because of external pressure. The external action is the same, but what they do as individuals differs because the will behind their behavior differs. As Janaway says, for Schopenhauer, identity is not defined by what we do, but by what drives us to do it, prior to any justification.
What one has
Within Schopenhauer’s philosophy, what one has refers to all kinds of goods and properties that we own. This idea applies to various daily contexts, including our educational stage.
These goods range from small personal belongings to larger tools that make activities easier. Thus, in the classroom, the most common material goods are electronic devices that assist with academic work, clothes, notebooks, pencils, other resources, and even the means of transportation we use to get to school.
In this sense, the influence of material possessions during our educational stage is increasingly apparent; I believe this is due to increased technology use, since nowadays everything is on social networks.
Adolescence is a critical stage of development, and we are highly susceptible to the influence of what we see. According to research by psychologists Jean M. Twenge and Tim Kasser (2013), the craving for material goods has increased over generations, alongside the rise of youth consumerism and the spread of advertising aimed at young people. They also report that, among the high school students analyzed, the more importance students placed on obtaining material goods, the less willing they were to do the work necessary to obtain them. Those with a high level of materialism tend to be less happy than those who are less focused on acquiring material possessions.
In school life, I see this issue reflected in the constant comparison between the things students use inside and outside the classroom. What one has usually takes on more importance than it should, even negatively affecting students’ self-esteem and motivation, distorting how they perceive each other, and often classifying those with more high-value things from those who do not, leaving aside what one is.
“Materialism is the philosophy of the person who forgets to take himself into account.” — Arthur Schopenhauer (1819).
In this context, the sense of identity of those with fewer material objects becomes fragile, as they focus on what they lack and believe they lack. On the other hand, some students who do have certain possessions may feel “superior” and form groups based on material status.
In an environment where what you have begins to define your identity, life tends to become tense and frustrating. However, remember that all this is temporary, because over time, objects wear out, go out of style, or stop mattering. Most importantly, they do not define us — or at least, they should not.
What one represents
If the will is what we are, representation is how we believe we are.
Schopenhauer explains that “the world is my representation,” meaning that each person experiences reality as they interpret it. Thus, our identity is also shaped by how we perceive others’ reactions, the classroom atmosphere, teachers’ comments, and the dynamics with our classmates.
In high school, this representation is reflected in social categories that form almost automatically: the “extroverts,” the “cool,” the “serious,” the “quiet,” the “smart.” These labels influence how we act, not because they define who we are in essence, but because they shape how we perceive our possibilities and limitations.
A student considered “popular” may feel confident and participate more, not because his will is stronger, but because their perception of the class works in their favor. Likewise, someone labeled a “know-it-all” may feel pressured or isolated, not because their will is weak, but because their perception of their environment creates tension.
The problem, as Schopenhauer would say, is that many confuse this representation with their real identity. As Young (2005) explains, the most common human error is believing that we are what the environment reflects back to us, when in reality, that is just the surface. In school, identity is constantly negotiated. How a student is treated by their class can strengthen or weaken their will, not because it changes who they are, but because it changes how they see themselves.
For example, a student with a strong will—who wants to learn, has clear goals, and wants to grow—may lose motivation if his environment becomes hostile or if he feels his effort is not valued. Schopenhauer explains that the will needs favorable conditions to express itself fully, since “it always acts within the framework of the representations that the individual perceives.”
Likewise, a student with a weaker will may be driven to improve themself if the class motivates, supports, or inspires them. This shows that the classroom is not only an academic place, but also a space where identity is constantly taking form.
“We are beings who interpret ourselves through the reflections we receive from others.” — Walter Kaufmann (1978).
Schopenhauer (2010) invites us to recognize that what we are does not depend on external judgment, but on the internal will that drives our lives. School is full of roles, labels, comparisons, and expectations, but none of them truly defines who we are at our core. Understanding this is liberating: it means that your identity does not depend on whether you are popular, reserved, brilliant, creative, or shy, but on the strength of your will and how you choose to act in response to the world as you interpret it— this reaffirms what the teacher said about feeling calm after understanding Schopenhauer.
In a school environment where comparison is constant, this perspective allows us to see ourselves with more compassion and authenticity. We all live with different wills and different representations. Realizing this helps us understand ourselves and others better.
Final reflections of the students
As students, we honestly believe that Schopenhauer’s theory fits very well with what we have experienced in high school. We know we are intelligent and responsible people, and we always try to do our best, but sometimes we feel our school environment does not allow us to move forward as we would like. The comments, envy, and attitude of certain people in our classrooms do affect us more than we would like to admit. Some days, no matter how strong our will is, we end up doubting ourselves because our classmates’ perceptions make us feel out of place. Even so, we try to remember that who we are doesn’t depend on them; our essence lies not in how they treat us, but in the internal drive that brought us here. Although it hurts and we sometimes feel small, we know our will is strong, and that one day all this effort will have meaning.
Also, being teenagers, our worth is often judged by the material things we own. We have noticed that in our school, and probably in others as well, students compare cell phones, laptops, clothes, shoes, and other things that everyone brings to class. We personally try not to pay attention to this; we know it affects some of our classmates and makes them feel insecure about having “less” than others, to the point that they think they need more things to “fit in.” On the other hand, something completely visible is the clear division of friend groups based on possessions; this usually shows up in where and with whom they sit, where they go out, and what activities they do, among other things. All this shows, without us realizing it, that we value belongings more than what truly makes up our identity.
Teacher’s invitation
Throughout this article, written mostly by my students, one idea stands out: even though we know we are valuable, what matters is what we are; sometimes we forget this and resort to comparing what we have and what we represent. We get caught up in external noise that keeps us from turning inward and connecting with ourselves. That is why I believe it is important to remind our students, regardless of the subject we teach, to remember who they are in these superficial and materialistic times.
About the Authors
Valentina Aranguré Gárate is a second-year student at Tecmilenio High School, Mazatlán campus.
Sofía Valentina López Álvarez is a second-year student at Tecmilenio High School, Mazatlán campus.
Indira Sofía Soria Morales (Sofia.soria.morales@tecmilenio.mx) teaches Ethical Concepts and Dilemmas and Philosophical Thought at Tecmilenio High School, Mazatlán campus. She holds a bachelor’s degree in law from Universidad Panamericana, Guadalajara campus, and a master’s degree in Business Administration with a concentration in Marketing, from Tecmilenio University, Mazatlán campus.
References
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Edited by Rubí Román (rubi.roman@tec.mx) – Editor of the Edu bits articles and producer of the Observatory’s webinars – “Learning that inspires” – Observatory of the Institute for the Future of Education, Tec de Monterrey.
Translation by Daniel Wetta
