Introduction
This essay covers a self-reflection activity based on a video that examines the foundational elements of one’s worldview and the effects of doing away with them. The activity seeks to promote empathy and comprehension of the experience of colonialism by dissecting the highlighted components and commenting on the feelings produced (Understanding your worldview, n.d.). This in-depth examination considers the effects of extended worldview removal while considering Canada’s indigenous people, who have long been subjected to similar conditions.
Components of My Worldview
Several fundamental factors influence my worldview. My family is the most critical factor in forming my identity since they provide me with love, support, and a sense of belonging. Moreover, I prioritize treating others respectfully and with compassion, regardless of their background. As a cornerstone in my life, my faith in God also provides direction, moral principles, and a sense of purpose. I understand how crucial it is to keep myself in good physical and mental health to work toward my objectives and have meaningful interactions with others.
Last but not least, I place great importance on my voice and autonomy, which enable me to speak my mind and positively impact society. These components influence how I see and engage with the world, impacting my decisions and promoting personal development (Understanding your worldview, n.d.). They serve as the cornerstone of my worldview and direct me to be inclusive, empathetic, and motivated in my relationships with others.
Reflection on the Exercise
The activity made me remove a part of my worldview, making me feel uncomfortable, exposed, and saddened. This brought home the importance of these factors in forming my identity and worldview. These feelings grew stronger as more components were removed.
The experiment illustrated the upsetting effects of eliminating essential elements from one’s worldview, which results in a loss of personal agency and a weakened sense of self. The advice to adopt a different point of view and the assurance that everything would be alright served to highlight the imposition of an alien viewpoint and the elimination of uniqueness (Understanding your worldview, n.d.). The exercise was a powerful reminder of the importance of honoring and preserving the diverse elements that make us who we are and the detrimental effects of forcibly altering someone’s worldview.
Connecting to Real-World Colonization
The activity offered an insight into colonization’s experience and served as a microcosm of its tremendous effects. I realized from thinking about the long-term effects that the protracted removal of one’s worldview would result in overwhelming feelings of powerlessness, confusion, and alienation from one’s cultural origins. I felt sympathy for Canada’s indigenous people after reflecting on how long they had been subjected to colonialism. It clarified the meaning of the exercise and clarified the gravity of their loss. Additionally, it brought attention to their continued difficulties in balancing their cultural history with the worldview forced upon them (Matheson et al., 2022). This exercise underscored the importance of acknowledging and supporting the preservation of diverse worldviews while fostering compassion and a commitment to reconciliation in real-world contexts affected by colonization.
Conclusion
The exercise examining our worldview and the accompanying contemplation on colonization offers insightful information regarding the importance of fundamental elements and the possible effects of their removal. It raises awareness of the struggles faced by Canada’s indigenous people, who have seen their worldview erode over many generations. Fostering empathy and understanding and working toward reconciliation requires knowledge of the importance of other points of view and the damaging effects of colonialism. We can help to create a more inclusive and equitable society that values variety by acknowledging and valuing the unique ideas that influence people and communities.
References
Matheson, K., Seymour, A., Landry, J., Ventura, K., Arsenault, E., & Anisman, H. (2022). Canada’s colonial genocide of Indigenous Peoples: A review of the psychosocial and neurobiological processes linking trauma and intergenerational outcomes. International Journal of Environmental Research and Public Health, 19(11), 6455. Web.
Understanding your worldview mp4 (n.d.). [Lecture Video]. Web.