K04 Self awareness & Keberagaman

Main ideas & lessons

• Purpose of the lecture

  • Introduces self-awareness and diversity as key topics in a module on humanism, professionalism, and cultural competence.
  • Explains:
    • What diversity is
    • Why it matters
    • How to respond to diversity
    • How to practice self-reflection and non-judgment
    • How to strengthen humanist values

• A scenario to illustrate first impressions and bias

  • Example: “Andrea” meets four new friends (Albert, Diva, Yola, Davos).
  • Without much interaction, Andrea quickly feels:
    • He likes Albert and Diva
    • He dislikes Yola and Davos
  • Point: initial feelings can happen automatically and may not be explained by evidence or experience.

• Anthropology / medical humanities lens: the “reality map”

  • Each person has a map of reality—a way of perceiving the world.
  • This map is shaped by:
    • Past experiences (people met, places lived/visited)
    • Parenting style
    • Owned objects
    • Education history
  • The reality map influences behavior and responses:
    • Whether we like/dislike someone
    • Whether we act actively/passively
    • Emotional reactions (angry/sad, believe/not believe, etc.)
  • This can operate without our awareness, leading to:
    • Bias
    • Stereotypes
    • Assumptions

• Diversity concept: “iceberg phenomenon” of culture

  • What people see on the surface is only part of culture, including:
    • Ethnic/cultural elements such as arts, foods, traditional clothing, musical instruments, dances, readings/books, and languages
  • Deeper culture (“deep culture”) includes non-visible aspects:
    • How people speak
    • Rules and norms
    • Facial expressions, gestures
    • Eye contact
    • Personal space
    • Body language
  • Diversity in a broader sense includes both visible and deeper cultural patterns.

• Context: Indonesian diversity and unity

  • Indonesia is described as having many differences across tribes and cultures.
  • The lecture emphasizes the philosophy “Bhinneka Tunggal Ika” (Unity in Diversity).
  • Therefore, attitudes and behaviors are needed to make diversity manageable and meaningful rather than problematic.

• Framework to handle diversity: cultural humility

  • The lecture uses cultural humility (humility toward culture) as a key goal.
  • Steps toward cultural humility begin with:
    • Cultural awareness
    • Desire to learn about other cultures
    • Cultural competence (learning arts/skills relevant to cultural understanding)
    • Practice/exposure: meeting people from different backgrounds, not only learning theory
  • If you feel discomfort or dislike when meeting someone:
    • Investigate whether it is your bias
    • Identify the source of that feeling rather than assuming it is the other person’s fault
  • With practice, you aim to become more respectful, understanding, and humble.

---

Methodology / instruction steps (detailed)

A) First: Build self-awareness (foundation for diversity competence)

• Focus on yourself, not only on others.
• See yourself clearly and objectively.
• Use proper self-reflection:
  • Self-reflection should not become blaming others.
  • Self-reflection is recognizing your own responses and thoughts.
• Apply: “You are not your thoughts.”
  • Separate your identity from the thoughts/feelings that arise.
  • Ask:
    • Why do I have this feeling?
    • Why do I have this thought?

B) Use self-reflection repeatedly and progressively

• The lecture highlights three types of self-reflection:
  • Knowing in action
    • Acting automatically without much conscious thinking.
  • Reflection on action
    • Reviewing after an event happens.
  • Reflection in action (highest level)
    • While doing something, noticing it immediately and adjusting in real time.

C) Practical example (how reflection turns into an action plan)

• Scenario: A friend refuses to be grouped with the lecturer during the semester.
• The friend claims the lecturer is “bossy.”
• Reflection process:
  • Analyze why it happened.
  • Recall last semester behavior:
    • The lecturer was busy with organizations and wanted campus work finished quickly.
    • The lecturer often pressured others to work fast.
  • Determine impact:
    • Others felt uncomfortable.
• Learn and change:
  • Plan time management so you don’t pressure or harm teammates.
  • Approach friends constructively to prevent recurrence.

D) Become less judgmental (improve observation before evaluation)

• Recognize that humans tend to judge quickly.
• Practice good observation:
  • When meeting someone:
    • Stop and describe what you see first (appearance, behavior details, etc.).
    • Delay interpretation/evaluation until after description.
• Watch for implicit bias:
  • You may tend to prefer people with the same background.
  • With different backgrounds, you may unconsciously feel reluctance and avoid forming relationships.

E) Consider professional implications (example: medical context)

• If you’re a doctor:
  • Bias based on patient background could affect:
    • Anamnesis (history taking)
    • Accuracy of diagnosis
• Lesson: past experiences can distort how you interpret what is in front of you.

F) Strengthen humanist values continuously (to support cultural humility)

• Regularly assess yourself with humanist values:
  • Integrity
    • Ask: Am I honest? Did I fulfill responsibilities?
  • Care and compassion
    • Ask: Do I respect others?
  • Altruism
    • Do I help others selflessly?
  • Empathy
• Aim for ongoing improvement:
  • Values should increase over time through continuous evaluation.

---

Final takeaways (as the lecture’s “final message”)

• You will constantly face diversity in daily personal and professional life.
• The first step is self-awareness:
  • Understand how your past shaped you.
• Do deep, continuous self-reflection.
• Practice being less judgmental:
  • Notice patterns (including how quick judgments spread in social media), analyze carefully, then evaluate.
• Develop humanist values and cultural humility so diversity becomes manageable and respectful—not a source of conflict.

---

Speakers / sources featured

• No specific names of lecturers or organizations are clearly identified in the subtitles.
• Speakers/characters mentioned (as examples in the lecture):
  • Andrea
  • Albert
  • Diva
  • Yola
  • Davos
  • “my friend” (example of someone who avoids being grouped together)
• Frameworks/concepts referenced:
  • Reality map (self-perception shaped by background/experience)
  • Bias / stereotypes / implicit bias
  • Iceberg phenomenon of culture
  • Bhinneka Tunggal Ika (Unity in Diversity)
  • Johari Window
  • Three types of self-reflection: knowing in action, reflection on action, reflection in action