Temporal reticence of the self: who can know my self?

In this study, I will elaborate and extend the theoretical framework of the presentational self (Komatsu, Human Development 53:208–228, 2010) that finds the self in two aspects of our interaction with others or objects. From this perspective, the self is not an
internal entity, a representation that can be revealed voluntarily when directly queried by researchers (e.g., through items of a questionnaire or an interview),
but is what emerges from constantly relating with the immediate environment. The process structure of being in the environment
that emerges in this relationship is the presentational self, which both an external observer and the person him/herself can
detect but not necessarily describe in words. For further elaboration, first, I clarify that the triangular relationship between
a study participant, others or objects, and observing researchers, which is essential in the presentational self, is also
common in the methodological presuppositions of existing psychological studies on the self. Second, I apply the framework
to a daily activity of oral storytelling in a Japanese elementary school, where the emergence of children’s self is observable
through sequences of organized interactions with others. From these discussions, I demonstrate both the theoretical and practical
importance of considering the self to refer to the relationships that we constantly create in our daily life.