Before we address the topic of how we see ourselves, we must first try to fully understand the definition of self-concept. Self-concept classification is defined in many different ways by various researchers and practitioners over the years. According to Purkey and William (1988), the popularity and attention of the self-concept has increased after decades of ignorance. The self-concept is primarily regarded as the realization of our very existence; who we are, what our purpose is and how we fit into society. The concept of self can be defined in a very complex way. For example, it can be explained as a cognitive representation of oneself that gives coherence and meaning to one's experience, including relationships with other people. It organizes past experiences and plays an important role in helping us recognize and interpret relevant stimuli in the social environment (Hewstone, Stroebe & Jonas, 2008). However, the concept of self can also be clarified simply as a statement in which Fromm (1956) describes as “life that is aware of itself”. After understanding the concept of self, we can proceed to use different approaches to seek an adequate answer to the question "Why do we" see "ourselves the way we do?". In an experiment conducted by Montemayor and Eisen (1977), children were studied and questioned about their existence. When children in the experiment were asked "Who am I?", the most common answers given were descriptive and usually concerned their appearance. For example: “I have brown eyes, I have brown hair, and so on.” Children tend to focus mainly on describing the physical characteristics of their bodies, on addressing, on procession and on play activities; Children's self-concept is more concrete and less abstract. In comparison, adolescents were observed and asked the same question. As adolescents with a broader knowledge of their existence, they will probably invent deeper words and not only focus on the physical parts of the body but somehow on personal beliefs, motivation and interpersonal characteristics. For example: “I am a human being. I'm a moody person, etc.”. As a result, adolescent responses appear to be more abstract but less concrete. By asking this question to both childhood and adolescence, a significant increase in self-concept can be observed and classified into the following: occupational rule; existential, individuating; ideological and belief reference; the sense of self-determination; the sense of unity; interpersonal style; and physical style (Montemayor & Eisen, 1977). The experiment showed that aging massively affects the way we see ourselves in each of us.