Theories of development collectively hypothesize on various ways through which desirable change and positive progress can be attained in a society. The most common ones include psychodynamic, social learning, constructivist, and socio-cultural theories. They cover a wide spectrum of societal and developmental constructs ranging from sociological to psychological constructs. As such, they resonate differently with different people. Social-learning and sociocultural theories, in particular, resonate with me. Bandura’s social learning theory implies that people learn from other members of the society through such techniques as modelling, observation or mere imitation. The theory particularly resonates with me since I can closely relate with its key concepts; specifically, modelling and even self-efficacy as contained in slide 25 of the lecture notes. The gradual and progressive moulding of whom I am today is a cumulative product of the lessons I have learnt from others through either observation or imitation, thus, enabling me to adjust and deal with future situations in a better way. The positive attitude and resilience I now poses are undoubtedly some of my valuable qualities that I have picked from observing other people deal with a myriad of situations and encounters. Indeed, it is through modelling that we learn to perfect ourselves and champion for desirable changes in the society. Just like the social-learning theory, I find the socio-cultural theory highly relatable. The socio-cultural theory posits that human beings learn through a social process, and human intelligence is a product of culture or the society. A careful dissection of both theories reveals the closeness in their key concepts. The socio-cultural theory, therefore, provides postulates on the sources of human intelligence while the social-learning theory attempts to describe the manner in which such intelligence is attained. My views and ideas, in line with the socio-cultural theory, are micro-reflections of my culture or the society in general.