Critical 'self' (i.e. dualist or egoist I) reflection seems insufficient in the context of Nepali university education, particularly in the process of transformative professional development. Therefore through this paper, I argue that a "critical-appreciative approach contributes to my professional development." Assuming 'Self' (i.e. non-dualist or non-egoist I) as a better form of 'self', I conducted a self-study examining my conflict (between egoist I and non-egoist I) enhancing integral perspective. For it, I posed the research question: "How could I nurture my integral perspective for my professional development in the higher educational context?" I adapted dialogue as a research method to explore the conflict between 'self' and 'Self' with the support of my embodied knowledge, reflective journal, assignments and articles. In this paper, I discuss how my critical-appreciative approach enhanced my 'self' and at times remained a living contradiction. Then I discuss the four approaches as themes (adapting inclusive perspectives, creating open space, using participatory-based approach and developing tactful mentorship) that provided me with a cultural (i.e. satvic) perspective as professional development. These themes seem useful for understanding 'self' and the rest in an optimal way while being in higher education.