Ge 1 Understanding The Self Module

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489722575 GE 1 Understanding the Self Module

Understanding the Self (University of Mindanao)

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Department of Arts and Sciences

Psychology-GE 1
UM Digos College
Roxas Extension, Digos city
Telefax: (082) 553-2914
Course Outline: GE 1 -Understanding the Self
Course Facilitator : Mae Ann L. Galang

Email : [email protected]
Student Consultation : Via online (LMS) or calls, text, emails
Mobile : 0995-637-6754
Effectivity Date : August 2020
Mode of Delivery : Distance Education Delivery
Time Frame : 6 Hours
Student Workload : Expected Self-Directed Learning
Requisites : None
No. Of Units : 3.0 Units
Attendance Requirements: The attendance is not part of the DED, but you must contact
your course facilitator as to when will be the submission of the module for final checking.
Course Outline Policies
Areas of Concern Details

Contact and Non-contact Hours This 3-unit course self-directed manual is designed for blended
learning mode of instructional delivery with scheduled face to face
or virtual sessions. The expected time frame is 54 hours including
the face to face or virtual sessions.
rd th th th
Assessment Task Submission Submission of assessment tasks shall be on 3 , 5 , 7 and 9
week of the term. The assessment paper shall be attached with a
cover page indicating the title of the assessment task (if the task
is performance), the name of the course coordinator, date of
submission and name of the student. The document should be
emailed to the course coordinator. It is also expected that you
already paid your tuition and other fees before the submission of
the assessment task.
Grading System Assessment Methods Weights

EXAMINATIONS
A. Exam 1 to 3-30%
B. Final Exam
-MCQ and Performance-Based-30%
CLASS PARTICIPATION
C. Quizzes- 10%
D. Research-15%
E. Oral recitation-10%
F. Assignments-5%
Total-100%
Submission of the final grades shall follow the usual
University system and procedures.
1|PageUnderstandingtheSelf:Week1-9

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Psychology-GE 1
UM Digos College
Telefax: (082) 553-2914
Student Communication All communication format: chat, submission of assessment tasks,

requests etc. shall be through the school recognized platforms.
You can also meet the course coordinator in person through the
scheduled face-to-face sessions to raise your issues and
Concerns
Contact Details of the Dean Eduard L. Pulvera, MSIS

Email: [email protected]
Students with a Special Needs Students with special needs shall communicate with the course
coordinator about the nature of his or her special needs.
Depending on the nature of the need, the course coordinator with
the approval of the program coordinator may provide alternative
assessment tasks or extension of the deadline of submission of
assessment tasks. However, the alternative assessment tasks
should still be in the service of achieving the desired course
learning outcomes.
Help Desk Contact Director’s Office/Dean’s Office

Mobile Number: 09071462971
Course Information- see attached course syllabus
Message from the Course Coordinator!
Hello prospective student! Welcome to this course (GE 1) Understanding the Self. This course is
intended to facilitate the exploration of the issues and concerns regarding self and identity to arrive at a
better understanding of one’s self. It strives to meet this goal by stressing the integration of the personal
and with the academic-contextualizing matters discussed in this new normal platform of classroom and
ineveryday experiences of students-making for better learning, generating a new appreciation for the
learning process, and developing a more critical and reflective attitude while enabling them to manage
ad improve their selves to attain a better quality of life. It combines the wisdom of prominent figures in
the areas of philosophy, psychology, sociology, anthropology as well as Eastern and Western thoughts
to provide answers to the questions “who am I?” and “what am I?”
Course Outcome:
Before we start the actual learning, it is necessary that students will analyze how understanding oneself
is the most interesting and challenging task as an individual should be able to achieve in a lifetime, as
well as they will establish an adequate knowledge on the different and several information about
themselves from various perspectives – time: their past, present and future self; dimensional: their
physical, emotional mental, social and spiritual self; and functional: their political, material, economic,
and digital self.
Let us begin!

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Psychology-GE 1
UM Digos College
Telefax: (082) 553-2914
Big Picture
Week 1-3. Unit Learning Outcomes (ULO): At the end of the unit, you are expected to:
a. Explain the nature, concept and meaning of the self.
b. Discuss and explain the different roles and philosophical standpoint in understanding the self and
how these philosophical perspectives have molded through times.
c. Synthesize and analyze the different philosophical views of self.
a. Big Picture in Focus: ULOA.Explain the nature, concept and meaning of the self.
Metalanguage
a. For you to demonstrate ULOa, you will need to have an accurate knowledge on the nature,
concept and meaning of the self.
• Self - sometimes referred to as the soul, ego, psyche, identity, I ,me, or being.
• Cognitive – relating to or involving conscious intellectual activity
• Affective – relating to or arising from feelings influenced by emotions.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first three (3) weeks of the
course, you need to fully understand the following essential knowledge that will be laid down in the
succeeding pages. Please note that you are not limited to exclusively refer to these resources. Thus,
you are expected to utilize other books, research articles and other resources that are available in the
university’s library e.g. ebrary, search.proquest.com, etc.
1: SELF-EXAMINATION
Lookat yourself in the mirror and answer the following questions.
1. How can you describe yourself based on your own perspective or point of view?
“I am ________________________________________________________________________
_______________________________________________________________________.”
2. What aspect of yourself do you feel good about? Why?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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Psychology-GE 1
UM Digos College
Telefax: (082) 553-2914
Introduction totheUnderstandingof the Self
At the end of this topic, you will be able to:

➢ Explain your program and your institution’s vision, mission and objectives.
➢ Focus your attention as well as listen and cooperate wholeheartedly and openly during online
class-sessions and;
➢ Demonstrate self-understanding and self-acceptance.
MEET AND GREET!
What is all about?
Why are you in this subject?
College life said to be the most challenging and exciting phase of your life. It is entirely new
adventure that everyone looks forward to. It is a world different form your primary as well as junior
and senior high schools. Since you are in your freshman year, everything-including this subject –
is new to you.
> What “understanding the Self”?
> Is it important in the curriculum?
> How will it help me as a student and as a person?

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Psychology-GE 1
UM Digos College
Telefax: (082) 553-2914
An Overview of Self/Identity
The “self” has many aspects. These aspects make up the “self’s” integral parts, such as self-
awareness, self-esteem, self-knowledge, and self-perception. With these aspects that person is able to
alter, change, add/or modify himself or herself for the purpose of gaining social acceptance.
The “self” is an important study in psychology. It holds either the cognitive and affective
representation of an individual. Knowing oneself is critical to being an effective team member as well as
being successful in life, work, and relationships. Your personal identity influences everything you do,
and it changes and evolves over time.
The “self” is a topic that is often taked about but largely goes unnoticed. Every time that ‘ I’ is
mentioned (e.g. I will go to the theatre) the self is highlighted as an actor. The consciousness of the
existence of the self has been almost automatic or reflexive. Thus, people are almost unaware of that in
our everyday living. Scholars (i.e., theorists, scientists, philosophers) in different fields have attempted
to explain and expound some several issues about the character, subsistence and dimensionality of the
“self”.
Content and Approach
Understanding the Self is a new GE Course for all college students regardless of the diverse
courses/fields they will take. This course uses an Outcome-Based Education (OBE) SYLLABUS to
allow the students to appreciate learning better with enriching, creative, fun-filled activities, as well
as mind-blogging exercises that enable them to develop high critical-order thinking skills while at
home.
CONCEPT MAP
What is the Nature of the Self?
Philosophical
perspective
An anthropological Sociological
Conceptualization perspective:
of Self: The self The self as a
as embedded in Who am I? product
culture
SELF
The Self in
What am I?
Psychological western and
Perspective eastern
thought

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Psychology-GE 1
UM Digos College
Telefax: (082) 553-2914
SELF-HELP:You can also refer to the sources below to help you further understand the lesson:
1. Holt, J. (2014). Is there such a thing as the self? Prospect Magazine, 413-421.
https://doi-org/10.1080./13604 810701669
2. Oyserman, D., Elmore, K.C., & Smith, G.C. (2012). Self, self-concept, and identity. In M.R.
Leary & J.P. Tangey (Eds.), Handbook of self and identity. (pp. 69-75). New York & London:
The Guilford Press. https://doi.org/10.1300/J082v10n03_13_pgs. 69-75
Activity 1.1
Words That Describe Me

Circle the words that describe you. Add additional words if needed.
Adaptive Self Aware Tolerant
Dependable Intelligent Fearless
Compassionate Hard Worker Capable with Hands
Respectful Calm Humble
Energetic Eccentric Clever
Creative Confidant Thoughtful
Complex Realistic Cautious
Balanced Cooperative Shy
Quiet Attentive Picky

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Psychology-GE 1
UM Digos College
Telefax: (082) 553-2914
Other Words that describe you: _______________________________________________________
_________________________________________________________________________________
________________________________________________________________________________________.
Activity 1.2
About Myself……
__________________________________________________________________________________________
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__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

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Psychology-GE 1
UM Digos College
Telefax: (082) 553-2914
Q & A List
This section is a place for you to raise your questions and queries that you fell the instructor should give
attention to. Feel free to ask relevant questions related from the course here. This Q & A portion helps the review
of concepts and essential knowledge.
Do you have any questions for clarification?
Questions/Issues Answers
1.
2.
3.
4.
5.
Keywords Index
This section lists down the keywords for easy recall of concepts.
Self Affective cognitive

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Psychology-GE 1
UM Digos College
Telefax: (082) 553-2914
b. Big Picture in Focus: ULOB.Discuss and explain the different roles and philosophical
standpoint in understanding the self and how these philosophical perspectives have
molded through times.
Metalanguage
For you to demonstrate ULOb, you will need to have an accurate knowledge on the
different roles and philosophical standpoint in understanding the self and how these philosophical
perspectives have molded through times .
Philosophy - “loving knowledge” or love of wisdom

Self-knowledge – the examination of one’s self.
Virtue - defined as the moral excellence.
Appetitive –sensual experiences
Rational – reasoning; the use of reason
Spirited – feeling; the part that loves honor and victory
Essential Knowledge
succeeding pages. Please note that you are not limited to exclusively refer to these resources. Thus, you
are expected to utilize other books, research articles and other resources that are available in the
1.SELF-DESCRIPTION ESSAY. Write an essay anything that you wish to share about
yourself. You may use these suggested topics.
Me as me
How other people see me
How would I like other people to see me
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

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Psychology-GE 1
UM Digos College
Telefax: (082) 553-2914
At the end of this TOPIC, you should be able to:
➢ Identify the role of philosophy in understanding the self.

➢ Determine the different concepts of the self from the philosophical view.
➢ Define the relevance of the philosophy of the self to how the youth define their own sense of
self.
Philosophical View of Self

Philosophy is often called as the mother of all disciplines simply because all fields of
study began as philosophical discourses. Philosophy is from the Greek words Philo-
(loving) and Sophia(knowledge, wisdom). At simplest, philosophy is means “loving knowledge” or “loving
wisdom”. The term philosophy as originally used by the Greeks meant, “The pursuit of knowledge for its
own sake.” Consequently, Philosophyis a study of fundamental nature, knowledge, reality, existence,
especially in an academic discipline. It also investigates the legitimacy of concepts by rational
arguments concerning their implications, relationships as well as moral judgment and etc.
Ample of Philosophies concerns with the essential nature of the self. The philosophical framework for
understanding the self was first introduced by the ancient great Greek philosophers Socrates, Plato, and
Aristotle. The Greeks were the ones who seriously questioned myths and moved away from them to
understand reality and respond to perennial questions of curiosity, including the questions of the self.
The different views of prominent philosophers regarding the nature of the self are discussed; most of
them agree the self-knowledge is a prerequisite to a happy and meaningful life.
DIFFERENT PERSPECTIVE IN THE EXPLANATION OF SELF
Let’s find out how the philosophers define or describe self during the early and modern times.
SOCRATES
Socrates was a Greek philosopher. Though, unlike other
philosophers during his time, he never wrote anything. All
the information’s about him today is through second-hand
information from his student Plato and historian Xenophon
(The Standford Encyclopedia of Philosophy, 2017).
“I know that I don’t know”
For Socrates the self is synonymous with the soul. He believes that every human possesses an
immortal soul that survives the physical body. Socrates is concerned with the problem of the self. He is
the one to first focus on the full power of reason on the human self: who we are, who we should be, and
who we will become.Socrates believed that the real self is not the physical body, but rather the psyche
(or soul).
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Psychology-GE 1
UM Digos College
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Thus, Socrates suggests that man must live an examined life and a life of purpose and value. For him,
an individual can have a meaningful and happy life only if he becomes virtuous and knows the value of
himself that can be achieved through incessant soul-searching (Rappe, 1995). He added that self-
knowledge would open your eyes to your true nature; which is contrary to pop culture. It is not about
how many properties you own or how many “likes” you get in your social media accounts and even how
successful you are in chosen career. In a real sense, your real self is not even your body. He added that
the state of your inner being (soul/self) determines the quality of your life.
Socrates was described to have gone about in Athens questioning everyday views and popular
Athenian beliefs. This leads to some leaders got offended by him. He was accused of lack or reverence
for the gods and for corrupting the minds of the youth. At the age of 70, he was sentenced to death
through drinking a cup of poison hemlock (Brickhouse & Smith, 2002).
The core of Socratic ethics is the concept of virtue and knowledge. Virtueis the basic and most basic
propensity of man and Self-knowledge is the source of all wisdom, an individual may gain possession of
oneself and be one’s own master through knowledge (The Standford Encyclopedia of Philosophy, 2017).
The famous line of Socrates, “Know thy Self”, tells each man to bring his inner self to light.
Some Socratic ideas were:
“the worst thing that can happen to anyone is to live but die inside.”
“every person is dualistic”
“the true task of the philosopher is to know oneself.”
Body + soul = Man
imperfect/permanent (body) + perfect & permanent (soul) = Individual
PLATO
“Good actions give
Plato is another Greek Philosopher who elaborates strength to ourselves
Socrates’ concept of the soul. He was the student of and inspire god actions
Socrates. He is best known for his Theory of Forms that in others”. -PLATO
asserted the physical world is not really the “real” world
because the ultimate reality exists beyond the physical world. His philosophy can be
explained as a process of self-knowledge and purification of the soul. He
introduces the idea of a three-part soul/self-reason, physical appetite, and spirit
or passion. The self/soul/mind according to Plato, is the best aspect of the
human beings by which the FORMS (ideas) are known.
REASON is the divine essence that enables us to think deeply, make wise decisions and
achieve the true understanding of eternal truths.
PHYSICALAPPETITE includes our biological needs such as hunger, thirst, and sexual desires.
SPIRIT or PASSION composes the basic emotions like love, anger, ambition, aggressiveness,
and empathy.

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Psychology-GE 1
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Telefax: (082) 553-2914
ST. AGUSTINE
The African philosopher, Augustine, is regarded as a saint (St. Augustine of Hippo) in

the Catholic Church. He is one of the Latin Fathers of the church, one of the Doctors
of the church, and one of the most significant Christian thinkers ( Encyclopedia
Britannica, 2017).
He integrates the ideas of Plato and teachings of Christianity. He adopted Plato’s
All knowledge leads to God
view that the “self” is an immaterial (but rational) soul. Augustine believes
that the physical body is radically different form the inferior to its inhabitant,
the immortal soul. Giving the Theory of Forms a Christian perspective, Augustine asserted that these
forms were concepts existing within the perfect and eternal God (The Catholic University of America
Press, 1982) where the soul belonged. He believed that the human being was both a soul and body,
and the body possessed sense, such as imagination, memory, reason, and mind through which the soul
experienced the world.
In his work, Confessions, Augustine describes that humankind is created in the image and likeness
of God. Everything created by God is all good is good. Therefore, the human person, being a creation of
God is always geared towards the good.
The aspects of the self/soul according to St. Augustine’s are:
It is able to be aware of itself.
It recognizes the self as a holistic one.
It is aware of its unity.
St. Augustine highlighted the significance of reflection, as well as prayers and confessions to
arrive at justifications for the existence of God. He believed that both the soul and body is meant to tend
to higher, divine, and heavenly matters because of his/her capacity to ascent and comprehend truths
through the mind (The Stanford Encyclopedia of Philosophy, 2017; Mendelson, 206). St. Augustine
believes that a virtuous life is dynamism of love. It’s the constant turning point towards life. Loving God
means loving one’s fellowmen; and loving one’s fellowmen denoted never doing any harm to another or
as the golden rule of justice denoted, doing unto others as you would have them do unto you. Love and
justice as the foundation of the individual self.
RENE DESCARTES
René Descartes was a French philosopher, mathematician, and a scientist and

considered as the father of modern philosophy. He was regarded as the first thinker
to emphasize the use of reason to describe, predict, and understand natural
phenomena based on observations and empirical evidence (Bertrand, 2004;
“I think therefore I am.” Grosholz, 1991).
The Latin phrase Cogito Ergo Sum – “I think therefore I am” is the keystone of Descartes’
concept of self. For him, the act of thinking about the self – of being self-conscious – I in it proof that
there is a self. He asserted that everything perceived by the senses could not be used as proof of
existence because human senses could be fooled.
lOMoARcPSD|10413967
In particular, he introduces the idea of the thinking self (soul) as non-material, immortal,
conscious being, and independent of the physical laws of the universe. In contrast, the physical body is a
material mortal, non-thinking entity, fully governed by the physical laws of the nature. On the other hand,
each other, the body and the soul are independent of one another and each can exist and function
without the other.
JOHN
LOCKE Human mind at birth
is a
John Locke is an English philosopher and physician. tabula rasa, which means that
For Locke, the human mind at birth is Tabula rasa knowledge is derived from
experience.
or a blank slate. He expanded the definition of the “self”
that includes the memories of that thinking thing.
He feels that the “self” or personal identity is basically constructed from the
experiences – like what people see, smell, taste, hear and feel. He also interpreted that to mean the
“self” - it must consist of memory; meaning the person existing today is the same person yesterday
(Natsoulas, 1994; Fuchs, 2017).
For Locke, the memories of a person provide the continuity of its experiences that allows
him/her to really identify himself as the same person over the time (Winkler, 1991). Since Locke account
that the person is the same “self” in the passing of time, therefore, he/she is accountable for whatever
behaviors he will act. Locke's denial of innate ideas put a premium on individual effort, on the labor
necessary to gain knowledge from experience (Tarcov, P. 83). Man could be ruled and be free - man is
endowed with natural rights such as life, liberty and property (Cranston,, p. 12)
Some of John Locke’s ideas about the “self”:
-Believed that at birth human mind is a blank slate; a tabula rasa (empty of ideas).

Psychology-GE 1
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Descartes’ claims about the “self” are:
It is constant; it is not prone to change; and it is not affected by time.

Only the immaterial soul remains the same throughout the time.
The immaterial soul is the source of our identity.
Some distinctions between the soul and body as pointed out by Descartes are:
THE SOUL THE BODY

It is a conscious, thinking substance that It is a material substance that changes
is unaffected by time. through time.
It is known only to itself (only you know It can be doubted; The public can correct
your own mental event and others correct claims about the body.
your mental states).
It is not made up of parts. It views the It is made up of physical, quantifiable,

entirely of itself with no hidden or separate divisible parts.
compartments. It is both conscious and
aware of itself at the same time.
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Psychology-GE 1
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All ideas are based on sensation – arriving at explanation by observing phenomena.
1. Chafee, J. (2013) Who are you? Consciousness, identity and the self. In The philopher’s way:
Thinking critically about profound ideas ( pp. 154-155). Boston, MA: Pearson
2. Mahdi, M. (1962). Philosophy of Plato and Aristotle. New York, NY: The Free Press of Glencoe.
Let’s Check!
Encircle the letter of the correct answer that best corresponds with what is asked:
1. According to him, “an unexamined life is not worth living”.

a. Socrates
b. Plato
c. Aristotle
d. All of the Above
2. In his Theory of Forms, he introduces the concept of the two worlds: the world of forms (non-
physical ideas) and the world of sense (reality).
a. Socrates
b. Plato
c. Aristotle
d. None of the Above
3. He is regarded as the Father of modern Philosophy.

a. Socrates
b. Plato
c. Aristotle
d. Rene Descartes
4. He postulates that the human mind at birth is a blank slate or tabula rasa.
a. St. Augustine
b. Rene Descartes
c. John Locke
d. Plato
5. He believed that the most Important thing in life is the state of an individual’s soul.
a. Socrates
b. Plato
c. Aristotle
d. Rene Descartes
6. He believed that the human being is both a soul and a body.

a. Socrates
b. Plato

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c. Aristotle
d. St. Augustine
7. Plato believed that there are three parts of the soul, namely:
a. Appetitive, rational, and spirited
b. Appetitive, spirited, and rational
c. Rational, spirited, and appetitive
d. Spirited, rational, and appetitive
8. He claimed that human knowledge is derived from experiences.

a. Rene Descartes
b. St. Augustine
c. John Locke
d. All of the above
9. He is famous for this phrase, “I think, therefore I am.”

a. John Locke
b. Rene Descartes
c. St. Augustine
d. John Bowlby
10. He believed in the balance between mind and body.

a. Plato
b. Aristotle
c. Socrates
d. St. Augustine
Notable Different Philosophical Perspectives on Self

This section lists down the notable different philosophical perspective on self, highlighted in this
section and which you should familiarized yourself with.
Philosopher Orientation Philosophy Description
Classical Antiquity
▪ Knowledge is the personification of
good while ignorance is that of evil
SOCRATES Idealism Socratic Philosophy ▪ Self-knowledge is the ultimate
virtue. As the virtue, it will lead to
ultimate happiness.
PLATO Idealism Dualism and Idealism ▪ Moral virtue is rooted in the
intellect and leads to happiness.
▪ Wisdom and knowledge leads to
virtue which will lead to happiness.
Middle Ages
ST. AUGUSTINE Platonism Neoplatonism ▪ All knowledge leads to God
▪ Only the pure in heart can see
God.
▪ Love of God, Faith in Him and
understanding of His gospel will
ultimately lead to happiness.

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Renaissance
RENE DESCARTES Rationalist Mind-Body Dualism ▪ “I think, therefore I am”
▪ The mind and soul can exist
without the body
▪ There is a distinction between man
and the person
▪ The soul may change, but
consciousness remains intact.
JOHN LOCKE Empiricist Theory of Personal ▪ It is consciousness alone that
Identity identity exists, not in the body and
soul.
▪ There is a distinction between man
and person
▪ The soul may change, but
consciousness remains intact.
Time to
Discover!
Our Discussion to cover ULOb can be summarize by the following
key points below:
Socrates suggests that the self is synonymous with the soul. He

believes that every human possesses an immortal soul that
survives
the physical body.
For Plato, the three elements of the soul/self are reason, physical
appetiteand spirit or passion. Reason is the divine essence that
enables people to think deeply, make wise decisions, and achieve a a
true understanding of eternal truths. The physical appetite includes the
basic biological needs while the spirit or passion includes the basic
emotion.
Augustine suggests that the body is united with the soul so that te
man may be entire and complete.
Descartes, suggests that the act of thinking about the self or being
self-conscious is proof that there is a self. There are two dimensions
of a human self: the self is a thinking entity and the self as a physical
body.
Locke believes that conscious awareness and memory of previous
experiences are the keys to the understanding the self. He
believes that the essence of the self is its conscious awareness of
itself as a thinking, reasoning, and reflecting identity.
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Psychology-GE 1
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Let’s Assess!
Identify the philosopher who proposed the particular view of self presented in the first
column. Then, examine your personal view about the nature of self and indicate whether
you believe or not in the philosophical view of self. If you believe in the stated philosophy,
recall an important experience you have had which
relates to it. If you do not believe, explain your disbelief. How do you think your experiences or disbelief
affects your selfhood?
Believe it or
Philosophical not: (write B if Related life Reasons why I Effects on my
view of self Philosopher you believe; N experiences do not believe selfhood
if you don’t)
An unexamined
life is not worth
living.
The self seeks
to be united with
God through
faith and reason
The human
mind at birth is a
blank slate or
tabula rasa
Let’s Reflect!
Write an essay on the philosophical perspective of the self. Consider the following questions in
writing your essay.
1) Explain how each philosophy of the self impacts your self-understanding.

2) Which philosophy relates to your own belief?
3) What is your own philosophy of self?
My Reflection
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Q & A List
3.
4.
3.
4.
5.
Keywords Index
Philosophy Socrates Plato

Rene Descartes John Locke St. Augustine

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c. Big Picture in Focus: ULOC. Synthesize and analyze the different philosophical views
of self.
Metalanguage
d. For you to demonstrate ULOc, you will need Synthesize and analyze the different philosophical
views of self.
Rationalism - is a theory that reason, rather than experience, is the foundation

of all knowledge.
Empiricism - is the idea that the origin of all knowledge is experience
Bundle Theory - ontological theory about objecthood in which an object
consists only of a collection (bundle) of properties, relations or tropes.
Appreciation - the mental process by which a person makes sense of an idea
by assimilating it to the body of ideas he or she already possesses.
Process Thinking - a critical success factor in managing projects as well as
operational processes.
Behaviorism - The view that the “self” is defined by observable behavior.
Category mistake - Representing the facts or concepts as if they belonged in
one logical category when they actually belong in another.
Essential Knowledge
At the end of this topic, students will be able to:

LEARNING ➢ Discuss the different representations and conceptualizations of
the self from various disciplinal perspectives;
➢ Examine the different influences, factors, and forces that
shape the self; and
➢ Demonstrate critical and reflective thought in analyzing the
development of one’s self and identity by developing a theory of the
self.

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1.2 Two-Minute Speeches
Prepare a two-minute speech about yourself describing the essence of your personal identity,
“Who are you?” You can choose to share a personal story or an interesting experience. You
can talk about your family and career, or your goals and dreams.
Presentation Notes
Debriefing Questions
O What was your experience going through this exercise?

O How was this difficult for you?
O What were you thinking (self-talk) before and during this speech?
O What were you feeling before you told your story?
O What is it you want us to see in you by telling this story?

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Philosophical View of Self
DIFFERENT PERSPECTIVE IN THE EXPLANATION OF SELF
DAVID HUME
All knowledge derived
Scottish Philosopher David Hume suggests
from human senses.
that if people carefully examine their sense
of experience through the process of
introspection, they will discover that there is no self. According to him, what people
experience is just bundle or collection of different perceptions Monilla, M.J. &
Ramirez, N. (2018). He was a fierce opponent of Descartes’ Rationalism. Rationalismis a theory that
reason, rather than experience, is the foundation of all knowledge. He was one of the figureheads of the
influential British Empiricism movement. Empiricism is the idea that the origin of all knowledge is
experience (Stanford Encyclopedia of Philosophy, 2017).
Hume is identified with the Bundle Theorywherein he described the “self” or person (which
Hume assumed to be “mind”) as a bundle or collection of different perceptions that are moving in a very
fast manner. He believed that the human intellect and experiences are limited; therefore, it is impossible
to attribute it to an independent persisting entity (i.e., soul) (Pike, 1967; Seigel, 2005).
Hume divided the mind’s perceptions into two groups:
1) Impressions. Perceptions that are the most strong. These are directly experienced; they result
from inward and outward sentiments.
2) Ideas. The less lively counterparts of impressions. These are mechanisms that copy and
reproduce sense data formulated based upon the previously perceived impressions.
For Hume, the “self” was nothing but a series of incoherent impressions received by the senses
(Montgomery, 1889). Hume compared the “self” to a nation; where a nation retains its “being a nation
“not by some single core of identity but by being composed of different, constantly changing elements
like people, systems, culture and beliefs. Hume did not believe in the existence of the “self”. He insisted
that your perceptions are only active for as long as your are conscious. In line with this, Hume seemed
to reduce the “self” as a light bulb that may be switched on and off.
REASON is the final authority

IMMANUEL KANT of morality. Morality is
achieved only when there is
For German philosopher Immanuel Kant, it is absence of was because of the
the self that makes experiencing an intelligible result of enlightenment.
world possible because it is the self that is
actively organizing and synthesizing all of our
thoughts and perceptions (Monilla, M.J. &
Ramirez, N. (2018). He also proposed that the human mind creates the structure of human experience.
Kant’s view of the “self” is transcendental, which means the “self” is related to spiritual or nonphysical
realm. For Kant, the self is not in the body. The self is outside the body, and it does not have qualities of

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the body. He proposed that it is knowledge that bridges the “self” and the material things together
(Boee, 1999; Brook, 2004).
Two kinds of consciousness of self (rationality):
1) Consciousness of oneself and one’s psychological states in inner sense, and
2) Consciousness of oneself and one’s states by performing acts of appreciation.
Appreciationis the mental process by which a person makes sense of an idea by assimilating it to
the body of ideas he or she already possesses.
Kant’s point is that what truly exist are your ideas and your knowledge of your ideas that you
perceive in the outside. He defended the diverse quality or state of the body and soul (self) presenting
that “bodies are objects of the outer souls; souls are objects of inner sense” (Carpenter, 2004).
Kant did NOT put forward a Moral Argument for the Existence of God.
Kant rejected all attempts to argue from the world to God.
Kant believed that God was a postulate of practical reason, meaning you can argue from
Reason to God.
➢ All human beings desire and seek happiness
➢ All human beings ought to be moral and do their duty
➢ The universe (not just the physical universe) is fair
➢ The Summum Bonum (highest good) represents virtue and happiness
➢ Everyone seeks the summum bonum (from (1) and (2))
➢ What is sought must be achievable because the universe is fair (see (3))
➢ The Summum Bonum is not achievable in this life
➢ So it is necessary to POSTULATE a life after death in which the Summum
Bonumcanbe achieved AND it is necessary to POSTULATE a God to guarantee
fairness
Kant did not believe that either Life after Death nor God could be proved, only that they could
be postulated. If the universe if fair and if the Summum Bonum can be achieved, then there must be
aGod to ensure it.
SIGMUND FREUD
(6 May 1856 – 23 September 1939)
born in Vienna was an Austrian
neurologist who became known as the founding father of psychoanalysis.
Sigmund Freud developed the best-known theory of personality focused upon

internal growth or psychodynamics’. The theory stresses the influence of unconscious fears, desires and
motivation on thoughts and behavior. Freud psychoanalysis became both a theory of personality and a
method of psychotherapy. Psychoanalytic theory has three major parts: A theory of the structure of
personality, in which the id, ego and superego are the principal parts.
A theory of personality dynamics, in which conscious and unconscious motivation and ego-
defense mechanisms play a major role. A theory of psychosexual development, in which

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different motives and body regions influence the child at different stages of growth, with effects
persisting in the form of adult personality traits.
Structure of personality:
Freud thought of personality as being based upon a structure of three parts: the id, the ego and the
superego.
ID – Pleasure
EGO – Reality
SUPEREGO – For perfection/ideal
Psychoanalytic Model
ID (primitive, instinctive component of personality) – Latin word of Id is ‘It’ Id is the original
source of personality, which is present in a newborn.
The Id, the most primitive part, can be thought of as a sort of storehouse of biologically based
urges: to eat, drink, eliminate, and especially, to be sexually stimulated.
The sexual energy that underlies these urges is called the libido.
It is present in the deepest level of the unconscious andrepresents the inner world of subjective
experience.
It is unconcerned with objective reality and is unaffected by the environment Id is completely
selfish; concerned with immediate gratification of instinctual needs, and the biological drives,
like hunger, sex.
Ego (the decision-making component) – The Latin word of ego is ‘I’ which means ‘self’.
The ego acts as a mediator or balance between the demands of Id and

superego. Ego is based on the Reality Principle.
Ego delays the discharge of tension.
It postponed the desires.
This adaptive measure of Ego is refereed as secondary process thinking.
Process Thinking – Ego waits for the right moment for the satisfaction of desire, whereas id satisfies
desires immediately. Ego develops from Id and works for Id. Ego is an executive, which mediate
between the demands of id and realities of world and demands of super ego
Functions of Ego
Control and regulation of instinctual derives.
Relation to reality
Sense of reality o Reality testing
Adaptation to reality
Primary autonomous
function Perception
Thinking
Speaking
IQ
Memory

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Superego (the moral component)– It is ideal rather than real.
The superego is that part of personality that represents internalized value, ideals and moral
attitude of society.
It is outgrowth of learning the taboos and moralvalues of society.
It is refer to conscience and is concerned with right and wrong. It
inhabits the ID desires.
Sex and aggressive superego operates through the ego system and compel the ego to inhibit
desires that are considering wrong or immoral.
Its psychiatric function is expresses as guilt, self-criticism and consciences.
Rewarding functions
Ego ideal- superego develops with Oedipus

complex.
It strives for perfection.
It is society himself.
It is extreme of Id and it is for self-
preservation by society norms.
Consciences: negative part of superego.
It is developed by punishment, lack of
reward, conditioning of childhood brings
conscience.
It gives guilt and self-criticism.
Child takes or interjects the moral
standards of parents.
Ego Ideal: It is rewarding function of superego. It

is by positive reinforcement for i.e. copy, menu
rimes of father or any beloved person.
LEVELS OF CONSCIOUSNESS
Conscious level
Preconscious level
Unconscious part
Conscious level
Relates to the awareness of an
individual to his environment. It functions when the individual is awake.
It is concerned with thought, feelings and sensations, memory, IQ.
Conscious as sense organ of attention. It is only 1/9 of total mind.
Through attention, person becomes conscious of perceptual stimuli from the outside world
within the organism.
Only elements in pre conscious enter consciousness. It
is one-way traffic to unconscious mind.
Conscious part of mind is aware of here and now as it relates individual and his environment.

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Preconscious level is described as that part of mind in which ideas and reactions are stored and partially
forgotten.
It also acts as a watchman because it prevents certain painful, unpleasant, unacceptable,
distributing unconscious memories from reaching the conscious mind.
Slip of tongue, slip of pen.
Preconscious region of mind is not present at birth but develops in
childhood. It is accessible to both unconscious and conscious mind.
Elements of unconscious mind are accessible toconscious through preconscious.
Unconscious part is the largest part of mind (9/10).

It is hidden part of iceberg that floats under
water. It contains repressed ideas and affects.
Elements of unconscious mind are in accessible to consciousness.
They become conscious only through preconscious mind.
Repressed ideas may reach to consciousness when censor is over powered or relaxed (dream
state).
It is storehouse for all the memories, feelings and responses experienced by the individual
during his entire life.
GILBERT RYLE
GILBERT RYLE (1900–1976)
Denies the internal, non-physical
Analytic Philosopher. An
self “what truly matters is the
important figure in the field
behavior that a person manifests in
known as ‘Linguistic Analysis’
his day-to-day life.” looking for the
self is like entering LU and looking which focused on the solving of
for the “university”. philosophical puzzles through an
analysis of language. He mounted
The self is not an entity one an attack against Cartesian
can locate and analyze but simply the convenient name that mind/body dualism and supported
we use to refer to the behaviors that we make a behaviorist theory of mind.
In philosophy one of the chief advocates of this view

is Gilbert Ryle (1900–1976), a British philosopher whose book, The Concept of Mind, had a dramatic
impact on Western thought. Ryle’s behaviorism was a different sort from that of psychology. He thought
of his approach as a logical behaviorism, focused on creating conceptual clarity, not on developing
techniques to condition and manipulate human behavior. Ryle begins his book by launching a
devastating attack on “Descartes’ myth,” characterizing it as the “official doctrine” that has insidiously
penetrated the consciousness of academics, professionals, and average citizens alike. According to
Ryle, it’s high time that this destructive myth of dualism is debunked once and for all, and replaced with
a clearer conceptual and linguistic understanding of the true nature of the self.
Ryle, The Concept of Mind
“I act Ryle summarizes the essential elements of the dualistic view of the self
therefore, I —mind and body as distinct entities—first articulated by Plato and then
perpetuated in various incarnations through St. Augustine, Descartes,
am” and others. Under this view, the body is seen as a physical entity,
subject to the physical laws of the universe, whereas the mind

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(soul, spirit) is a nonphysical entity and exempt from the laws of the universe. As a result, the body is
mortal and dies, whereas the mind is at least potentially able to continue existing beyond the death of
the body. According to Ryle, this dualistic view has serious implications for what we can know and not
know. Although each person has direct knowledge of his or her mind, it is impossible for us to have any
direct knowledge of other minds.
Ryle observes, these transactional events “can be inspected neither by introspection nor by
laboratory experiment. They are theoretical shuttlecocks which are forever bandied from the physiologist
back to the psychologist and from the psychologist back to the physiologist.” And in Ryle’s mind (note
the commonly used spatial metaphor!) there are even more serious implications of a dualistic
perspective
Behaviorism- The view that the “self” is defined by observable behavior.
Category mistake- Representing the facts or concepts as if they belonged in one logical category when
they actually belong in another.
In our everyday experience, we act and speak as if we have much more direct knowledge of
other minds and what they’re thinking without having to go through this tortured and artificial reasoning
process. We encounter others, experience the totality of their behavior, and believe that this behavior
reveals directly “who” they are and what they’re thinking. Ryle goes on to analyze how this apparent
conflict between the theory of Cartesian dualism (“the ghost in the machine”) and our everyday
experience of others is actually the result of confused conceptual thinking, a logical error that he terms a
“category mistake.”
PAUL CHURCHLAND
The philosopher Paul Churchland articulates such a vision in the following

essay. He begins by acknowledging that a simple identity formula—mental
states = brain states—is a flawed way in which to conceptualize the
relationship between the mind and the brain. Instead, we need to develop a
new, neuroscience-based vocabulary that will enable us to think and
communicate clearly about the mind, consciousness, and human experience.
He refers to this view as “eliminative materialism.”
PAUL CHURCHLAND (1942–) American philosopher
(Ph.D., University of Pittsburgh, 1969); Areas of Churchland’s central argument is that the concepts and
interest include philosophy of mind, philosophy of
theoretical vocabulary we use to think about ourselves
science, cognitive neurobiology, epistemology, and
—using such terms as belief, desire, fear, sensation,
perception. Authored several works on mind,
pain, joy—actually misrepresent the reality of minds and
including The Engine of Reason, The Seat of the
selves.
Soul: A Philosophical Journey into the Brain (MIT,
1995).
All of these concepts are part of a
commonsense “folk psychology that obscures rather
than clarifies the nature of human experience.
Eliminative materialists believe that we need to develop a new vocabulary and conceptual framework
that is ground in neuroscience that will be a more accurate reflection of the human mind and self.
Churchland proceeds to state the arguments that he believes support his position.
Churchland’s point is that the most compelling argument for developing a new conceptual
framework and vocabulary founded on neuroscience is the simple fact that the current “folk psychology”

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has done a poor job in accomplishing the main reason for their existence—explaining and predicting the
commonplace phenomena of the human mind and experience.
And in the same way that science replaces outmoded, ineffective, and limited conceptual
frameworks with ones that can Materialism: The Self Is the
Brain 141 explain and predict more effectively, so the same
thing needs to be done in psychology and philosophy of mind. “The physical brain and
NOT the imaginary mind
give us our sense of
This new conceptual framework will be based on and
self”
will integrate all that we are learning about how the brain
works on a neurological level. Although he believes strongly in
the logic of his position, Churchland recognizes that many people will resist the argument he is making
for a variety of reasons.
MAURICE MERLEAU-PONTY
For Merleau-Ponty, everything that we are aware of—and can possibleknows—is
contained within our own consciousness. It’s impossible for us to get “outside” of
our consciousness because it defines the boundaries of our personal universe.
The so-called real world of objects existing in space and time initially exists only
as objects of my consciousness. Yet in a cognitive sleight-of-hand, we act as if
the space/time world is primary and our immediate consciousness is secondary.
In cases when the two worlds conflict, scientists
MAURICE MERLEAU-PONTY (1908–1961) automatically assume that the scientific perspective is
Phenomenologist. In his major work The correct, and the direct experience of the individual wrong.
Phenomenology of Perception (1945) This is the difficulty we pointed out with the concept of the
Merleau-Ponty argues, like Husserl, that unconscious: it was considered by Freud and many of his
perception is fundamental to our knowledge followers to be of such supreme authority that no
of the world consciousness is a dynamic individual’s contrasting point of view can measure up to
form that actively structures our
experience.
the ultimate truth of the unconscious interpretation.
As a philosophical theory of knowledge,
phenomenology is distinctive in the sense that its goal is
not to explain experience, but rather to clarify our understanding of it. A phenomenologist like Merleau-
Ponty sees his aim of describing what he sees and then assuming that his description will strike a
familiar chord with us, stimulating us to say, “I understand what you’re saying—that makes sense to
me!” From this perspective, the responsibility of philosophy is not to provide explanations but to seek the
root and genesis of meaning, “to reveal the mystery of the world and of reason,” to help us think and see
things more clearly.
For example, to develop a clear understanding of your “being in love,” you need to delay using
elaborate psychological theories and instead begin by describing the phenomena of the experience in a
clear, vivid fashion, trying to uncover the meaning of what you are experiencing. Then you can begin
developing concepts and theories to help you make sense of the phenomena of “being in love.” The
danger of using theories prematurely is that you may very well
distort your actual experience, forcing it to conform to someone “Physical body is an important
else’s idea of what “being in love” means instead of clearly part of the self”
understanding your unique experience.

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1. Speaks, J. (2006). Ryle’s behaviorist view of the mind. Retrieved from

www3.nd.edu/-jspeaks/corses/2006-7/20208/ryle-behaviorism.html
2. Chafee, J. (2013) Who are you? Consciousness, identity and the self. In The philopher’s way:
Thinking critically about profound ideas ( pp. 154-155). Boston, MA: Pearson
3. Otig, et al (2018): A Wholistic Approach in Understanding the Self, Mutya Publishing House
Let’s Test your Memory!
Encircle the letter of the correct answer that best corresponds with what is asked:
I. Identify what is being asked in each statement below. Write your answers before each
number.
____________________ 1. He asserted that “self” does not exist; instead, he stressed that
perceptions are only active for as long as an individual is conscious.
_____________________ 2. He believed hat self is not in the body, and he stressed that the body
an its qualities are rooted to the self.
_____________________ 3. He viewed that the immaterial soul does not exist because it cannot
be experienced by the senses.
_____________________ 4. He believed that the individual’s action defines his/her own concept of
the “self”.
_____________________ 5. He asserted that the soul is distinct from the body.

_____________________ 6. He introduces the idea of eliminative materialism.
_____________________ 7. He believes that the mind is not the seat of self but behavior, thus the
principle “I act, therefore, I am.”
_____________________ 8. He believes that the self is the brain.

_____________________ 9. The Phenomenology of Perception is the work of:
_____________________ 10. He believes that the physical brain and NOT the imaginary mind give
us our sense of self.

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Notable Different Philosophical Perspectives on Self
This section shows how philosophers view the self from different perspective. It must be
remembered that in studying the theories about the self, one should take into account the philosophers’
orientation and historical background.
Philosopher Orientation Philosophy Description
Renaissance
DAVID HUME Empiricist Skeptical Philosophy ▪ All knowledge passes through the
senses
▪ Separate ideas can be joined in
the mind
▪ There is no self, only a bundle of
perceptions
IMMANUEL KANT Rationalist/Empiricist Metaphysics of the ▪ Reason is the final authority of
Self morality
▪ There is inner self and outer self
▪ The inner self includes rational
reasoning and psychological state
▪ The outer self includes the body
and physical mind, where
representation occurs.
Modern Times
GILBERT RYLE Empiricist The concept of the ▪ “I act therefore, I am”
mind ▪ The mind is not the seat of the
self. It is not a separate, parallel
thing to our body.
▪ The mind is a category mistake,
brought about by habitual use.
The only way it can affect the
other is through the external
world.
PAUL CHUURCHLAND Empiricist Neurophilosophy ▪ A fully matured neuroscience will

eliminate the need for belies since
“they are not real.”
▪ The physical brain gives us a
sense of self.
MAURICE MERLEAU- Existentialist Phenomenology of ▪ Both empiricism and
PONTY Empiricist perception intellectualism are flawed in
nature.
▪ “we are our bodies”
▪ Our bodily experiences do not
detach the subject/object,
min/body, rational/irrational.
Many of the scholars study and explain the self. Through their ideas, you may examine yourself and
determine whether you fit into the given descriptions.
Let’s Analyze!

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Basic Psychological Needs
Belonging Recognition
A sense that someone A sense that you are
truly cares about you. acknowledged for
That you are in a mutual what you accomplish
and loving relationship and who you are. To
with another person. feel significant, that
you make an impact.
Freedom Self-Esteem
The need to have choice in The need to feel
your life, to have a sense competent & confident.
ofcontrol over the decisions The sense that you can
that direct your behavior. achieve results, make
To be free from a sense of good decisions, and you
external control. will stand by your
principles.
Fun
The need to have joy and Safety
laughter in your life. The
The need to feel
sense that we can
experience elation and light
physically
heartedness.decisions and psychologically safe.
that direct your behavior. Free from emotional and
To be free from a sense of physical threats or harm.
external control.

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My Unique Picture Album
Think about the people, places, and experiences in your life that are very special to you. This is
where you get your psychological needs met. Write two examples in each box of how you meet this
particular need.
Belonging Recognition
Self-Esteem Safety
Freedom Fun

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Let’s Reflect!
As a student, what is the importance of having a philosophy of the self?

Describe who you are, the meaning of your life, the purpose of your existence, and
how to achieve a happy and successful life.
What are your characteristics that can contributor to your happiness and success?
Write it on the space provided below.

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Let’s
Discover!
key points below:
To Hume, the idea of personal identity is a result of imagination and that if

the person carefully examines his sense experience through the process
of introspection, he will discover that there is no self.
According to Kant, the self-constructs its own reality, actively creating a
world that is familiar and predictable.
Freud holds that the self is consists of three layers: conscious,
unconscious, and preconscious.
Ryle believes that the self is best understood a s a pattern of behavior,
the tendency or dispositions for a person to behave in a certain way in
certain circumstances.
Churchland advocated the idea of eliminative materialism or the idea that
the self is inseparable from the brain and the physiology of the body.
According to Merleau-Ponty, all knowledge about the self is based on the
“phenomena” of experience.
Your Turn. What did you learn about the different Philosophical Perspective on self?
1. ____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2. ____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
3. ____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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Q & A List
5.
6.
3.
4.
5.
Keywords Index
David Hume Immanuel Kant Sigmund Freud

Gilbert Ryle Paul Churchland Maurice Merleau-Ponty

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Big Picture
Week 4-5.Unit Learning Outcomes (ULO): At the end of the unit, you are expected to:
a. Recognize what sociology tells about understanding he self and others and appreciate your
own social experiences that have been particularly helpful in understanding the self.
b. Define and describe the different psychological concepts as well as the comparison of eastern
and western views of the self.
a. Big Picture in Focus: ULOA.Recognize what sociology tells about understanding he

self and others and appreciate your own social experiences that have been particularly
helpful in understanding the self.
Metalanguage
a. For you to demonstrate ULOa, you will need to recognize what sociology tells about
understanding he self and others and appreciate your own social experiences that have been
particularly helpful in understanding the self.
Anthropology - it is the study of people, past and present

Culture - the customs, arts, social institutions, and achievements of a
particular nation, people, or other social group.
Capitalism - a production system involving both competitive product markets
and the commodification (putting price tag) of labor power.
Industrialism - the social relations implied on the extensive use of material,
power and machinery in all process of production.
Play - develops self by allowing individuals to take on different roles,
pretend, and express expectation of others.
Games - develop self by allowing individuals to understand and adhere to
the rules of the activity.
Language - develops self by allowing individuals to respond to each other
through symbols, gestures, words, and sounds.
Essential Knowledge

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“Who Are You?”
Note: Write your answers on

The space provided inside the circle.
Hopes for the

Future
Where do you hope
to be in 5-10 years?
PERSONAL CORE
How would you describe
yourself in one sentence?
ROLES
Where have you taken the
responsibilities in your life?
SOCIOLOGICAL VIEW OF SELF
SOCIOLOGY
“Not only is the self-entwined in society; it owes society its existence in the most
literal sense.”-Theodore Adorno
The Self as a product of Modern Society among other Constructions
Sociologists are concerned with questions about the person in the

community. For example, they ask questions, like: “How does society influence
you?” how do you affect society?” more importantly. “Who are you as a person
in the community?” Sociology posits that socially formed norms, beliefs, and
values come to exist within the person to a degree where these become and
normal (Elwell, 2003), thus developing the person’s self-identity.

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Modernization has significantly changed society, and this has affected how an individual builds
and develops his or her self-identity. Pre-modern society was centered on survival. People behaved
according to social rules and traditions while the family and the immediate environment supervision on
how to get through life (Hermannsottir, 2011).
Key characteristics of modernity

According to Giddens (1991), the most patent, major characteristics of modernity are:
1. INDUSTRIALISM, the social relations implied on the extensive use of material, power and
machinery in all process of production.
2. CAPITALISM, a production system involving both competitive product markets and the
commodification (putting price tag) of labor power.
3. INSTITUTION OF SURVEILLANCE, the massive increase of power and reach by institutions,
especially in government; and
4. DYNAMISM, characterized having vigorous activity and progress. Everything is subject to
change, and changes happen much more rapidly than ever before in human history.
Social groups and social network
Man is a social animal; no man can live in isolation. In fact,

every aspect of man’s life is influenced to a great extent by the
members of the different groups of which he/she is a part. Social group
is a collection of human beings. “Anumber of units of anything in close
proximity to one another.” In human context social group is – “Any
collection of human beings who are brought into social relationships
with one another
What are social groups?
There are groups of people everywhere you go. As a person, you may belong to many different types of
groups: a religious group, an ethnic group, your workplace colleague group, your college class, a sports
team, etc. These groups
can also be called social groups. We have something in common with others in the same group, we
identify with the group, and the group can create a sense of belonging for us. A group is different from
an aggregate, where people are temporarily together in a space, maybe even doing the same things,
but do not identify them as belonging together.
For example, being in a crowded supermarket or standing in line at the movie theater does not
make you feel like you belong with the people doing the same thing as you. A group is also different
from a category. If you are in the same category as a person, you may share similar characteristics—
like age, height, or you both wear glasses, but you may not interact or feel the sense of belonging
Characteristics of social group
➢ Reciprocal relationships.
➢ Sense of unity and feeling of sympathy towards each other.
➢ We- feeling: Members defend their interests collectively.
➢ Common interests and ideals.
➢ Similar behavior: for achieving the common goals and interests.
➢ Group norms: Every group has its own set of rules and norms.

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When you hear the term social network, you may immediately think of Facebook or Twitter.
You’re right! Those are types of online social networks! Let’s think offline for a moment though. In the
offline world, social networks refer to the social ties that link us together with other people. These ties
include your family, friends, acquaintances, classmates, colleagues, neighbors, etc. Can you think of a
spider web? The little lines of the web would represent social ties extending outwards from you to other
people you know. (Khan Academy, WEB.)
A social group is either organic or rational. An organic group is naturally occurring and its highly
influenced by your family. Usually formed in traditional families because there is a little diversity in these
communities. Organic motivation you joined these groups because your family is also a part of it. The
positive effect of organic groups is rootedness. This means the foundation of social network runs
deep, giving the person a sense of belongingness. The downside of that organic groupimply less
freedom and greater social conformity. You expected to act and behave according to your community’s
standards (Allan, 2012).
Rational groups occur in modern societies. These groups are formed as a matter of shared self-
interests; moreover, people join these groups out of their free will. Sociologist George Simmel called this
Rational motivation. It implies greater freedom, especially the freedom of movement. The relationships
between rational social networks is tenuous, and the person feels no meaningful connection with the
others (Allan, 2012).
Mead and the Social Self
George Herbert Mead, a sociologist from

the late 1800s, is well known for his theory “A multiple personality is in a certain sense normal”
of the social self, which includes the

concepts of 'self,' 'me,' and 'I.' - George Herbert Mead
- Mead's work focuses on the way in which the self is developed.

- Mead's theory of the social self is based on the perspective that the self emerges from social
interactions, such as: • observing and interacting with others • responding to others' opinions
about oneself • and internalizing external opinions and internal feelings about oneself
The social aspect of self is an important distinction because other sociologists and psychologists felt
that the self was based on biological factors and inherited traits. According to Mead, the self is not there
from birth, but it is developed over time from social experiences and activities.
Developing the Self
According to Mead, three activities develop the self: language, play, and games.
Language develops self by allowing individuals to respond to each other through symbols,
gestures, words, and sounds.
Play develops self by allowing individuals to take on different roles, pretend, and express
expectation of others. Play develops one's self-consciousness through role-playing.
Games develop self by allowing individuals to understand and adhere to the rules of the activity.
Self is developed by understanding that there are rules in which one must abide by in order to
win the game or be successful at an activity.

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Two sides of self: “I” and “me”
According to Mead's theory, the self has two sides or phases: 'me' and 'I.'
The 'me' is considered the socialized aspect of the individual. The 'me' represents learned
behaviors, attitudes, and expectations of others and of society.
The 'I', therefore, can be considered the present and future phase of the self. The 'I' represents
the individual's identity based on response to the 'me.' The 'me' and the 'I' have a didactic relationship.
This is Mead
ANTHROPOLOGY
“Indeed, much of the self is learned by making new memories out of old ones.” –
Joseph E. Ledoux
The Self and the Person in Contemporary Anthropology
Anthropology is the study of human differences, cultural and biological, in the context of human
nature. Anthropologists identify and compare behavior of a particular group against the full range of
human behavior. Such comparison should uncover principles that apply to all human communities.
How are different people in different places similar and different, both biologically and
behaviorally? Spotting cultural patterns requires fresh, neutral eyes.
A Unit but unitary
One definition of “self” in modern anthropology characterizes the term in its most general,
ordinary, everyday use. Anthropologist and professor, Katherine Ewing (1990), described the self as
encompassing the “physical organism, possessing psychological functioning and social attributes.”

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Self as representation
The self-concept seems like a very private phenomenon. After all, people’s thoughts about
themselves are hidden and are often highly personal. Yet the self-concept is also very much a social
phenomenon. It has social roots (e.g., reflected appraisals, social comparison), it includes social
identities and roles, and it guides our perception of others and our behavior in social settings.
Self-presentation is not only a prevalent aspect of our lives, it is also a very important one. Our
success at leading others to believe we possess various characteristics has a profound influence on our
outcomes in life (Hogan & Briggs, 1986). Who we marry, who our friends are, whether we get ahead at
work, and many other outcomes depend, to a great extent, on our ability to convince people that we are
worthy of their love, their friendship, their trust, and their respect. Undoubtedly, this need to create a
positive impression is one reason that people spend billions of dollars a year on cosmetics and other
personal-appearance products. Self-presentational concerns also lead people to engage in behaviors
that enhance their appearance to others but simultaneously jeopardize their own physical well-being
(e.g., overexposure to the sun; excessive dieting) (Leary, Tchividijian, &Kraxberger, 1994). Self-
presentational concerns can even underlie selfdestructive behaviors, such as cigarette smoking and
substance abuse (Sharp & Getz, 1996).
Source:https://www.pinterest.ph/pin/802133383613095985/

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The Self-Embedded in Culture
Clifford Geertz (1973) American Anthropologist Aim of most of his work is to provide an
understanding and acknowledgement of “thick description” that exists within cultures; understanding
other peoples understandings of things.
Cognitive Anthropology sees that culture is made of “psychological structures by means of
which individuals or groups guide their behavior” Culture is public because the meaning behind the
actions is public Culture is a context, where the behaviors that occur can be described thickly Geertz
supported a semiotic approach that would aim to connect and gain access into other forms of cultures
He ultimately wanted to try and make thick description possible
Geertz argued that in order to interpret culture’s symbols, we need to 1. isolate its elements 2.
find the relationships between those elements 3. characterize the whole system in a general way -
When studying a case using a semiotic concept of culture and an interpretive approach it is necessary
to take on a view of “ethnographic assertation as ‘essentially contestable’”.
Developmental Psychologists Catherine Raeff (2010), believed that culture can influence how
you view: relationships, personality traits, achievement, and expressing emotions.
Relationships
Culture influences how you enter into and maintain relationships. For example, relationships
may be seen as voluntary or as duty-based. In western societies, it is essential for a person to choose
whom to marry while some eastern societies still practice arranged marriage.
Personality traits
Culture influences whether (and how) you value traits, like humility, self-esteem, politeness,
assertiveness, and so on, as well as how you perceive hardships or how you feel about relying on
others.
Achievement
Culture influences how you define and whether you value certain types of individual and group
achievements.
Expressing emotions
Culture influences what will affect you emotionally, as well as how you express yourself, such
as showing your feelings in public or keeping it private.
1. Elllenmers, N., Spears, R., &Doose, B. (2002). Self and social identity. Annual Review of
Psychology, 53, 161-186.
2. Golubović, Z. (2011). An anthropological conceptualization of identity. Synthesis Philosophica,
57(1), 25-43.

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3. Markus, H., &Kitayama, S. (1991). Cultures and the Self: Implications for cognition, emotion and
motivation. Psychological Review, 98(2), 224-253.
Let’s Evaluate!
A. True or False. Write T on the blank if the statement is true and write F if it is
false.
___________ 1. Dynamism, characterized having vigorous activity and progress. Everything is

subject to change, and changes happen much more rapidly than ever before in
human history.
____________ 2. Anorganic group is naturally occurring and its highly influenced by your family.
____________ 3. Rationalgroups occur in modern societies and formed as a matter of grouped-
interest
____________ 4. Mead's work focuses on the way in which the self is not develop.
____________ 5. Cognitive Anthropology sees that culture is made of “psychological structures by
means of which individuals or groups guide their behavior” Culture is public because the meaning
behind the actions is public
B. Check whether you agree or disagree with the following statements:
Statement Agree Disagree
1. I believe everyone has control over their lives.
2. I believe that we cannot be continued by society.
3. I believe that we are fully aware of our behaviors.
4. I think all people are good
5. I believe that everyone can be a saint.
Rank the following social institutions according to what you value the most (1) to the one you
value the least (5). Explain your ranking below.
______ technology
______ government
______ church

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______ family
______ school
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Let’s Analyze!
Consider Mead’s concept of the I and Me self. Using graphic organizer below, make a
list of your characteristics for each of these two categories. Which one better
describes your social self?
My Social Self
ISelf Me Self

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Let’s Reflect!
Make a short essay on how society, specifically your relationships with your
family, friends, and others, influences who are you today. Write it in the
space provided below.

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Let’s
Our Discussion to cover ULOa can be summarize by the
Discover! following key points below
Mead suggests that the self has two divisions: I and the Me.
The I is the subjective element and the active side of the self,
whereas the me is the objective element of the self.
According to Mead, there are three different stages of the self-
development: Play, Language and Game.
Individuals tend to experience identity struggles when there is
a discrepancy between a person’s assumed identity and the
identity imposed by others and the society.
Your Turn. What are the three things you have discovered about your social self?
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Which of the anthropological views of the self relates to your own belief? Explain how each view impact
your self-understanding.
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Q & A List
7.
8.
3.
4.
5.
Keywords Index
Capitalism Industrialism Dynamism

Play Language Modernization
“me” “I” Social Group
Anthropology Culture

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b. Big Picture in Focus: ULOB.Define and describe the different psychological concepts
as well as the comparison of eastern and western views of the self.
Metalanguage
a. For you to demonstrate ULOb, Define and describe the different psychological concepts as well
as the comparison of eastern and western views of the self.
KEY TERMS
Psychology - the scientific study of the mind and behavior

Cognitive Development - is the emergence of the ability to think and
understand
Assimilation - using an existing schema to deal with a new object or situation
Accommodation - the existing schema (knowledge) does not work and needs
to be changed to deal with a new object or situation
false self - hide and protect the true self
Essential Knowledge
PSYCHOLOGY
“For a young person, it is almost a sin, or at least a danger, to be too preoccupied

with himself; but for the ageing person, it is a duty and a necessity to devote serious
attention to himself.”
The Self As A Cognitive Construction
– Carl Jung
What is Psychology?
Psychology is the scientific study of the mind and behavior, according to the American
Psychological Association. Psychology is a multifaceted discipline and includes many sub-fields of study
such areas as human development, sports, health, clinical, social behavior and cognitive processes.
Online dictionaries define the term cognitive as relating to, being, or involving conscious
intellectual activity (such as thinking, reasoning, or remembering) (WEB).
Psychologist Jean Piaget was a Swiss clinical psychologist known for his pioneering work in
child development. He pioneered the “theory of cognitive development” a comprehensive theory
about the development of human intelligence. Piaget wanted to know how children learned through

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their development in the study of knowledge. Piaget's theory is based on the idea that the developing
child builds cognitive structures. • He believes that the child's cognitive structure increases with the
development. • Piaget's Theory of infant development were based on his observations of his own three
children.
What is Cognitive Development?
• Cognitive Development is the emergence of the ability to think and understand.

• The acquisition of the ability to think, reason and problem solve.
• It is the process by which people's thinking changes across the life span.
• Piaget studied Cognitive Development by observing children in particular, to examine
how their thought processes changed with age.
• t is the growing apprehension and adaptation to the physical and social environment
How Cognitive Development occurs?
• Cognitive Development is gradual and orderly changes by which mental process

becomes more complex and sophisticated.
• The essential development of cognition is the establishment of new schemes.
• Assimilation and Accommodation are both the processes of the ways of Cognitive
Development.
• The equilibration is the symbol of a new stage of the Cognitive Development.
Three basic components to Piaget’s cognitive theory. These are:
1. Schema: Schema is an internal representation of the world. It helps an individual

understand the world they inhabit. They are cognitive structures that represent a certain
aspect of the world, and can be seen as categories which have certain pre-conceived ideas
in them.
2. Adaptation. It involves the child learning processes to meet situational demands.
3. Stages of Cognitive Development. They reflect the increasing sophistication of the child’s
thought processes.
Furthermore, he describes two processes used by the individual in his/her attempt to adapt –
assimilation and accommodation. Assimilation: It is using an existing schema to deal with a new object
or situation. Here, the learner fits the new idea into what he already knows. In Assimilation, the schema
is not changed, it is only modified. Example, a 2 year old child sees a man who is bald on top of his
head and has long frizzy hair on the sides. To his father’s horror, the toddler shouts “Clown, clown”
Accommodation This happens when the existing schema (knowledge) does not work and needs to be
changed to deal with a new object or situation. In Accommodation, the schema is altered; a new
schema may be developed. Example : In the “clown” incident, the boy’s father explained to his son that
the man was not a clown and that even though his hair was like a clown’s, he wasn’t wearing a funny
costume and wasn’t doing silly things to make people laugh.
With this new knowledge, the boy was able to change his schema of “clown” and make this idea fit
better to a standard concept of “clown”.
In the “Stages of Cognitive Development”, Piaget theorize that children progress through 4stages and
that they all do so in the same order. A brief summary of Piaget’s four stages of cognitive development
appears below.

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Stages of Cognitive Development
Harter’s Self Development Concept
Psychologist, author, and professor, Dr. Susan Harter (1999) detailed the emergence of self-
concept and asserted that the board developmental changes observed across childhood, later
childhood, and adolescence could be interpreted within the Piagetian framework. The development of
the self-concept according to Harter is as follows:
Dominant Self-
Stage of Development Examples
Descriptions
✓ Observable
characteristics I am a girl.
Early childhood ✓ Demographic I have brown hair.
(approximate ages: 2-6) variables I have a younger brother.
✓ Specific interests and I like playing soccer.
activities
✓ General interests
I like sports.
Middle childhood ✓ Use of social
(approximate ages: 7-11) comparison I’m smarter than Meredith.
I am nice.
✓ Interpersonal qualities
I am moody.
Adolescence (approximate ✓ Hidden, abstract
I am self-conscious.
ages: 12-18) psychological qualities
William James and the ME-Self; I-Self
James (1890) distinguished two understandings of the self, the self as “Me” and the self as “I”.
“The art of being wise is knowing what to overlook”, wrote by William James in the groundbreaking
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masterpiece, The Principles of Psychology”. This distinction has recently regained popularity in cognitive
science, especially in the context of experimental studies on the underpinnings of the phenomenal self.
The goal of this paper is to take a step back from cognitive science and attempt to precisely distinguish
between “Me” and “I” in the context of consciousness.
This distinction was originally based on the idea that the former (“Me”) corresponds to the self
as an object of experience (self as object), while the latter (“I”) reflects the self as a subject of
experience (self as subject). It is not difficult to become captivated by James' conception of "self as
knower and self as known." After all, the distinction of self in terms of I and me is in some fashion
common-sensical. On other levels it is also charming and amusing. However, Bandura has pointed out
that "reflecting on one's own functioning entails shifting the perspective of the same agent rather than
reifying different internal agents or selves regulating each other." Bandura argues that people think, act,
and reflect on their actions.
Selfis divided into two parts:

1. I: knows things, including oneself
= Pure ego
I-selfis the pure ego. It is the subjective self. It is the “self” that is aware of its own actions. The I-
selfcharacteristically has four features. These are:
Characteristics Example
A sense of being the agent of the initiator “I believe my actions have an impact; that I cause
of behavior. an effect in my surroundings”
“This is how I am different from everything in my
A sense of being unique.
environment; I perceive there is only one ME.”
A sense of continuity “I am the same person from day to day”
“I understand .what is going on in me and around
A sense of awareness from being aware.
me; and I know I understand it.”
2. Me: what I know about myself
= Empirical self(based on, concerned with, or verifiable by observation or experience rather

than theory or pure logic” (WEB).
Me-selfis the self that is the object. It is the “self” that you can describe, such as your physical
characteristics, personalities, social role, or relationships, thoughts, feelings (Newman, 2017;James,
1950, Pomerleau, ©2017).
The dimensions of the me-Self include:

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Dimensions Characteristics
Physical appearance and extensions of it such as
Material
Clothing, immediate family and home.
Social skills and significant interpersonal
Social
relationships;
Spiritual Personality, character, defining values
Real and Ideal Self-Concepts

Carl Ransom Rogers’ Self Theory: Real and Ideal Self. Another aspect of self-understanding that is
important in adolescent years focuses on self-concept – refers to the image of oneself. Carl Rogers
was an American Psychologist and among the founders of the humanistic approach to psychology
(Capuzzi, 2016). Humanistic psychology is a psychological perspective that rose t prominence in the
md-20th century. This approach highlighted the individual’s innate drive t oward self-actualization and
the process of realizing and expressing one’s own capabilities and creativity (Hansen, 2014).
According to Rogers, human beings are always striving for self-actualization. When the needs of the
self are denied, severe anxiety may arise. Central to achieving to self-actualization is the development
of self-concept. In Roger’s view, the close ( congruence) the ideal self to the real self, the more fulfilled
and happier the individual becomes. When the ideal self is far (incongruence) from the Ideal self, the
person becomes unhappy and dissatisfied (Rogers, C. 1950, 2000).
Rogers suggest two components of self-concept: thereal self and the ideal self.
The ideal self could include:
Notions influenced by your parents

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What you admire in others

What the society sees as acceptable; and
What you think is in your best interest
The real self is the person you actually are. It is how you behave right at the moment of a situation.
It is who you really in reality – how you think, feel, or act at present (Rogers, C. 1959; Gale, C.l. 2015;
Eyesenck, M.V., 2014; Brower, I.B., 2014).
Multiple versus Unified Self
The constructions of multiple selves vary across different interpersonal and intrapersonal roles
and relationships. “Properly speaking, a man has many social selves as there are individuals who
recognize him in their head” James (1890).
Winnicott has found that the self is composed of the true self and the false self. Functions:false
self – hide and protect the true self. Researchers have found that adolescents’
perceptions of themselves can change depending on the situation. For instance, adolescents are more
likely to show their false self during dating situations and are likely to show their true self when they are
with their family and close friends. In other words adolescents display a falseself to impress others.
Adolescents develop different selves in various relational contexts.
Allport’s Personality Theory
PsychologistGordon Allport (1961) proposed his “personality trait” theory asserting that every
person possesses “traits”. According to him, a “trait” is your essential characteristic tat never, ever
changes and sticks with you all your life. These traits also shape who you are (the way you think, feel, or
behave, etc.) in any given time (Hall &Lindzey, 1957; Morris, et al., 2002).
The ego states
Psychiatrist Eric Berne (1960), began to develop his transactional analysis model as basis for
understanding behavior. Transactional analysis is anchored on two notions:
Every person has three parts called “ego states” inhis or her personality.
People communicate with oone another assuming roles of any of these ego states:
1. Parent 2. Adult 3. Child

Parent Ego – voice of authority and could be: comforting “ nurturing” parent or “controlling/critical parent”
voice that tells what you should or not do.
Adult Ego – it is the rational person. It is the voice that speaks reasonably and knows how to assert
himself or herself.
Child Ego has three states: 1. The curious child who loves to play but is sensitive and vulnerable. 2. The
little professor is the curious child who wants to try everything, and 3. The adaptive child I the one who
reacts to the world (Berne, 2016).
Domains of the Self
Gregg henriques, a university professor and a author proposed tat the human self has three related, but
separratble, domains. These are:

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1) Experiential self
• The theater of consciousness because it is the first to experience its beingness (the
state or fact of existing). It is also closely ties to memory.
2) Private self
• The narrator or interpreter. It is the self that narrates the unfolding events at the same
time tries to make sense of the experience.
3) Public self/persona
• It is the image you project to the public. This is the image that interacts with others and
will influence how others see you.
THE SELF IN WESTERN AND ORIENTAL/EASTERN CONCEPTS OF THE SELF
An individual think, feels and behaves similarly as that of the members of his or her community.
However, each community has its own standards, expectations and rules that shapes its members.
These differences are the reason people are markedly divergent. This divergence is evident in the
eastern and western concepts of the “self”.
“One of the most effective ways to learn about oneself is by taking seriously the cultures of
others. It forces you to pay attention to those details in life which differentiate them from
you.”
- Edward T. Hall
Western Concept of Self

Geertz (van Meijil, 2008) defines the western concepts of “self” as a bounded, unique, more or
less integrated motivational and cognitive universe, a dynamic center of awareness, emotion, judgement
and action organized into a distinctive whole and set contrastively both against other such wholes and
against its social and natural background.
The osychiatrist and professor, Frank Johnson (1985), outlined four categories on how the term
“self” is used in contemporary western discussions:
1. Western self as Analytic
- The western way of thinking is analytic with emphasis on the casual links. The whole is
understood when differentiated into parts. One must categorize and make distinctions to pursue
cause(Me versus others).
2. Western self as Monotheism

- The belief in one Supreme Being coexisting with the universe condenses the supernatural and
human capabilities into bipolarity of both qualities of existence (Man was created by God, by His
image)
3. Western self as an Individualistic

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- Exhibits the favorable and unfavorable conditions inherent in personal freedom.it is where self-
expression and self-actualization are important ways of establishing who one is, as well as
finding satisfaction in the world.
The Historical Development of the Western Concept of Self
Stage Period Historical Development

✓ There were philosophical and theological attempts to
characterize the self through the concepts of soul and
mind with emphasis on conscious experience of the
Pre- Christian times
1 individual, distinction between physical and mental
until 1850
nature of man (mind-body dualism), and the causality of
human behavior.
✓ The establishment of experimental psychology in mid-

nineteenth century led to a change in emphasis from
abstract concepts of soul and mind to observable and
2 1850 – 1940 measurable aspects of human faculties.
✓ The concept of self-emerged within the social-
interactionist framework in the early 1900’s.
✓ There is multidirectional and continuous development of

concept of self:
• Sociological and psychological theories of
self-encompass all three levels of self,
namely inner self, interpersonal self, and
social self.
• Existentialist and phenomenologists, both
in philosophy and psychology, engaged in
holistic approach integrating the inner,
3 1940 – present
interpersonal, and social aspects of self.
• At present, the convergence in some
conceptualizations of the self among
psychologists, anthropologists,
sociologists, philosopher, and linguists
whosestudiesfocusonactual,
multivariate, and situational contexts of the
self-employing new frameworks and
methodologies.
Eastern Concept of the Self
Eastern- also called Oriental; represents Asia
Confucianism
• Confucianism is a system of ethics devised by the Chinese scholar K’ungFutzu
(Latinised to Confucius) in sixth century BC China.
• Self is characterized by relational identity which means that a person is defined by
his/her significant relationships

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• Self-cultivation/ self-realization is seen as the ultimate purpose of life.

The chun -tzu (man of virtue or noble character; commonly translated as “gentleman” or
“superior man”) is, above all, a man of self-cultivation.
• To be a chun-tzu, man has to live by these principles:
• Li is the principle of self-restraint and sense of propriety. It includes following social
etiquette and mannerisms.
• Cheng means sincerity and unwavering devotion to the good. • Hsiao is love for the
immediate family and then society.
• Yi is the principle of righteousness.
• Xin is the principle of honesty in life.
• Jen is the most important of all principles. It means being kind and humane to your
fellow beings. It is about helping out others.
• Chung is loyalty to one's family and to one's country.
Confucius specifies the five important relationships
1. King to subject
2. Father to son
3. Husband to wife •
4. Older brother to younger brother •
5. Friend to friend
The self in Confucianism is a subdued self. It is conditioned to respond to perceptions, not of its
own needs and aspirations, but of social requirements and obligations
Taoism
Taoism is a religious or philosophical tradition of Chinese origin which emphasizes living in
harmony with the Tao or the Way.
Tao denotes the principle that is the source, pattern and substance of everything that exists.
Taoism disavows a hierarchical view of the self, society, or cosmos. •
The self is but one of the countless manifestations of the Tao. It is an extension of the cosmos.
The perfect man has no self; the spiritual man has no achievement; the true sage has no name.
The ideal is thus selflessness. •
The selfless person leads a balanced life, in harmony with both nature and society. When
selflessness is attained, the distinction between "I" and "other" disappears. One may then act
with complete spontaneity
Buddhism
The Buddha taught that an individual is a combination of five aggregates of existence, also
called the Five Skandhas or the five heaps.
Five Skandhas
Form- our physical form •
Sensation- made up of our feelings -- both emotional and physical -- and our senses -- seeing,
hearing, tasting, touching, smelling. •
Perception- means thinking -- conceptualization, cognition, reasoning.

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Mental Formations- includes habits, prejudices, and predispositions, and volition or willfulness
Consciousness- awareness of or sensitivity to an object, but without conceptualization
The doctrine of anatman (Sanskrit; anatta in Pali) is the core teaching of Buddhism. According to
this doctrine, there is no "self" in the sense of a permanent, integral, autonomous being within an
individual existence. What we think of as our self, the "me" that inhabits our body, is just an ephemeral
experience.
The ultimate goal is Nirvana(enlightenment). The English word enlightenment sometimes refers to
heightened intellect and reason. The original Buddhists used the word bodhi, which means "awakened."
The word Buddha is derived from bodhi and means "the awakened one."
The chart that follows categorizes the Western and Eastern conceptualization of self, perspectives,
and approaches.
Comparative Matrix of Western and Eastern Approaches to
Understanding the Self
DIMENSION WESTERN THOUGHT EASTERN THOUGH
There is a separation between

Religion and philosophy are
FRAME OF REFERENCE philosophy and
intertwined
religion/spirituality
Scholasticism Hinduism
EXAMPLES OF SCHOOLS OF Rationalism Buddhism
THOUGHT/BELIEF SYSTEMS Empiricism Confucianism
phenomenology Taoism
Confucius
Socrates, Plato, Aristotle, Rene Lao Tzu
NOTABLE PHILOSOPHERS
Descartes, John Locke Sidharta Gautama
(Buddha)
Has made use of reason rather Has trusted intuition and is often
SOURCE OF KNOWLEDGE
than faith to purse wisdom associated with religious beliefs.
MODES OF COGNITION Analytic and deductive Synthetic and inductive
EMPHASIS Distinctions and oppositions Commonalities and harmonies
VIEW OF THE UNIVERSE AND

Linear Circular
LIFE

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VIEW OF SELF Egocentric Sociocentric
SUBJECT-OBJECT-DISTINCTION Duality of self-as-subject Simultaneously subject and

(BIPOLAR QUALITIES OF THE (knower) and self-as-object object (The experience of self as
SELF) (known) both the knower and known)
THEOLOGICAL VIEW Monotheistic Polytheistic (plural)
Self-actualization through To achieve a balanced life and

IDEAL
personal growth find one’s role in society.
Individualism Collectivism
a. The self is a distinct an a. The self is an integrated
autonomous entity; it is part of the universe and
an independent part of society
the universe and the b. Interdependence and
society. connectedness are core
b. Independence and self- values.
reliance over group c. No distinctions between
goals. personal group goals, or
c. Prioritize personal goals if there is a distinction,
CULTURAL FRAMEWORK
over group goals. the personal goals are
d. Characterized by subordinate to the group
exchange relationship. goals.
e. Uniqueness, sense of d. Characterized by
direction, purpose and communal relationship
volition are the e. Conformity and
acknowledge features of obedience are essential
self. social behaviors
f. Personal success is f. Duty towards others are
important important.

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1. Blaisdell, A. (2009). A biological definition of self-psychology. Principles of Gestalt Psychology.
https://doi.org/10.1037/h0052629
2. Ghallager, S. (2002). Philosophical conceptions of the self: Implications for cognitive science.
Trends in Cognitive Sciences, pp. 14-21. https://doi.org/10.1016/S1364-6613(99)01417-5
3. https://digitalcommons.kennesaw.edu/cgi/viewcontent.cgi?article=1003&context=ojur
4. https://pdfs.semanticscholar.org/ad90/386c365d2b46acb89493efc82ad98c5ff1e8.pdf
Let’s Evaluate!
A. Fill in the Blanks.
1. The term __________________ refers to the scientific study of how

people behave, think, and feel.
2. The self flourishes in ___________________ if the mother is
positively responsive to the child’s expressions.
3. ________________ is the application of previous concepts to new concepts.
4. ________________ is the essential characteristic that never ever
changes and shapes who you are.
5. The ____________________ is a psychological perspective that emphasizes
the active role in the individuals in shaping their internal and external worlds.
6. _______________ is the tendency to see reality as an aggregate of parts.
7. _______________ is the principal of cosmic order.
8. The _________________ means having the right to practice propriety in
all that you do.
9. ________________ means wisdom.
10. The ________________ is the Arabic word for “self”.
B. Answer the following essay questions.

1. Which of the basic concepts described in the preceding theories do you think applies to you
the most?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________.
2. Did the theories of the self-lead you to recognize your strengths and weaknesses?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

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_________________________________________________________________________
________________________________________________________________________.
3. How does the lesson foster self-understanding and development?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________.
C. True or False. Write T on the blank if the statement is true and write F if it is false.
__________ 1. Eastern thought is pluralistic
__________ 2. There is a separation between philosophy and religion in Eastern thought.
__________ 3. The Eastern way of thinking is analytic-deductive.
__________ 4. The Western concept of individual freedom is seen as a double-edged sword.
__________ 5. The primary source of knowledge in Western philosophy is faith.
Let’s Assess!
A Portrait of Yourself
A. Sentence Completion Test:
• The best thing(s) I ever did was (were) _______________________________________
• I wish I could lose my fear of _______________________________________________
• I know I have the talent to _________________________________________________
• I enjoy people who _______________________________________________________
• I admire ________________________________________________________________
• I feel most productive when ________________________________________________
• I am motivated by ________________________________________________________
• I almost never ___________________________________________________________

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• My idea of fun is _________________________________________________________
• Work is exciting when _____________________________________________________
• The best advice I ever got was ______________________________________________
• The thing I value most is ___________________________________________________
• If money were no object, I would ____________________________________________
• It is easy for me to focus on ________________________________________________
• My idea of a perfect life is __________________________________________________
• My best days are _________________________________________________________
• My dream is _____________________________________________________________
• I always wanted to ________________________________________________________
• I look forward to _________________________________________________________
• I spent too much time _____________________________________________________
• The thing my friends like about me is _________________________________________
• When I try to change something _____________________________________________
• In a group I like to ________________________________________________________
• If I ever win a prize it will be for ______________________________________________

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Let’s Reflect!
The Strengths and weaknesses of the Filipino character have their roots in Western and Eastern
Traditions. Write an introspection essay about your character as a Filipino, using the following guide
questions.
1. What are your Western, Eastern, and a Filipino characteristic that can help you succeed in life?
2. Are you happy for having this combination?
3. How do you appreciate your uniqueness as Filipino? How do you feel as a Filipino?
My Reflection
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________.

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Let’s
Discover!
key points below
Psychology is the scientific study of the mind and behavior

The I-Self refers to the self that knows who he or she is. The
Me-Self refers to the person’s personal experiences and is
further divided into sub-categories: material. Social self, and
spiritual self.
According to Rogers, the real self consists of all the ideas,
including the awareness of what one is and what one can do.
The ideal self is the person’s conception of what one should
be or what one aspires to be which includes one’s goals and
ambitions in life.
The function of the false self is to hide and protect the true
self.
Western thought favors a rational-empirical approach over
magical and superstitious explanation of things including self.
The law of Karma is the most important doctrine in Hinduism
which implies that individual actions will lead to either
good or bad outcomes in life.
Your Turn.“What If” - What would you do and why?
• What if you won a million dollars? What would you do with the windfall?

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• What if you could travel to any place in the world? Where would you go, why would you go there, and
who would you invite along?
• What If you were granted three wishes? What would you wish for?
• What if you had the power to give yourself a special ability? What talent or ability would you give
yourself and why?
• What if you had the chance to spend a day with anyone in the world? Who would you choose and
why?

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Q & A List
1.
2.
3.
4.
5.

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Big Picture
e. Explain the meaning, nature, concept of the physical self.
f. Discover the different aspects and dynamics of sexuality, gender identity, sexual activity,
attachment and family planning techniques.
g. Familiarize and apply the discussion on consumerism.
h. Synthesize and analyze the different concepts regarding spirituality, religion, and rituals.
i. Familiarize and synthesize the concepts of the political self.
j. Discuss and explain the core difference between offline identity and digital identity.
d. Big Picture in Focus: ULOA.Explain the meaning, nature, concept of the physical self.
Metalanguage
b. For you to demonstrate ULOa, you will need to have an accurate knowledge on the nature,
concept and meaning of the physical self.
• Body Image - how one thinks and feels toward one’s body
• Self Esteem - about how you value yourself and how you feel others value you
• Cognitive Bias – error in reasoning, evaluating, remembering as a result of holding
on to one’s preferences and beliefs regardless of contrary information
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for

th th
6 and 7 week of the course, you need to fully understand the following
essential knowledge that will be laid down in the succeeding pages.
Please note that you are not limited to exclusively refer to these
resources. Thus, you are
expected to utilize other books, research articles and other
resources that are available in the university’s library e.g.
ebrary, search.proquest.com, etc.
INTRODUCTION
We are living in a world where the material and immaterial self are
both represented. How is that possible? Thanks to advances in technology, we now have both a
physical world and our virtual reality. How do you view yourself in both worlds?
Society transforms us in numerous ways. This involves:

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• How we perceive our bodies visually;

• How we feel about our physical appearance;
• How we think and talk to ourselves about our bodies; and
• Our sense of how the other people view our bodies.
The current embedded idea of what is attractive, beautiful, or handsome is an unrealistic image,
which is genetically impossible for us to emulate. This unrealistic image is continually driven into our
minds by the media through ads, movies, and TV shows. The media is a very powerful tool in reinforcing
cultural beliefs and values. Although it is not fully responsible for determining the standards for physical
attractiveness, it makes escaping the barrage of images and attitudes almost impossible to escape.
A positive view of “self” involves understanding that healthy, attractive bodies come in many
shapes and sizes, and that physical appearance says very little about our character or value as a
person. We have to strive to know ourselves beyond our preconceived ideas of who we are.
The Physical Self

The nature of beauty is one of the most enduring and controversial themes in western
philosophy. Beauty, traditionally, was among the ultimate values along with goodness, truth, and justice.
It was a primary theme among ancient Greek, Hellenistic, and medieval philosophers; it was central to
the eighteenth- and nineteenth-century thought. By the beginning of the twentieth century, beauty was in
decline as a subject of philosophical inquiry. However, there were signs of revived interest by the early
2000s.
The two most-debated views about beauty are:
1. Beauty is objective.
2. Beauty is subjective.
th
Before the 18 century, most Western philosophical views on beauty treated it as an objective
quality. For example:
St. Augustine of Hippoasked whether things were beautiful because it gave

delight, or whether it gave delight because it was beautiful. He believed it to be
the latter. This means that he found satisfaction and delight in things because
they were beautiful. For example, a flower, in St. Augustine’s view, is not
beautiful because it is pleasant but it is pleasant because it is beautiful.
Plato connected beauty as a response to love and desire. He asserted that

beauty exists in the realm of Forms, and that objects are found beautiful
because they are a reflection of the idea of beauty that already exists in the
realm of forms.

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Aristotle asserted that the chief forms of beauty are order, symmetry, and
definiteness that can be demonstrated by mathematical sciences.
By the eighteen century, however, beauty was associated with pleasure as a personal preference.
Some philosophers who hold this view are:
David Hume – “Beauty is no quality in things themselves: It exists

merely in the mind which contemplates them; and each mind
perceives a different beauty. One person may even perceive
deformity, where another is sensible of beauty; and every individual
ought to acquiesce in his own sentiment, without pretending to
regulate those of others.” (Hume, 1757,136)
Immanuel Kant – “The judgment of taste is therefore not a judgment

of cognition, and is consequently not logical but aesthetical, by which
we understand that whose determining ground can be no other than
subjective” (Kant, 1790, section 1).
Francis Hutcheson – “The
perception of beauty does depend on the external sense of sign;
however, the internal sense of beauty operates as an internal or
reflex sense. The same is the case with hearing; hearing music
does not necessarily give the perception of harmony as it is distinct
from the hearing.” (Inquiry I. I. ).

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What did Psychology discover about beauty?
Researchers suggest that a person who is perceived as attractive makes more money than a
person of below-average attractiveness. In politics, voters who are not actively engaged in social and
political issues choose candidates based on “looks” 90% of the time.
These study results can be attributed to a cognitive bias known as the halo effect. The halo
effect refers to the tendency of people to rate attractive individuals more favorably for their personality
traits or characteristics as compared to those who are less attractive. It is a cognitive bias which is an
error in reasoning, evaluating, remembering, or any other mental process that is often a result of holding
on to one’s preferences and beliefs regardless of contrary information.
Meanwhile, evolutionary psychology found that faces hold certain fundamental and important
characteristics that could indicate a person’s quality as a romantic partner and as a mate.
For females, an attractive man has the following physical qualities:
• Relatively prominent cheekbones and eyebrow ridges

• Relatively long lower face
• Prominent jaw-line
For males, an attractive woman has the following physical qualities:
• Prominent cheekbones
• Large eyes
• Small nose
• Taller forehead
• Smooth skin
• An overall young or even childlike appearance
How Cultural Traditions Shape Body Image
Culture has a significant impact on how a person feels about himself or herself, as well as his or
her body image. Cultural traditions can either be a positive or a negative influence on body image and
on self-esteem. Body image is generally defined as how one thinks and feels toward one’s body.
Ideal standards of body sizes are culturally specific. Since the 1960s, ideal body sizes for white
American women have emphasized thinness. The Philippines is undoubtedly influenced by Western
culture, particularly American culture; a culture that generally tends to hyper-focus on dieting and body
appearance. Digitally retouched photos are the norm (i.e. Photoshop, filter), and this mentality can
negatively influence a person’s body image. A study reported that young Filipino women were
dissatisfied with their bodies that possibly stemmed from unreasonable weight concerns and extreme
drive for thinness.
Does your body image have an impact on your self-esteem?

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The term self-esteem was coined by William James in 1800. He presented self-esteem as the
number of successes a person achieves in the domains of life that are important to him or her, divided
by the number of failures that occurred in those areas ( The Corsini Encyclopedia of Psychology and
Behavioral Science, 2002). In the 1960s, behavioral scientists defined self-esteem in terms of an
attitude concerning one’s worth as a person (Rosenberg, 1965). Today, self-esteem is about how you
value yourself and how you feel others value you. Self-esteem is important because it can affect your
mental health as well as how you behave.
If you have a positive body image, you probably like and accept yourself the way you are, even
if you not fit the popular notion of “beautiful” or “handsome”. This healthy attitude allows you to explore
some other aspects of growing up, such as developing good friendships, becoming more independent
from your parents, and challenging yourself physically and mentally. Developing these parts of yourself
can help boost your self-esteem.
How important is physical beauty?

“Do not judge a book by its cover”. You may have heard many people say this; you may have
said this yourself. However, though it is a wise thought from the conscious mind, your subconscious
mind will contradict you, and you will still find yourself judging people based on their looks on your initial
encounters.
Physical beauty is extremely important. You must also understand that you need to know the
correct definition of physical beauty so that your self-esteem will not suffer. The dictionary’s definition of
beauty is, “the degree to which a person’s physical traits are considered pleasing or beautiful.” Take
note that the definition did not indicate “who” determines what type of physical traits is attractive and
unattractive. Why? Because even though physical beauty is extremely important, the good news is that
physical beauty standards differ from one person to another.

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A self-image problem happens when your looks do not match your beauty standards. For
example, if you believe that being thin is sexy and attractive, yet you are not thin then you might believe
you are unattractive even though there are others who find you attractive. The problem here is with your
own beauty standards and not with your looks. To have a positive self-image and a higher self-esteem,
you must fix your false beliefs about physical attractiveness first.
There is nothing wrong with enhancing one’s physical self. What is problematic is when a
person focuses too much on physical beauty and disregards everything else. Below are some tips on
how to take care for your body:
1. Healthy eating. You need to eat the right amount and combination of food to ensure your
health and sustenance. Following a healthy diet results in healthy skin, your ideal weight,
and better stamina.
2. Embracing a healthy lifestyle. Avoid drinking, smoking, and doing other unhealthy habits to
reduce the risk of illness and diseases and to make your immune system stronger. Physical
activities such as walking, running, going to the gym, and engaging in sports also contribute
to a healthier body.
3. Maintaining proper hygiene. Taking care of your body by consistently following a hygiene
regiment can also help you feel good about yourself. You can do this by regularly brushing
your teeth and proper grooming.
4. Being confident. Self-confidence is your best make-up and results in an optimal physical
well-being. Be secure in yourself, embrace a positive outlook toward various situations and
problems, and love and accept who you are.
ACTIVITY 2.1.On the next page, create a collage using your own pictures to show how you developed
from your oldest picture you can recover up to the present. There is no limit to how much images you
can use. For each picture, write a caption to tell a story about your own evolution. Focus on the physical
changes manifested while you were growing up. Be creative.
The criteria are as follows:
• Creativity :____/50
• Clarity of story :____/30
• Organization :____/20
• Total score :____/100

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ACTIVITY 2.2. Based on your collage, answer the following questions.
1. What significant changes have you seen in yourself while growing up? What makes these changes
significant?
2. In your opinion, what factors contributed to those significant changes while growing up? How?
3. Considering how you look now; is there anything you wish to change? Why or why not?

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IN A NUTSHELL
• The physical self refers to the body. The body’s ability to perform its functions gradually changes
through the years.
• Body image refers to how individuals perceive, think and feel about their body and physical
appearance. It can affect both the adolescent’s physical and psychological well-being.
Q & A List
9.
10.
3.
4.
5.
Keywords Index
Body Image Self-Esteem Cognitive Bias

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e. Big Picture in Focus: ULOB.Discover the different aspects and dynamics of sexuality, gender
identity, sexual activity, attachment and family planning techniques.
Metalanguage
c. For you to demonstrate ULOb, you will need to have an accurate knowledge on the nature,
concept and meaning of the sexual self.
• Puberty – stage of development at which individuals become sexually mature

• Erogenous Zones – areas of the body that are high sensitive to stimuli
• Sexual Orientation – a person’s emotional and erotic attraction toward another
individual
• Gender Identity – refers to one’s sense of being male or female
Essential Knowledge
th th
To perform the aforesaid big picture (unit learning outcomes) for 6 and 7 week of the course,
you need to fully understand the following essential knowledge that will be laid down in the succeeding
pages. Please note that you are not limited to exclusively refer to these resources. Thus, you are
expected to utilize other books, research articles and other resources that are available in the
THE SEXUAL SELF
“Self-love is about respecting and appreciating every single part of who you are, and being
proud to be you.” – Miya Yamanouchi, Embrace Your Sexual Self: A Practical Guide for Women
Development of the Sexual Organs in the Embryo and Fetus
The female sex is considered the “fundamental” sex because if a particular chemical prompting
is absent, all fertilized eggs will develop into females. For a fertilized egg to become male, a cascade of
chemical reactions must be present initiated by a single gene in the male Y chromosome called the SRY
(Sex-determining region in the Y chromosome). Females do not have any Y chromosome; hence, they
do not have the SRY gene.
Both the male and female embryos have the same group of cells that will
potentially develop into male or female gonads or sex glands. However, the
presence of the SRY gene initiates the development of the testes while
suppressing the vital genes for female development.

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Further Sexual Development Occurs at Puberty
Puberty is the stage at which individuals become sexually mature. The outcome of puberty is
different for boys and girls, but the hormonal process is similar. Moreover, though the timing of these
changes varies for every individual, the sequence of changes for boys and girls is predictable, resulting
in adult physical characteristics and the capacity to reproduce.
Puberty can be separated into five stages. The characteristics for each stage vary for girls and
boys.
STAGES PUBERTY STAGES IN GIRLS PUBERTY STAGES IN BOYS

1 Approximately between the ages of 8 and 11: Approximately between ages 9 and 12:
The ovaries enlarge and hormone production No visible signs of development occur; but
starts, but external development is not yet internally, male hormones become a lot more
visible. active. Sometimes a growth spurt begins at
this time.
2 Approximately between ages of 8 and 14: Approximately between ages 9 to 15:
The first external sign of puberty is usually Height increases, and the shape of the body
breast development. changes.
At first, breast buds develop. The nipples will be Muscle tissue and fat develop at this time.
tender and elevated.
The area around the nipple (the aureole) will The aureole, the dark skin around the nipple,
increase in size. darkens and increases in size.
The first stage of pubic hair may also be present The testicles and scrotum grow, but the penis
at this time. It may be coarse and curly or find probably does not.
and straight.
Height and weight increase at this time. The A little bit of pubic hair begins to grow at the
body gets rounder and curvier. base of the penis.
3 Approximately between the ages of 9 and 15: Approximately between ages 11 and 16:
Breast growth continues, and pubic hair gets The penis starts to grow during this stage. It
coarser and darker. tends to grow in length rather than width.
Pubic hair is getting darker and coarser and

During this stage, whitish discharge from the spreading to where the legs meet the torso.
vagina may be present.
Also, boys continue to grow in height, and
even their faces begin to appear more
For some girls, the first menstrual period begins mature.
at this time.
The shoulders broaden, making the hips look
smaller.
Muscle tissue increases, and the voice starts

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to change and deepen.
Finally, facial hair begins to develop on the

upper lip.
4 Approximately ages 10 to 16: Approximately 11 to 17:
Some girls notice that their aureoles get even At this time, the penis starts to grow in width,
darker and separate into a little mound rising too.
above the rest of the breast.
The testicles and scrotum also continue to
Pubic hair may begin to have more adult grow. Hair may begin to grow on the anus.
triangular pattern of growth.
The texture of the penis becomes more adult-
If it did not happen in Stage 3, menarche (first looking. Underarm and facial hair increases
menstruation) should start now. as well.
The first fertile ejaculations typically appear at

Ovulation may start now, too. But it will not approximately 15 years of age, but this age
necessarily occur on a regular basis. (It is can vary widely across individual boys.
possible to have regular periods even if
ovulation does not occur every month) Skin gets oilier, and the voice continues to
deepen.
5 Approximately between ages 12 and 19: Approximately 14 to 18:
This is the final stage of development. Full Boys reach their full adult height.
height is reached, and young women are
ovulating regularly. Pubic hair and the genitals look like an adult
man’s do.
Pubic hair is filled in, and the breasts are
developed fully for the body. At this point, too, shaving is a necessity.
Some young men continue to grow past this

point, even into their twenties.
What are the erogenous zones of the body?

The term ‘erogenous zones’was popularized in the 1960s and 1970s to describe areas of the
body that are highly sensitive to stimuli and are often (but not always) sexually exciting. In this context,
“highly sensitive” means these areas of the body have a high number of sensory receptors or nerve
endings that react to stimuli - both pain and pleasure.
The Skin
The skin serves as the primary erotic stimulus. Two types of erogenous zones exist in the skin.
1. Nonspecific type
a. The pleasurable sensation felt from these regions is simply an exaggerated form of tickle.

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b. Examples of this type of skin are the sides and back of the neck, the axilla (armpit,
underarm) and the sides of the thorax (chest).
2. Specific type
a. It is found in the mucocutaneous regions of the body or those regions made of both mucous
membrane and of cutaneous skin.
b. These regions favor acute perception (abrupt or sudden perception)
c. These specific sites of acute sensation are the genital regions, including the prepuce, penis,
the female external genitalia (vulva), the perianal skin, lips, and nipples.
• Prepuce – the retractable fold of skin covering

the tip of the penis also known as foreskin.
• Penis – male erectile organ of copulation by
which urine and semen are discharged from the
body.
• The female external genitalia (vulva)include:
O Mons pubis (pubic area)
O Clitoris – female sexual organ that is
small, sensitive, and located in front of
the opening of the vagina.
O Labia majora and labia minora – the
labia majora are fleshy lips around the
vagina. These are larger outer folds of
the vulva. The labia minora also known
as the inner labia, inner lips, vaginal lips
or nymphae are two flaps of skin on
either side of the human vaginal opening in the vulva situated between the labia
majora.
O Vaginal introitus (vaginal opening) – the opening that leads to the vaginal canal. O
Hymen – membrane that surrounds or partially covers the external vaginal opening.
• Perianal skin – the area of the body surrounding the anus, and in particular, the skin. The
perianal skin is very sensitive. It is also susceptible to injury and damage.
• Lips –soft, movable, and serve as the opening for food intake and in the articulation of sound
and speech; can be erogenous when used in kissing and any other acts of intimacy.
• Nipples – raised region of tissue on the surface of the breast.
Bear in mind that what feels great for you or one person does not mean others will like it too.
Each individual has their own kind of sensitivities. How your brain interprets what is happening with the
given part of the body influence your sexual response as well. For example, even if a particular part of
the body is packed with sensory nerve receptors, stimulation of this part may feel unpleasant if you had
negative experiences or you have negative ideas about that given part of the body such as in forced
sexual acts.

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Understanding the Human Sexual Response
The sexual response cyclerefers to the sequence of physical and emotional occurrences when
the person is participating in a sexually stimulating activity such as intercourse or masturbation. In
general, both men and women experience these phases. However, they do not experience it at the
same time. For example, it is unlikely that a couple will orgasm simultaneously. Moreover, the intensity
of the sensation and the time spent in each phase also vary from person to person. William Masters and
Virginia Johnson, in late 1950s, pioneered the four-stage model of sexual response (also known as the
human sexual response cycle).
PHASES GENERAL CHARACTERISTICS

Phase 1: • Muscle tension increases.
Excitement • Heart rate quickens, and breathing is accelerated.
• Skin may become flushed (blotches of redness appear on the
chest and back)
• Nipples become hardened or erect.
• Blood flow to the genitals increases, resulting in swelling of the
woman’s clitoris and labia minora (inner lips), and erection of the
man’s penis.
• Vaginal lubrication begins.
• The woman’s breasts become fuller and the vaginal walls begin
to swell.
• The man’s testicles swell, his scrotum tightens, and he begins
secreting a lubricating liquid.
Phase 2: • The changes begun in phase 1 are intensified.
Plateau • The vagina continues to swell from increased blood flow, and the
vaginal walls turns a dark purple.
• The woman’s clitoris becomes highly sensitive (may even be
painful to touch) and retracts under the clitoral hood to avoid
direct stimulation from the penis.
• The man’s testicles are withdrawn up into the scrotum.
• Breathing, heart rate and blood pressure continue to increase.
• Muscle spasms may begin in the feet, face and hands.
• Tension in the muscles increases.
Phase 3: This phase is the climax of the sexual response cycle. It is
Orgasm the shortest of the phases and generally lasts only a few seconds.
General characteristics of this phase include the following:
• Involuntary muscle contractions begin.
• Blood pressure, heart rate, and breathing are at their highest
rates, with a rapid intake of oxygen.
• Muscles in the feet spasm.
• There is a sudden, forceful release of sexual tension.
• In women, the muscles of the vagina contract. The uterus also
undergoes rhythmic contractions.
• In men, rhythmic contractions of the muscles at the base of the
penis result in the ejaculation of semen.
• A rash or “sex flush” may appear over the entire body.

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Phase 4: During this phase, the body slowly returns to its

Resolution normalfunctioning level. The swelled and erect body parts return to
their previous size and color. This phase is marked by a general
sense of well-being; intimacy is enhanced; and often, fatigue sets in.
With further sexual stimulation, some women can return to
the orgasm phase. This allows them to experience multiple orgasm.
Men, on the other hand, need recovery time after orgasm. This is
called the refractory period. How long a man needs a refractory
period varies among men and his age.
Sex and the Brain. What parts are involved?
Primarily, sex is the process of combining male and female genes to form an offspring.
However, complex systems of behavior have evolved the sexual process from its primary purpose of
reproduction to motivation and rewards circuit that root sexual behaviors. Ultimately, the largest sex
organ controlling the biological urges, mental processes, as well as the emotional and physical
responses to sex, is the brain.
Roles of the brain in sexual activity:
• It is responsible for translating the nerve impulses sensed by the skin into pleasurable
sensations.
• It controls the nerves and muscles used in sexual activities.
• Sexual thoughts and fantasies are theorized to lie in the cerebral cortex, the same area used for
thinking and reasoning.
• Emotions and feelings (which are important for sexual behavior) are believed to originate in the
limbic system.
• The brain releases the hormones considered as the physiological origin of sexual desire.
Roles of hormones in sexual activity:
The hypothalamus is the most important part of the brain for sexual functioning. This small area
at the base of the brain has several groups of nerve-cell bodies that receive input from the limbic
system. One reason the hypothalamus is important in human sexual activity is its relation to the pituitary
gland. The pituitary gland secretes the hormones produced in the hypothalamus.
1. Oxytocin
It is also known as the “love hormone” and believed to be involved in our desire to maintain
close relationships. It is released during sexual intercourse when orgasm is achieved.
2. Follicle-Stimulating Hormone (FSH)
It is responsible for ovulation in females. The National Institute of Environmental Health

Sciences in Durham, N.C., discovered that sexual activity was more frequent during a woman’s
fertile time.

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3. Luteinizing Hormone (LH)
The LH is crucial in regulation the testes in men and ovaries in women. In men, the LH
stimulates the testes to reproduce testosterone. In males, testosterone appears to be a major
contributing factor to sexual motivation.
4. Vasopressin
It is involved in the male arousal phase. The increase of vasopressin during erectile response is
believed to be directly associated with increased motivation to engage in sexual behavior.
5. Estrogen and Progesterone
They typically regulate motivation to engage in sexual behavior for females, with estrogen
increasing motivation and progesterone decreasing it.
Understanding the Chemistry of Lust, Love and Attachment
Falling in love can be a wonderfully wild experience. It is a rush of

longing, passion, and euphoria. Fast forward a few years, and the
excitement would have died down (though the levels vary for every couple).
For couples who remain together through the years, the rush would have
been replaced by a warm, comfortable, and nurturing feeling.
Anthropologist Helen Fisher of Rutgers University proposed three stages of falling in love; and
for each stage, a different set of chemicals run the show.
The three stages of falling in love are:
1. Lust (erotic passion);

2. Attraction (romantic passion);
3. Attachment (commitment).
Lust
This stage is marked by physical attraction. You want to seduce and be seduced by your object
of affection. Lust is driven by testosterone in men and estrogen in women. Lust, however will not
guarantee that the couple will fall in love in any lasting way.
Attraction
At this stage, you begin to crave for your partner’s presence. You feel excitement and energetic
as you fantasize about the things you could do together as a couple. Three chemicals trigger this
feeling: norepinephrine, dopamine, and serotonin.
• Norepinephrine – responsible for the extra surge of energy and triggers increased heart rate,
loss of appetite, as well as the desire to sleep. Your body is in a more alert state and is ready
for action.

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• Dopamine – associated with motivation and goal-directed behavior. It makes you pursue your
object of affection. It creates a sense of novelty, where the person seems exciting, special, or
unique that you want to tell the world about his or her admirable qualities.
• Serotonin – thought to cause obsessive thinking. Low levels of serotonin are said to be present
in people with OCD. Study suggest that those who expressed they were in love and people with
OCD both had less serotonin transporter in their blood compared to those who did not express
they were in love and do not have OCD as well.
Attachment
Attachment involves the desire to have lasting commitment with your significant other. At this
point, you may want to get married and/or have children.
Gender Differences on Sexual Desire
Factors that influence the notable gender difference on sexual desire include culture, social
environment and even political situation. One of the most notable gender difference on sexual desire is
that women place great emphasis on interpersonal relationships as part of the experience. Males, on
the other hand, enjoy a more casual sexual behavior.
The Diversity of Sexual Behavior

Sexual orientation is defined as an individual’s general sexual disposition toward partners of the
same sex, the opposite sex, or both sexes. There has been much interest in sexual desire as an index
of sexual orientation. Historically, the most important indicator of same-sex (i.e., gay, lesbian, or
bisexual) orientation was same-sex sexual desire. More recent scientific studies, however, found that
same-sex desire or sexual orientation are more complicated than previously thought.
In the past, it was thought that gay, lesbian, and bisexual individuals were the only people who
ever experienced same-sex sexual desire. However, it was found that completely heterosexual or
‘straight’ persons periodically experience same-sex sexual desires, even if they have little motivation to
act on those desires. It also did not appear to indicate that a completely heterosexual individual will
eventually want to pursue same-sex sexual behavior or will eventually consider him/herself lesbian, gay,
or bisexual.
Now, researchers generally believe that lesbian, gay, and bisexual orientations are
characterized by persistent and intense experiences of same-sex desire that are stable over time.
Gender Identity vs. Sexual Orientation
• Sex – a label that you’re assigned by a doctor a birth based on the genitals you’re born with and
the chromosomes you have. It goes on your birth certificate.
• Gender – it is not determined biologically but it is constructed socially.

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• Sexual orientation – a person’s emotional and erotic attraction toward another individual;
inherentor immutable during emotional, romantic or sexual attraction to some other people –
attraction can be towards same or opposite sex.
• Gender identity – refers to one’s sense of being male or female; one’s innermost concept of self
as male, female, a blend of both or neither – how individuals perceive themselves and what
they call themselves.
What is the LGBTQ+?
LGBTQ+ is an umbrella or catch-all term for a wide spectrum of gender identities, sexual
orientations, and romantic orientations.
• L stands for lesbian – females who are exclusively attracted to women.
• G stands for gay. This can refer to males who are exclusively attracted to any other males; it
can also refer to anyone who is attracted to his/her same gender.
• B stands for bisexual or someone who is sexually/romantically attracted to both men and
women.
• T or Trans*/Transgender is an umbrella term for people who do not identify with the gender
assigned to them at birth. Trans woman is an identity label adapted by male to female trans
people to signify that they identify themselves as women and vice versa.
• Q stands for queer. It is a useful term for those who are questioning their identities and are
unsure about using more specific terms, or those who simply do not wish to label themselves
and prefer to use a broader umbrella term.
• + signifies that many identities are not explicitly represented by the letters. This includes (but is
not limited to) intersex or people who are born with a mix of male and female biological traits
that can make it hard for doctors to assign them a male or female sex; and asexual or a person
who is not interested in or does not desire sexual activity.
Research strongly suggest that sexual orientation is not a choice but a relatively stable
characteristic of a person that cannot be changed. Just as the majority of the heterosexual people do
not choose to be attracted to the opposite sex, the large majority of the LGBTQ+ people also do not
choose theirs. The only real choice that the LGBTQ+ community has to deal with is whether to be open
about their orientation or not.
Other factors related to sexual orientation and gender identity
• Sociocultural Factors – the Philippines and most of its Southeast Asian neighbors view
heterosexuality as the norm. In some countries, they are not as restrictive. For example, in New
Guinea, it is culturally expected for young boys to engage in sexual behaviors with any other
young boys because they believed it was essential to being a man. In Thailand, they recognize
more than two categories (aside from male and female) – male, female and kathoey which
roughly means transgender in Western cultures.

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• Family Influences – children whose parents adhere to strict gender-stereotyped roles are, in
general, more likely to take on those roles themselves as adults than are peers whose parents
provided less stereotyped, more neutral models for behaving.
• Urban Setting – large cities seem to provide a friendlier environment for same-gender interest to
develop and be expressed than rural areas. In rural areas, LGBTQ+ people experience:
O High levels of intolerance;
O Limited social and institutional supports; and
O Higher incidence of social isolation.
• History of Sexual Abuse – previous studies claimed that abused adolescents, particularly those
victimized by males, are more likely to become homosexual or bisexual in adulthood. However,
these studies were criticized for being non-clinical and unreliable. Some other findings
suggested no significant relationship that child abuse leads to same-sex sexual orientation in
adulthood.
Sexually Transmitted Diseases (STD’s)
It is also known as STI or sexually transmitted infection. It is acquired through sexual contact
where the organisms or viruses that cause STD are passed from person to person in blood, semen, and
vaginal or any other bodily fluids. STD can also be transmitted non-sexually such as: mother to infant
during pregnancy; blood transfusion; and people sharing needles for injection.
It is possible to contract STDs from people who seem perfectly healthy, and who may not even
be aware of the infection. STDs do not always cause symptoms, which is one of the reasons experts
prefer the term “sexually transmitted infections” over “sexually transmitted” diseases.
The Responsible Parenthood and Reproductive Health Act of 2012
The Reproductive Health Law or the RH Law, is a law in the Philippines that guarantees access
to contraceptive methods, such as fertility control, sexual education, and maternal care. Here are some
(not all) of the specific and regional objectives of the RH Law:
Specific Objectives:
• Reduce by three quarters, between 1990 and 2015, the maternal mortality ratio (death of
mother during childbirth)
• Reduce by two thirds, between 1990 and 2015, the under-five mortality rate.
• To have halted by 2015 and begun to reverse, the spread of HIV/Aids.
Regional Objectives
• Making pregnancy safer.

• Integrate gender and rights consideration into health policy and programs, especially into
reproductive health and maternal health care.

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• Improve access to the full range of affordable, equitable, and high-quality family planning and
reproductive health services to increase contraceptive use rate and reduce unwanted
pregnancies.
Advantages and Disadvantages of Family Planning
Advantages Disadvantages
Mother Birth control health risks
• Enables her to regain her health after • Allergies to spermicides or latex
delivery. • Oral contraceptives can lead to hair loss
• Gives enough time and opportunity to and weight gain
love and provide attention to her • Use of diaphragms can lead to urinary
husband and children. tract infection
• Gives more time for her family and own
personal advancement. Possibility of pregnancy
• When suffering from an illness, gives • Family planning methods are not 100%
enough time for treatment and recovery. reliable.
• Other than abstinence (not engaging in
Children sexual intercourse), there is no birth
• Healthy mothers produce healthy control method (including the ‘calendar
children. method’) that is completely effective.
• Will get all the attention, security, love, • Sexually active couples should always
and care they deserve. consider the possibility of an unexpected
pregnancy
Father
• Lightens the burden and responsibility in Pregnancy after birth control
supporting his family. • It might take months for ovulation and
• Enables him time for his family and own the menstrual period to return to normal
personal advancement after stopping hormonal contraceptives
• When suffering from an illness, gives
enough time for treatment and recovery
The Natural Family Planning Method (NFP)

It is the method that uses the body’s natural physiological changes and symptoms to identify the
fertile and infertile phases of the menstrual cycle. Such methods are also known as fertility-awareness
methods. These methods are unreliable in preventing unwanted pregnancy although it is preferred by
people who do not wish to use artificial methods. It also does not protect against STDs including HIV.
Types of Natural Family Planning Methods
1. Periodic abstinence (fertility awareness) method

2. Use of breastfeeding or lactational amenorrhea method (LAM)
3. Coitus interruptus (withdrawal or pulling out) method
Periodic Abstinence (Fertility Awareness) Methods

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a. Rhythm(calendar) method – the couple tracks the woman’s menstrual history to predict when
she will ovulate. To avoid unwanted pregnancy, couples avoid having penetrative sexual
intercourse during the time when the woman is likely to conceive; on the other hand, those who
want to get pregnant follow this method for an exact different reason.
b. Basal body temperature monitoring – relies on monitoring temperature changes throughout the
menstrual cycle, and changes in the body coincide with hormonal changes. Basal temperature
is your temperature when your body is fully at rest. You'll be most fertile during the two to three
days before your temperature rises.
c. Cervical mucus (ovulation) method – involves examining the color and viscosity of the cervical
mucus to discover when ovulation is occurring.
Lactation Amenorrhea Method (LAM)
Through exclusive breastfeed, the woman is able to suppress ovulation. LAM prevents the
release of eggs from the ovaries (ovulation) when a mother breastfeeds her child as often as the baby
wants, day and night, and does not give the baby any other foods or liquids.
Coitus Interruptus (withdrawal or pulling out) Method
This is one of the oldest methods of contraception. The couple proceeds with sexual
intercourse; however, the man must release his sperm outside the vagina. Hence, he must withdraw his
penis the moment he ejaculates. This method is only 75% effectivebecause pre-ejaculation fluid that
contains a few spermatozoa may cause fertilization.
Hormonal Contraception/Artificial Family Planning
These are effective family planning methods that manipulates the hormones that directly affect
the normal menstrual cycle so that ovulation will not occur.
Oral Contraceptives
It is also known as the pill. Oral contraceptives contain synthetic
estrogen and progesterone. Estrogen suppresses ovulation while
progesterone decreases the permeability of the cervical mucus to
limit the sperm’s access to the ova. Research suggests that it can
impair a woman’s ability to recognize complex emotions.
Transdermal Contraceptive Patch

It is a medicated adhesive patch that is placed on the skin to deliver
a specific dose of medication through the skin and into the
bloodstream. In this case, a transdermal contraceptive patch has a
combination of both estrogen and progesterone released into the
bloodstream to prevent pregnancy.

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Vaginal Ring
It is a birth control ring inserted into the vagina and slowly releases
hormones through the vaginal wall into the bloodstream to prevent
pregnancy.With typical use, about eight in every 100 people using
the vaginal ring will get pregnant each year. When used correctly
however, the chance of you getting pregnant with a vaginal ring is
less than 1%.
Subdermal Implants
Subdermal contraceptive implants involve the delivery of a steroid
progestin from polymer capsules or rods placed under the skin.
The hormone diffuses out slowly at a stable rate, providing
contraceptive effectiveness for 1-5 years. It can be removed at any
time, followed by a quick return to fertility and it also eliminates the
need to interrupt sex for contraception.
Hormonal Injections
It is a contraceptive injection given once every three months. It
typically suppresses ovulation, keeping the ovaries from releasing
an egg. Hormonal injections also thicken cervical mucus to keep
the sperm from reaching the egg.If you have the injection during
the first 5 days of your menstrual cycle, you'll be immediately
protected against becoming pregnant. If you have the injection on
any other day of your cycle, you'll need to use additional
contraception, such as condoms, for 7 days.
Intrauterine Device (IUD)

An IUD is a small, T-shaped plastic device wrapped in copper or
contains hormones. A doctor inserts the IUD into the uterus. It
prevents fertilization of the egg by damaging or killing sperm. It
makes the mucus in the cervix thick and sticky, so sperm cannot
get through to the uterus.If you use an IUD correctly, your chance
of getting pregnant is less than 1%.IUDs don't protect against
STDs.
Chemical Barriers
Chemical barriers, such as spermicides, vaginal gels and creams,
and glycerin films are also used to cause the death of sperms
before they can enter the cervix.You put it in your vagina

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before sex to prevent pregnancy. It lowers the pH level of the vagina, so it will not become conducive for
the sperm. They cannot prevent STDs.
Diaphragm
Diaphragms are dome-shaped barrier methods of contraception
that block sperms from entering the uterus.The diaphragm is a
barrier that covers your cervix, stopping sperm from joining an egg.
They are made of latex (rubber) and formed like a shallow cup. It is
filled with spermicide and fitted over the uterine cervix.
Cervical Cap
A cervical cap is a silicone cup inserted into the vagina to cover the
cervix and keep sperm out of the uterus. Spermicide is added to
the cervical cap to kill any sperm that may get inside the protective
barrier. This is not a widely used method and few health care
providers recommend this type of contraception. It may cause
vaginal irritation and increase in the number of bladder infections.
Male Condoms
The male condom is a latex or synthetic rubber sheath placed on
the erect penis before vaginal penetration to trap the sperm during
ejaculation. Condoms can prevent STDs. If you use them correctly
every time you have sex, male condoms are very effective at
preventing pregnancy and the transmission of the human
immunodeficiency virus (HIV), the virus that causes AIDS.
Female Condoms
It is a thin pouch inserted into the vagina before sex serving as
protective barrier to prevent pregnancy and protection from
sexually transmitted diseases, including HIV. Female condoms
create a barrier that prevents bodily fluids and semen from
entering the vagina.

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Surgical Methods
One of the most effective birth control methods is the surgical method. This method ensures
conception is inhibited permanently after the surgery.
Two kinds of surgical methods:
• Vasectomy
O A surgical operation wherein the tube that carries the sperm to a man’s penis is cut. It is
a permanent male contraception method. This procedure preserves ejaculation and
does not cause impotence or erectile dysfunction since the vasectomy does not involve
anything in the production of testosterone.
• Tubal Ligation
O It is a surgical procedure for female sterilization involving severing and tying the
fallopian tubes. A tubal ligation disrupts the movement of the egg to the uterus for
fertilization and block sperm from traveling up the fallopian tubes to the egg. A tubal
ligation does not affect a woman’s menstrual cycle. A tubal ligation can be done at any
time, including after normal childbirth or a C-section. It is possible to reverse a tubal
ligation – but reversal requires major surgery and is not always effective.
It is important to note that most of the contraceptive methods discussed involve the females.
This indicates or may suggest that women should be more careful in choosing their potential mate to
avoid unnecessary risks that may be costly and life-threatening. It is not the man that gets the
responsibility to carry a child for nine months but the woman. Men should also be considerate in
discussing contraceptive methods with their partners because partaking in a family planning method
does not always guarantee a 100% chance of preventing pregnancy and the woman is almost always
the receiving end of the family planning program. Even the most effective contraceptive method only
offers 99% chance of not getting pregnant. Learning to have an exclusive sexual partner with
commitment to be together is better than having an unexpected child without any preparation.
ACTIVITY 2.3. Write an essay of what you have learned throughout the whole topic of the sexual self.
What is your sexual orientation and gender identity? How would you apply those knowledge in your life?

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IN A NUTSHELL
• Primary sex characteristics are the physical characteristics present at birth which are directly involved in
reproduction while secondary sex characteristics develop during the onset of puberty.
• There are three components of love: lust, attraction, and attachment.
• Sexual orientation refers to a person’s sexual identity anchored on what gender they are attracted to.

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• Contraception refers to the methods used to prevent pregnancy. Some can be used to prevent STIs.
Q & A List
11.
12.
3.
4.
5.
Keywords Index
Puberty Erogenous Zones Sexual Orientation Gender Identity
f. Big Picture in Focus: ULOC. Familiarize and apply the discussion on consumerism.
Metalanguage
d. For you to demonstrate ULOc, you will need to have an accurate knowledge on the nature,
concept and meaning of the material/economic self..

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• Consume – use up, to spend wastefully, to destroy

• Identity – an image we build for ourselves through social interaction
Essential Knowledge
th th
THE MATERIAL/ECONOMIC SELF
In this age of digital technology, everything in our society is based upon the idea that
consumption should be as easy as possible. Shopping has become leisure and a way to pass time. Our
homes and our lives are more than full of things, stuff, gadgets, widgets, devices, etc. Consequently, our
consumption
"I have, Therefore I am"
People are slowly realizing that the power of consumption is

stopping us from finding true and sincere happiness, and that shopping
often works as a substitutefor something that we are missing in life.
Also, comparing ourselves with others (wanting to be like them or
be in their position) will lead us to constantly feeling dissatisfied and
never happy with what we have. This is also what CONSUMERISM
wants because it makes people active consumers on a regular
basis. Thus, CONSUMERISM, not only affects our behavior, it also
affects our thinking process.
Consumption and Production

“Consume” is defined as “use up, to spend wastefully, to destroy” (Gusdorf, 1978). The
definition shows that consumption has a negative connotation. There is, however, a positive side to
consumption that is often neglected. Behind consumption, there is production. Consumers keep
companies alive. These companies pay people whose earnings put food on the table. Such is the
pattern of consumption. Thus, it cannot be denied that consumption is important.
Conscious Consumption
Consumers are often portrayed as “victims,” exploited by greedy companies. However, you
should take note that every person has “free will”. Therefore, choices are important. As a consumer,

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free will comes with responsibility and obligation. Conscious consumption is about practicing
responsible buying habits.
Psychological/Sociological Consumption
As mentioned earlier, for many people these days (with the younger generation as vulnerable
group) happiness seems attached to buying something. Consumption has become an addiction. Many
people have forgotten there are things in life that can bring true and lasting happiness, such as
spending time with family and/or friends; to have “me” time; enjoy nature; to read, etc.
Identity and Consumer Culture
It was argued that identity is a symbolic idea. It is an image we build for ourselves through
social interaction (Mach, 1993). Thus a person’s identity is dynamic and context-dependent. It is
improved through communication with others and through different ways that a person interacts within
the cultural atmosphere and social relations. Social relations of power and symbolic image of the world
both affect identity.
Identity may refer to:
• A social category defined by membership rules, characteristic attributes, or expected behaviors.

• Socially distinguishing features that an individual takes pride in having.
Meanwhile, studies have observed that every waking moment in a modern lifestyle has become
a cycle of “alternating time-space for work and time-space for consumption” (Sassatelli, 2007). Slater
(1997) outlined some main features and characters in consumer culture.
1. Consumer culture is a culture of consumption.

2. Consumer culture is the culture of market society.
3. Consumer culture is universal and impersonal.
4. Consumer culture identifies freedom with private choice and life.
5. Consumer needs are insatiable and unlimited.
6. Consumer culture is a privileged medium for building personal identity and status.
a. This means that through buying things, one can build his or her identity as a
consumer and set a status of being wealthy.
Consumerism is one of the strongest factors affecting modern people’s lives. The term
‘consumerism’ does not simply mean the constant barrage and intrusion of ads in our lives, but
everything that is connected to the modern society’s idea that to be happier and more successful, we
have to buy, buy and buy. We slip into a cycle of wanting more things – to get that new iPhone model,
get the latest gadget, wear the trendiest clothes, hang out in places where “cool” people go, etc. The
pursuit of these things take up our time, energy, and the money we do not have.
We also tend to compare ourselves with some other people. Social media reinforces this
tendency. Comparing ourselves with others (wanting to be like them or be in their position – such as
your favorite artists/models on Instagram) will lead us to constantly feeling dissatisfied and never happy

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with what we have. This is also what consumerism wants because it makes people active consumers on
a regular basis. Thus, consumerism not only affects our behavior; it also affects our thinking process.
THE PROBLEM WITH CONSUMERISM:

1. It is intrusive – it can disrupt your life and your budget
2. It is manipulative – especially advertisements, you might
buy things you do not really need
3. It cannot provide many of the things that are important to
us – such as interpersonal well-being
4. It restricts our choices and lives – we limit our happiness to the only things we can buy
5. It affects our worldviews and characters – money is not the only thing that matters
6. It is unsustainable – there will always be a time when your financial status can go down
Avoid the Trap
CONSUMERISMis intrinsically woven into the fabric of modern society. Society needs a cultural
shift to move away from the culture of consumerism. Social changes do not happen overnight, therefore,
it is best to take immediate steps in your own life to release yourself from the grip of consumerism.
Learn to avoid the trap:
1. EXERCISE INTELLECTUAL INDEPENDENCE. Be aware of how consumerism controls your

life. Try to defend yourself from unwanted external pressures. Ignore advertising.Think for
yourself. Question all information given to you, and start looking for information yourself.
2. CONSUME LESS, LIVE MORE. Stop and think about the influences of consumerism in your
life.Think about what really matters to you and how you want to live it.Strive to live the life YOU
want, not how others think you ought to live.

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“Get off the treadmill of consumption, replication, and mediocrity. Begin lifting the
weights of creativity, originality, and success.” ― Ryan Lilly
Roll smart, play smart.
ACTIVITY 2.4. Write TRUE if the statement is correct, and FALSE if it is incorrect. Write your answer on
the space provided.
1. Consumption has a negative connotation; however, its positive side is often neglected.
2. Consumers are often portrayed as “victims,” exploited by companies; however, every

person has a “free will”.
3. Consumption would never become an addiction.
4. Shopping nowadays has turned into a lifestyle for most people.
5. Free will is not important when it comes to shopping.
6. Conscious consumption is about practicing buying habits regardless of price and

relevance.
7. Consumption is important because of production.
8. Consumer culture is a medium for building persona identity and status.
9. Consumerism is one of the strongest forces affecting modern people’s lives, specifically
their behaviors and thinking processes.
10. Consumerism does not restrict our choices and lives.
Activity 2.5. How would you apply what you have learned in this topic to your real-life situation?
Minimum of 100 words.
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IN A NUTSHELL
• A person’s possessions including the body, family, clothes, money, house, car, and other tangible
objects make up his or her material self.
• It is important to avoid the trap of consumerism.
Q & A List
13.
14.
3.
4.
5.
Keywords Index
Consume Identity

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g. Big Picture in Focus: ULOD.Synthesize and analyze the different concepts regarding
spirituality, religion, and rituals.
Metalanguage
a. For you to demonstrate ULOd, you will need to have an accurate knowledge on the nature,
concept and meaning of the spiritual self.
• Spiritual – relating or affecting the human spirit or soul as opposed to material or

physical things
• Religious – someone who believes in a god or group of gods and adheres to the
beliefs of his/her religion
• Rituals – repeated physical gestures or activities, such as prayers and mantras
Essential Knowledge
th th
D. THE SPIRITUAL SELF
Philosophy started the moment humans started to wonder (with just about anything). For the
longest time, humans have pondered on questions, like “Why do we die? Why bad things happen to
good people? Do we really have free will? Is the future determined? Does God exist?
As a college student, it is vital that you develop a healthy sense of wonder. Part of this curiosity
should be about the range of human beliefs. It is important, too, that you keep an open mind as you
seek to understand belief systems that may not be the same as yours.
Spiritual versus Religious

Spiritual is defined as “relating or affecting the human spirit or soul as opposed to material or
physical things.” Religion and spirituality are both paths to God; however, they are different in their
approaches. A religious person is someone who believes in a god or group of gods and consciously
adheres to the beliefs of his/her religion. A spiritual person, on the other hand places little importance on
beliefs and traditions and is more concerned with growing and experiencing the Divine.

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Quite often, religion takes the

approach of fear. It emphasizes sin, guilt,
and the concept of a punishing God. The
spiritual approach to God is through the path
of love. This is a love where there is no
condemnation and judgment, but where
there is mercy and acceptance.
Many religions feel their path is the

only way to salvation and that other religions
are wrong. Religious people feel the need to
convert others to their faith. On the other
hand, like the analogy, “different paths that
lead to the same destination,” spirituality
feels all faiths are valid. Spirituality
embraces all the world’s religions, but at the
same time it is not constrained by any
religious dogmas or forms.
Why is spirituality important?
• Sense of meaningless and lack of purpose in life can be significant factors in causing anxiety,
depression, and phobias;
• There is a growing body of evidence indicating that spiritual practices are associated with better
health and well-being;
• Spiritual fellowship can be a source of social support that may provide a sense of belonging
• A study found a strong association between church attendance and improved health, mood,
and well-being
Contemplative Practices
Contemplative practice can be broadly understood as a method to develop concentration,

deepen understanding and insight, and cultivate awareness and compassion. These practices can have
profound impact on students’ experiences both in college and beyond.
Examples of contemplative practices:
1. Meditation – mental exercises (focusing on one’s breathing or repeating a mantra) for the
purpose of reaching a heightened level of spiritual awareness
2. Prayer – a spiritual communion with God (or an object of worship) as in thanksgiving,
adoration, or confession
O may elicit a relaxation response, along with feelings of hope, gratitude, and
compassion – all of which have a positive effect on overall well-being
O rooted in the belief that there is a higher power that influences our life

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3. Yoga – a Hindu spiritual and ascetic discipline. It teaches the suppression of all mind and
body activity so that the self may realize its distinction from the material world and attain
liberation.
O Ascetic - characterized by or suggesting the practice of severe self-discipline and
abstention from all forms of indulgence, typically for religious reasons.
O In Western Cultures – system of physical postures, breathing techniques and
sometimes meditation to promote physical and emotional well-being.
4. Journaling– often overlooked contemplative practice
O helps you become more aware of your inner life and feel more connected to your
experience and the world around you
O writing during difficult times may help you find meaning in life’s challenging and
help you become more resilient in the face of obstacles
The Practice of Religion: Belief in Supernatural Being and Power

The vast majority of the earth’s more than 7 billion people practice some form of religion. The
number of religions and spiritual traditions that the human population practices is estimate at a little over
4,000. The reasons and theories of humans’ having religion as just as many (if not more).
Religion is defined as “the belief in and worship of a
superhuman controlling power, especially a personal God or
gods” (Oxford University Press, 2017). It is also a “particular
system of faith and worship” (University of Minnesota
Human Rights Center, 2003, 2016). More than its belief and
practices, religion is an experience. Religion, however, may best be understood as a systematic
“attribution of characteristics or behavior to a god, animal, or object”. One reason humans attribute
human
characteristics to some other “entities” is that the world is huge, ambiguous, and we need to interpret it
the best possible way we can.
The Psychology behind Religious Belief
A 1990 research conducted by Steven Reiss, professor emeritus of psychology at the Ohio
State University, posited a theory on why people are attracted to religion. Religion, he said, attracts so
many followers because it satisfies all 16 basic desires that humans share (The 16 Strivings for God,
2016).
1. Acceptance 7. Independence 13. Social contact

2. Curiosity 8. Order 14. Status
3. Eating 9. Physical activity 15. Tranquility
4. Family 10. Power 16. Vengeance
5. Honor 11. Romance
6. Idealism 12. Saving
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Reiss claimed that we all share the same 16 goals, but what makes us different is how much we
value each one. For example, in social contact, religion attracts both the introvert and extrovert. For
extroverts, religion offers fellowship with others. For introverts, religion encourages meditation, private
retreats, and solitude.
The Four Dimensions of Religion
The incredible amount of variation between different religions makes it challenging to decide
upon a concrete definition of religion that applies to all of them. Sociologists noted four dimensions that
seem to be present in varying forms and intensities in all types of religion (Dawson & Thiessen, 2014).
These are:
1. Belief - generalized system of ideas and values

that shape how members of a religious group
come to understand the world around them. These
beliefs are taught to followers by religious
authorities such as priests, imams, or shaman
through formal creeds and doctrines, as well as
more informal lessons learned through stories,
songs, and myths.
2. Ritual–repeated physical gestures or activities, such as prayers and mantras, user to

reinforce religious teachings, elicit spiritual feelings, and connect worshippers with a higher
power. e.g.baptism, wedding
3. Spiritual experience–feeling of immediate connection with a higher power; it is promised by

various religions.
4. Unique social forms of community –religious beliefs and practices unite in one single
community called a Church, all those who adhere to them (Durkheim, n.d.).
RELIGIOUS
WHAT/WHO IS DIVINE EXAMPLE
CLASSIFICATION
Polytheism Multiple gods Hinduism, Ancient Greeks and Romans
Monotheism Single God Judaism, Islam, Christianity
Atheism No deities Atheism, Buddhism, Taoism
Animism Nonhuman beings Indigenous nature worship, Shinto
(animals, plants, and natural world)

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THE MAJOR RELIGIONS
1. Judaism 3. Islam 5. Buddhism

2. Christianity 4. Hinduism
• Judaism – characterized by belief in one transcendent God who has revealed himself to
Abraham, Moses, and the Hebrew prophets
O Religious life in accordance with the scriptures and rabbinic traditions
O Sacred text is Torah.
• Christianity – Abrahamic monotheistic religion based on the life and teachings of Jesus Christ
O Jesus Christ serves as the focal point of the Christian faith.
O The word of God is written in the Bible.
• Islam – religious faith of Muslims who worship Allah as the sole deity and believes Muhammad
is His prophet.
O Holy Scripture of Islam is Koran.
• Hinduism –the world’s oldest religion
O Combines the beliefs, philosophy, and cultural practices of India.
O Guided by Vedic scriptures and believe in righteousness, the laws of cause and effect
O Believes in the cycle of life and death; reincarnation
O One supreme God called Brahmanwho has multiple manifestations as either a god or
goddess.
▪ Gods and goddesses can be spirit, trees, animals, and even planets
• Buddhism – refers to the teachings of Siddharta Gautama or Buddha
O Gautama was originally a follower of the Hindu faith, experienced enlightenment, or
Bodhi, while sitting under a tree.
O Buddha was awakened to the truth of the world, or the Dharma
O Buddha, an ordinary man, taught his followers towards the path of Enlightenment
O Buddhism does not believe in a divine realm or God as supernatural being, but instead
follows the wisdom of their founder
The Concept of “Dungan,” Spirit, and Soul
In pre-colonial Philippines, our ancestors looked up to a “babaylan”. Described as a priestess or

shaman, a babaylan acted as healer, spiritual leader, and medium. The babaylan perform rituals
through chants or prayers for spiritual intervention to drive spirit that cause illness and misfortune. A
babaylan is usually a woman, but there were some men who were babaylans, too. Male babaylans,
however, were said to have feminine traits.
The babaylans explore the world of animism.

Animism is the attribution of a soul to plants, inanimate
objects, and natural phenomena. Our ancestors believed

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that souls are quasi-physical and can exist outside the body (such as in dreams and visions) and that
they can transfer from one body to another – such as in the case of modern possessions or sapi. They
also believe that souls persist after death and become ghosts, in the same way that modern Filipinos
believe in “multo.” Central to the traditions of our ancestors was the belief that animate and inanimate
creatures have a “life force” or the dungan.
Dungan is a life force, energy, as well as an ethereal entity, a spirit with a will of its own that
resides in the human body and provides the essence of life – similar to the Western concept of “soul”
(Magos, 1992). However, unlike the soul, the “dungan” can temporarily leave the body when the person
is asleep. Once “dungan” returns to the person’s body, he or she becomes fully conscious again. If any
other spirits harm the “dungan” while it is outside the body and cannot return, the person dies.
Meanwhile, our pre-colonial ancestors believed that aside from a “dungan,” a vital force also
occupies the body. The vital force was called “ginhawa” (translation: breath of life). Ginhawa was said to
be responsible for the heart’s ability to beat. It was believed that if ginhawa left the body, the person also
dies. Ginhawawas the breath of life while dungan was the conscious intellectual and emotional aspects.
What is the Difference between the Soul and the Spirit of Man?
The soul and the spirit are the two primary immaterial aspects ascribed to humanity. There are
different shades of meaning between the idea of the soul and the idea of the spirit from culture to culture
and religion to religion.
Here is a brief and general overview of the difference between a soul and a spirit:
• Etymology
O Old English for soul was “sawol” – “spiritual and emotional part of a person’s animate
existence”.
O Spirit is directly from Latin “spiritus” – “a breathing (respiration, and of the wind), breath,
breath of a god,” hence, “inspiration, breath of life.”
• Biblical Beliefs
O Soul refers to the conscious, the moral, and thinking part of a person.
▪ The soul is immortal; it will go to hell, purgatory, or heaven after the person
dies.
O Spirit refers to the Holy Spirit, the third part of the Trinity.
• In Western Culture
O Soul – someone’s moral consciousness. E.g. a cruel killer could be said to have no soul
O Spirit – may refer to ghosts or any other supernatural beings
• In Eastern Culture
O Soul – the part of the person that has dharma
▪ Hinduism dharma – one’s obligation with respect to caste, social custom, civil
law, and sacred law
O Dharma incurs karma
▪ Karma (Hinduism/Buddhism) – the sum of a person’s actions in this and
previous states of existence.

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▪ The fate of one’s future existences depends on one’s karma.

O Nature and ancestor spirits are common in Taoism.
▪ Shinto, an animistic folk religion in Japan, places an emphasis on shamanism,
particularly divination, spirit possession, and faith healing.
▪ Confucianism tolerates the Chinese folk recognition of the existence of
animistic spirits, ghosts, and deities.
The Soul According to some Ethnolinguistic Groups of the Philippines
• Ifugao – Linnawa which means “soul of the dead”

• Isneg(Igorot tribe native to Apayao Province) –Kaduwa
O The dead exists in a realm called aglalanawan.
O The kaduwa (soul) is believed to cross a pond in a ferry piloted by a kutaw (spirit)
• Kankanaey(another Igorot tribe) – a person is composed of the physical body and the ab-
abiik(soul).
O When spirits summon a person’s ab-abiik, the person becomes sick.
O A ritual will be performed to appease the spirits to allow the spirit to return to the body.
• Tagalog – Kaluluwa
O Kaluluwa refers to the soul of the deceased
O The soul of a living person is called “kakambal”.
▪ The kakambal leaves the physical body at night to roam
▪ Any bad encounter causes bangungot (nightmare)
Rituals and Ceremonies
A ritual is a ceremony or action performed in a

customary way. Rituals may be prescribed by the traditions of
a community, including a religious community. Rituals include
not only the worship rites and sacraments of organized
religions and cults, but also rites of passage, atonement and
purification rites, oaths of allegiance, dedication ceremonies,
coronations, presidential inaugurations, marriages, and
funerals - perhaps all kinds of human activity.
Where does rituals originate?
The general approaches to theories about the nature and origin of rituals are:
1. Origin approach;
2. Functional approach; and
3. History of religions approach.
➢ The origin approach was the earliest form to explain ritual. The basic premise of this approach is
that ritual behavior was part of the human evolution.
➢ The functional approach was to explain ritual behavior in terms of individual and social needs.

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O Nature of rituals was believed to be defined by its function in society.

➢ The history of religions approach holds the view that ritual behavior is an expression of the sacred; it
is how the material human connects with the transcendent realm or the ultimate reality.
O The basic problem with this approach, however, is that scholars need to agree first that
such a transcendent realm really exists before the theories can be confirmed.
Classification of Rituals
The meaning of every ritual is based on some

belief system. These are called imitative rituals Imitative
because these are patterned after myths, and the ritual
Positive and
repeats the myths. For example, Filipinos make noises
Negative
at the strike of twelve every New Year in order to drive
off bad luck and welcome another year. This practice is Sacrificial
actually based on a Chinese myth.
Life Crisis
Avoidance is the best description for negative
ritual. They focus on rules of prohibition, which cover an
almost infinite variety of rites and behavior. One
characteristic all negative rituals share is that if a
person breaks the ritual, it will result in a dramatic change that usually brings some misfortune. On the
other hand, positive rituals are mostly concerned with giving blessings to an object or to an individual.
Sacrificial rituals are seen as the earliest form of religion. The

significance of sacrifice in the history of religion is well documented. The
distinct feature of this type of ritual is the total destruction of the sacrifice as
an offering to a “higher being”. The sacrifice can be a human being, an
animal, food crops or objects. The destruction could be by burning,
dismembering, cutting the sacrifice into small pieces, eating, or burying it.
Life crisis ritual is the transition of one mode or stage of life into another. These rituals often
define the life of an individual. They include rituals of birth, puberty (entrance into the full social life of a
community), marriage, conception, and death. For example, it is a Filipino tradition to bury the placenta
right after birth, and it is the father who is tasked to do this so that the family will always love and care
for each other.
ACTIVITY 2.6. ESSAY
1. Whatever your religion is, how do you practice your faith?

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2. Do you believe in spirits? Supernatural forces? If yes, do you have a personal encounter or
experience with those forces? What did you do?
IN A NUTSHELL
• Spirituality can be understood as a search for the sacred and transcendent.

• Spirituality is connected with religion.
• Animism is the belief that creatures, objects, and places represent certain spirits.

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Q & A List
1.
2.
3.
4.
5.
Keywords Index
Spiritual Religious Rituals

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h. Big Picture in Focus: ULOE.Familiarize and synthesize the concepts of the political self.
Metalanguage
a. For you to demonstrate ULOe, you will need to have an accurate knowledge on the nature,
concept and meaning of the political self.
• Democracy – a government in which the supreme power is vested in and exercised

by the people directly or indirectly through a system of representation, usually
involving periodically held free elections.
• Fatalistic - believes in destiny: whatever is meant to happen will happen
Essential Knowledge
th th
THE POLITICAL SELF
In general, when discussing

national identity, the focus tends to
be on being a citizen of a country.
The role of culture on identity should
never be underestimated. “The
Filipino identity is not static. A
Filipino’s self-image can be as varied
as his or her background. It goes
without saying that all Filipino’s self-
image can be as varied as his or her
background. It goes without saying that all Filipino are alike regardless of all these. His consciousness
of being a Filipino psychologically defines him as one, no matter how he sees and defines the Filipino”
(Enriquez, 1977)
Developing a Filipino Identity: Values, Traits, Community and Institutional Factors

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The Filipino culture is a mix of both eastern and western culture. The beliefs and traditions of
pre-colonial Philippines were mainly an indigenous Malay heritage. The Malays made a large
contribution to Philippine history. The Malay temperament is a basic factor of a Filipino personality. It
can be best described as “being nice and pleasant to others.” Additionally, the important role of family in
Filipino culture stemmed from the strength of the Malay family clan that served as a strong security unit.
When the Spaniards colonized the islands, the Hispanic culture influenced the natives.
Christianity became the dominant religion, and a western-based social and political organization was
established in the Philippines. The Americans shaped the modern Filipino culture, and this is primarily
manifested by the widespread use of the English language in the Philippines today. It was from these
influences that formed the Filipino character. The brief occupation of the British (1762-1764) and the
(1942-1945), however, had no cultural influence in the Philippines at all.
Psychologist, educator, and former chairperson of the Commission on Higher Education, Dr.
Patricia B. Lucianan, wrote that the strengths and weaknesses of the Filipino character are rooted in
factors, such as:
1. The home environment 6. Religion

2. The social environment 7. The economic environment
3. Culture and language 8. The political environment
4. History 9. Massmedia
5. The educational system 10. Leadership and role models
➢ Filipino home environment – Filipino children are taught to value family and give it primary
importance
➢ Filipino social environment – characterized by depending on one another to survive.
O This dependence on relationships and the struggle for survival make Filipinos group-
oriented.
➢ Filipino culture and language – openness to foreign elements with no basic consciousness of
our cultural core.
O The Filipino colonial mentality, such as the importance of the English language in our
educational system, wider following of Hollywood movies, songs, singers over Filipino
ones, is a manifestation of our attachment to foreign elements.
➢ Our colonial history – the culprit behind our colonial mentality.
O Unfortunately, most Filipino elites are of no help in setting an example of overcoming
colonial mentality because they are even more westernized in their ways.
➢ Philippine educational system – instrumental in molding the strengths and weaknesses of the
Filipino character
O Early on, children learn that well-behaved and obedient students are praised and
rewarded.
▪ This teaches passivity.
➢ Religion – taught us optimism and resilience
O also instilled in us fatalistic attitude
▪ A fatalistic person believes in destiny: whatever is meant to happen will happen

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▪ If someone has a fatalistic attitude toward a situation, chances are that means
the person is expecting things to turn out badly and sees no point in trying to
change that outcome.
O Religion further reinforced our being passive and a conformist.
➢ Economic environment – the hard life drove Filipinos to work hard and take risks, such as
leaving their families to work abroad
O This further developed our ability to survive.
➢ Political environment – along with government structures and systems are fraught with
problems.
O For instance, the fact that political power is mainly in the hands of the elite and the lack
of a strong government presence enhances the Filipino’s already extreme family
centeredness.
O Economic and political environments are among the elements that have developed the
culture of corruption in the Philippines.
➢ Mass media – further reinforced our colonial
mentality
O Contents shown in ads, music,
movies, fashion, etc. are greatly
based on American pop culture.
O The emphasis on the superiority of an
imported brand or product through
mass media is, in fact, part of a
Filipino’s daily life.
➢ Leaders and role models - Filipinos highly respect authority
O Any person with authority is looked up to.
O When our leaders violate the law and when there is a lack of accountability for leaders
who break the law, the Filipino mindset is hugely affected in a negative way.
Strengths of the Filipino Character
The Filipino traits listed here is certainly not exhaustive, but these are mostly what we have in
common. The strong aspects of the Filipino character are:
• Pakikipagkapwa-tao – demonstrated in the Filipino’s openness, helpfulness, and generosity

O in the practice of bayanihan or mutual assistance
O the famous Filipino hospitality
• Family Orientation – Filipinos possess a genuine love for family.
O not just for one’s spouse and children but also parents, grandparents, aunts, uncles,
cousins, and even ceremonial relatives
O love is shown through giving honor and respect to parents and elders
O this strong family orientation has given Filipinos a sense of belonging and security
• Joy and Humor – Filipinos are also cheerful and fun-loving

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O Filipinos can laugh at those they

love and hate.
O They can make jokes about their
good or bad fortune.
O Even in the most trying times,
Filipinos will always find a reason to
smile or laugh.
O This pleasant disposition has
contributed to their ability to adapt to
any challenges Filipinos face.
• Flexibility, Adaptability, and Creativity
O Filipinos are tremendous in adjusting and adapting to any circumstances.
O They can improvise and make use of whatever is at hand to create and produce.
O These three characteristics are some of the reason why many Filipinos thrive in various
parts of the world
• Hard Work and Industry
O This trait is noticeable in Filipinos’ willingness to take risks and work in other countries.
• Faith and Religiosity
O Filipinos value faith and religiosity.
O This can be related to our bahala na mindset.
O For Filipinos, the bahala na mindset attitude could serve as a “kickstarter” or
“pampalakas loob” to move him or her into action.
• Ability to Survive
O All these traits mentioned contribute to a Filipino’s ability to survive.
O Filipinos can endure while looking forward to the coming of better days.
O This is the reason why Filipinos continue to carry on even through their harsh economic
and social circumstances.
Weaknesses of the Filipino Character (Licuanan, 1994)
Aside from identifying the roots and strengths of the Filipino character, Dr. Patricia B. Licuanan
also pointed out our weaknesses. This is important because this enables the Filipino to identify the
areas that need improvement to grow and develop as a person. An informed and improved Filipino will
also result in a stronger and more progressive nation.
Generally, these weaknesses are:

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• Extreme Personalism
O Filipinos find it difficult to separate objective tasks from emotional involvement.
O Palakasan system
▪ Filipinos want to get “special treatment” and will always look for inside
connections in most (if not all) of his transaction
O Family and friends are
given preference in hiring,
delivery of services, and
even in voting.
O Request from personal
contacts are difficult to turn
down.
• Extreme Family Centeredness
O Family is valued above
anything and everyone
else.
O Extreme family
centeredness is
manifested in our political
system.
▪ Political dynasties
starting from
barangay level to
national positions
• Lack of Discipline
O Ningas cogon – projects starts with full enthusiasm and interest, but no sooner has it
started, the enthusiasm dies down, leaving things incomplete – madaling mawalan ng
interes.
O “Filipino time”–always late – we arrive late or start late
▪ This trait disregards the importance of time and adversely affects the Filipino
productivity.
• Passivity and Lack of Initiative
O This is due to the Filipinos’ high respect of authority and reliance on leaders to solve
the nation’s problems.
O We expect the government to solve the monstrous traffic jam; yet, traffic rules and
regulations are also blatantly ignored every day.
O Filipinos do not feel the need to initiate or contribute to the solution.
• Colonial Mentality
O Generally, Filipinos love anything foreign.
O We are slowly losing our cultural identity.

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O This colonial mentality is connected to our general feelings of inferiority where we think
foreigners, especially Westerners, are superior.
• The Kanya-Kanya Syndrome
O related to extreme personalism and extreme family-centeredness
O drive to fulfill interests is completely insensitive to the common good
O dampened our sense of community and cooperation
O Crab Mentality – Filipinos tend to pull others down to climb up and appear superior
• Lack of Self-Analysis and Self-Reflection
O Somewhat due to joyfulness of Filipinos; prefer fun over self-reflection
O As a nation, we easily forget the mistakes we have made; hence, we make the same
mistakes again.
O one reason why traditional policitians or “ trapos” are always reelected into office
The Filipino character is full of contradictions. For example, our bayanihan culture coexists
comfortably with our kanya-kanya syndrome. Many of our strong points are in fact linked to our
weaknesses. Despite these weaknesses, however, there is still much good in the Filipino character.
What is important is that we know our values as a nation because these will help us grow and develop.
We need to understand our character as a Filipino because this the first step toward creating the future
we want as an individual.
Establishing a Democratic Culture
Democracy is a government in which the supreme power is vested in and exercised by the
people directly or indirectly through a system of representation, usually involving periodically held free
elections. Although democracy has several flaws, it also uniquely possesses a number of features that
most people – whatever their basic political beliefs – would consider desirable. For example:
1. Democracy helps prevent cruel and vicious autocrats from ruling.

2. It fosters human development (i.e., health, education, personal income, and any other
indicators) more fully than do other forms of government.
3. Democracy helps protect fundamental individual rights and interests.
4. Democratic societies provide people the maximum opportunity to take moral responsibility for
their choices and decisions.
5. Democratic societies offer a relatively high chance of political equality.
Democracy cannot be sustained if political attitudes and political culture of the citizens do not
have a participative attitude. Attitudes, such as having a sense of responsibility for society and
becoming concerned about human rights and human development, are important in establishing a
democratic culture. A study showed that personality traits factor in internalizing political attitudes
(Marcovic, 2009). For example, openness to experience and extroversion influence attraction to
democratic attitudes about family, education, and freedom of speech.
ACTIVITY 2.7.Identify what Filipino trait/attitude is being asked in each statement by choosing the
correct answer from the word bank. Write the answer on the space provided.

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pakikipagkapwa-tao kanya-kanya syndrome

ningas cogon colonial mentality joy and humor
hardwork and industry family-centeredness faith and religiosity
extreme personalism ability to survive
_______________1. It is a Filipino trait that is manifested in the practice of Bayanihan or

mutualassistance.
_______________2. This trait is demonstrated in our willingness to take risks and work in
othercountries.
_______________3. This trait is demonstrated by Filipinos to carry on and endure even
throughharsh economic and social circumstances.
_______________4. This trait emphasizes personal and in-group interests, which are insensitiveto
the common good.
_______________5. This trait starts with enthusiasm but sooner or later that enthusiasm just
diesdown.
_______________6. This is demonstrated when Filipinos become cheerful and fun-loving, especially
during fiestas and any other social gatherings.
_______________7. This involves personal contacts, which make requests become difficult to turn
down and may lead to the prevalence of graft and corruption in the country.
_______________8. Family is valued above everything and everyone else because the family is the
source of strength.
_______________9. This trait is connected to our general feelings of inferiority, where we think
foreigners are superior.
_______________10. This trait is actually a positive side to “ bahala na” mindset, which serves as a
‘kickstarter’ or a “pampalakas loob” to move someone into action.

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IN A NUTSHELL
• The Filipino character is full of contradictions. For example, our bayanihan culture coexists
comfortably with our kanya-kanya syndrome
• Democracy is a government in which the supreme power is vested in and exercised by the
people directly or indirectly through a system of representation, usually involving periodically
held free elections.
• Democracy cannot be sustained if political attitudes and political culture of the citizens do not
have a participative attitude.
Q & A List
1
2.
3.
4.
5.
Keywords Index
Democracy Fatalistic

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i. Big Picture in Focus: ULOF.Discuss and explain the core difference between offline
identity and digital identity.
Metalanguage
a. For you to demonstrate ULOf, you will need to have an accurate knowledge on the nature,
concept and meaning of the digital self.
• Digital Self – the self that is constructed online

• Self-Presentation – presenting yourself online in the manner that you want to
• Impression Management – the attempt to control or influence any other people’s
perceptions.
• Self-Promotion – proactive process in which a person actively says things or takes
action to show his or her competence to an audience
• Stereotype – a fixed, overgeneralized belief about a particular group or class of people
Essential Knowledge
th th
THE DIGITAL SELF
The feeling of an inner self and an outer self generated the impulse to reveal oneself to others
in a believable manner. University professor and author Lionel Trilling’s (1997) analysis of literature
about the “self” and its relationship
with others distinguish sincerity and
authenticity. Sincerity refers to the
exposure in public of what one feels
privately. On the other hand, an
authentic person is one who takes
action based on some internal
standard and takes responsibility for
this freely chosen action.
The social world of a

Western-influenced society, like the Philippines, typically consists of three domains: family, school,
and neighborhood.

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People in these social domains exert different impacts on the formation of self, depending on
the stage of development of the child. Research has shown that parents have a dominant influence on
their children’s sense of self prior to adolescence. As a child grows older, the influence of peers
increases (Rosenberg, 1986).
The emergence of the Internet, however, adds a fourth domain-theonline life-to the social world.
The online life has definitely altered the dynamics of self-identity, especially for adolescents.
I, Me, Myself, and My User ID Online Identity
The self that is constructed online is generally called the digital self. The digital self is oriented
inward toward the world of thoughts and feelings because others cannot see the online user’s overt
attributes. It is narrative in nature because online users will only come to know the person primarily
through what that person tells them. It is retractablebecause others are unable to link the online self-
claims to offline identities. Finally, it is multiplicable because people can interact with one another in
different domains of the online world.
People are able to present themselves online in the manner that they want to. This process is
called self-presentation. Online self-presentation can be superficial and deceptive. People are more
likely to present their ideal self rather than their factual identity.
The basic kinds of people you interact with online are:
1. People you do not know at all;

2. People you know both online and offline; and
3. People you only know online.
Selective Self-Presentation and Impression Management
Self-presentation behavior is any behavior intended to create, modify, or maintain an impression

of ourselves in the minds of others. Whenever we are attempting to lead people to think of us in a
particular way, we are engaging in self-presentation.
Why do people engage in self presentation?
Self-presentation;
• Helps facilitate social interaction;
• Enables individuals to attain material and social rewards; and
• Helps people privately construct desired identities
Impression Management – is the attempt to control or influence any other people’s perceptions. This
could be their perception of a certain person (including you), a material possession, or an event. There
are two main motives of attempting to manage the impression of others:
• Instrumental – this motive is to basically gain rewards and increase one’s self-esteem.

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• Expressive – this motivation is about attempting to be in control of one’s personal behavior or

identity. It is a response to moral norms, expectations, or restrictions, seeking to show others
that he or she, as a person, is different.
Impression-Management Strategies
• Self-promotion – proactive process in which a person actively says things or takes action to
show his or her competence to an audience (Rosenfeld et al., 1995).
• Ingratiation –the process by which someone tries to win the approval or acceptance of another.
O For example, if a woman wants to get her
mother-in-law to like her, she may “kiss up” to
her by giving her compliments or gifts. She may
also try to make herself appear more similar to
her mother-in-law in behavior and opinion.
• Exemplification – involves a strategic self-sacrifice so
that observers may recognize the dedication.
O An exemplifier often wants other people to
know how hard he/she has been working
because of the need to advertise his/her
behavior.
• Intimidation – involves showing off authority, power, or the potential to punish in order to be
seen by observers as someone who could be or is dangerous.
O It can increase the credibility of one’s threats and in turn enhances the probability that
the target will comply with the demands for agreement.
• Supplication – an approach where the individual exploits his/her weaknesses or shortcomings
to receive help or benefits.
Impacts of Online Interactions on the Self
• Internet use, in general, significantly affected social relationships and participation in offline
community life.
• More time spent online caused a decline in communicating with family members.
• Use of social networking sites (SNS) may possibly undermine subjective perception of well-
being and life satisfaction.
• Computer-mediated communication may
lead to the altered (and often wrong)
impression of the physical and personality
traits of the other users.
• All social networking platforms cause or at
least promote narcissistic behavior.
• Social networking is addictive.
• Chronic SNS users who have suddenly
stopped online social networking have been

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observed to display signs and symptoms that at least partially resemble the ones seen during
drug/alcohol/nicotine abstinence syndrome such as anxiety, restlessness, irritability and poor
concentration.
What makes us so addicted?
Communication occurs during interaction, and our need to be connected and interact with
others is universal and avoidable – we are social animals after all. Communication is necessary in our
unending search for sense and meaning to our world.
Some reasons why we become addicted to internet use are:
➢ Social networks have broken the barriers of distance and time; of presence and visibility.
➢ They expand the possibilities of sharing and playing identities.
➢ They fulfill the most deeply felt human need of finding a psychological distinctiveness and self-
definition in a social context.
➢ Social validation can be achieved by receiving “likes” or “favorite”. It makes us crave for more.
Private vs. Public Self
Social scientists have given very different definitions of the concept of “private” and “public”.
Understanding the difference between these concepts will help in your study of the “self” (Baumeister,
2012):
• Private. The prevalent definition among social psychologists is “private” refers to mental events
in a person that are inherently unobservable by others.
• Public. What social psychologist consider as “public” are behaviors that are open to the
observations of other people.
Possible advantages of making your online profile

Possible risks
public
• Open communication that could lead to better • Opens up the possibility for hackers to commit
and faster information discovery and delivery fraud and launch spam and virus attacks
• Increases of people falling prey to online
• Allows open discussion on ideas, asking of scams that seem genuine, resulting in data or
questions identity theft
• It potentially results in negative comments and
• Opportunity to widen business contacts
bashing
• Increases network of friends
• Improves business reputation and client base

with minimal use of advertising
• Expand market research, implement

marketing campaigns, deliver
communications, and direct interested people
to specific websites
119 | P a g e UnderstandingtheSelf:Week 1-9

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Some advantages of making your online profile

Disadvantages of a private profile
private
• You have control over viewers. You only • Your network is very limited, thus, you close
connectwiththoseyouwantto your doors to opportunities that social network
communicate with. bring.
• Your online profile is protected from • Your engagement is very low.

scammers and bashers.
• You do not get to meet interesting people with
who you can exchange ideas or learn from.
• If you are an entrepreneur, a private profile

will not help grow your business.
Individual vs. Social Identity
How do you know you are the same person you were as a
child? Is it because you remember yourself growing within the same
body you have now? Or is it because you perceive that you have the
same mind? What criteria can be used to confirm you are, in fact, a
“person’?
Personal (individual) identityis the concept you develop about

yourself that evolves over the course of your life. This may include
aspects of your life that you have no control over, such as
where you grew up or the color of your skin, as well as choices you make in life, such as how you spend
your time and what you believe in.
Characteristics of personal identity:
• The emphasis is on the individual.

• It is created through differences in personal
characteristics when comparing the self with
others.
Social identity is a person’s sense of who

he/she is based on group membership(s). They
asserted the groups (e.g., social class, family,
basketball team, and so on), to which people belonged to were an important source of pride and self-
esteem.
Characteristics of social identity:
• The emphasis is on what the person has in common with the members of his or her group.
• It is created based on similarities with others.

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Gender and Sexuality Online
The internet plays an essential role in shaping our

conception of the world, our opinions, and our values.
Children and young people who are in the process of
forming their opinions and attitudes about norms and
acceptable behavior, and also about sexuality are most
susceptible to the Internet’s influence. The attitudes,
conduct, and roles toward women, men, and the LGBTQ+
community are being strongly influenced by Internet
content.
➢ Gender stereotypes existing in the offline environment are also present in the online world.
➢ Stereotypes – “a fixed, overgeneralized belief about a particular group or class of people”
(Cardwell, 2014).
Let’s test your memory
I. Identify what is being asked below. Write your answers before each number.
____________1. It is the self that is constructed online.
____________2. It is how people present themselves online in the manner that they want to.
____________3. It is the attempt to control or influence other people’s perception.
____________4. It is a proactive process in which a person actively says things to show

competence to an audience.
____________5. It refers to mental events in a person that are inherently unobservable by others.
____________6. This concept is considered as open to the observation of other people.
____________7. This identity that evolves over the course of your life is the concept you develop
about yourself.
____________8. It is a person’s sense of who he/she is based on group membership.
____________9. It plays an essential role in shaping our conception of the world, our opinions, and
our values.
____________10. It is a generalized belief about a particular group of people.

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II. Application
1. What are your reasons/purposes for going online?
2. If you open your FB account, do you keep your identity public or private? Why?
IN A NUTSHELL
• The self that is constructed online is generally called the digital self.
• The use of technology is essential for individual survival and for communication with
other people.
• The internet plays an essential role in shaping our conception of the world, our opinions,
and our values.

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Q & A List
1.
2.
3.
4.
5.
Keywords Index
Self Impression
Digital Self Self Promotion Stereotype
Presentation Management

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Big Picture
a. Discuss how to be better students using different study strategies and understand how the
human brain works during learning.
b. Identify short and long-term goals, discuss various sources of stress, compare and contrast the
different coping strategies, and apply positive coping strategies.
a. Big Picture in Focus: ULOa. Discuss how to be better students using different study
strategies, understand how the human brain works during learning, and how to make use of
self-regulation.
Metalanguage
For you to demonstrate ULOa, you will need to have an accurate knowledge on the nature,
concept and meaning of being a better student and metacognition.
• Learning – an active process of engaging and manipulating objects, experiences, and

conversations to build mental models of the world.
• Nervous system – the main control and coordinating system of the body.
• Metacognition – purposely thinking about one’s own thinking strategies.
• Self-regulated learning – how students regulate their own emotions, cognition,
behavior, and aspects of the context during a learning experience.
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for 8th and 9th week of the

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Managing and Caring for the Self

Are you stressed right now? What are your stressors? Family? Boyfriend/Girlfriend? Studies?
How do you cope with stress? Life as a college student is not easy. You need to learn how to manage
your responsibilities. Learning, however, is not just about lectures and homework. In fact, we use the
term “learning” all the time in everyday life.
Before going into trying to understand the relevant science behind the learning process, let’s
consider the nature of learning that is drawn from research. The Lawrence Hall of Science/UC Berkeley
NSF-WIDER Grant, outlined five points on the “learning” process:
1. Learning is active.
2. It builds on prior knowledge.
3. It occurs in a complex social environment.
4. Learning is situated in an authentic context.
5. It requires learners’ motivation and cognitive engagement.
Learning is an active process of engaging and manipulating objects, experiences, and

conversations to build mental models of the world (Dewey, 1938; Piaget, 1964; Vygotsky, 1986). It
builds on prior knowledge and involves enriching, building on, and changing existing understanding,
where one’s knowledge base is a scaffold that supports the construction of all future learning. You study
ideas and use them in your real-life setting so that you can build your own idea to share with others and
improve upon it. After which your improved idea can then be passed on to others.
Students grapple with so many issues in life. Many things compete for your attention. Thus, you
need to have an effective strategy in dealing with stress and fulfill your responsibilities at the same time.
But to do so, you need to know yourself first. Understand how the human brain works during learning.
Once you understand the biological processes, work on a mental strategy that will suit you best.
Learning is a lifelong process, and your college years are just a part of this process. How you approach
learning matters because it will definitely have an impact on the quality of your life in the future.
At the end of this chapter, the students will be able to demonstrate various ways of managing and
caring for themselves.

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LEARNING TO BE A BETTER STUDENT
Do you cram when you take the exam? Are your strategies effective when you study for your
exam? Do you get high scores in your exam using your strategies? If yes, that is good! But if not, then
let’s find out some of the techniques that may help you get better if not high scores in your quizzes and
exams.
Do you know the parts and functions of your brain? Let’s journey together to explore the
intricacies and mysteries of our brain for a better understanding and meaningful learning.
What Happens During Learning? Brain and Behavior Changes
The nervous system is one of the most important systems in our body because it is the main
control and coordinating system of the body. It manages the voluntary and involuntary body processes,
especially during learning. It is divided into two major systems, the central nervous system and the
peripheral nervous system. Both systems are responsible for transmitting and receiving information
throughout the body.
Let’s examine the major parts and functions of the human brain.
ACTIVITY.Search for the functions of eachillustrated here.

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You can also take the Left Brain/Right Brain Test Online at http://testyourself.psychtests.com
METACOGNITION AND STUDY STRATEGIES
Metacognitive Teaching Strategies (Helping Students Learn How to Learn)
Metacognition:
(meta = “about” and cognition = thinking) Purposefully thinking about one’s own thinking
strategies – when people are able to “learn to think” and “think to learn”
Metacognition is a learning strategy that you use to understand and control your own performance.
It is a system wherein you:
• Are totally involved and aware of how you learn and what learning techniques or strategies
meet your needs.
• Evaluate how effective these strategies are for you.
• Implement the best plan of action for optimal learning.
Learners with strong metacognitive skills

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• Effectively plan for their learning

• Know their limits and seek help when needed
• Frequently assess their knowledge to test their comprehension of the topic
• Monitor their own learning and use various learning strategies
• Carefully practice a skill to gain confidence and competence
There is a need for metacognitive knowledge explicitly…we are continually surprised

at the number of students who come to [university] having very little metacognitive knowledge;
knowledge about different strategies, different cognitive tasks, and particularly accurate
knowledge about themselves (Pintrich, 2002).
Metacognitive Awareness Inventory (MAI)
Two process of metacognition:
1. Knowledge of cognition (declarative, procedural, and conditional)

This involves:
a. Being aware of the factors that involve learning;
b. Identifying the strategies you can use to effectively learn; and
c. Choosing the appropriate learning strategy.
2. Regulation of cognition involves:
a. Setting goals and planning;
b. Monitoring and controlling learning; and
c. Evaluating own regulation (assessing if the strategy you are using is working or not;
making adjustments and trying something new).
In 1994, Schraw and Dennison created the Metacognitive Awareness Inventory (MAI). This was
developed to bring awareness of metacognitive knowledge and metacognitive regulation, specifically for
adult learners. The MAI consists of 52 questions that cover the two components of cognition,
“knowledge of cognition factor” and “regulation of cognition factor”.
ACTIVITY TIME!
take the MAI here:
https://online.valenciacollege.edu/courses/96346/quizzes/160478?module_item_id=890682
Declarative Knowledge
• The factual knowledge the learner needs before being able to process or use critical thinking
related to the topic.

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• Knowing about, what, or that.

• Knowledge of one’s skills, intellectual resources, and abilities as a learner.
• Students can obtain knowledge through presentations, demonstrations, discussions.
Procedural Knowledge
• The application of knowledge for the purposes of completing a procedure or process.
• Knowledge about how to implement learning procedures (e.g., strategies)
• Requires students to know the process as well as when to apply process in various situations.
• Students can obtain knowledge through discovery, cooperative learning, and problem solving.
Conditional Knowledge
• The determination under what circumstances specific process or skills should transfer.
• Knowledge about when and why to use learning procedures.
• Application of declarative and procedural knowledge with certain conditions presented.
• Students can obtain knowledge through simulation.
Concept Mapping and Visual Study Tools
Concept maps were originally developed to enhance meaningful learning in the sciences. A
concept map is a way or representing relationship between ideas, images, or words. Concept maps are
a way to develop logical thinking and study skills by revealing connections to the big ideas or the key
concepts you are trying to teach. Concept maps will also help students see how individual ideas relate
to the larger whole or the bigger picture.
How to Use a Concept Map
Every concept map responds a focus question, and a good focus question can lead a much
richer concept map. When learning to construct concept maps, learners tend to deviate from the focus
question and build a concept map that may be related to the domain but which does not answer the
question. It is often stated that the first step to learning about something is to ask the right questions.
Steps to create a concept map:
1. Construct a focus question.
2. Identify the key concepts.
• Some people rank the concepts by importance as it may help with the construction
of the map.
•This also helps the map makers sort the ideas, and if they see no relevant
connection they do not have to include the concept.
3. Construct a map.
• If this is the first time you are doing one – do it as a group first.

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Activity time!
Create your own concept map.

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Reflective Writing
Reflective writing helps you make connections between what you are learning in your
homework/class content and with you how are integrating the content into your current learning
structures. Writing helps students observe themselves before, during, and after their reading, watching
and listening experience. Reflective writing can also take the form of jotting down your affective and
other personal reactions to learning the materials. Here are some prompts you can use for your
reflective writing experience:
• The most important part of the reading, video, or class is…
• The most useful or valuable thing(s) I learned today was…
• The most surprising or unexpected idea I encountered was…
• The ideas that stand out the most in my mind are…
• What I have learned today, I am able to connect to other courses in this way…
• Two ideas that I have found confusing are...
• “I learned a lot doing this assignment”. I agree (or disagree) because…
MANAGING YOUR OWN LEARNING: SELF-REGULATED LEARNING
“Self-regulation will always be a challenge, but if somebody’s going to be in
charge, it might as well be me.”
-Daniel Akst
What are the factors that you consider important in your learning? Is it the educator’s teaching
style? The learning materials? The classroom?
Although it is true that the teacher, books, and classroom help facilitate learning, it is actually
not the most important consideration in learning. Your primary concern in learning should be “you”. Yes,
“you” are the most important factor in your learning process. Are you motivated to do your learning
tasks? Are you confident in your ability to learn? Are you open to learn about ideas that challenge your
preconceptions?
Self-regulated learningis how students regulate their own emotions, cognition, behavior,
aspects of the context during a learning experience. Self-regulation, however, requires some degree of
choice or intentional selection of strategies to help you achieve a goal or behavior.
Self-Regulated Learners:
• Are aware of their own strengths and weaknesses.
• Utilize metacognitive strategies (for example, you question your learning and you
monitor your own learning as well as your approach to academic tasks)
• Attribute any success or failure to factors within personal control.
Let’s test your memory!

I. Label the human brain with its correct parts.

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II. Write at least two functions of each part of the brain.

Structure Function
Cerebrum
Cerebellum
Brain Stem
Thalamus
Hypothalamus
IN A NUTSHELL
• Metacognition is the awareness of one’s thinking and the strategies one uses to learn.
• Self-regulated learning is the process in which students systematically direct their thoughts,
feelings, and actions toward the attainment of their academic goals.

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Q & A List
1.
2.
3.
4.
5.
Keywords Index
Nervous Self-Regulated
Learning Metacognition
System Learning

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b. Big Picture in Focus: ULOb. Identify short and long-term goals, discuss various sources of
stress, compare and contrast the different coping strategies, and apply positive coping
strategies.
Metalanguage
For you to demonstrate ULOb, you will need to have an accurate knowledge on the nature,
concept and meaning of being a better student and metacognition.
• Self-efficacy – your belief in your capacity to perform necessary actions to produce

specific performance goals
• Self-concept – your idea of who you are (self) based on your personal beliefs and
your perceived notion of how other people see you
• Self-esteem – used to describe a person’s overall sense of self-worth or personal
value
• Goal – a level of performance proficiency that one wishes to attain within a specific
time period
• Stress – a state of mental or emotional strain or tension resulting from adverse or
very demanding circumstances
Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for 8th and 9th week of the
SETTING GOALS FOR SUCCESS
“I am only one, but I am one. I cannot do everything, but I can do something. And because I cannot
do everything, I will not refuse to do the something that I can do.”
-Edward Everett Hale
What is Self-Efficacy?
Self-efficacy refers to your belief in your capacity to perform necessary actions to product
specific performance goals (Bandura, 1977, 1986,1997). Self-efficacy is the reflection of your
confidence in the ability to exert control over your own motivation, behavior, and social environment.
Those with a high-sense of self-efficacy see a difficult task as a challenge that must be conquered
rather than a problem that must be avoided. This outlook fosters deep interest in performing any activity.
It sustains them to continue with their efforts in times of adversity.

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Albert Bandura is best known for his Social Learning

Theory and the concept of self-efficacy. Social Learning Theory
stressed the importance of observational learning, imitation, and
modeling. According to Bandura (1977), “Learning would be
exceedingly laborious, not to mention hazardous, if people had to rely
solely on the effects of their own actions to inform them what to do.”
Bandura believed that most human behavior is learned by

observation though modeling. Additionally, people tend to approach
tasks that they have seen others perform. For example, a child
might learn how to open a bottle of soda by watching his mother or
father do the same. Through observation, you can build your self-
efficacy by watching others perform a task.
Factors that could alter sense of self-efficacy:

• Preconception of capability – your personal assessment of your capacity
• Perceived task difficulty – your assessment whether the task is at par with your preconceived
ability
• Effort – how hard you will work at your task
• Amount of external support – the resources and support system that will help you accomplish
your task
• Circumstances under which they perform – your physical, mental, and emotional states
• Pattern of successes and failures – how many times you have succeeded or failed in the exact
or similar task in the past.
• How the experiences are cognized and reconstructed in memory – your assessment whether
the experience was pleasurable or painful
What is a Self-Concept?
Self-concept is your idea of who you are (self) based on your personal beliefs and your
perceived notion of how other people see you. These personal beliefs could be your body image (“I’m
sexy”), your notions about yourself (“I am hardworking”), and how you tend to label yourself in different
situations (“I can be nasty if you push too far”).
Self-knowledge
Self-knowledge is philosophically viewed as your

knowledge of your own sensations, thoughts,
beliefs, and other mental states.
Self-concept versus Self-awareness
When you are self-aware, you understand that you

stand apart from others and from your
environment, and that you are a subject that acts,
interacts, and experiences your environment. Self-

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awareness assists the person to reflect on his or

her “self”.
Self-esteem
It is your general attitude toward yourself.
It answers the questions:

Do I like myself?
Do I accept me for who I am?
Am I person of value?
What is Self-Esteem?
Self-esteem always involves a degree of self-evaluation. It is used to describe a person’s overall
sense of self-worth or personal value. Generally, children who have warm and secure relationships with
their parents/caretakers are more likely to have positive self-concepts and high self-esteem. Self-
esteem is often seen as a personality trait, which means it tends to be enduring. It also affects your trust
in others, your relationships, your work – nearly every part of your life.
LOCKE’S GOAL-SETTING THEORY
You know the importance of having a goal. But, are your daily actions bringing you closer to
your goal/goals? Are you planningyour goals correctly? What, “plan my goal”? What’s that?
As defined by professors Edwin Locke and Gary Latham (2006), a goal is “a level of
performance proficiency that one wishes to attain within a specific time period”. Locke and Latham
stated, “goal setting theory was based on the premise that much human action is purposeful, and it is
directed by conscious goals”. Goal-setting theory predicts that people will channel effort toward
accomplishing their goals, which will in turn affect performance.
Locke, who primarily developed the goal-setting theory, proposed three factors that will make
individuals highly motivated:
1. Goals are challenging and specific.

2. They are strongly committed to the goal/s.
3. They strongly believe in their ability to accomplish their goal.
According to Locke, those factors will occur if:
a. People know what is required of them.

b. They know how they are expected to perform.
c. They can identify with the goals.
d. Feedback is precise and frequent.
Five Principles of Goal Setting
Goals must have:

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1. Clarity.When a goal is clear and specific, there is less misunderstanding about what behaviors
will be rewarded.
2. Challenge. People are often motivated by achievement. A goal that is too easy or too difficult
will not motivate the person to work hard on a task.
3. Commitment. A personally relevant goal will motivate a person to work on accomplishing it. The
harder the goal, the more commitment is required.
4. Feedback. Feedback provides opportunities to clarify expectations, adjust goal difficulty, and
gain recognition.
5. Task complexity. Just like setting a challenging goal, task complexity involves appropriate
balance.
SMART Goals

If the statement is correct write TRUE. If it is incorrect, change the wrong word/concept to the correct
one and write it on the blank provided.
___________1. Self-esteem refers to your belief in your capacity to perform actions in
achieving your goals.
___________2. Carl Rogers is popularly known for his social learning theory and self-efficacy
concept.
___________3. Self-efficacy is your idea of who you are based on your personal beliefs and
your perceived notion of how others see you.
___________4. Self-esteem arises from internal and external factors.

___________5. A person with positive self-esteem is able to say “No” appropriately.
___________6. One principle of goal-setting theory is clarity, which motivates a person to work
on accomplishing the relevant goal with commitment.
___________7. SMART acronym for goals now stands for: Specific, Measurable, Assignable,
Relevant, and Time-Related.
___________8. Edwin Locke originally introduced the SMART goals.

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___________9. Self-concept involves a degree of self-evaluation which describes a person’s

overall sense of self-worth or personal value.
___________10. Perceived task difficulty could alter the individual’s sense of self-efficacy.
TAKING CHARGE OF ONE’S HEALTH
Stressors and Responses
In general, stress is a state of mental or emotional strain or tension resulting from adverse or
very demanding circumstances. It is a mental and physical response to the demands of your
environment (i.e., at home, school, work, etc.). it is normal to feel stressed. It is a universal, human
experience. What is more important is how you respond to stress.
Not all stress is bad for you. In fact, stress is good for human beings (to some degree) to
maintain an overall good health. The human body may tend toward a relatively stable equilibrium,
especially those maintained by physiological processes, yet it also requires stimulation to ensure
optimal functioning of the organs and tissues, such as the heart and muscles. How can stress be good?
When stress serves as a motivation for positive activities, then it is considered beneficial. Beyond its
optimal point, stress of any kind does more harm than good:
There are three kinds of stress:
Eustress
O Considered as good stress
O A result from a situation or activity that you find motivating or inspiring
O Enjoyable and not threatening activity
Example: Find the nerve to talk to your crush.
Neustress
O “Neutral” stress
O A sensory stimulus that has no direct consequences or effect on the person
O A situation or activity that you do not find threatening yet not enjoyable
Example: Incidents you hear in the news.
Distress
O Situations or activities that you consider negative, harmful, threatening
O It could happen for just a short span of time or it could linger for prolonged periods (hours, days,
months, years)
Example: Being mugged on the streets or a long-standing family quarrel
What are stressors?
Any situation, activity, or individual that gives you mental or emotional strain is a stressor. The
list of stressors is not only endless; it also various from person to person. Good stressors can make you
feel both nervous and excited at the same time (the so-called “butterflies in your stomach”). It can make
you worry about being liked or accepted. On the other hand, bad stress can cause you to feel angry,
petrified, or depressed. It can make you feel constantly on the edge. Other than the mental and

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emotional strain, you also suffer pain, such as headache or you actually get sick, such as going down
with a fever. High levels of stress when unattended can contribute to mental health problems.
What are signs and symptoms of stress?
Stress is the body’s reaction to any change that requires an adjustment or response. The body
reacts to these changes with physical, mental, and emotional responses. People handle stress
differently. Symptoms of stress can vary
In general, signs and symptoms of stress fall under any of these three categories:
SYMPTOMS OF STRESS INCLUDE

Low energy
Headaches
Upset stomach, including diarrhea, constipation, and nausea
Aches, pains, and tense muscles
Chest pain and rapid heartbeat
Insomnia
PHYSICAL
Frequent colds and infections
Loss of sexual desire and/or ability
Nervousness and shaking, ringing in the ear
Cold or sweaty hands and feet
Excess sweating
Dry mouth and difficulty in swallowing
Clenched jaw and grinding teeth
SYMPTOMS OF STRESS
Forgetfulness
Preoccupation
Blocking
Errors in judging distance
COGNITIVE/ Reduced creativity
PERCEPTUAL Lack of concentration
Lack of attention to detail
Orientation to the past
Attention deficit
Disorganization of thought
Negative self-statements and negative evaluation of experiences
SYMPTOMS OF STRESS
Depression or general unhappiness
Anxiety and agitation
EMOTIONAL Moodiness, irritability, or anger
Feeling overwhelmed
Loneliness and isolation
Any other mental or emotional health problems

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SOURCES OF COPING AND STRENGTH
Coping with Stress
Coping refers to the strategies you use to deal with real or imagined problems to protect
yourself against negative emotions.
Types of Coping
• Problem-focused coping
O It targets on controlling or changing the source of stress.
O It tackles the source in a practical manner.
O Strategies include employing problem-solving techniques; time management; getting relevant
social support.
• Emotion-focused coping
O It involves lowering, if not eliminating, negative emotional responses (i.e., embarrassment)
O It is an option when the source of stress is external and beyond the person’s control
O Strategies include distraction, talking out or verbalizing your problem, prayer and meditation
• Cognitive coping
O It involves a conscious intellectual activity of managing stressful situations
O You use your mind to combat stress-inducing thoughts.
Strategies for cognitive coping include:
1. Reframing – changing the way you view experiences or events, ideas, concepts and emotions
to find alternatives that are more positive.
2. Challenging negative thinking – questioning the rationality of your negative thoughts. You take
control of your thoughts and stop negative thinking. You replace negative thoughts with positive
affirmations.
3. Positive self-talk – sometimes referred to as “positive affirmations,” you talk to yourself in a
positive manner.
4. Count to ten- giving you time to gain control of your emotions. It allows you to rethink the
situation and find a better coping strategy.
5. Cost-benefit analysis – asking yourself how beneficial your thoughts, emotions, or actions are.
“Is it worth it?”
6. Smell the roses – a way of telling yourself to relax. It is about taking a conscious effort to
appreciate the usually neglected aspects of life
7. Using imagery/visualization – imagery as a relaxation tool. You find that place in your mind
where feel happy. Remember pleasurable experiences. This is more effective when combined
with breathing exercises.

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The social and cultural dimensions of stress
What is social stress? It is a state of mental or emotional strain or tension resulting from
adverse or very demanding circumstances arising from the person’s social environment relationships
(Sattler & Kirsch, 2014). There are several sources of social stress, and they can affect almost every
area in your life. Social stress gets aggravated when you have little capability to change your
circumstances.
What are the sources of social stress?
The sources of social stress include (but are not limited to):
• Problems with work or earning an income;

• Parenting
• Education
• Sex and socialization
• Immigration status or language
• Personal, physical, and psychological health
• Peer pressure
• Social marginalization
Stress and the Sociological Perspective
Emile Durkheim’s book Suicide, shows how social organization of groups influence the
individual behavior of their members. Durkheim hypothesizes that the extent to which an individual is
integrated within a group affects the likelihood of suicide.
Three primary types of suicide (Durkheim, translated 1951):
• Egoistic suicide – occurs when a person feels he or she is not accepted by or does not belong
to society. The social bond is very weak.
• Altruistic suicide – occurs when a person ends his or her life for others.
• Anomic suicide – is linked to disillusionment and disappointment.
Two major types of stressors (Aneshensel, 1992)
1. Life Events – important, specific experiences the interrupt an individual’s usual activity/routine
that he/she needs to adjust to.
2. Chronic Strains – problems that have been occurring for some time; the person’s social role is
strained and threatened.
Common types of role strains (Copelton, 2000)
1. Role Overload. The role demands on an individual exceeds his or her capacity to handle.
2. Interpersonal Conflicts within Role Sets. These are problems and difficulties that arise in a
relationship (i.e., wife-husband, parent-child, and worker-supervisor)

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3. Inter-role Conflict. The demands of two or more roles held by a person are incompatible, and
the demands cannot simultaneously be met. For example, as a working student, your work shift
suddenly changed and this ran in conflict with your class schedule.
4. Role Restructuring. Long-established patterns undergo considerable change and the person
needs to adapt/adjust.
Mediators of Stress: Coping and Social Support
Coping refers to personal responses that can be activated when stressful circumstances arise.
Coping refers to things people do to prevent, avoid, or control emotional distress.
Three basic objectives of coping (Weiss and Lonnquist, 2015):
1. Eliminate or modify the stressful situation so that it will not be a continuing problem.
2. Control the meaning of the problem, by “cognitively neutralizing” the situation.
3. Control the stress created by the situation (e.g., through stress-management techniques)
The Role of Social Class, Race and Gender in Social Stress

• Social Class– those who are in the lower social class have higher mental and emotional stress
than those who are affluent. Three common factors are: inadequate financial resources, greater
use of ineffective coping strategies, and less access to social support.
• Race– a person’s ethnicity is relevant to his/her stress response.
• Gender – women were found to have higher rates of psychological distress and depression
compared to men.
O Women tend to be delegated to the caregiver role more than men.
O Women are more inclined to be emotionally involved in the lives of the people around
them.
O Women introject rather than express anger. Introjection is a person’s ability to take in
the expectations and projections of others and take these as the person’s own.

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TAKING CARE OF THE SELF: THE NEED FOR SELF-CARE AND COMPASSION
Stress is a natural occurrence. It is a state of mental or emotional strain or tension resulting

from adverse or very demanding circumstances. Stress brings about physical and psychological effects
that could hinder you from reaching your full potential.
Maslow’s Hierarchy of Needs
Why do we feel stressed? Psychologist Abraham Maslow presented a motivational theory

outlining human needs illustrated in a hierarchal manner. The hierarchy of needs is in the form of a
pyramid starting with the most basic and most important need at the bottom and moving up to achieve
self-fulfillment.
Deficiency versus Growth
Maslow called the four bottom levels (physiological, safety, belongingness, esteem) as
deficiency needs because a person does not feel anything if these needs are met, but he/she becomes
anxious if these needs are not met. On the other hand, the fifth level (self-actualization) according to
Maslow was a growth need because it enables the person to reach his or her full potential as human
being.
Motivated by Unsatisfied Need

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Maslow’s theory holds that human beings are motivated by unsatisfied needs. Thus, lower
needs take precedence over higher needs, and they must be satisfied first. If a need is unmet, the
person feels agitated, and this motivates him or her to act and find ways to satisfy the need. Maslow
further stated that a person could only move up to the higher level of need once the lower level is
securely met, and only then will a person be motivated to work on self-actualization.
MASLOW’S HIERARCHY OF NEEDS IF NOT SATISFIED

• Feel sick, irritated, uncomfortable
PHYSIOLOGICAL NEEDS (a need • If pathological, we can eat, drink too much or engage in
that must be met every day) hoarding behaviors
• Will cause death
• Can affect our perception, e.g., paranoia
• Can lead to neurosis, insecurity
SAFETY NEEDS
• If pathological, can develop phobias, such as
agoraphobia
• Become increasingly susceptible to loneliness and social
anxieties
BELONGING – LOVE NEEDS
• If pathological, can lead to antisocial behavior
ESTEEM NEEDS • Low self-esteem
Two forms:
• Inferiority complex
1. Lower-form needs:
Such as respect from others, • If pathological, can lead to depression
for status, fame, glory,
recognition, attention,
reputation, appreciation,
dignity, even dominance
2. Higher forms:
Involves self-respect, including
such feelings as confidence,
competence, achievement,
mastery, independence, and
freedom
• Can cause feelings of lack of meaning in life

• If pathological , metapathologies, such as boredom,
SELF-ACTUALIZATION
cynicism, alienation (feeling isolated, detached, lack of
sympathy, estrangement
SELF-CARE: What is it and why is it important?
Self-care, as described by the University of Kentucky, entails taking deliberate acts of looking
after your mental, emotional, and physical health.

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What self-care is not:
• Every time you are stressed you say, “I had a rough day, so I’m going for a drink to unwind.
Self-care!”
• Every time you like something. “This is really not in my budget, but I should not deprive myself
‘coz you know, self-care!”
Or, “I am so hungry, but I’m on a diet so I won’t eat. Taking care of my weight is self-
care!”
These notions of self-care are oversimplified. Proper self-care is taking a very active and
powerful choice to engage in activities that will result in acquiring or maintaining optimal health that
cover the physical, psychological, emotional, social, and spiritual components.
Self-care is vital for the management of daily stressors and challenges, as well as overall health
and wellness. Self-care is neither overindulging nor unnecessarily depriving yourself. The keyword to
self-care is balance; being good to yourself will enhance the likelihood of living to your fullest potential.
COMPASSION: Neutral or Learned?
Human beings are actually wired for compassion, rather than self-interest, according to
scientific research. Compassion, framed as an emotion, is the felt response to perceiving suffering that
involves an authentic desire to ease distress. It is a kind and caring emotional response to perceived
suffering that acknowledges the shared human experience of imperfection, and that involves an
authentic desire to help.
Compassion’s Surprising Benefits for Physical and Psychological Health
Research suggests that compassion may have ensured our survival because of its tremendous
benefits for both physical and mental health and overall well-being. It suggested that connecting with
others in a meaningful way helps us enjoy better mental and physical health and speeds up
recovery from disease(Diener & Seligman, 2013) and even lengthen our lifespans (Brown & Konrath,
2013). The possible reason for such benefits in psychological well-being is the fact that the act of giving
results in a pleasurable feeling as evidenced by a brain-imaging study. The parts of the brain that are
active when a person experiences pleasure, such as eating favorite desserts or receiving money, were
found to be equally active when the person is doing acts of kindness, such as giving food to a homeless
person or donating a charity (Grafman, 2013; National Institutes of Health, 2013).

Identify what is being asked below. Write your answer before each number.
_______________1. It is a mental or emotional tension resulting from any demanding situations or

events.

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_______________2. It is considered as good stress since the activity is not threatening but inspiring
or motivating the person.
_______________3. This is a situation that you consider as negative and threatening.
_______________4. It is a coping strategy wherein you find that place in your mind where you feel
happy.
_______________5. These are strategies used to deal with stress.
_______________6. It is a coping mechanism, which uses the mind to fight stress-inducing

thoughts.
_______________7. Talking or verbalizing your problem is one strategy of this coping mechanism.
_______________8. It is a common denominator for social stress, especially if a person belongs to

a poor family.
_______________9. It is a coping strategy where you ask yourself how beneficial your thoughts
are.
_______________10. A principle in goal setting that states that people are motivated by
achievement.

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IN A NUTSHELL
• Motivation directs a person’s behavior toward a particular goal. A goal is the object toward
which the behavior is a directed, usually within a specified period of time.
• Albert Bandura defines self-efficacy as the people’s belief that they can successfully perform
behaviors that will produce desired effects.
• People cope with stress through problem-, emotion-, and cognitive-focused coping.
• People who are high in self-compassion treat themselves with kindness, care, and
understanding when they experience stressful events.
Q & A List
1
2.
3.
4.
5.
Keywords Index
Self-Efficacy Self-Concept Self-Esteem Stress Goal

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489722575 GE 1 Understanding the Self Module

Understanding the Self (University of Mindanao)

StuDocu is not sponsored or endorsed by any college or university

Department of Arts and Sciences

Course Outline: GE 1 -Understanding the Self

Course Facilitator : Mae Ann L. Galang

Course Outline Policies

Areas of Concern Details

Grading System Assessment Methods Weights

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Department of Arts and Sciences

Student Communication All communication format: chat, submission of assessment tasks,

Contact Details of the Dean Eduard L. Pulvera, MSIS

Help Desk Contact Director’s Office/Dean’s Office

Course Information- see attached course syllabus

Message from the Course Coordinator!

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Department of Arts and Sciences

Lookat yourself in the mirror and answer the following questions.

2. What aspect of yourself do you feel good about? Why?

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Introduction totheUnderstandingof the Self

At the end of this topic, you will be able to:

MEET AND GREET!

What is all about?

Why are you in this subject?

> What “understanding the Self”?

> Is it important in the curriculum?

> How will it help me as a student and as a person?

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Content and Approach

What is the Nature of the Self?

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Words That Describe Me

Adaptive Self Aware Tolerant

Dependable Intelligent Fearless

Compassionate Hard Worker Capable with Hands

Respectful Calm Humble

Energetic Eccentric Clever

Creative Confidant Thoughtful

Complex Realistic Cautious

Balanced Cooperative Shy

Quiet Attentive Picky

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Department of Arts and Sciences

Other Words that describe you: _______________________________________________________

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Department of Arts and Sciences

Do you have any questions for clarification?

Self Affective cognitive

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Department of Arts and Sciences

Philosophy - “loving knowledge” or love of wisdom

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