Guagua National Colleges

Guagua, Pampanga
College Department

UNDERSTANDING THE SELF

1ST Semester, A.Y. 2021-2022

Preliminary Period

Module I : Concept and Nature of Self : Who Am I ?

Module 2 : Physical Self : The Beautiful Me
Module 3 : Fourteen Intelligent Behaviors : Seeing My
Natural Ability
Module 4 :Emotional Self : Achieving My Emotional
Competencies

Patria Pilipina D. Capa,MA,RGC,RPm.

MODULE I : Concept and Nature of
Self : Who Am I ?
Reference:
Arcega, Analiza F. and Brawner, Dalisay G. (2018). Understanding The Self.
C & E Publishing, Inc., Quezon City

I. The Philosophical View of Self

a. Socrates : Know Yourself
 Socrates is principally concerned with man.
The famous line of Socrates, “Know yourself,”
tells each man to bring his inner self to light.
 A bad man is not virtuous through
ignorance; the man who does not follow the good
fails to do so because he does not recognize it.
b. Plato : The Ideal Self, the Perfect Self

 According to Plato, man was omniscient

or all-knowing before he came to be born into
this world.

 With his separation from the paradise of

truth and knowledge and his long exile on
earth, he forgot most of the knowledge he had.

 However, by constant remembering

through contemplation and doing good, he can
regain his former perfections.
 In practical terms, this means that man
in this life should imitate his former self,
more specifically, he should live a life of
virtue in which true human perfection
exists.

 Happiness, which is the fruit of virtue,

is attained by the constant imitation of the
divine exemplar of virtue, embodied in
man’s former perfect self.
c. Immanuel Kant : Respect for Self

Man is the only creature who governs and directs

himself and his actions, who sets up ends for
himself and his purpose, and who freely orders
means for the attainment of his aims.

Every man is thus an end in himself and should

never be treated merely as a means- as per the
order of the Creator and the natural order of
things.

This rule is a plain dictum of reason and justice.

Respect others as you would respect
yourself.

A person should not be used as a tool,

instrument, or device to accomplish
another’s private ends.

Thus, all men are persons gifted with the

same basic rights and should treat each
other as equals.
d. Rene Descartes : I think, therefore I am
`
Descartes states that the self is a thinking entity
distinct from the body.

His first famous principle was “Cogito, ergo

sum,” which means “I think, therefore I am.”

Although the mind and the body are

independent from each other and serve their
own function, man must use his own kind and
thinking abilities to investigate, analyze,
experiment, and develop himself.
 The point is really that something other than me
exists and my own existence is dependent on that
thing.

 So we can rewrite the proof thus:

I think, therefore I exist.

I doubt, therefore I am not perfect.

 ThatI am not perfect implies the existence of

something external to me upon which my
existence depends.
e. John Locke : Personal Identity

 According to Locke, personal identity (the self) "depends

on consciousness, not on substance" nor on the soul.

 We are the same person to the extent that we are conscious

of the past and future thoughts and actions in the same way
as we are conscious of present thoughts and actions.

 If consciousness is this "thought" which "goes along with

the substance…which makes the same person," then
personal identity is only founded on the repeated act of
consciousness.
 "This may show us wherein personal identity consists:
not in the identity of substance, but…in the identity of
consciousness.

 " For example, one may claim to be a reincarnation of

Plato, therefore having the same soul substance.

 However, one would be the same person as Plato only

if one had the same consciousness of Plato's thoughts
and actions that he himself did.

 Therefore, self-identity is not based on the soul.

 One soul may have various personalities.

f. David Hume : The Self is the
Bundle Theory of Mind

 Hume is skeptical about the existence of the self, specifically,

on whether there is a simple, unified self that exists over
time.

 For him, man has no “clear and intelligible” idea of the self.

 He points that no single impression of the self exists, rather,

the self is just the thing to which all perceptions of a man is
ascribed.

 Moreover, even if there were such an impression of the self, it

would have to remain constant over time to constitute
identity.
Thus, Hume asserts that what we call the
“self” is really just “a bundle or collection
of different perceptions which succeed
each other with an inconceivable rapidity.”

The mind is merely a bundle of

perceptions without deeper unity or
cohesion, related only by resemblance,
succession, and causation.
II. The Christian or Biblical View of Self

“ God created man in His image, in the divine

image He created him; male and female He
created them.

God blessed them, saying, “Be fertile and

multiply; fill the earth and subdue it.

Have dominion over the fish of the sea, the

birds in the air, and all the living things that
move on the earth.” Genesis 1:24-28
III. The Psychological View of Self

Sigmund Freud
Human beings are basically determined by
psychic energy and by early experiences.
Unconscious motives and conflicts are central
in present behaviors.
Irrational forces are strong, the person is driven
by sexual and aggressive impulses.
Early development is of critical importance
because later personality problems have their
roots in repressed childhood conflicts.
Carl Rogers

The view of humans is positive, humans

have an inclination toward becoming fully
functional.

Humans are capable of giving and accepting

affect, can actualize his potentials and can
move toward increase awareness,
spontaneity, trust in self, and inner
directiveness.
Fritz Perls
The person strives for wholeness and
integration of thinking, feeling, and behaving.

The view is antideterministic. In that the person

is viewed to have the capacity to recognize how
earlier influences are related to present
difficulties.

Growth involves moving from environmental

support to self-support.
Albert Bandura

 The individual’s behavior is the

product of learning.

 We are both the product and the

producer of environment.

 No self unifying assumptions about

human’s behavior can incorporate all the
existing procedures in the behavioral field.
Albert Ellis
Humans are born with potentials for rational
thinking but also with tendencies toward
crooked thinking.

They tend to fall victims to irrational beliefs and

to reindoctrinate themselves with these beliefs.
William Glasser

Based on the assumptions that people are

ultimately self-determining and in-charge of
their life.

People attempt to control the world around

them.

It teaches them ways to effectively satisfy

their need
APPLICATION

Activity 1

1. Answer the following questions?

a. Who are you?

b. How would you describe yourself?
c. Do you love yourself? Why or Why not?
d. What are you most grateful for in life?
e. What are the biggest and most important
things you have learned in life so far?
Activity 2

Look at 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 ?

______________________________________________
______________________________________________
______________________________________________

3. What aspect of yourself do you believe you have to improve? Why?

______________________________________________
______________________________________________
______________________________________________
Activity 3

Write an essay about anything that you wish to share

about yourself.
You may use these suggested topics :
* Me as I see me
* How other people see me
* How I would like other people see me
_________________________________________
_________________________________________
MODULE II : Physical Self : The Beautiful Me

Reference:
Arcega, Analiza F. and Brawner, Dalisay G. (2018). Understanding The Self.
C & E Publishing, Inc., Quezon City

 I. Human Growth and Development

The process of human growth and development
is described by various set of principles. These
principles explain typical development as a predictable
and orderly process. Therefore we can easily foretell
how most children will develop even though there are
differences in children’s qualities, behavior, activity
levels, and timing of developmental milestones. To
understand human growth and development, we need
to understand nature and nurture, and the relationship
between the two.
Difference between growth and
development

Growth - change in size like height,

weight..

Development - change in performance or

function
Factors in the Development of
the Physical Self

The development of the individual is caused by two

interacting forces: heredity and environment.

 Heredity (nature) is the transmission of traits or

characteristics from parents to offspring. It provides the
raw materials of which the individual is made up. Through
the genes, hereditary potentials like physical, mental, social,
emotional, and moral traits are passed down to generations.
 Environment (nurture) is the sum total of the forces or
experiences that a person undergoes from conception to old.
Age. It also includes family, school, nutrition, and other
agencies one is in contact with.
Heredity will take place naturally.

Environment will take place

mechanically through the medium of
learning.

Itneeds the voluntary effort on the part

of the individual so that learning a new
activity will take place.
Prenatal Development

The process of prenatal development occurs

in three main stages.

The first two weeks after conception are

known as the germinal stage, the third
through the eighth week is known as the
embryonic period, and the time from the
ninth week until birth is known as the fetal
period.
Germinal Stage
 The germinal stage begins at conception when the sperm and
egg cell unite in one of the two fallopian tubes.

 The fertilized egg is called a zygote.

 Just a few hours after conception, the single-celled zygote

begins making a journey down the fallopian tube to the uterus.

 Cell division continues at a rapid rate during the approximately

week-long journey from fallopian tube to uterus wall.

 The cells develop into what is known as a blastocyst.

The blastocyst is made up of three layers,
each of which develops into different
structures in the body.

Ectoderm: Skin and nervous system

Endoderm: Digestive and respiratory

systems

Mesoderm: Muscle and skeletal systems

Embryonic Stage

 At this point, the mass of cells is now known as an embryo.

 The beginning of the third week after conception marks the start of
the embryonic period, a time when the mass of cells becomes
distinct as a human.

 The embryonic stage plays an important role in the

development of the brain.

 Around the fourth week, the head begins to form, quickly

followed by the eyes, nose, ears, and mouth.

 The blood vessel that will become the heart start to pulse. During
the fifth week, buds that will form the arms and legs appear.
Embryonic Stage
By the eighth week of development, the
embryo has all of the basic organs and parts
except those of the sex organs.
At this point, the embryo weighs just one gram
and is about one inch in length.
By the end of the embryonic period, the basic
structures of the brain and central nervous
system have been established.
At this point, the basic structure of the
peripheral nervous system is also defined.
Fetal Stage

 Once cell differentiation is mostly complete, the embryo

enters the next stage and becomes known as a fetus.

 The fetal period of prenatal develop marks more important

changes in the brain.

 This period of development begins during the ninth week

and lasts until birth.

 This stage is marked by amazing change and growth.

 The early body systems and structures
established in the embryonic stage continue to
develop.

 The neural tube develops into the brain and

spinal cord and neurons continue to form.

 Once these neurons have formed, they begin to

migrate to their correct locations.

 Synapses, or the connections between neurons,

also begin to develop.
LIFE STAGES

1. Prenatal - covers nine months, inside the mother's womb, life of

the child depends on the mother.

2. Infancy - usually covers first two weeks after birth, either gain

in weight or decreased;
need to address survival activities :
1. breathe oxygen
2. suck in food (breast feeding or bottle feeding
3. eliminate body waste
4. adjustment to the new environment

3. Childhood - the period of “I”, selfishness, stubborn, hard

headed
4. Adolescence - the period of struggle for
independence from adult control,
emotionally, psychologically.

5. Adulthood - maximization of one's

potential, capabilities, capacities, attainment
of a stable career or field of occupation.

6. Middle Age - attainment of stability

7. Old Age - period of retirement

Taking Care of Myself
Balanced Diet
To keep fit and healthy, one needs to have a
balanced diet. Eating a balanced diet means
consuming the right kind of food at the right
time and in the right proportion. One’s food
intake should contain the necessary nutrients
essential for growth and survival. This practice
prevents malnutrition and diseases.
The six essential nutrients include
carbohydrates, protein, fat, vitamins,
minerals and water.
Essential Food Nutrients
 Carbohydrates- are the main energy source for the
brain.
 Protein - is the major structural component of cells
and is responsible for the building and repair of body
tissues.
 Fat - is an energy source that when consumed,
increases the absorption of fat-soluble vitamins
including vitamins A, D, E and K. Twenty to 35
percent of your daily intake should come from fat.
 Vitamins - Vitamin C is necessary for the synthesis of
collagen, which provides structure to blood vessels,
bone and ligaments. Rich sources include citrus fruits,
strawberries and peppers.
Minerals - Sodium helps to maintain fluid
volume outside of the cells and helps cells to
function normally.

Water - helps to maintain homeostasis in

the body and transports nutrients to cells.

Sleep - gives the bones, muscles, and the

mind time to recover. An individual needs
eight or more hours of sleep a day.
APPLICATION
a. Fill out the chart below.
Activity 1:
a. Fill out the chart below.
My characteristics My characteristics or My characteristics
or traits most traits most similar to or traits not
similar to those of those of my mother similar to those of
my father my father or my
mother

Positive Positive Positive

Negative Negative

Negative
continuation:
* b. Analyze the chart by answering the
following questions:
b.1 Are there more positive traits than
negative traits written on your chart?
b.2 What type of traits have you written on
the chart? Which traits are observable
and which are not?
* c. Compare the traits written on the first two
columns with those on the third column. Are
there more physical traits than non-physical traits
that have been recorded?
* d. Are you happy for having those traits? Have you ever
expressed your gratitude to your parents for passing those traits
to you?
Activity 2

Share your ideas on the following:

a. My habits that would contribute to a

healthy living
b. Things I need to do to become \
physically fit
MODULE III: Fourteen Intelligent
Behaviors : Seeing My Natural Ability
Reference:
Arcega, Analiza F. and Brawner, Dalisay G. (2018). Understanding The Self.
C & E Publishing, Inc., Quezon City

Performance can be greatly influenced by one’s

behavior. Behavior is defined as the manner in
which a person conducts himself/herself in
various circumstances. When a person is behaving
intelligently, he/she is said to manifest 14
behaviors or dispositions (Costa, 2000). A change
in performance is a developmental aspect of man.
To be effective or efficient in an activity, one needs
a voluntary effort on his/her part to achieve such.
14 Intelligent Behaviors
1. Persistence. It means not giving up when the answer to a problem is
not immediately known.

2. Overcoming impulsiveness. It involves planning, clarifying goals,

exploring alternative strategies, and considering consequences before
one begins a task.

3. Listening to others. Some cognitive psychologists think that the

ability to listen to another person and understand their point of view is
one
of the highest forms of intelligent behavior.

4. Flexibility in thinking. It is when one considers other points of

view rather than running with the first thought that comes to mind.
5. Metacognition. It refers to the awareness
of how one is thinking or the knowledge of
what is going on in one’s head.

6. Checking for accuracy and precision. It

is the behavior of not letting speed surpass
the desire for craftsmanship.

7. Questioning and problem-solving. It

means asking questions and finding out
problems for oneself.
8. Applying past knowledge to new situations. It refers to the act
of calling upon one’s store of knowledge and experience as a source
of data, theories, or processes to solve each new challenge.

9.Precision of language and thought. A person with this behavior

uses descriptive terms to distinguish objects, and provide criteria
for value judgments.

10. Using all the senses. The sense of feeling, seeing, hearing, or
even tasting are utilized to solve problems more effectively.
11. Creativity. It means applying ingenuity, originality, and
insight. Creativity develops one’s capacity to generate
original, unique, clever, or useful products, solutions and
techniques.

12. Living with a sense of wonderment. Involved in this

behavior are inquisitiveness, curiosity, and openness to
beauty, intricacy, complexity, and simplicity.

13. Cooperation. It refers to taking advantage of the

knowledge and insights that can only come as a result of
social relationships.

14. Sense of humor. It refers to being able to look at

situations, opportunities, problems, and relationships with
nonchalance and fun.
Activity 2 : My Commitments

Commit yourself to further improve your

study habits. Write your commitments
below using the format,
 “From now on,
“_________________________________
__________________________________
______________________ . “
MODULE 1V: Emotional Self : Achieving My
Emotional Competencies
Reference:
Arcega, Analiza F. and Brawner, Dalisay G. (2018). Understanding The Self.
C & E Publishing, Inc., Quezon City
 Emotions
 What Are Emotions?
 According to the book "Discovering Psychology" by Don
Hockenbury and Sandra E. Hockenbury, an emotion is a complex
psychological state that involves three distinct components: a subjective
experience, a physiological response, and a behavioral or expressive
response.
 Key Elements of Emotions
 In order to better understand what emotions are, let's focus on their three
key elements, known as the subjective experience, the physiological
response, and the behavioral response.
 The Subjective Experience
 The Physiological Response
 The Behavioral Response
Emotions vs. Moods
 In everyday language, people often use
the terms "emotions" and "moods"
interchangeably, but psychologists actually
make distinctions between the two.

 How do they differ? An emotion is normally

quite short-lived, but intense.

 Emotions are also likely to have a definite

and identifiable cause.
Fundamentals of Emotion : Robert Plutchik
The Feelings Wheel Defined
 Psychologist Robert Plutchik created
the Plutchik Model shown above.
 It shows there are 8 fundamental/basic
emotions:
 joy, trust, fear, surprise, sadness,
anticipation, anger, and disgust.
The model is actually the little “ice cream
cone” which unfolds to the emotions wheel.
Interpreting Plutchik’s Wheel of
Emotions
Primary: The eight sectors are designed to
indicate that there are eight primary
emotions: anger, anticipation, joy, trust,
fear, surprise, sadness and disgust.
Opposites: Each primary emotion has a
polar opposite. These are based on the
physiological reaction each emotion
creates in animals (including humans…
Plutchik studied animals):
Opposites
Joy is the opposite of sadness. Physiology:
Connect vs withdraw
Fear is the opposite of anger. Physiology:
Get small and hide vs get big and loud
Anticipation is the opposite of surprise.
Physiology: Examine closely vs jump
back
Disgust is the opposite of trust.
Physiology:Reject vs embrace
Combinations
Theemotions with no color represent an
emotion that is a mix of the 2 primary
emotions.

Anticipation and joy combine to be

optimism.

Joy and trust combine to be love.

Intensity
 The cone’s vertical dimension represents intensity.

 Emotions intensify as they move from the outside to the

center of the wheel, which is also indicated by the color.

 The darker the shade, the more intense the emotion.

 Anger at its least level of intensity is annoyance.

 At its highest level of intensity, anger becomes rage.

 Or, a feeling of boredom can intensify to loathing if left

unchecked, which is dark purple.
IMAGES OF DIFFERENT EMOTIONS
APPLICATION
Activity 1: Film Showing
Watch the film entitled “ Up” produced by
Pixar Animation Studios. . Then answer the
following questions:
1. Describe the characters in the story.
2. How do the characters show their positive
and their negative emotions?
References

 Arcega, Analiza F. & Brawner, Dalisay G. (2018).

Understanding The Self. C & E Publishing, Inc. Quezon City.

 Journal of Applied Behavioral Science (2002)

 https://www.goalcast.com/2018/02/15/socrates-quotes/
 https://www.bartleby.com/essay/Plato-s-Thoughts-On-The-
Ideal-Self-FK9WWKECFL95
 https://plato.stanford.edu/entries/kant/
 https://owlcation.com/humanities/Key-Concepts-of-the-
Philosophy-of-Ren-Descartes
 https://simplyphilosophy.org/study/philosophy-john-locke/
 https://plato.stanford.edu/entries/hume/
Emotional
Intelligence