Gself Module

HOLY INFANT COLLEGE
TACLOBAN, CITY
L E A R N I N G M O D U L E
FIRST YEAR
UNDERSTANDING THE SELF (GSELF)
BACHELOR OF SCIENCE IN RADIOLOGIC TECHNOLOGY
FIRST SEMESTER
LEARNING COMPETENCIES
The learner will be able to discover, explore issues and concerns about self and
identity to attain at a better understanding of one’s self and develop a more
critical and reflective attitude while enabling them to manage and improve their
selves to achieve a better-quality life.
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UNDERSTANDING THE SELF
INTRODUCTION
Knowing oneself is critical to being an effective and successful in life, work and
relationships. Your personal identity influences everything you do, and it changes and evolves
over time.
The purpose of this module is to help you deepen your understanding and appreciation
for who you are as a person. You will explore how you see yourself through the lenses of
personal identity, your skills and talents, roles, values, and personal core.
Also, this module tackles the fundamental concepts and principles of the self. It covers
the different factors that contribute to one’s being, the theoretical and philosophical
perspectives about the self across generations as well as the explanation of different fields of
sciences about self-identity.
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Table of Contents
Cover page ------------------------------------------------------------------------------------------------ 1
Introduction ----------------------------------------------------------------------------------------------- 2
MODULE 1 - DEFINING THE SELF: PERSONAL AND DEVELOPMENTAL PERSPECTIVES

ON SELF AND IDENTITY --------------------------------------------------------------- 3
Lesson 1: The Self from Various Philosophical Perspectives ------------------------------------ 5
Lesson 2: The Self, Society, and Culture ------------------------------------------------------------ 12
Lesson 3: The Self as Cognitive Construct ---------------------------------------------------------- 16
Lesson 4: The Self in Western and Eastern Thoughts -------------------------------------------- 20
MODULE 2. UNPACKING THE SELF ------------------------------------------------------------------ 25

Lesson 1: The Physical and Sexual Self ------------------------------------------------------------- 24
Lesson 2: To Buy or Not to Buy? That Is the Question! ---------------------------------------- 39
Lesson 3: Supernatural: Believe It or Not! -------------------------------------------------------- 42
Lesson 4: The Political Self and Being Filipino ----------------------------------------------------- 58

Lesson 5: Who Am I in the Cyber world? (Digital Self) ----------------------------------------- 64
Lesson 6: Learning to Be a Better Learner ----------------------------------------------------------------- 69
Lesson 7: Do Not Just Dream, Make It Happen --------------------------------------------------- 74
Lesson 8: Less Stress, More Care -------------------------------------------------------------------- 84
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MODULE 1 - DEFINING THE SELF: PERSONAL AND DEVELOPMENTAL PERSPECTIVES ON
SELF AND IDENTITY
Lesson 1: The Self from Various Philosophical Perspectives
Lesson 2: The Self, Society, and Culture
Lesson 3: The Self as Cognitive Construct
Lesson 4: The Self in Western and Eastern Thoughts
Self-identity is created by combining selective attributes, traits or social roles from

your personal identity. What aspects you chose, how many you chose and the weight you
give those individual aspect is up to you. You may choose to focus your identity from a
broad perspectives of your characteristics or attribute. It is up to you.
Many people base their identity in relation to social role or social context. While
it is easier for the mind to identify or picture a social role such as a teacher than a personal
characteristics like empathetic, you want to try to include as many aspects as you can
when forming your identity. Unfortunately, some people create their identity in a narrow
view. They strongly tie it to just a single or few parts of your personal identity.
Personal identity is a composite of all your personality traits, beliefs, values,

physical attributes and abilities, aspirations and other identity that make you who you
are, it is larger and more encompassing than self-identity, while self-identity is just a
spectrum of your personal identity, who you see or define yourself to be.
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LESSON 1: THE SELF FROM VARIOUS PHILOSOPHICAL PERSPECTIVES
Learning Objectives: At the end of this lesson, The LEARNER should be able to:
1. Explain why it is essential to understand the self;
2. Describe and discuss the different notions of the self from the points-of- view of the
various philosophers across time and place;
3. Compare and contrast how the self has been represented in different philosophical
schools; and
4. Examine one’s self against the different views of self that were discussed in class.
PRE – ASSESSMENT
Answer the following questions about yourself as fully and precisely as you can.
1. How would you characterize yourself?
2. What makes you stand out from the rest? What makes yourself special?
3. How has your self-transformed itself?
4. How is your self-connected to your body?
5. How is your self-related to other selves?
6. What will happen to your-self after you die?
2. Circle the words that describe. Add additional words
Adaptive Self-aware Tolerant Dependable
Intelligent Fearless Compassionate Capable with Hands
Respectful Calm Humble Energetic
Eccentric Clever Creative Confidant
Complex Realistic Cautious Balanced

Cooperative Shy Quiet Attentive
Picky Prudent Hardworking Honest
Other words that describe you: _____________________________________
______________________________________
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FIRMING – UP (ANALYSIS)
1. Were you able to answer the questions on the previous slide with ease? Why? Which
questions did you find easiest to answer? Which ones are difficult? Why?
Question Easy or Difficult Why?
2. Can one truly know the self? Do you want to know about yourself?
DEEPENING- IN DETAILS (ABSTRACTION)

The name is not the person itself no matter how personally bound it is with the
bearers. The self is something that a person continuously molds, shapes and develops.
Everyone is charged to find out one’s self.
The history of philosophy is abounding with men and women who queried into ultimate
nature of self. The Greeks were the ones who earnestly look into myths and moved away
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from them in trying to know reality and respond to endless questions of curiosity as well
as the question of the self.
The Philosophers View of Self
Socrates was the first philosopher who ever engaged in a

systematic questioning about the self; and is concerned about the problem of the self. His
life-long mission, the true task of the philosopher is to know oneself. Thought that the worst
that can happen to anyone to live but die inside. For Socrates, every man is composed of body
and soul; all individuals have an imperfect, impermanent aspect to him, and the body, while
maintaining that there is also a soul that is perfect and permanent.
Plato claimed in his dialogs that Socrates affirmed that the

unexamined life is not worth living. He supported the idea that man is a dual nature of body
and soul. He added that there are three components of the soul: the rational soul is forged
by reason and intellect, the spirited soul is charged by emotions, and the appetitive soul is
charged by based desires. He emphasizes that justice in the human person can only be
attained if the three parts of the soul are working harmoniously with one another.
Augustine agreed that man is of a bifurcated nature; the

body is bound to die on earth and the soul is to anticipate living eternally in a realm of spiritual
bliss in communion with God. The body can only thrive in the imperfect, physical reality that
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is the world, whereas the soul can also stay after death in an eternal realm with the all-
transcendent God.
Thomas Aquinas said that indeed, man is composed of two parts:

matter and form. Matter, or hyle in Greek, refers to the “common stuff that makes up
everything in the universe.” Man’s body is part of this matter. Form, on the other hand, or
morphe in Greek refers to the “essence of a substance or thing.” To Aquinas the soul is what
animates the body; it is what makes us humans.
Rene Descartes conceived of the human person as having a

body and a mind. The body is nothing else but a machine that is attached to the mind. The
human person has it but it is not what makes man a man. If at all, that is the mind. Cogito
ergo sum “I think, therefore I am”. Cogito ergo sum “I think, therefore I am”. The self is a
combination of two distinct entities, the cogito, the thing that thinks- which is the mind, and
the extenza or extension of the mind which is the body.
David Hume, The self is not an entity over and beyond the
physical body. Men can only attain knowledge by experiencing. Self, according to Hume, is
simply “a bundle or collection of different perceptions, which succeed each other with an
unimaginable speed, and are in a continuous change and movement.”
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Immanuel Kant, said that things men perceive around them are
not just randomly infused into the human person without an organizing principle that
regulates the relationship of all these impressions. There is necessarily a mind that organizes
the impressions that men get from the external world. Time and space are ideas that one
cannot find in the world, but is built in our minds; he calls these the apparatuses of the mind.
The self is not just what gives one his personality; it is also the seat of knowledge acquisition
for all human persons.
Gilbert Ryle, deliberately denying the concept of an internal,

non-physical self; what truly matters is the behavior that a person manifests in his day-to-day
life. “Self” is not an entity one can locate and analyze but simply the convenient name that
people use to refer to all the behaviors that people make.
Merleau-Ponty, pointed out that the he mind and body are so

intertwined that they cannot be separated from one another. One cannot find any
experience that is not an embodied experience. All experience is embodied; one’s body
is his opening toward his existence to the world. The living body, his thoughts, emotions,
and experiences are all one.
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John Locke, considered personal identity or the self to be
founded on consciousness (memory) and not on the element of either soul or the body.
According to him, personal identity (the self) depends on the consciousness not the
substance nor the soul.
EXPLORING: In your own words, state what “self” is for each of the philosophers
enumerated below. After doing so, explain how your concept of “self” is compatible with
how they conceived of the “self.”
1. Socrates
2. Plato
3. Augustine
4. Aquinas
5. Descartes
6. Hume-
7. Kant
8. Ryle
9. Merleau-Ponty
10. John Locke
LESSON SUMMARY
Philosophy is abounding with men and women who inquired into the fundamental
nature of the self.
a. Socrates was the first philosopher who ever engaged in a systematic questioning
about the self.
b. Plato supported the idea that man is a dual nature of body and soul.
c. Augustine agreed that man is of a bifurcated nature.
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d. Thomas Aquinas said that indeed, man is composed of two parts: matter and
form.
e. Rene Descartes conceived of the human person as having a body and a mind.
f. David Hume, the self is not an entity over and beyond the physical body
g. Immanuel Kant, there is necessarily a mind that organizes impressions the that
men get from the external world
h. Gilbert Ryle, “self” is not an entity one can locate and analyze
i. Merleau- Ponty, the living body, his thoughts, emotions, and experiences are all
one.
j. John Locke – personal identity is founded on consciousness not on the substance
nor on the soul.
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LESSON 2: THE SELF, SOCIETY, AND CULTURE
Lesson Objectives: At the end of this lesson, the LEARNER should be able to:
1. Explain the relationship between and among the self, society, and culture;
2. Describe and discuss the different ways by which society and culture shape the self;
3. Compare and contrast how the self can be influenced by the different institutions in
the society; and
4. Examine one’s self against the different views of self that were discussed in the class.
PRE-ASSESSMENT
Paste a picture of you when you were in elementary, in high school, and now that you are
in college. Below the picture, list down your salient characteristics that you remember.
Elementary High school College
FIRMING UP (ANALYSIS)
After having examined your “self” in its different stages, fill out the table below:
Sameness in all stages of Changes in my “self” Potential causes for the
my “self” through the three stages changes in me
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DEEPENING – IN DETAILS (ABSTRACTION)
Human persons will not develop as human person without interventions. We may
be gifted with intellect and the capacity to rationalize things, but at the end of the day
our growth and development and consequently, ourselves are truly products of our
intentions with external reality.
What Is the Self?
The self is always unique and has its own identity. One cannot be another person,
even twins are different from one another. The self in contemporary literature and even
common sense, is commonly defined by the following characteristics:
1. Separate means that the self is distinct from other selves. The self is always unique
and has its own identity.
2. Self-contained and independent because in itself it can exist. Its distinctness allows it
to be self-contained with its own thoughts, characteristics, and volition.
3. Consistency means that a particular self’s traits, characteristics, tendencies, and
potentialities are more or less the same.
4. Unitary in that it is the center of all experiences and thoughts that run through a
certain person
5. Private means that each person sorts out information, feelings and emotions, and
thought processes within the self. This whole process is never accessible to anyone
but the self.
The Self and Culture
How we see ourselves shapes our lives, and is shaped by our cultural context. Self-
perceptions influence among other things, how we think about the world, our social
relationships, health and lifestyle choices, community engagement, political actions and
ultimately our own and other people’s being.
According to Marcel Mauss, every self has two faces:
Moi refers to a person’s sense of who he is, his body, and his basic identity, his
biological givenness.
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Personne is composed of the social concepts of what it means to be who he is.
Language is another interesting aspect of this social constructivism; it is a salient part of
culture and ultimately, has a tremendous effect in our crafting of the self.
If a self is born into a particular society or culture, the self will have to adjust according
to its exposure.
The Self and the Development of the Social World
More than his givenness (personality, tendencies, and propensities, among
others), one is believed to be in active participation in the shaping of the self. Men and
women in their growth and development engage actively in the shaping of the self. The
unending terrain of metamorphosis of the self is mediated by language.
George Herbert Mead and Lev Vygotsky

For Mead and Vygotsky, the way that human persons develop is with the use of language
acquisition and interaction with others.
Both Vygotsky and Mead treat the human mind as something that is made, constituted
through language as experienced in the external world and as encountered in dialogs with
others.
Self in Families
The kind of family that we are born in, the resources available to us (human,
spiritual, economic), and the kind of development that we will have will certainly affect
us. Human beings are born virtually helpless and the dependency period of a human baby
to its parents for nurturing is relatively longer than most other animals. In trying to
achieve the goal of becoming a fully realized human, a child enters a system of
relationships, most important of which is the family. Human persons learn the ways of
living and therefore their selfhood by being in a family. It is what a family initiates a person
to become that serves as the basis for this person’s progress.
Gender and the Self

Gender is one of those loci of the self that is subject to alteration, change, and
development. The sense of self that is being taught makes sure that an individual fits in a
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particular environment, is dangerous and detrimental in the goal of truly finding one’s
self, self-determination, and growth of the self. It is important to give one the leeway to
find, express, and live his identity. Gender has to be personally discovered and asserted
and not dictated by culture and the society.
EXPLORING
Answer the following questions soundly but honestly.
1. How would you describe yourself?
2. What are the influences of family in your development as an individual?
3. Think of a time when you felt you were your “true self.” What made you think you
were truly who you are during this time of your life?
4. Following the question above, can you provide a time when you felt you were not
living your “true self”? Why did you have to live a life like that? What did you do about
it?
5. What social pressures help shape yourself? Would you have wanted it otherwise?
6. What aspects of your self do you think may be changed or you would like to change?
Lesson Summary
The self is commonly defined by the following characteristics: Separate, is always

unique and has its own identity 2. Self-contained and independent because in itself it can
exist 3. Consistency, a particular self’s traits, characteristics, tendencies, and
potentialities are more or less the same 4. Unitary in that it is the center of all experiences
and thoughts that run through a certain person 5. Private. Each person sorts out
information, feelings and emotions, and thought processes within the self. Every self has
two faces: Moi and Personne; Language is a salient part of culture and ultimately, has a
tremendous effect in our crafting of the self. Men and women in their growth and
development engage actively in the shaping of the self. The unending terrain of
metamorphosis of the self is mediated by language. Gender is one of those loci of the self
that is subject to alteration, change, and development. It is important to give one the
leeway to find, express, and live his identity. Gender has to be personally discovered and
asserted and not dictated by culture and the society.
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LESSON 3: THE SELF AS COGNITIVE CONSTRUCT
Lesson Objectives: At the end of this lesson, The LEARNER should be able to:
1. Identify the different ideas in psychology about the “self”;

2. Create your own definition of the “self” based on the definitions from psychology; and
3. Analyze the effects of various factors identified in psychology in the formation of the
“self.”
PRE- ASSESSMENT
• Try to compare how we look at ourselves against how people perceive us depending on
how we present ourselves to them. For the first part, list 10 to 15 qualities or things that
you think define who you are around the human figure representing you.
• For the second part, in the space below, write “I am ___________ (your name). Who do
you think I am based on what you see me do or hear me say?” Pass your paper around
for two to three minutes without looking who writes on it. As you fill out the paper , write
briefly only those that you observe about the person. Do not use any bad words and do
not write your name. After the allotted period, pass all the paper to your teacher who will
distribute them to the respective owners.
FIRMING –UP (ANALYSIS)
Compare what you wrote about yourself to those written by your classmates.
What aspects are similar and what are not? What aspects are always true to you? What
aspects are sometimes true or circumstantial? What aspects do you think are not really
part of your personality?
DEEPENING- IN DETAILS (ABSTRACTION)

There are various definitions of the “self” and other similar or interchangeable
concepts in psychology. William James an earliest psychologist to study and
conceptualized the self as having two aspects: “I” is the acting and feeling self; “Me” is
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the physical characteristics and the psychological capabilities that makes you who you
are. Identity is composed of personal characteristics, social roles, and responsibilities, as
well as affiliations that define who one is. Self-concept is what basically comes to your
mind when you are asked about who you are. It also refers to how people see and
describe themselves. Self, identity, and self-concept are not fixed in one time frame.
Carl Rogers a psychologist, was a proponent of self-theory- is regarded as humanistic and
is move towards recognizing human potential for psychological growth. He captured the
idea of self in his concept of self-schema or our organized system or collection of
knowledge about who we are. Theories generally see the self and identity as mental
constructs, created and recreated in memory.
Theory of Symbolic Interactionism – the self is developed through human
interaction. Social interaction always has a part to play in who we think we are.
Freud saw the self, its mental processes, and one’s behavior as the results of the
interaction between the three parts of personality as Id, the Ego, and the Superego.
Id – (internal desires) or instinctive drives, concerned with achieving pleasures and
self-satisfaction. Id lives completely in the unconscious. Ego (reality) “ I” part of the person
that gives him the sense of his own identity. This is the rational part of personality.
Superego (conscience) concerned with morals, precepts, standards and ideas. Also the
critical faculty of the personality.
There are three reasons why self and identity are social products:
1. We do not create ourselves out of nothing. Society helped in creating the
foundations of who we are.
2. Whether we like to admit it or not, we actually need others to affirm and reinforce
who we think we are.
3. What we think is important to us may also have been influenced by what is
important in our social or historical context.
Self-awareness also presents us with at least three other self-schema:
The “actual” self is who you are at the moment
The “ideal” self is who you like to be
The “ought” self is who you think you should be.
Self-awareness may be positive or negative depending on the circumstances and our next
course of action. Our group identity and self-awareness also has a great impact on our
self-esteem, defined as our own positive or negative perception or evaluation of
ourselves. Social interaction and group affiliation are vital factors in creating our self-
concept especially in the aspect of providing us with our social identity. There are times
when we are aware of our self-concepts; this is also called self-awareness.
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Charles Carver and Michael Scheier identified two
types of self that we can be aware of:
1) the private self or your internal standards and private thoughts and feelings; and
2) the public self or your public image commonly geared toward having a good
presentation of yourself to others. One of the ways in which our social
relationship affects our self-esteem is through social comparison:
3) The downward social comparison is the more common type of comparing
ourselves with others, by comparing ourselves with those who are worse off than
us.
4) The upward social comparison which is comparing ourselves with those who are
better off than us.
Social comparison also entails what is called self-evaluation maintenance theory,
which states that we can feel threatened when someone out-performs us, especially when
that person is close to us. In the attempt to increase or maintain self-esteem, some people
become narcissistic, a “trait characterized by overly high self-esteem, self-admiration, and
self-centeredness.” There is a thin line between high self-esteem and narcissism and there
are a lot of tests and measurements for self-esteem like the Rosenberg scale.
Though self-esteem is a very important concept related to the self, studies have shown
that it only has a correlation, not causality, to positive outputs and outlook. Programs,
activities, and parenting styles to boost self-esteem should only be for rewarding good
behavior and other achievements and not for the purpose of merely trying to make children
feel better about themselves or to appease them when they get angry or sad.
EXPLORING
1. Do a research and list 10 things to boost your self-esteem or improve your self-concept.
Cite your sources.
2. Analyze which of those tips are more likely to backfire and make someone conceited or
narcissistic and revise them to make the statements both helpful to the individual as well
as society in general.
Self-Identification: Determine if the statement reflects “ideal self “or a “real self” __
___1. I am good at mathematics
__2. I am slow to criticize people.
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__3. I wish I were a good singer.
__4. I have a good sense of humor.
__5. I am an honest person.
__6. I wish I were a punctual person.
__7. I worry a lot over a small thing
__8. I like to be a politician someday.
__9. I am able to perform well in school.
__10. I wish to be a good father to my children.
__11.I want to be a millionaire and famous.
__12. I dream of becoming a scientist in the future.
__13. I wish I were good in acting and dancing.
__14. I am a person with a pleasant disposition in life.
__15. I want to be one of the best athletes of the country.
LESSON SUMMARY
Other concepts similar to self: Identity, composed of personal characteristics, social roles,
and responsibilities Self-concept, what basically comes to your mind when you are asked about
who you are. Self, identity, and self-concept are not fixed in one time frame. Theories generally
see the self and identity as mental constructs, created and recreated in memory. Social
interaction and group affiliation are vital factors in creating our self-concept. There are times
when we are aware of our self-concepts; this is also called self-awareness. Two types of self that
we can be aware of: (1) the private self or your internal standards and private thoughts and
feelings, and; (2) the public self or your public image commonly geared toward having a good
presentation of yourself to others.
Self-awareness also presents us with at least three other self-schema: The “actual” self is
who you are at the moment, the “ideal” self is who you like to be the “ought” self is who you
think you should be. Our group identity and self-awareness also has a great impact on our self-
esteem. One of the ways in which our social relationship affects our self-esteem is through social
comparison: The downward social comparison is by comparing ourselves with those who are
worse off than us. The upward social comparison which is comparing ourselves with those who
are better off than us.
“You can’t make people like you; so don’t stress yourself out by trying to be who you
are; and the right people will love you for that”!
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LESSON 4: THE SELF IN WESTERN AND EASTERN THOUGHTS
1. Differentiate the concept of self- according to Western thought against Eastern/Oriental
perspectives;
2. Explain the concept of self as found in Asian thoughts; and
3. Create a representation of the Filipino self.
PRE - ASSESSMENT
1. Write top five differences between Western society and Eastern society, culture, and
individuals in the table below. Cite your sources.
EASTERN WESTERN
FIRMING –IN (ANALYSIS)
Do you agree with the differentiation between the West and the East? Where can you find
the Philippines in the distinction? What are the factors that make the Philippines similar or
different from its Asian neighbors? Is there also a difference between regions or ethno-linguistic
groups in the Philippines?
DEEPENING – IN DETAILS ( ABSTRACTION)
Different cultures and varying environment perceptions of self tend to create different
perceptions of the self and one most common distinction between cultures and people is
the Eastern and Western dichotomy, wherein Eastern represents Asia and western
represents Europe and Northern America. It must be reiterated that while countries are
geographically closer to each other may share commonalities, there are also a lot of factors
that create differences. In the Philippines alone, each region may have similar or varying
perception regarding self. Eastern thoughts sees the other person as part of yourself as
well as the things you may create, a drama in which everyone is interconnected with their
specific roles. Asian culture is called a collectivistic culture as the group and social relations
that is given more importance than individual needs and wants. Western thoughts looks
at the world in dualities wherein you are distinct from the other person, the creator is
separate from the object he created, in which the self is distinguished and acknowledged.
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The Western culture is what we would call an individualistic culture since their focus is on
the person.
Confucianism
A code of ethical conduct, of how one should properly act according to his/her
relationship with other people
The identity and self-concept of the individual are interwoven with the identity and status
of his/her community or culture, sharing its pride as well as its failures.
Self-cultivation is seen as the ultimate purpose of life.
The cultivated self in Confucianism is what some scholars call a “subdued self” wherein
personal needs are repressed (subdued) for the good of many, making Confucian society
likewise hierarchal for the purpose of maintaining order and balance in society.
Taoism
Living in the way of the Tao or the universe

Rejects having one definition of what the Tao is
Rejects the hierarchy and strictness brought by Confucianism and would prefer a simple
lifestyle and its teachings thus aim to describe how to attain that life
The self is not just an extension of the family or the community; it is part of the universe.
The ideal self is selflessness but this is not forgetting about the self; it is living a balanced
life with society and nature, being open and accepting to change, forgetting about
prejudices and egocentric ideas and thinking about equality as well as complementarity
among humans as well as other beings.
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Buddhism
The self is seen as an illusion, born out of ignorance, of trying to hold and control things,
or human-centered needs; thus, the self is also the source of all these sufferings.
To forget about the self, forget the cravings of the self, break the attachments you have
with the world, and to renounce the self which is the cause of all suffering and in doing
so, attain the state of Nirvana.
EXPLORING
1. Create a representation, diagram, or concept map of the SELF according to Filipino
culture.
2. Provide a brief explanation of your output. You can also cite books and researches
about Filipino culture, self, and identity to further elaborate on the topic.
LESSON SUMMARY
Eastern thoughts, Asian culture is called a collectivistic culture as the group and social
relations that is given more importance than individual needs and wants. Western
thoughts, The Western culture is what we would call an individualistic culture since their
focus is on the person. Confucianism A code of ethical conduct, of how one should
properly act according to their relationship with other people. Self-cultivation is seen as
the ultimate purpose of life. Taoism, the self is not just an extension of the family or the
community; it is part of the universe. The ideal self is selflessness but this is not forgetting
about the self; it is living a balanced life with society and nature. Buddhism The self is
seen as an illusion, born out of ignorance, of trying to hold and control things, or human-
centered needs. To forget about the self, and in doing so, attain the state of Nirvana.
THE VISION OF FILIPINO SELF… “In 2040, we will enjoy a stable and
comfortable lifestyle, secure in the knowledge that we have enough for
our daily needs and unexpected expenses, that we can plan and
prepare for future. Our family lives together in a place of our own, and
we have the freedom to go where we desire, protected and enabled by
clean, efficient and fair government”.
Rosemarie Edillon
NEDA Deputy Director General
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Midterm Exam in Understanding the Self
Test I. Alternative Responses. Modified True or False. Write the word TRUE if the statement is
correct and if the statement is wrong change the underlined word/phrase to make the
statement true. Write your answers on the space provided after the statement. Please observe
no erasures.
1. Self, identity, and self-concept are fixed in all time frame.
________________________________.
2. Carl Rogers saw the self, its mental processes, and one’s behavior as the results of the
interaction between the Id, the Ego, and the
Superego.___________________________________________
3. Whether we like to admit it or not, we actually do not need others to affirm and reinforce
who we think we are.
___________________________________________________________________.
4. We do not create ourselves out of nothing. Society helped in creating the foundations of who
we are. ________________________________________________________________.
5. Our group identity and self-awareness also has a great impact on our self-esteem, defined as
our own positive or negative perception or evaluation of ourselves.
__________________________.
6. Self-awareness is always positive depending on the circumstances and our next course of
action.
7. Social comparison does not affect our social relationship and self-esteem.
__________________.
8. In the attempt to increase or maintain self-esteem, most people become narcissistic.
__________________________________________________________________.
9. Though self-esteem is a very important concept related to the self, studies have shown that
it is the causality to positive outputs and outlook.
_______________________________________________________________________.
10. Programs, activities, and parenting styles to boost self-esteem should only be for the
purpose of merely trying to make children feel better about themselves or to appease them
when they get angry or sad.
___________________________________________________________________.
11. There are times when we are aware of our self-concepts; this is also called self-identity.
12. Theories generally see the self and identity as mental constructs, created and recreated in
memory. __________________________________________________.
13. Social interaction and group affiliation are vital factors in creating our personal identity.
_________________________________________.
14. According to Taoism philosophy, the self is the cause of all
suffering.______________________.
15. Social comparison also entails what is called self-evaluation maintenance theory, which
states that we cannot feel threatened when someone out-performs us, especially when that
person is close to us.
________________________________________________________________________.
23
Test II. Matching Type
Instruction: Match column A with that of column B. Write the letter of the correct answer on the
line before the number.
Column A Column B
____1. Actual self A. Your internal standards and private thoughts and feelings.
____2. Ideal self B. Your public image commonly geared toward having a
good presentation of yourself to others.
_____3. The private self C. who you think you should be
_____4. Ought self D. who you are at the moment
_____5. The public self E. who you like to be
_____6. Subdued Self F. an individualistic culture since their focus is on the person.
_____7. Confucianism G. a collectivistic culture as the group and social relations
that is given more importance than individual needs and
wants.
_____8. Eastern Culture H. Self-cultivation is seen as the ultimate purpose of life
_____9. Buddhism I. a cultivated self where in personal needs are repressed for
the good of many.
_____10. Western culture J. self is seen as an illusion, born out of ignorance, of trying
to hold and control things, or human-centered needs.
_____11. Rosenberg Scale K. the ideal self is selflessness but this is not forgetting
about the self; it is living a balanced life with society and
nature.
_____12. Healthy self-esteem L. is composed of personal characteristics, social roles, and
responsibilities, as well as affiliations that define who one
is.
_____13. Taoism M. is what basically comes to your mind when you are
asked about who you are.
_____14. Self- concept N. may result to an overall good personality.
_____15. Identity O. use to test and measurement for self-esteem.
Test III. Essay (15 points) answers may vary!

1. How will society be if its philosophy is attuned to wholesome relationship for all?
2. As a component of basic society how should you exert effort to help create a better society?
3. Brenda lives in a very conservative society wherein most of the people’s ways are opposite to
her way of life. She has no choice with her aunt financing her studies. Will the society she is
in now, change her or can she in a way initiate a change for growth and development? How is
she going to do it?
24
INTRODUCTION
Module 2 tackles the two important representations. The first section identifies the
biological, social, environmental, emotional and spiritual factors that affect the physical self as
well as issues and challenges that individual face with regard to their physical characteristics. The
second section discusses sexual attributes, characteristics, gender, and responsible sexual
behavior. It particularly covers two of the emerging facets of the self-rooted personal
development: the political and digital self. This also intends to make students understand and
appreciate their responsibilities as citizens of the country and of global and virtual communities.
Module 2. UNPACKING THE SELF

Lesson 1: The Physical and Sexual Self
Lesson 2: To Buy or Not to Buy? That Is the Question!
Lesson 3: Supernaturals: Believe It or Not!
Lesson 4: The Political Self and Being Filipino
Lesson 5: Who Am I in the Cyberworld? (Digital Self)
Lesson 6: Learning to Be a Better Learner
Lesson 7: Do Not Just Dream, Make It Happen
Lesson 8: Less Stress, More Care
25
LESSON 1: THE PHYSICAL AND SEXUAL SELF
Lesson Objectives: At the end of this lesson, you should be able to:
1. Discuss the developmental aspect of the reproductive system;
2. Describe the erogenous zones;
3. Explain human sexual behavior;
4. Characterize the diversity of sexual behavior;
5. Describe sexually transmitted diseases; and
6. Differentiate natural and artificial methods of contraception.
PRE-ASSESSMENT
Complete the sentences below.

1. For me, beauty means _________________________________________________
2. A beautiful person is __________________________________________________
3. I am beautiful because_________________________________________________
4. List down names of people you know who are beautiful.
_________________________________________________
Fill out the table below by listing the common secondary sexual male and female characteristics.
Male secondary sexual characteristics Female secondary sexual characteristics
FIRMING- IN (ANALYSIS)
1. When do we usually observe the changes listed on the previous slide for males and
females?
2. Were you able to experience the same changes? When?
26
3. If you were not able to experience the listed changes, what might have caused such
difference?
4. How does the society shape the sexual behavior of an individual?
5. Can we really change our natural or innate sexual organ and sexual response?
DEEPENING-IN DETAILS (ABSTRACTION)

Physical self refers to the body, this marvelous container and complex finely tuned
machine with which we interface with the environment and fellow beings. It is the concrete
dimension, the tangible aspect of the person that can be directly observed and examined. On
the other hand, Sexual self is a part of yourself where you learn and understand your sexual
development and how people’s sexual activity, beliefs and misconception and unlimited
access from the internet on sex can influence your own sexual behavior and responses.
The gonads (reproductive glands that produce the gametes; testis or ovary)
begin to form until about the eighth week of embryonic development. During the early stages
of human development, the embryonic reproductive structures of males and females are
alike and are said to be in the indifferent stage. The formation of male or female structures
depends on the presence of testosterone. The embryonic testes release testosterone, and
the formation of the duct system and external genitalia follows. Female embryos that form
ovaries will cause the development of the female ducts and external genitalia since
testosterone hormone is not produced.
Any intervention with the normal pattern of sex hormone production in the embryo results
in strange abnormalities:
27
Pseudohermaphrodites are formed who are
individuals having accessory reproductive structures that do not “match” their gonads;
Hermaphrodites are individuals who possess both

ovarian and testicular tissues but this condition is rare in nature.
Puberty is the period of life when the reproductive organs grow to their adult size and
become functional under the influence of rising levels of gonadal hormones (testosterone in
males and estrogen in females). Puberty is the time of life when a boy or girl becomes sexually
mature. It is a process that usually happens between ages 10 and 14 for girls and ages 12 and
16 for boys. It causes physical changes, and affects boys and girls differently.
In girls, the first sign of puberty is usually breast development (thelarche /breast budding)
usually occurs after age 8 and is accompanied by other signs of puberty including a growth
spurt, the hair grows in the pubic area or armpit (pubarche) , first menstruation (menarche)
usually happens last. Menarche signals the beginning of the capacity to reproduce and is
associated with the development of secondary sexual characteristics. It is also the most
significant milestones in a woman’s life. The age vary, but the average age for girls for their
first menstruation occurs between the ages 10 and 16 years old. Although the precise
determinants of menarcheal age remains to be understood, genetic influences,
socioeconomic conditions, general health and well-being, nutritional status, certain types of
exercise and family size possibly play a role. In boys usually begins with the testicles and penis
getting bigger, the hair grows in the pubic area and armpit, muscles grow, voice deepens and
facial hair develops as puberty continues. Both boys and girls get acne. They usually have
growth spurt that last for 2 or 3 years. This brings them closer to their adult height, which
they reach after puberty.
28
Diseases Associated with the Reproductive System
In Females:
- Vaginal infections are more common in young and

elderly women and in those whose resistance to diseases is low.
- Vaginal infections that are left untreated may spread throughout the female reproductive
tract and may cause pelvic inflammatory disease and sterility.
- Escherichia coli which spread through the digestive

tract; the sexually transmitted microorganisms such as syphilis, gonorrhea, and herpes
virus; and yeast (a type of fungus)
- Painful or abnormal menses may also be due to

infection or hormone imbalance.
- Tumors of the breast and cervix are the most

common reproductive cancers in adult females.
29
In Males. Common inflammatory conditions are prostatitis,
urethritis, and epididymitis, all of

which may follow sexual contacts in which sexually transmitted disease (STD)
microorganisms are transmitted.
- Orchiditis, or inflammation of the testes, can cause sterility

and most commonly follows mumps in an adult male.
- Prostate cancer (a common sequel to prostatic hypertrophy) is a widespread problem in
adult males.
- Although aging men show a steady decline in testosterone secretion, their reproductive
capability seems unending.
Erogenous Zones
1. They refer to parts of the body that are primarily receptive and increase sexual
arousal when touched in a sexual manner.
2. Commonly known erogenous zones are the mouth, breasts, genitals, and anus;
other common areas of the body that can be aroused easily may include the neck,
thighs, abdomen, and feet.
Human Sexual Behavior
3. It is defined as any activity—solitary, between two persons, or in a group—that
induces sexual arousal.
4. There are two major factors that determine human sexual behavior: the inherited
sexual response patterns that have evolved as a means of ensuring reproduction,
30
and the degree of restraint or other types of influence exerted on the individual
by society in the expression of his/her sexuality.
Types of Behavior
5. Solitary Behavior
Self-gratification means self-stimulation that leads to sexual arousal and generally,
sexual climax; most self-gratification takes place in private as an end in itself. Self-
gratification is most frequent among the unmarried; there are more males who perform
acts of self-gratification than females. It becomes less frequent or is abandoned when
socio-sexual activity is available.
2. Socio-sexual Behavior
Heterosexual behavior is the greatest amount of socio-sexual behavior that occurs
between only one male and one female. It usually begins in childhood and may be
motivated by curiosity, such as showing or examining genitalia. Physical contact involving
necking or petting is considered as an ingredient of the learning process.
Petting differs from hugging, kissing, and generalized caresses of the clothed body to
practice involving stimulation of the genitals.
Coitus, the insertion of the male reproductive structure into the female reproductive
organ, is viewed by society quite differently depending upon the marital status of the
individuals.
Physiology of Human Sexual Response
Excitement phase. There is increase in pulse and blood pressure, and skin temperature.
Flushing and swelling of all distensible body parts are also experienced. Symptoms of
arousal eventually increase to a near maximal physiological level that leads to the next
stage
Sexual climax. It is marked by a feeling of abrupt, intense pleasure.
Plateau phase. It is generally of brief duration. If stimulation is continued, orgasm usually
occurs.
Resolution phase. It is the last stage that refers to the return to a normal or subnormal
physiologic state.
Nervous System Factors
The autonomic system is involved in controlling the involuntary responses. The
hypothalamus and the limbic system are the parts of the brain believed to be responsible
for regulating the sexual response. The lower spinal cord leads to erection and ejaculation
31
for male, and vaginal discharges and lubrication for female when the genital and perineal
areas are stimulated.
Sexual Problems
Physiological problems. Diseases that are due to abnormal development of the
genitalia or that part of the neurophysiology controlling sexual response; Psychological
problems. Caused by socially induced inhibitions, maladaptive attitudes, ignorance, and
sexual myths held by society;
- Premature emission of semen is a common problem, especially for young males.
- Erectile impotence is almost always of psychological origin in males under 40; in
older males, physical causes are more often involved;
Ejaculatory impotence, which results from the inability to ejaculate in coitus, is
uncommon and is usually of psychogenic origin.
- Vaginismus is a strong spasm of the pelvic musculature constricting the female
reproductive organ so that penetration is painful or impossible.
Sexually Transmitted Diseases
These are bacterial, viral, or parasitic infections transmitted from an infected person to
an uninfected person through sexual contact
Syphilis – is a bacterial infection usually spread by sexual contact. The disease

starts as a painless sore typically on genitals, rectum or mouth.
Gonorrhea – infection caused by sexually transmitted bacterium that infects both
men and women, most often affects the urethra, rectum or throat, can also
infect cervix. Most commonly spread during sexual intercourse.
32
Chancroid – is a bacterial infection that causes open sores on or around the
genitals of men and women. It is a type of sexually transmitted disease through
sexual contact. Occurs mostly in developing countries.
Chlamydia – sexually transmitted infection caused by bacteria called chlamydia
trachomatis. Usually it doesn’t cause any symptoms and can easily be treated with
antibiotics. However, if it is not treated early, it can spread to other parts of the
body and lead to long health problems.
Genital Herpes – common sexually transmitted infection caused by herpes
simplex virus (HSV). Sexual contact is the primary way that the virus spreads. After
the initial infection, the virus lies dormant in the body and can reactivate several
times a year.
Trichomoniasis – (“trich”) very common sexually transmitted infection caused by
protozoan called “trichomonas vaginalis”. Although symptoms of the disease vary,
most people who have the parasite cannot tell they are infected.
Artificial Family Planning
 is the process used to prevent pregnancy and plan for the birth of children
at the most optimum time. Commonly referred to as birth control, family
planning can be accomplished using variety of methods.
Artificial Family Planning method – any unnatural technique that is used to
prevent conception.
 Condom - thin rubber barrier. It fits over

erect penis and catches sperm when the man ejaculate.
33
 Diaphragm/ cap – dome shaped silicone
barrier, fits inside the vagina over the cervix. Used with spermicide jelly
that kills sperm.
 Intra Uterine Device (IUD) – small device

placed inside the uterus by a health care professional. It prevent sperm
from fertilizing the egg.
 Depo-Provera – an injection of
progesterone. It stops ovaries from releasing an egg each month.
 Combined Pill
– pill made up of two hormones estrogen and progesterone. It stops
ovaries from releasing egg each month.
34
 Vaginal ring - contains two hormone,
estrogen and progesterone, sits inside the vagina and stops the ovaries
from releasing egg each month. It is inserted to the vagina similar to
tampon.
 Contraceptive implant – is a long

term birth control for women. It is flexible plastic rod about the size of a
matchstick that is placed under the skin of the upper arm.
 Contraceptive patch – is a transdermal

patch applied to the skin that releases synthetic estrogen and
progesterone hormones to prevent pregnancy.
 Tubal ligation or tubal sterilization –

is a permanent birth control. During tubal ligation, the fallopian tubes are
cut, tied or blocked to permanently prevent pregnancy. It prevents the egg
from travelling from the fallopian tubes and blocks sperm from travelling
35
up to the fallopian tubes to the egg. The procedure does not affect the
menstrual cycle.
 Vasectomy –a surgical procedure

for male sterilization or permanent contraception. During the procedure,
the male vas deferens are cut, tied or sealed so as to prevent sperm from
entering into the urethra and thus prevent fertilization of a female through
sexual intercourse.
Natural Family Planning methods
The natural family planning methods do not involve any chemical or foreign body.
EXPLORING
1. Creative Work. Propose a program in school or community that will raise the
awareness of the students and to help eliminate sexually transmitted diseases
especially among the youth.
2. Agree or Disagree. Are you in favor of legalizing marriage among homosexuals
and trans-genders? Why?
36
LESSON SUMMARY
The formation of male or female structures depends on the presence of

testosterone. Any intervention with the normal pattern of sex hormone production in the
embryo results in strange abnormalities: Pseudohermaphrodites individuals having
accessory reproductive structures that do not “match” their gonads; Hermaphrodites are
individuals who possess both ovarian and testicular tissues. Puberty is the period of life
when the reproductive organs grow to their adult size and become functional.
Diseases associated with the reproductive system; In females: Tumors of the breast
and cervix are the most common reproductive cancers in adult females.Vaginal infections
are more common in young and elderly women and in those whose resistance to diseases
is low. In males: Prostate cancer (a common sequel to prostatic hypertrophy) is a
widespread problem in adult males. Although aging men show a steady decline in
testosterone secretion, their reproductive capability seems unending. Erogenous Zones
refer to parts of the body that are primarily receptive and increase sexual arousal when
touched in a sexual manner. Human Sexual Behavior is any activity—solitary, between two
persons, or in a group—that induces sexual arousal.
The types of behavior are: Solitary Behavior. Self-gratification means self-
stimulation that leads to sexual arousal and generally, sexual climax; it takes place in
private as an end in itself. Sociosexual Behavior. Heterosexual behavior is the greatest
amount of sociosexual behavior that occurs between only one male and one female.
Physiology of Human Sexual Response Excitement phase – increase in pulse and blood
pressure, skin temperature, flushing, and swelling of all distensible body parts Plateau
phase – generally of brief duration; if stimulation is continued, orgasm usually occurs.
Sexual climax – marked by a feeling of abrupt, intense pleasure Resolution phase – the last
stage that refers to the return to a normal or subnormal physiologic state
The autonomic system is involved in controlling the involuntary responses. The lower
spinal cord and leads to erection and ejaculation for male, vaginal discharges and
lubrication for female when the genital and perineal areas are stimulated. Sexual
Problems. Physiological problems, diseases that are due to abnormal development of the
genitalia Psychological problems, caused by socially induced inhibitions, maladaptive
attitudes, ignorance, and sexual myths held by society. Premature emission of semen.
Erectile impotence, a psychological origin in males under 40; in older males, physical
causes. Ejaculatory impotence, inability to ejaculate in coitus; is uncommon and is usually
of psychogenic origin. Vaginismus, a strong spasm of the pelvic musculature constricting
the female reproductive organ. Examples of sexually transmitted diseases are chlamydia,
gonorrhea, syphilis, chancroid, herpes simplex virus, and trichomonas vaginalis. Natural
methods of contraception are abstinence, calendar method, basal body temperature,
37
cervical mucus method, symptothermal method, ovulation detection, and coitus
interruptus. Artificial methods of contraception are oral contraceptives, transdermal
patch, vaginal ring, subdermal implants, hormonal injections, intrauterine device,
diaphragm/cap, and surgical methods.
38
LESSON 2: TO BUY OR NOT TO BUY? THAT IS THE QUESTION!
1. Explain the association of self and possessions;
2. Identify the role of consumer culture to self and identity; and
3. Appraise one’s self based on the description of material self.
PRE-ASSESSMENT
Debit Card Challenge

A very wealthy person gave you a debit card and told you to use it as much as you want
to make yourself happy. What are you going to do with it? Make a list of what you want
to have. Write as many as you want.
FIRMING IN (ANALYSIS)
Answer the following questions:
1. How do you feel as you do the Debit Card Challenge?
2. Which among the items on your list you like the most? Why?
3. If ever you were given the chance in real life to have one among the list, which
would you choose? Why?
4. Does your choice differ from your answer in question number 2? Why or why not?
5. Let your classmate read your list. Ask him/her to give or write a quick impression of
yourself based on the list you showed him/her.
6. Is the quick impression of your classmate has some truth about who you are.
DEEPENING IN DETAILS (ABSTRACTION)
William James, understanding the self can be examined through its different
components: (1) its constituents; (2) the feelings and emotions they arouse—self-feelings; (3)
the actions to which they prompt—self-seeking and self-preservation .The constituents of self
are composed of the material self, the social self, the spiritual self, and the pure ego. The
39
material self, according to James primarily is about our bodies, clothes, immediate family,
and home.
We Are What We Have
Russel W. Belk posits that “…we regard our possessions as part of

ourselves. We are what we have and what we posses.” As we grow older, putting importance
to material possession decreases. Material possession gains higher value in our lifetime if we
use material possession to find happiness, associate these things with significant events,
accomplishments, and people in our lives. The possessions that we dearly have tell something
about who we are, our self-concept, our past, and even our future. The possessions that we
dearly have tell something about who we are, our self-concept, our past, and even our future.
EXPLORING
Debit Card Challenge List

1. Go back to your Debit Card Challenge List. Put a mark on the left side of each item
with the following categories:
B – if the item is related with your body
C – if the item is related with clothes
F – if the item is related or intended to your family
H – if the item is related with home
Answer the following questions:
1. Which among the categories you have the most in your list?
2. What do you think these things tell you about yourself?
3. Make a reflection paper about material self. You may use your answers from the
above questions in making your paper.
2. Collage Making
Create a collage of your treasured possessions including your current clothing
style. You may use symbols or pictures of your treasured possessions. Put a short note
why you treasure each item.
40
Research Paper
Make a research on the role of Filipino consumer culture to Filipino self and
identity.
LESSON SUMMARY
Material Self
Understanding the self can be examined through its different components:
- (1) its constituents; (2) the feelings and emotions they arouse—self-feelings; (3) the
actions to which they prompt—self-seeking and self-preservation.
- The constituents of self are composed of the material self, the social self, the spiritual
self and the pure ego.
- The material self, primarily is about our bodies, clothes, immediate family, and home.
We Are What We Have
- Russel Belk posits that “…we regard our possessions as part of ourselves. We are what
we have and what we posses.”
- Material possession gains higher value…to find happiness, associate these things with
significant events, accomplishments, and people in our lives;
- The possessions that we dearly have tell something about who we are, our self-concept,
our past, and even our future.
41
LESSON 3: SUPERNATURALS: BELIEVE IT OR NOT!
1. Identify various religious practices and beliefs;
2. Understand the self in relation with religious beliefs; and
3. Explain ways of finding the meaning of life.
PRE-ASSESSMENT
Art Recall
Recall:
When was the first time you realized that there is a higher being than yourself? How old were
you then? What made you believe that there is a higher being?
Draw:
Make a poster about the instance or situation that made you believe in the existence of a
higher being.
Show:
Have a classroom Gallery Walk showcasing the posters you and your classmates have made.
Observe similarities and differences in each other’s experiences, expressed in the artworks.
Initiate discussions about beliefs on a higher being based on the showcased posters.
Buzz Group Sharing

In groups of three or five, answer the following questions:
1. From the posters you see, what commonalities and differences did you observe?
2. How do these experiences affect your belief on a higher being?
Big Group Sharing
42
1. Share the summary of your discussion from the buzz group.
2. Discuss the following questions:
a. How is the belief on a higher being related to yourself?
b. Do you consider having a spiritual self? Why or why not?

• Religion
1. A belief in anthropomorphic supernatural being, such as spirit and gods
2. A focus on the sacred supernatural, where sacred refers to a feeling of reverence and awe
3. The presence of supernatural power or energy that is found on supernatural beings as
well as physical beings and objects
4. The performance of ritual activities that involves the manipulation of sacred object to
communicate to supernatural beings and/or to influence or control events.
5. The articulation of worldview and moral codes through narratives and other means
6. Provide the creation and maintenance of social bonds and mechanism of social control
within a community
• Ritual
- Performance of ceremonial acts prescribed by a tradition or sacred law
- A specific, observable mode of behavior exhibited by all known societies; as a way of
defining or describing humans
- Ritual has the characteristics of:
1. A feeling or emotion of respect, awe, fascination, or dread in relation to the sacred
2. Dependence upon a belief system that is usually expressed in the language of
myth
3. Is symbolic in relation to its reference.
Some World Religious Beliefs and Practices
• Buddhism
Beliefs: Life is not a bed of roses. Instead, there are suffering, pain, and frustration. This
reactive cycle can be broken through the practice of mediation, acquiring more wisdom and
deeper understanding, and acceptance of things as they are.
43
Customs and Practices:
Samatha is practiced as mindfulness of breathing and
development of loving kindness; Vipassana

practices aim at developing insight into reality. Acquiring wisdom is by studying Buddha’s
teaching, the Dharma.
Buddhist celebrations are Parinirvana Day
in February;
Buddha Day (Wesak) in
May; Dharma Day in July;
44
Padmasambhava Day in October; and Sangha Day
in November.
• Christianity
Beliefs: Christians believe in Trinitarian God, one God in three personas: God the Father
(Creator), God the Son (Savior), and God the Holy Spirit (Sustainer). Eternal life after death
will be achieved through faith in Jesus Christ. The Holy Bible is a selection of books, which is
divided into two ‒ the Old Testament and New Testament.
45
The Sacrament of Baptism symbolizes the birth in Christian
World. The Sacrament of Communion is an act of remembrance of

Jesus Christ’s sacrificial love.
Christmas and Resurrection (Easter) are the

two major celebrations in Christianity.
• Hinduism
Beliefs:
Hindus believe that existence is a cycle of birth, death, and rebirth, governed by Karma, a
concept where the reincarnated life will depend on how the past life was spent. Vedas are
sacred scriptures of Hindus. Mahabharata and Ramayana are two other important texts of
the Hindus.
` Customs and Practices:
46
Diwali i is the Festival of Lights. Navrati
is the festival of nine nights, which celebrate the

triumph of good over evil. Hindus have set dates to honor particular manifestations of God.
• Islam
Beliefs: Islam means “willing submission to God.” Muslims believe in Allah, who is their “One
God”, in the unity and universality of God, that Mohammed is the last and final prophet sent
by God. The Holy Book of Islam is called the Quran.
Muslims believe in the five pillars of Islam, which are the foundation of Muslim life:
1. Shahadah – statement of faith: “There

is no God but the one true God and Mohammed is his messenger.
2. Salat – the prayer that is practiced five

times a day.
47
3. Zakat – the monetary offering for the benefit
of the poor. It comprises the 2.5% of a Muslim’s assets.
4. Hajj – the yearly pilgrimage to Mecca.

Muslims who can afford are asked to do the pilgrimage at least once in their
lifetime.
5. Sawm – the fasting.

Muslims do fasting, from food, drink, and sexual act, during the celebration of
Ramadan. Ramadan is the ninth month of the Islamic lunar calendar. The fast is
from dawn to sunset.
Eidul-Fitr is the
celebration at the end of Ramadan, while Eidul-Adha is celebrated within the
completion of the Pilgrimage, the Hajj.
48
• Judaism
Beliefs: The Jews believe in the God of Abraham, in the coming of Messiah, the Savior.
The sacred scripture of the Jews is called the Torah or the Law.
There are five major festivals observed by the Jews:
1. Rosh Hashanah – the New Year
2. Yom Kippur – the Day of Atonement
3. Pesach – Passover
4. Shavuot–
Shavuot or Pentecost, also means “weeks” and it refers to a celebration of wheat

harvest and ripening of the first fruits.
49
5. Sukkot – Tabernacles or Festival Shelter
6. Sabbath day is a rest day on the 7th day commanded by God to be kept holy day of rest,
as God rested from creation. The practice of observing the sabbath day originates in the
biblical commandment, “Remember the Sabbath Day, to keep it holy”. The Jewish
Sabbath begins on Friday evening at sunset and is an important time when families
gather for the Sabbath meal.
50
Logotherapy - A psychotherapy introduced by Dr. Viktor Emil Frankl
The main belief of Logotherapy is that “man’s primary motivational force is search
for meaning.” It aids individuals to find personal meaning of life, whatever life
situation they may be. It uses the philosophy of optimism in the face of tragedy.
The Franklian Psychology has these basic concepts:
51
Franklian Psychology aims to:
1. Become aware of spiritual resources;
2. Make conscious spiritual resources; and
3. Use “defiant power of the human spirit” and stand up against adversity.
52
Logotherapy Assumptions
1. The human being is an entity consisting of body, mind, and spirit.
2. Life has meaning under all circumstances, even the most miserable.
3. People have a will to meaning.
4. People have freedom under all circumstances to activate the will to find meaning.
5. Life has a demand quality to which people must respond if decisions are to be
meaningful.
6. The individual is unique.
Frankl’s Sources of Meaning

1. Purposeful Work. Each individual has his/her own future goal to achieve or a task to
perform; the meaning of life is unique to every individual.
2. Courage in the Face of Difficulty. To find meaning of life is to recognize suffering, pain,
and death as part of life and to have the courage to face these life difficulties.
3. Love. “The ultimate secret on the spiritual foundation of life is that love is salvation
and joy eternity.” The ultimate factor to find the meaning of life is love.
EXPLORING
Video Clip. Make a video clip with reflection on any of the following topics:
Filipino rituals and ceremonies covering all regions of the Philippines
1. Filipino indigenous religious practices featuring five tribes from Luzon, Visayas,
or Mindanao
2. Modern day expression of spiritual being
Make sure to showcase the origin, meaning of each ritual and ceremony, and your
personal reflection.
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Documentary. Make a documentary about a World War II Filipino survivor. Feature the
following:
- Life story during the war
- How he/she survived the war
- Description of his/her meaning of life
- Compare to Viktor Frankl’s sources of meaning
- Test logotherapy assumptions
Reflection Paper. Reflect on Viktor Frankl’s sources of the meaning of life.
LESSON SUMMARY
Religion
1. A belief in anthropomorphic supernatural being
2. A focus on the sacred supernatural…feeling of reverence and awe

3. The presence of supernatural power or energy
4. The performance of ritual activities
5. The articulation of worldview and moral codes through narratives and other
means.
6. Provide the creation and maintenance of social bonds and mechanism of social
control within a community.
Ritual
Performance of ceremonial acts prescribed by a tradition or sacred law.
Ritual has the characteristics of:
1. A feeling or emotion of respect, awe, fascination, or dread in relation to the
sacred;
2. Dependence upon a belief system that is usually expressed in the language of
myth; and
3. Is symbolic in relation to its reference.
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Buddhism
Beliefs: Life is not a bed of roses. Instead, there are suffering, pain, and frustration.
Samatha is practiced as mindfulness of breathing and development of loving kindness.
Vipassana practices aim at developing insight into reality.
Acquiring wisdom is by studying Buddha’s teaching, the Dharma.
Parinirvana Day in February; Buddha Day (Wesak) in May; Dharma Day in July;
Padmasambhava Day in October; and Sangha Day in November
Christianity
Beliefs: One God in three personas: God the Father (Creator), God the Son (Savior), and
God the Holy Spirit (Sustainer); eternal life after death will be achieved through faith in
Jesus Christ

The Sacrament of Baptism symbolizes the birth in Christian World.
Sacrament of Communion is an act of remembrance of Jesus Christ’s sacrificial love.
Christmas and Resurrection (Easter) are the two major celebrations in Christianity.
Hinduism
Beliefs: Believe that existence is a cycle of birth, death and rebirth, governed by Karma.

Diwali is the Festival of Lights.
Navratri is the festival of nine nights, which celebrate the triumph of good over evil.
Hindus have set dates to honor particular manifestations of God.
Islam
Beliefs: Islam means “willing submission to God.” Allah, who is their “One God”,
Mohammed is the last and final prophet sent by God.
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The five pillars of Islam:
1. Shahadah – statement of faith: “There is no God but the one true God and
Mohammed is his messenger.
2. Salah – the prayer that is practiced five times a day.
3. Zakat –the monetary offering for the benefit of the poor.
4. Hajj – the yearly pilgrimage to Mecca.
5. Sawm – Muslims do fasting, from food, drink, and sexual act, during the
celebration of Ramadan. The fast is from dawn to sunset.
Eidul-Fitr is the celebration at the end of Ramadan. Eidul-Adha is celebrated within the
completion of the Pilgrimage, the Hajj.
Judaism
Beliefs: The Jews believe in the God of Abraham, in the coming of Messiah, the Savior.

Five major festivals observed by the Jews:
1. Rosh Hashanah – the New Year
2. Yom Kippur – the Day of Atonement
3. Pesach – Passover
4. Shavuot – Pentecost , also means “weeks” and it refers to a celebration of
wheat harvest and ripening of the first fruits.
5. Sukkot – Feast of Tabernacles or Festival of Shelters.
6. The Jewish Sabbath begins on Friday evening at sunset.
Logotherapy
A psychotherapy introduced by Dr. Viktor Frankl. It uses the philosophy of optimism in
the face of tragedy. According to him, “Man’s primary motivational force is search for
meaning.”
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The Franklian Psychology has the basic concepts:
Life has meaning under all circumstances.
The main motivation for living is our will to find meaning in life.
Freedom to find meaning.
Franklian Psychology aims to:
1. Become aware of spiritual resources;
2. Make conscious spiritual resources; and
3. Use “defiant power of the human spirit” and stand up against adversity.
Frankl’s Sources of Meaning
1. Purposeful Work. Each individual has each own future goal to achieve or a task to
perform;
2. Courage in the Face of Difficulty. To find meaning of life is to recognize suffering,
pain, and death;
3. Love. “The ultimate secret on the spiritual foundation of life is that love is
salvation and joy eternity.”
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LESSON 4: THE POLITICAL SELF AND BEING FILIPINO
1. Develop a Filipino identity;
2. Identify different Filipino values and traits; and
3. Reflect on your selfhood in relation to your national identity.
PRE- ASSESSMENT
Who Is a Filipino?
Cut out pictures or illustrations from magazines and newspapers that show what being a
Filipino is about. Paste them below.
Answer the questions below in relation to what you have posted in the previous activity.
1. How do the pictures remind you of your being a Filipino?
2. Are you proud of being a Filipino? Why and why not?
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3. Imagine that you were of a different nationality. What would change in you aside
from your citizenship and origin?
4. How extensive are the effects of being Filipino in your selfhood?
The Philippines as we know it today has only emerged in the 1890s after over three
centuries of colonization of the Spaniards. Liberation from the last colonizers, the
Japanese, only occurred in 1946. Foreign culture, beliefs, language, and religion have
made a huge dent on our own by setting a foundation to the contemporary Filipino
identity and culture.
Who Is a Filipino?
According to the 1987 Philippine Constitution, Filipino citizens are:“…those whose
fathers or mothers are citizens of the Philippines, those born before January 17, 1973, of
Filipino mothers, who elect Philippine citizenship upon reaching the age of majority, and
those who are naturalized in accordance with law.” Citizenship is not the only marker of
being a Filipino; People who were born and grew up in the same culture develop and
share common personality traits and values.
Filipino Values and Traits
The Filipino Hospitality
Filipinos welcome their guests and tourists as if they are their own brothers and
sisters. They always make their guests feel at home, offering them something to
eat, or even a place to stay.
Respect for Elders
Filipinos greet their elders by kissing their hand while saying “Mano po!” and
constantly using “po” and “opo” in conversations. A wide array of references to
elder people such as ate for older sister; kuya for older brother; tito and tita for
uncle and aunt; lolo and lola for grandfather and grandmother; and manong and
aling for older people outside the family.
Close Family Ties
Filipinos maintain a tight relationship with their families. They are fond of family
reunions during birthdays, holidays, or fiestas year-round. Some Filipino families
even opt to live in a big house where everyone can stay together. Nursing homes
are almost always not an option for family members.
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Cheerful Personality
Filipinos smile when they are happy, or sometimes even when they are sad or
angry. Smiling has been a coping strategy for many Filipinos especially during
trying times and calamities.
Self-sacrifice
Filipinos go out of their way to extend help to their friends, families, and loved
ones. Overseas Filipino Workers (OFWs) sacrifice a lot. That is why they are
regarded as modern-day Filipino heroes.
Bayanihan
It is the spirit of communal unity and cooperation of Filipinos. It is also about giving
without expecting something in return.
“Bahala Na” Attitude
It is the Filipino version of the famous line “Hakuna Matata,” meaning no worries.
The phrase is said to have originated from “Bathala na,” where Bathala means
God, and the phrase meaning leaving everything into God’s hands.
Colonial Mentality
It is regarded as the lack of patriotism and the attitude where Filipinos favor
foreign products more than their own; but also the desire to look more foreign
than local and keep up with foreign beauty trends.
“Mañana” Habit
Filipino term for procrastination; derived from a Filipino phrase called “Mamaya
na” meaning dawdling things, which could have been done at an earlier time.
“Ningas Kugon”
“Ningas” is a Filipino term for flame and “kugon” is a Filipino term for Cogon grass
that easily burns out after it is put into flames. It is the attitude of eagerly starting
things but quickly losing eagerness soon after experiencing difficulty.
Pride
Most Filipinos hold on to their pride as if they are more precious than keeping a
good relationship with family and loved ones.
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Crab Mentality
It is a toxic trait among Filipinos where one resents the achievement of another,
instead of feeling happy for that person; just like crabs in a container, they pull
each other down.
Filipino Time
Filipinos have this common attitude of arriving late at commitments, dinner, or
parties especially if they are meeting someone close to them.
Filipino Markers
1. Proverbs or Salawikain
a. proverbs expressing a general attitude toward life and the laws that govern life
b. ethical proverbs recommending certain virtues and condemning certain vices
c. proverbs expressing a system of values
d. proverbs expressing general truths and observations about life and human nature
e. humorous proverbs
f. miscellaneous proverbs
2. Superstitions
- Filipinos’ set of superstitions passed down from generation to generation
- Some of these may be influenced by beliefs from other cultures, but Filipinos have
retold these superstitions according to their own experiences.
3. Myths and Legends
- Due to the Philippines’s rich culture and history, numerous myths and legends
have sprung.
- These stories are aimed to explain the origin of things, at the same time, teach a
valuable lesson.
4. Heroes and Icons
- Heroes serve as a reminder of true patriotism and nationalism as they have
sacrificed their lives for the sake of their country’s freedom and progress.
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- Famous Filipino icons such as Lea Salonga, Manny Pacquiao, and our very own
national hero, Jose Rizal, have made the Filipino name more pronounced
worldwide through their own expertise.
How to Be A Good Filipino

Be an active Filipino citizen, study the Philippine history, support local products, speak the
Filipino language, do not spread fake news and be democratic in engaging with dissent.
EXPLORING
1. Make an acrostic below which will describe you in relation to your being a Filipino.
F
2. Discuss how being a Filipino affects your “self.” How can becoming a better Filipino
influence your duty to becoming a better version of yourself?
LESSON SUMMARY
The Philippine emerged in the 1890s after over three centuries of colonization of
the Spaniards. Liberation from the last colonizers, the Japanese, only occurred in
1946.Foreign culture, beliefs, language, and religion have made a huge dent…to the
contemporary Filipino identity and culture. According to the 1987 Philippine
Constitution, Filipino citizens are:“…those whose fathers or mothers are citizens of the
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Philippines; those born before January 17, 1973, of Filipino mothers, who elect Philippine
citizenship upon reaching the age of majority; and those who are naturalized in
accordance with law.”
Filipino Values and Traits include filipino hospitality, respect for elders, close family ties,
cheerful personality , self-sacrifice , bayanihan, “bahala na” attitude,colonial mentality,
“mañana” habit “ningas kugon”, pride, crab mentality , filipino time
Filipino Markers are Proverbs or Salawikain, superstitions , myths and legends, heroes
and icons.
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LESSON 5: WHO AM I IN THE CYBER WORLD? (DIGITAL SELF)
1. Define online identity;
2. Compare real identity versus online identity;
3. Describe the influence of Internet on sexuality and gender; and
4. Discuss the proper way of demonstrating values and attitudes online.
PRE-ASSESSMENT
Three Facts, One Fiction

Construct four sentences that should start with “I am______________.” Three of the four
sentences should be true about yourself. You can talk about your characteristics,
strengths, weaknesses, accomplishments, personalities, and behavior. One statement
should be a lie—something that you just made up about yourself. Make the activity more
fun by making your classmates believe that the statement is true.
1. I am __________________________________________.
2. I am __________________________________________.
3. I am __________________________________________.
4. I am __________________________________________.
FIRMING-IN (ANALYSIS)
What have you learned from the activity? Did you learn something from your
classmates that you did not know before? What were the clues that helped you figure out
which statements were facts and fiction? Were your classmates able to discern easily the
facts and fiction about you? Why?
Applying the same activity in the virtual world or cyberworld, how do people
portray themselves online? What are the things that you would want to post/share
online? What are the things you want others to share online?
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DEEPENING- IN DETAILS ( ABSTRACTION)
More than half of the population worldwide now uses the Internet. Internet has
already become an integral part of everyday life for most of the world’s population. The
Philippines is among one of the countries with the most active Internet users. Online
identity is actually the sum of all our characteristics and our interactions. Partial identity
is a subset of characteristics that make up our identity. Persona is the partial identity we
create that represents ourselves in a specific situation.
• Selective Self-presentation and Impression Management
Self-presentation is the “process of controlling how one is perceived by other
people.” To construct positive images, individuals selectively provide information about
them and carefully cater this information in response to other’s feedback. Sharing
ourselves is no longer new and has been practiced as soon as human beings were formed.
Digital devices help us share information broadly, more than ever before. We have
entered an extraordinary era of self-portraiture. In older family albums, the photographer
was not often represented in the album, whereas with arm’s-length photos, they are
necessarily included (e.g., selfies and groupies).
Conversion of private diaries into public revelations of inner secrets; the lack of
privacy in many aspects of social media make the users more vulnerable. Sharing the good
things, the bad, embarrassing, and “sinful” things we experience; we also react and
comment on negative experiences of others; empathize with people; argue with others
online. Blogs and social media are the primary digital fora on which such confessions
occur, but they can also be found in photo- and video-sharing sites where blunders and
bad moments are also preserved and shared. We should have a filtering system to
whatever information we share online, as well as to what information we believe in,
which are being shared or posted by others online.
• Gender and Sexuality Online
The terms “sex,” “gender,” and “sexuality” are often thought of as synonymous.
They are actually quite distinct:
Sex is the biological state that corresponds to what we might call a “man” or a “woman.”
It is often explained as biological, fixed, and immutable. It is actually socially constructed.
Gender is the social understanding of how sex should be experienced and how sex
manifests in behavior, personality, preferences, capabilities, and so forth; as a socio-
culturally specific set of norms that are mapped onto a category of “sex.” Sexuality is an
individual expression and understanding of desire. While like gender, this is often viewed
as binary (homosexual or heterosexual), in reality, sexuality is often experienced as fluid.
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• Performing Gender Online
- Judith Butler conceptualized gender as a performance.
Gender was performative, in that it is produced through millions of individual actions,
rather than something that comes naturally to men and women. The ability of users to
self-consciously adapt and play with different gender identities would reveal the choices
involved in the production of gender, breaking down binaries, and encouraging fluidity in
sexuality and gender expression. Social media has been celebrated for facilitating greater
cultural participation and creativity; The emergence of a “free culture” where individuals
are empowered to engage in cultural production using raw materials, ranging from
homemade videos to mainstream television characters to create new culture, memes,
and humor. While the number of male and female bloggers is roughly equivalent, they
tend to blog about different things; Although the technologies are the same, the norms
and mores of the people using them differ.
• Setting Boundaries to Your Online Self: Smart Sharing
Before posting or sharing anything online, consider the following:
- Is this post/story necessary?
- Is there a real benefit to this post? Is it funny, warm-hearted, teachable—or am I just
making noise online without purpose?
- Have we (as a family or parent/child) resolved this issue? An issue that is still being worked
out at home, or one that is either vulnerable or highly emotional, should not be made
public.
- Is it appropriate? Does it stay within the boundaries of our family values?
- Will this seem as funny in 5, 10, or 15 years? Or is this post better suited for sharing with
a small group of family members? Or maybe not at all?
• Rules to Follow
Here are additional guidelines for proper sharing of information and ethical use of
the Internet according to New (2014):
- Stick to safer sites.
- Guard your passwords.
- Limit what you share. Remember that anything you put online or post on a site is there
forever, even if you try to delete it.
- Do not be mean to or embarrass other people online.
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- Always tell if you see strange or bad behavior online. Be choosy about your online friends.
- Be patient.
EXPLORING
Creative work. Form groups with three to four members. In an illustration board, make a
slogan or a poster about becoming a responsible Internet user. Use coloring materials to
improve your output. Share your output in class and record the comments/reactions of
your classmates.
Research work. Search from the library (books, journals, or websites) for the guidelines
used in identifying fake news. Share in class the result of your research work and your
own insights about fake news.
LESSON SUMMARY
More than half of the population worldwide now uses the Internet.
- Online identity is actually the sum of all our characteristics and our interactions.
- Partial identity is a subset of characteristics that make up our identity.
- Persona is the partial identity we create that represents ourselves in a specific situation.
• Selective Self-presentation and Impression Management
- Self-presentation is the “process of controlling how one is perceived by other people.”
- Digital devices help us share information broadly.
- Individuals selectively provide information about them and carefully cater this
information in response to other’s feedback.
- Conversion of private diaries into public revelations of inner secrets.
- Blogs and social media are the primary digital fora on which such confessions occur.
• Gender and Sexuality Online
- Sex is the biological state that corresponds to what we might call a “man” or a “woman”;
biological, fixed, and immutable.
- Gender how sex should be experienced and how sex manifests in behavior, personality,
preferences, capabilities, and so forth.
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- Sexuality is an individual expression and understanding of desire. It is often viewed as
binary (homosexual or heterosexual), but in reality, sexuality is often experienced as fluid.
Performing Gender Online
- Gender was performative, produced through millions of individual actions, rather than
something that comes naturally to men and women.
- The emergence of a “free culture” where individuals are empowered to engage in cultural
production.
- Social media has been celebrated for facilitating greater cultural participation and
creativity.
• Setting Boundaries To Your Online Self: Smart Sharing
- Is this post/story necessary?
- Is there a real benefit to this post? Is it funny, warm-hearted, teachable—or am I just
making noise online without purpose?
- Have we (as a family or parent/child) resolved this issue?

- Is it appropriate? Does it stay within the boundaries of our family values?
- Will this seem as funny in 5, 10, or 15 years? Or is this post better suited for sharing with
a small group of family members? Or maybe not at all?
• Rules to Follow
- Stick to safer sites.
- Guard your passwords.
- Limit what you share.
- Remember that anything you put online or post on a site is there forever, even if you try
to delete it.
- Do not be mean to or embarrass other people online.
- Always tell if you see strange or bad behavior online.
- Be choosy about your online friends.
- Be patient.
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LESSON 6. LEARNING TO BE A BETTER LEARNER
1. Explain how learning occurs;
2. Enumerate various metacognition and studying techniques; and
3. Identify the metacognitive techniques that you find most appropriate for yourself.
PRE-ASSESSMENT
How Do You Think About Thinking?

Answer the Metacognitive Awareness Inventory (MAI) and evaluate yourself as a
learner. A copy of the MAI can also be downloaded from the following link:
https://www2.viu.ca/studentsuccessservices/learningstrategist/documents/Met
a cognitiveAwarenessInventory.pdf (accessed October 1, 2017).
FIRMING – IN (ANALYSIS)
Answer the questions below. Then write your answers in the space provided.
1. Do you agree with the results of your MAI? Why or why not?
2. Make a list of your “Top 5 Tips/Secrets for Studying” based on your personal
experiences/preferences. Share your answer in class.
3. Does your MAI result consistent with your personal Top 5 Tips/Secrets for Studying?
Metacognition is commonly defined as “thinking about thinking”. It is the

awareness of the scope and limitations of your current knowledge and skills. Enables the
person to adapt their existing knowledge and skills to approach a learning task, seeking
for the optimum result of the learning experience. Includes keeping one’s emotions and
motivations while learning in check. The goal of metacognition is for the student to be a
self-regulated learner.
Metacognition basically has two aspects: self-appraisal is your personal reflection
on your knowledge and capabilities and self-management is the mental process you
employ using what you have in planning and adapting to successfully learn or accomplish
a certain task.
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Similar concepts: metacognitive knowledge or what you know about how you
think. Under metacognitive knowledge, there are several variables that affect how you
know or assess yourself as a thinker:
- personal variable, which is your evaluation of your strengths and weaknesses in
learning
- task variable, which is what you know or what you think about the nature of the
task, as well as what strategies the task requires
- strategy variable refers to what strategies or skills you already have in dealing
with certain tasks.
Conversely, metacognition regulation or how you adjust your thinking processes to help
you learn better.
You must have an accurate self-assessment—you must be honest about what you know
and capable of in order to find ways to utilize your strengths and improve on your
weaknesses.
The following are other skills that can help you in exercising metacognition:
Knowing your limits.
The scope and limitations of your resources so that you can work with what you have at
the moment and look for ways to cope with other necessities.
Modifying your approach.
The recognition that your strategy is not appropriate with the task, to modify your
strategy in comprehending your material
Skimming.
Browsing over a material and keeping an eye on keywords, phrases, or sentences
It is also about knowing where to search for such key terms.
Rehearsing. It’s not just about repeatedly talking, writing, and/or doing what you
have learned, but also trying to make a personal interpretation or summary of the
learning experience.
Self-Test. Trying to test your comprehension of your learning experience or the
skills you have acquired during learning.
Other strategies that you need to develop include asking questions about your methods,
self-reflection, finding a mentor or support group if necessary, thinking out loud (though
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you have to be considerate of others also when doing this), and welcoming errors as
learning experiences.
Other tips that you can use in studying are the following:
1. Make an outline of the things you want to learn, the things you are reading or
doing, and/or the things you remember.
2. Break down the task in smaller and more manageable details.
3. Integrate variation in your schedule and learning experience. Change reading
material every hour and do not put similar topics together.
4. Try to incubate your ideas.
5. Revise, summarize, and take down notes, then reread them to help you minimize
cramming in the last minute.
6. Engage what you have learned.
EXPLORING
Scenario:
- You are about to study for your final examinations and it is as if the universe
conspired for a heavy finals week, all your subjects provided at least three new reading
materials and topics one week (7 days) before the examination period.
- Create a diagram or schedule using at least five of the metacognitive strategies,
skills, and studying techniques mentioned in this lesson on how you would prepare for
the next seven days before your final examinations.
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LESSON SUMMARY
Metacognition
“Thinking about thinking” .The awareness of the scope and limitations of your current
knowledge and skills. To adapt their existing knowledge and skills to approach a learning
task, seeking for the optimum result of the learning experience
Metacognition basically has two aspects: 1.) self-appraisal is your personal reflection on
your knowledge and capabilities; and 2) self-management is the mental process you
employ using what you have in planning and adapting.
Similar concepts:
(1) metacognitive knowledge or what you know about how you think
(2) metacognition regulation or how you adjust your thinking processes
Several variables that affect how you know or assess yourself as a thinker:
(3) Personal variable, evaluation of your strengths and weaknesses in learning

(4) Task variable, what you know or what you think about the nature of the task, as
well as what strategies the task require.
(5) Strategy variable, strategies or skills you already have in dealing with certain tasks
Skills that can help you in exercising metacognition:
Knowing your limits. The scope and limitations of your resources
Modifying your approach. To modify your strategy in comprehending your
material
Skimming. Browsing over a material and keeping an eye on keywords, phrases, or
sentences.
Rehearsing. Personal interpretation or summary of the learning experience
Self-Test. To test your comprehension of your learning experience or the skills you
have acquired during learning
Other strategies: asking questions about your methods, self-reflection, finding a
mentor or support group if necessary, thinking out loud, welcoming errors as
learning experiences
Other tips that you can use in studying are the following:
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1. Make an outline of the things you want to learn, read or do, and/or remember.
2. Break down the task in smaller and more manageable details.
3. Integrate variation in your schedule and learning experience.
4. Try to incubate your ideas.
5. Revise, summarize, and take down notes, then reread them.
6. Engage what you have learned
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LESSON 7 : DO NOT JUST DREAM, MAKE IT HAPPEN
1. Use Bandura’s self-efficacy theory for self-assessment;
2. Differentiate growth and fixed mindset by Dweck; and
3. Design personal goals adapting Locke’s goal setting theory.
PRE-ASSESSMENT
On each designated box, draw your envisioned “Future Self.” Who would you be:
1. Five (5) years from now
2. Ten (10) years from now
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3. Twenty five (25) years from now
Envisioned Self Plan

Answer the following questions.
1. Who are you or what would you become:
a. In five years?
b. In 10 years?
c. In 20 years?
2. What are your motivations for your envisioned self:
a. In five years
b. In 10 years?
c. In 20 years?
3. Outline your plans on how you will make your envisioned self into reality:
a. In five years
b. In 10 years
c. In 20 years
4. How do you feel after doing this exercise?
5. What is your perception on goal setting?
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DEEPENING –IN DETAILS ( ABSTRACTION)
Albert Bandura is an influential social cognitive psychologist who is

perhaps best known for his social learning theory, the concept of self- efficacy and his famous
Bobo Doll experiments. He is a Professor Emeritus at Stanford University and is widely
regarded as one of the greatest living psychologists.
The Bobo Doll Experiment:
Sample children were presented with new social models of violent and nonviolent
behavior toward an inflatable redounding Bobo doll.
Result were: The group of children who saw the violent behavior model became violent to
the doll, while the control group who was presented with the nonviolent behavior model was
rarely violent to the doll.
This experiment has proven right the hypothesis that social modeling is a very effective way
of learning.
Bandura’s social cognitive theory states that people are active participants in their
environment and are not simply shaped by that environment.
• Summary of Self-efficacy Theory:
Distinguishes between expectations of efficacy and response-outcome expectancies:
Outcome expectancy is “a person’s estimate that a given behavior will lead to
certain outcomes.”
Efficacy expectation is “the conviction that one can successfully execute the
behavior required to produce the outcomes.”
Outcome and efficacy expectations are differentiated because individuals can believe that
a particular course of action will produce certain outcomes.
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Self-efficacy typically comes into play when there is an actual or perceived threat to one’s
personal safety, or one’s ability to deal with potentially aversive events.
Dr. Bandura defined self-efficacy as “people’s beliefs about their capabilities to produce
designated levels of performance that exercise influence over events that affect their
lives.”
He identified acts of people with “high assurance in their capabilities,” such as:
1. approach difficult tasks as challenges to be mastered;
2. set challenging goals and maintain strong commitment to them;
3. heighten or sustain efforts in the face of failures or setbacks;
4. attribute failure to insufficient effort or deficient knowledge and skills which are
acquirable; and
5. approach threatening situations with assurance that they can exercise control
over them.
6. In contrast, people “who doubt their capabilities”:

1. shy away from tasks they view as personal threats;
2. have low aspirations and weak commitment to goals they choose to
pursue;
3. dwell on personal deficiencies, obstacles they will encounter, and all kinds
of adverse outcomes, rather than concentrating on how to perform
successfully;
4. slacken their efforts and give up quickly in the face of difficulties;
5. are slow to recover their sense of efficacy following failure or setbacks; and
6. fall easy victim to stress and depression.
Dr. Bandura described four main sources of influence by which a person’s self-
efficacy is developed and maintained. These are:
1. performance accomplishments or mastery experiences;
2. vicarious experiences;
3. verbal or social persuasion; and
4. physiological (somatic and emotional) states.
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Carol S. Dweck’s Fixed and Growth Mindset Theory
Dr. Dweck is an Ameerican Psychologist . She is the Lewis and Virginia Eaton Professor of
Psychology at Standford University. She is known for her work on the mindset
psychological trait.
She described people with two types of mindset: People who believe that success is
based on their innate abilities have a “fixed” theory of intelligence, and goes under fixed
mindset. People who believe that success is based on hardwork, learning, training, and
perseverance have growth theory of intelligence, which goes under growth mindset.
Fixed-mindset individuals dread failure because it is a negative statement on their basic
abilities;
Growth-mindset individuals do not mind or fear failure as much because they realize their
performance can be improved and learning comes from failure.
Individuals may not necessarily be aware of their own mindset, but their mindset can still
be discerned based on their behavior.
Edwin A. Locke’s Goal Setting Theory
Edwin A. Locke is an American psychologist and a pioneer in goal setting theory.

H is a retired Dean’s Professor of Motivation and Leadership at the Robert H. Smith School
of Business at the University of Maryland College Park. He was also affiliated with the
Department of Psychology.
The basic contents of goal setting theory are summarized in terms of 14 categories of
findings:
1. The more difficult the goal, the greater the achievement.
2. The more specific or explicit the goal, the more precisely performance is
regulated.
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3. Goals that are both specific and difficult lead to the highest performance.
4. Commitment to goals is most critical when goals are specific and difficult.
5. High commitment to goals is attained when:
a. the individual is convinced that the goal is important; and
b. the individual is convinced that the goal is attainable (or that, at least,
progress can be made toward it).
There are many ways to convince a person that a goal is important:
• In most laboratory settings, it is quite sufficient to simply ask for compliance after
providing a plausible rationale for the study.
• In work situations, the supervisor or leader can use legitimate authority to get initial
commitment.
• Continued commitment might require additional incentives such as supportiveness,
recognition, and rewards.
• Financial incentives may facilitate commitment and performance; participation by
subordinates in setting goals leads to higher commitment than curtly telling people
what to do with no explanation; self-set goals can be highly effective in gaining
commitment.
Commitment can be enhanced by effective leadership. Relevant leadership techniques
include:
• providing and communicating an inspiring vision;
• acting as role model for the employees;
• expecting outstanding performance;
• promoting employees who embrace the vision and dismissing those who
reject it;
• delegating responsibility (“ownership”) for key tasks;
• goal setting itself can be delegated for capable, responsible employees;
• expressing (genuine) confidence in employee capabilities;
• enhancing capabilities through training; and
• asking for commitment in public.
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6. In addition to having a direct effect on performance, self-efficacy influences:
a. the difficulty level of the goal chosen or accepted;
b. commitment to goals;
c. the response to negative feedback or failure; and
d. the choice of task strategies.
7. Goal setting is most effective when there is feedback that shows progress in relation to
the goal.
8. Goal setting (along with self-efficacy) mediates the effect of knowledge of past
performance on subsequent performance.
9. Goals affect performance by affecting the direction of action, the degree of effort exerted,
and the persistence of action over time.
10. Goals stimulate planning in general. Often, the planning quality is higher than that which
occurs without goals. When people possess task or goal-relevant plans as a result of
experience or training, they activate them automatically when confronted with a
performance goal. Newly learned plans or strategies are most likely to be utilized under
the stimulus of a specific, difficult goal.
11. When people strive for goals on complex tasks, they are least effective in discovering
suitable task strategies if:
1. they have no prior experience or training on the task;
2. there is high pressure to perform well; and
3. there is high time pressure (to perform well immediately).
12. Goals (including goal commitment), in combination with self-efficacy, mediate or partially
mediate the effects of several personality traits and incentives on performance.
13. Goal-setting and goal-related mechanisms can be trained and/or adopted in the absence
of training for the purpose of self-regulation.
14. Goals serve as standards of self-satisfaction, with harder goals demanding higher
accomplishment in order to attain self-satisfaction than easy goals. Goals can also be used
to enhance task interest, reduce boredom, and promote goal clarity. When used to punish
or intimidate people, however, goals increase stress and anxiety.
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EXPLORING
1. Jack Canfield Quote Hunt. Using Canfield’s quote on success at the beginning of
this lesson, identify the elements of Bandura, Dweck, and Locke’s Theories. Give
explanation to your answer.
2. Self-efficacy Collage. Make a collage of your own perceived self-efficacy using Dr.
Albert Bandura’s four sources of influence for the development and maintenance
of self-efficacy.
3. Graphic Organizer. Make an artistic graphic organizer to differentiate fixed
mindset from growth mindset of Dr. Carol Dweck. Highlight the definition,
description, characteristics, examples of situations where each mindset are
developed, and their advantages and disadvantages.
4. Goal Setting Plan. Make a goal setting plan (short term for one semester only)
based on what you learned from Locke’s goal setting theory.
5. Dream Board. Make your dream board, five years after college graduation.
LESSON SUMMARY
• Albert E. Bandura’s Self-efficacy

The Bobo Doll Experiment:
This experiment has proven right the hypothesis that social modeling is a very
effective way of learning
Bandura’s social cognitive theory states that people are active participants in their
environment and are not simply shaped by that environment.
Summary of Self-efficacy Theory:
Outcome expectancy is “a person’s estimate that a given behavior will lead to

certain outcomes.”
Efficacy expectation is “the conviction that one can successfully execute the
behavior required to produce the outcomes.”
Self-efficacy typically comes into play when there is an actual or perceived threat
to one’s personal safety.
People with “high assurance in their capabilities,” such as:
1. approach difficult tasks as challenges to be mastered;
2. set challenging goals and maintain strong commitment to them;
3. heighten or sustain efforts in the face of failures or setbacks;
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4. attribute failure to insufficient effort or deficient knowledge and skills
which are acquirable; and
5. approach threatening situations with assurance that they can exercise
control over them.
Four main sources of influence by which a person’s self-efficacy is developed and
maintained:
1. performance accomplishments or mastery experiences;
2. vicarious experiences;
3. verbal or social persuasion; and
4. physiological (somatic and emotional) states.
• Carol S. Dweck’s Fixed and Growth Mindset Theory
Fixed mindset. People who believe that success is based on their innate
abilities have a “fixed” theory of intelligence;
Growth mindset. People who believe that success is based on hardwork,

learning, training, and perseverance have growth theory of intelligence.
• Edwin A. Locke’s Goal Setting Theory
Goals have both an internal and an external aspect:
1. Internally, they are ideas (desired ends);
2. Externally, they refer to the object or condition sought (e.g., a job,
a sale, a certain performance level)
The basic contents of goal setting theory are summarized in terms of 14 categories of
findings:
1. The more difficult the goal, the greater the achievement.
2. The more specific or explicit the goal, the more precisely performance is
regulated.
3. Goals that are both specific and difficult lead to the highest performance.
4. Commitment to goals is most critical when goals are specific and difficult.
5. High commitment to goals is attained when:
1. the individual is convinced that the goal is important; and
2. the individual is convinced that the goal is attainable.
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6. Self-efficacy influences:
1. the difficulty level of the goal chosen or accepted;
2. commitment to goals;
3. the response to negative feedback or failure; and
4. the choice of task strategies.
7. Goal setting is most effective when there is feedback that shows progress in
relation to the goal.
8. Goal setting (along with self-efficacy) mediates the effect of knowledge of past
performance on subsequent performance.
9. Goals affect performance by affecting the direction of action, the degree of effort
exerted, and the persistence of action over time.
10. Goals stimulate planning in general.
11. Least effective in discovering suitable task strategies if:
a. they have no prior experience or training on the task;

b. there is high pressure to perform well; and
c. there is high time pressure (to perform well immediately).
12. Goals (including goal commitment), in combination with self-efficacy, mediate or
partially mediate the effects of several personality traits and incentives on
performance.
13. Goal-setting and goal-related mechanisms can be trained and/or adopted in the
absence of training for the purpose of self-regulation.
14. Goals serve as standards of self-satisfaction; they can also be used to enhance task
interest, reduce boredom, and promote goal clarity.
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LESSON 8 : LESS STRESS, MORE CARE
Lesson Objectives: At the end of this lesson, you should be able to:
1. Explain the effects of stress to one’s health;
2. Examine cultural dimension of stress and coping; and

3. Design a self-care plan.
PRE-ASSESSMENT
Self- Stress Assessment

To handle life stress is to identify sources of life stress. Arizona State University
adopted “The Social Readjustment Scale” of T. H. Holmes and R. H. Rahe to come up with
the “College Student’s Stressful Event Checklist.” Use the Event Checklist to assess your
stress level as college student. Follow these instructions for your guidance:
1. Get a copy of the “College Student’s Stressful Event Checklist” from the Arizona State
University available through Research Gate. Use the link provided:
(https://www.researchgate.net/file.PostFileLoader.
html?id=57361005f7b67ee8fb041dc2&assetKey=AS%3A361336895
754242%401463160837813)
2. Answer the questionnaire honestly. To put the checklist in our context, change the
third item about “Divorce between parents,” to “Separation between parents.”
3. Write your score and its interpretation inside the box:
4. Circle all events you identified.

5. During class session, pair with a classmate and share two to three life events you
circled. Observe confidentiality after sharing.
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Have a discussion in the class with the following questions:

1. How do you feel while you were doing the checklist?
2. Is the result near to your present perceived stress level? How do you feel with
the result?
3. How do these identified life events affect your life now?
4. What is your reflection after sharing your answers with a classmate?
5. What is your perception about stress and self-care?
Stress and Human Response

Selye hypothesized a general adaptation or stress syndrome. This general stress
syndrome affects the whole body. Stress always manifests itself by a syndrome, a sum of
changes, and not by simply one change.
The general stress syndrome has three components:
1. The alarm stage – when stressors are threatening, the body activates physiological
changes that ready it for fight or flight.
2. The stage of resistance – the fight or flight response occurs. Long term coping with
stressors depletes adaptive energy resulting to exhaustion
3. The exhaustion stage – occurs when the body has used up the adaptive energy and
can no longer cope with the stressors. It breaks down into a disease, collapse or
death.
Stress diseases are maladies caused principally by errors in the body’s general adaptation
process. If stress is induced chronically, our defense response lowers its resistance since
fewer antibodies are produced and an inflammatory response dwindles.
The stress response begins in the brain. When someone experiences a stressful event, the
amygdala, an area of the brain that contributes to emotional processing, sends a distress
signal to the hypothalamus. The hypothalamus is a bit like a command center. This area
of the brain communicates with the rest of the body through the autonomic nervous
system.
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The autonomic nervous system has two components:
The sympathetic nervous system triggers the fight-or-flight response, providing
the body with a burst of energy so that it can respond to perceived dangers.
The parasympathetic nervous system promotes the “rest and digest” response
that calms the body down after the danger has passed.
• Techniques to Counter Chronic Stress

1. Relaxation response. These include deep abdominal breathing, focus on a
soothing word (such as peace or calm), visualization of tranquil scenes, repetitive
prayer, yoga, and tai chi.
2. Physical activity. People can use exercise to stifle the buildup of stress in several
ways. Exercise, such as taking a brisk walk shortly after feeling stressed, not only
deepens breathing but also helps relieve muscle tension.
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3. Social support. Confidants, friends, acquaintances, co-workers, relatives, spouses,
and companions all provide a life-enhancing social net, and may increase
longevity.
The Cultural Dimension of Stress and Coping
a. a person’s internalized cultural values, beliefs, and norms affect the
appraisal process of stressors and the perceived appropriateness of coping
responses;
b. stress and coping are universal experiences faced by individuals regardless
of culture, ethnicity, and race;
c. members of different cultures might consider and respond to stressors
differently with respect to coping goals, strategies, and outcomes.
d. avoidance, withdrawal, and forbearance coping methods are common
among Asians;
e. spiritual, religious, and ritual based coping are common among African-
Americans and African-Canadians;
f. spiritual and religious coping and coping through family support are
common among individuals of Latino/Latina backgrounds
• Self-compassion Therapy
Being warm and understanding toward ourselves when we suffer, fail, or feel
inadequate, rather than flagellating ourselves with self-criticism;
Being imperfect and experiencing life difficulties is inevitable, so we soothe
and nurture ourselves when confronting our pain rather than getting angry
when life falls short of our ideals;
Recognizes that life challenges and personal failures are part of being human,
an experience we all share. In this way, it helps us to feel less desolate and
isolated when we are in pain.
• Self-compassion Phrases
- This is a moment of suffering.
- Suffering is a part of life.
- May I be kind to myself.
- May I give myself the compassion I need.
The first phrase helps to mindfully open to the sting of emotional pain. The
second phrase reminds us that suffering unites all living beings and reduces
the tendency to feel ashamed and isolated when things go wrong in our lives.
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The third phrase begins the process of responding with self-kindness rather
than self-criticism. The final phrase reinforces the idea that you both need and
deserve compassion in difficult moments.
Other phrases that may feel more authentic in a given situation are: “May I
accept myself as I am,” “May I forgive myself,” or “May I learn to accept what
I cannot change.”
• Self-compassion and Emotional Well-being
- A key feature of self-compassion is the lack of self-criticism, and self-criticism is
known to be an important predictor of anxiety and depression.
- Self-compassion is not merely a matter of looking on the bright side of things or
avoiding negative feelings. Self-compassionate people recognize when they are
suffering, but are kind toward themselves.
- Self-compassion is associated with greater wisdom and emotional intelligence,
suggesting that self-compassion represents a wise way of dealing with difficult
emotions.
- By wrapping one’s pain in the warm embrace of self-compassion, positive
feelings are generated that help balance the negative ones.
• Self-compassion, Motivation, and Health
- Research supports the idea that self-compassion enhances motivation rather
than self-indulgence.
- Self-compassionate people aim just as high, but also recognize and accept that
they cannot always reach their goal.
- Self-compassionate people have been found to have less motivational anxiety
and engage in fewer self-handicapping behaviors such as procrastination than
those who lack self-compassion.
- Self-compassion was positively associated with mastery goals (the intrinsic
motivation to learn and grow) and negatively associated with performance goals
(the desire to enhance one’s self-image)
- Self-compassionate people are motivated to achieve, but for intrinsic reasons,
not because they want to garner social approval.
• Self-compassion versus Self-esteem
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Self-compassion:
- Predicts greater happiness and optimism as well as less depression and anxiety
when controlling for self-esteem
- Are less focused on evaluating themselves, feeling superior to others, worrying
about whether or not others are evaluating them, defending their viewpoints, or
angrily reacting against those who disagree with them.
Self-esteem :
- Robust association with narcissism
- Evaluation of superiority/inferiority that helps to establish social rank stability and
is related to alerting, energizing impulses and dopamine activation
• Self-compassionate Letter
1. Candidly describe a problem that tends to make you feel bad about yourself.
2. Next, think of an imaginary friend who is unconditionally accepting and
compassionate.
3. Finally, write a letter to yourself from that perspective. What would your
friend say about your perceived problem? What words would he or she use to
convey deep compassion? How would your friend remind you that you are
only human? If your friend were to make any suggestions, how would they
reflect unconditional understanding?
4. When you are done writing, put the letter down for a while and come back to
it later. Then read the letter again, letting the words sink in, allowing yourself
to be soothed and comforted.
Less Stress, Care More

We should be in control of the stress that confronts us every day. Otherwise, when
we are overwhelmed by stress, it can be detrimental to our health. Self-care and self-
compassion are two ways to positively confront stress. We should love and care for our
self-more and more each day.
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EXPLORING
Reaction Paper. Make a reaction paper about the article “Stress and Filipino” by
Michael L. Tan from the Philippine Center for Investigative Journalism. (2006). The
article is available through this link: http://pcij.org/ stories/stress-and-the-
filipino/. Use the lesson on the social and cultural dimension of stress in making
your reaction paper.
Self-Care Plan. Design for your self-care plan for the whole school year.
Reflection Paper. Make a self-compassionate letter and make a reflection paper
about it.
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LESSON SUMMARY
Stress always manifests itself by a syndrome, a sum of changes, and not by

simply one change. The general stress syndrome has three components:
1. The alarm stage
2. The stage of resistance
3. The exhaustion stage
Stress diseases are maladies caused principally by errors in the body’s general
adaptation process.
The stress response begins in the brain:
Amygdala, contributes to emotional processing, sends a distress signal to
the hypothalamus
Hypothalamus, communicates with the rest of the body through the
autonomic nervous system.
The autonomic nervous system has two components:

The sympathetic nervous system triggers the fight-or-flight response; and
The parasympathetic nervous system promotes the “rest and digest”
response.
• Techniques to Counter Chronic Stress
1. Relaxation response. Deep abdominal breathing, focus on a soothing word,
visualization of tranquil scenes, repetitive prayer, yoga, and tai chi
2. Physical activity. Use exercise to stifle the buildup of stress in several ways
3. Social support. Companions all provide a life-enhancing social net, and may
increase longevity.
Stress and coping are universal experiences faced by individuals regardless of
culture, ethnicity, and race;
Members of different cultures might consider and respond to stressors differently
with respect to coping goals, strategies, and outcomes.
• The Cultural Dimension of Stress and Coping Self-care Therapy
1. Stop, breathe, and tell yourself: “This is hard and I will get through this one
step at a time.”
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2. Acknowledge to yourself what you are feeling.
3. Find someone who listens and is accepting. You do not need advice. You need
to be heard.
4. Maintain your normal routine as much as possible.
5. Allow plenty of time for a task.
6. Take good care of yourself.
• Self-compassion Therapy
Being warm and understanding toward ourselves, rather than flagellating
ourselves with self-criticism;
We soothe and nurture ourselves when confronting our pain rather than getting
angry when life falls short of our ideals;
Recognizes that life challenges and personal failures are part of being human, an
experience we all share.
Self-compassion Phrases
This is a moment of suffering.
Suffering is a part of life.
May I be kind to myself.
May I give myself the compassion I need
Other phrases that may feel more authentic in a given situation are:
“May I accept myself as I am,”
“May I forgive myself,” or
“May I learn to accept what I cannot change.”
• Self-compassion and Emotional Well-being
The lack of self-criticism
Not merely a matter of looking on the bright side of things or avoiding negative
feelings
Associated with greater wisdom and emotional intelligence
Positive feelings are generated that help balance the negative ones.
• Self-compassion, Motivation, and Health
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Self-compassion enhances motivation rather than self-indulgence.
Self-compassion is associated with:
Mastery goals (the intrinsic motivation to learn and grow)
Performance goals (the desire to enhance one’s self-image)
Self-compassion people:
Recognize and accept that they cannot always reach their goal;
Have less motivational anxiety and engage in fewer self-handicapping
behaviors; and
Are motivated to achieve, but for intrinsic reasons.
Self-compassion versus Self-esteem
Self-compassion:
Predicts greater happiness and optimism as well as less depression and anxiety
when controlling for self-esteem
Self-esteem:
Robust association with narcissism
Self-compassionate Letter
1. Candidly describe a problem that tends to make you feel bad about
yourself;
2. Next, think of an imaginary friend who is unconditionally accepting and
compassionate;
3. Finally, write a letter to yourself from that perspective.
4. Then read the letter again, letting the words sink in, allowing yourself to
be soothed and comforted.
Less Stress, Care More
1. We should be in control of the stress that confronts us every day.
2. Self-care and self-compassion are two ways to positively confront
stress.
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POST ASSESSMENT
Final Examination in Understanding the Self

Name ______________________________Year & Section______________Score____________
Test I. Multiple Choice
Instruction: Read the entire statement. Choose the letter of the correct answer. Write the letter
of your choice on the space before each number.
______1. The formation of male or female structures depend on the presence of:
a. Testosterone b. estrogen c. progesterone d. gametes
______2. Which of the following happens when testosterone hormone is not produced?
a. The embryonic testes release testosterone.
b. The formation of the duct system and external genitalia follows.
c. The female embryos that form ovaries will cause the development of the
female ducts and external genitalia.
d. All of these will happen.
______3. Vaginal infections are more common in:
a. commercial sex workers
b. all women regardless of the age group.
c. only among married women with unhygienic practices.
d. young and elderly women and in those whose resistance to diseases is low.
_____4. Vaginal infections that are left untreated may spread throughout the female
reproductive tract and may cause:
a. or hormone imbalance
b. Painful or abnormal menses
c. pelvic inflammatory disease and sterility
d. transmission of sexually transmitted disease (STD) microorganisms.
_____5. It is defined as any activity—solitary, between two persons, or in a group—that induces
sexual arousal.
a. erogenous zones c. human sexual behavior
b. reproductive glands d. reproductive capability
_____6. Which of the following are major factors that determine human sexual behavior?
a. the inherited sexual response patterns that have evolved as a means of
ensuring reproduction.
b. psychological problems caused by socially induced inhibitions, maladaptive
attitudes, ignorance and sexual myths held by society.
c. the degree of restraint or other types of influence exerted on the individual by
society in the expression of his/her sexuality.
d. Only a and c
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____7. Which of the following part of the brain believed to be responsible for regulating human
sexual response?
a. Sex center in the human brain c. pituitary gland
b. Hypothalamus and the limbic system d. all of them
____8. Which of the following statement is true?
a. Aging men show a steady decline in testosterone secretion, their reproductive
capability seems unending.
b. The autonomic nervous system is involve in the erection and ejaculation for
male, and vaginal discharges and lubrication for female when the genital and
perineal areas are stimulated.
c. The autonomic system is involved in controlling both the voluntary and the
involuntary responses.
d. Any intervention with the normal pattern of sex hormone production in the
embryo results may not result in abnormalities.
____9. A critical event for the development of reproductive organs take place;
a. Two years after the start of puberty.
b. Generally between the ages of 10 and 15 years old.
c. About one month before birth wherein the testes formed in the abdominal
cavity and approximately the same location as the ovaries and descend to enter
the scrotum.
d. During puberty and continue to grow for two years until sexual maturation
marked by the presence of mature semen in the testes.
____10. When does budding of the breasts occur in females?
a. Usually occurs after the age of 8 c. Two years after the start of puberty
b. Two years after the start of menarche d. When they reach the age of 13
____11. Menarche is the first menstrual period of females which happens;
a. At the age of 11 c. When they reach the age of 13
b. Two years after the start of puberty d. Two years after the start of menarche
____12. Puberty is described and characterized by the following, BUT ONE:
a. Menarche signals the pubertal stage in females.
b. Reproductive organs grow to their adult size and become functional.
c. Appearance of hair in the pubic area, axillary and face and presence of mature
sperm in the testes in males.
d. Reproductive organs and breasts begin to atrophy and a decline in hormone
secretion.
____13. Self –gratification means self-stimulation that leads to sexual arousal and generally
sexual climax. The following statement about self-gratification is true; BUT ONE:
a. Begins after puberty and common among females.
b. Begins at or before puberty common and most frequent among unmarried
young males.
c. There are more males who perform acts of self-gratification than females.
d. The frequency of self-gratification varies among individual and it usually as
soon as they develop socio-sexual relationships.
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_____14. Natural methods of contraception include:
a. abstinence, vasectomy, calendar method, basal body temperature and condom
b. ovulation detection, and coitus interruptus, oral contraceptives, and transdermal
patch,
c. vaginal ring , subdermal implants, hormonal injections, intrauterine device, chemical
barriers
d. cervical mucus method, symptothermal method, ovulation detection, and coitus
interruptus.
____15. Sexually transmitted infections are transmitted from an infected person to an
uninfected person through sexual contact. Which of the following STD’s are highest
among adolescent and young adult females?
a. Gonorrhea b. Chlamydia c. Trichomonas Vaginalis d. Syphillis
____16. Understanding the self can be examined through its different components, BUT ONE:
a. Its constituents
b. The feelings and emotions they arouse self-feelings;
c. The actions to which they prompt self-seeking and self-preservation.
d. The collections in different degree of investment of self, becomes part of the self.
____17. The constituents of self are composed of :
a. pure ego, spiritual self and our bodies
b. the social self, immediate family, and home
c. our bodies, clothes, immediate family, and home
d. the material self, the social self, the spiritual self and the pure ego.
____18. The identification of the self to things starts in;
a. infancy b. adolescence c. toddler stage d. adulthood
____19. Ritual has the characteristics of, BUT ONE:
a. Provide the creation and maintenance of social bonds and mechanism of social
control within a community
b. A feeling or emotion of respect, awe, fascination, or dread in relation to the
sacred
c. Dependence upon a belief system that is usually expressed in the language of
myth
d. Is symbolic in relation to its reference
____20. Religion is; BUT ONE;

a. A belief in anthropomorphic supernatural being, such as spirit and gods
b. Focus on the sacred supernatural, where sacred refers to a feeling of reverence and
awe.
c. The presence of supernatural power or energy that is found on supernatural beings
as well as physical beings and objects
d. A specific, observable mode of behavior exhibited by all known societies; as a way
of defining or describing humans.
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_____21. Logotherapy is:
a. A psychotherapy introduced by Dr. Viktor Frankl
b. The main belief is that “man’s primary motivational force is search for meaning.”
c. Aids individuals to find personal meaning of life, whatever life situation they may
be. uses the philosophy of optimism in the face of tragedy.
d. All of these
_____22. The Franklian Psychology has these basic concepts; EXCEPT:

a. Freedom to find meaning
b. Make conscious spiritual resources
c. Life has meaning under all circumstances.
d. The main motivation for living is our will to find meaning in life.
_____23. Franklian Psychology aims to:
a. Become aware of spiritual resources;
b. Make conscious spiritual resources; and
c. Use the philosophy of optimism in the face of tragedy.
d. Use “defiant power of the human spirit” and stand up against adversity
_____24. Frankl’s Sources of Meaning includes, BUT ONE:
a. Love c. courage in the face of difficulty
b. Purposeful work d. walk by faith with God
_____25. Judith Butler conceptualized gender as a:
a. Performance c. free culture
b. Empowerment d. category of sex
Test II. Identification
Instruction: Read and understand the statement. Identify the Filipino values and traits being
described in the statement. Write your answers on the space provided.
Set A.
__________________________1. Saying “Mano po!” and constantly using “po” and “opo” in
conversations.
__________________________2. Filipinos welcome their guests and tourists as if they are their
own brothers and sisters.
__________________________3. Opt to live in a big house where everyone can stay together.
__________________________4. Filipinos go out of their way to extend help to their friends,
families, and loved ones.
__________________________5. Filipinos smile when they are happy, or sometimes even when
they are sad or angry.
__________________________6. It is the spirit of communal unity and cooperation of Filipinos.
It is also about giving without expecting something in return.
__________________________7. Leaving everything into God’s hands.
__________________________8. Filipino term for procrastination.
__________________________9.The attitude of eagerly starting things but quickly losing
eagerness soon after experiencing difficulty.
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__________________________10. Where one resents the achievement of another, instead of
feeling happy for that person.
Set B. Instruction: Identify the appropriate religion corresponding each religious beliefs. Write
your answer on the space provided.
____________________1. Believes that life is not a bed of roses.
____________________2. Believes that existence is a cycle of birth, death and rebirth governed
by Karma.
____________________3. Believes in the unity and universality of God.
____________________4. Believes in the coming of Messiah, they also believe in the God of
Abraham.
____________________5. Believes in Trinitarian God.
Set C. Determine the religion corresponding the religious practices and customs below. Write
your answer on the space before the number.
_____________________1. Samatha and vipassana. Acquiring wisdom by studying the Dharma.
_____________________2. Sacrament of baptism and communion.
_____________________3. Diwali and Navrati are the most celebrated festivals.
_____________________4. Eidul-Fitr and Eidul-Adha.
_____________________5. Rosh Hashanah, Yom Kippur, Pessach and Shavuot
Test III. Matching Type
Instruction: Match Column A with Column B. Write the letter on the line before each number.
Column A Column B
____1. These stories are aimed to explain the origin of things, A. Persona
at the same time, teach a valuable lesson. B. Self -Presentation
____2. Serve as a reminder of true patriotism and nationalism C. Sexuality
as they have sacrificed their lives for the sake of their D. Gender
country’s freedom and progress. E. Sex
____3. Some of these may be influenced by beliefs from other F. Judith Butler
cultures. G. Proverbs
___4. Sayings that convey lessons and reflections on Filipino H. Superstitions
practices, beliefs and traditions. I. Heroes and Icons
____5. Conceptualized gender as a performance J. Myths and Legends
____6. The biological state that corresponds to what we might K. Blogs and SociMedia
call a “man” or a “woman”; biological, fixed, and immutable. L. Digital Devices
____7. An individual expression and understanding of desire. M. Online Identity
____8. How sex should be experienced and how sex manifests N. Partial Identity
in behavior, personality, preferences, capabilities, and so forth. O. Social Media
____9. Process of controlling how one is perceived by other people.
____10. The partial identity we create that represents ourselves in a
specific situation.
____11. Primary digital fora on which such confessions occur.
____12. Help us share information broadly.
____13. The sum of all our characteristics and our interactions.
____14. A subset of characteristics that make up our identity.
98
____15. Has been celebrated for facilitating greater cultural participation and creativity.
REFERENCES
Alata, Eden Joy P. Bernardo Nicolas Caslib, Jr. Janine Patria Javier Serafica & R.A. Pawilen . 2018.
Understanding the Self. First Edition, Rex Publishing Company, Sampaloc Manila.
Brawner, Dalisay G. & Analiza F. Arcega .2018. Understanding the Self. C & E Publishing , Inc.
Quezon, City.
De Laune, Sue C & Patricia K. Ladner. 2006. Fundamentals of Nursing. 3rd Edition, Delmar Learning
Singapore.
Sevilla, Consuelo G. Twila G. Punzalan, G. Rovira,& Fortunato G. Vendivel Jr. 2000. General
Psychology with Values Development Lessons. Revised Edition. Rex Bookstore, Inc.
Sampaloc , Manila.
Photo Images
https:// www. slide share.net
https:/ www. avert.org
https:/www. cdc.gov
https:/ images.app.goo.gl/YZT Gvdpg
https:/ www.mayoclinic.org
https:/ www. healthline.com
https:/ www. soulfullhappiness.wordpress
https:/ www.google.com/url
Google.com/search q= image
Prepared by: VIRGINIA S. SARDA- ARIZA, PhD.

Subject Teacher
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HOLY INFANT COLLEGE

Cover page ------------------------------------------------------------------------------------------------ 1

MODULE 1 - DEFINING THE SELF: PERSONAL AND DEVELOPMENTAL PERSPECTIVES

MODULE 2. UNPACKING THE SELF ------------------------------------------------------------------ 25

Lesson 4: The Political Self and Being Filipino ----------------------------------------------------- 58

Self-identity is created by combining selective attributes, traits or social roles from

Personal identity is a composite of all your personality traits, beliefs, values,

Complex Realistic Cautious Balanced

Other words that describe you: _____________________________________

Question Easy or Difficult Why?

DEEPENING- IN DETAILS (ABSTRACTION)

The Philosophers View of Self

Socrates was the first philosopher who ever engaged in a

Plato claimed in his dialogs that Socrates affirmed that the

Augustine agreed that man is of a bifurcated nature; the

Thomas Aquinas said that indeed, man is composed of two parts:

Rene Descartes conceived of the human person as having a

Gilbert Ryle, deliberately denying the concept of an internal,

Merleau-Ponty, pointed out that the he mind and body are so

According to Marcel Mauss, every self has two faces:

George Herbert Mead and Lev Vygotsky

Gender and the Self

The self is commonly defined by the following characteristics: Separate, is always

1. Identify the different ideas in psychology about the “self”;

FIRMING –UP (ANALYSIS)

DEEPENING- IN DETAILS (ABSTRACTION)

__2. I am slow to criticize people.

__4. I have a good sense of humor.

__5. I am an honest person.

__6. I wish I were a punctual person.

__7. I worry a lot over a small thing

__8. I like to be a politician someday.

__9. I am able to perform well in school.

__10. I wish to be a good father to my children.

__11.I want to be a millionaire and famous.

__12. I dream of becoming a scientist in the future.

__13. I wish I were good in acting and dancing.

__14. I am a person with a pleasant disposition in life.

__15. I want to be one of the best athletes of the country.

FIRMING –IN (ANALYSIS)

Living in the way of the Tao or the universe

_____4. Ought self D. who you are at the moment

_____5. The public self E. who you like to be

Test III. Essay (15 points) answers may vary!

Module 2. UNPACKING THE SELF

Complete the sentences below.

Male secondary sexual characteristics Female secondary sexual characteristics

DEEPENING-IN DETAILS (ABSTRACTION)

Hermaphrodites are individuals who possess both

- Vaginal infections are more common in young and

- Escherichia coli which spread through the digestive

- Painful or abnormal menses may also be due to

- Tumors of the breast and cervix are the most

urethritis, and epididymitis, all of

- Orchiditis, or inflammation of the testes, can cause sterility

Syphilis – is a bacterial infection usually spread by sexual contact. The disease

 Condom - thin rubber barrier. It fits over

 Intra Uterine Device (IUD) – small device

 Contraceptive implant – is a long