Philippine Normal University 2GED-SS01: Understanding the Self

The National Center for Teacher Education SUMMATIVE EXAMINATION

KAWAY-ARALAN SA BAGONG KADAWYAN Prof. Ronald F. Gime, RGC
Term 1, AY 2020-2021 Course Professor

Philippine Normal University

The National Center for Teacher Education
KAWAY-ARALAN SA BAGONG KADAWYAN

Term 1 A.Y 2020-2021

Summative examination

submitted by:
Antonio, jan Miguel puyaoan
obtec 1-3

Submmitted to:
Prof. Ronald f. gime, rgc
 Philippine Normal University 2GED-SS01: Understanding the Self
The National Center for Teacher Education SUMMATIVE EXAMINATION
KAWAY-ARALAN SA BAGONG KADAWYAN Prof. Ronald F. Gime, RGC
Term 1, AY 2020-2021 Course Professor
General Instructions:
A. Go back to our lessons from Week 2 to Week 6;
B. From all the concepts discussed from the previous weeks, choose at least one concept from each
lesson (week discussion) that interests you most;
C. Make at least one learning activity per lesson (week discussion) that a teacher can facilitate or
conduct to further discuss and apply the understanding of his/her students about the lesson. Hence,
there should be at least five (5) learning activities;

A. Week # 2
B. Specific Content Lesson: Fixed Mindset-Growth Mindset
C. Name of the Activity: POSI-PHRASE CRUMBLE!
D. Activity Objectives:

This activity seeks to increase the awareness of students and get familiar with the language of the
growth mindset. At the end of the activity the students should be able to have a complete grasp of the
following:

1. How to handle and filter negative emotions.

2. Shifting of Negative mindsets/emotions into positive/growth ones.
3. Turning failures into opportunities for growth.
4. Entertain opportunities without the fear of failure.
5. See through the different aspects where improvements can be made.
6. Help focus on the future rather than dwelling on past mistakes.

E. Directions (clear and detailed instructions on how to do the activity):

To do the activity follow the given steps:

1. Get a pen and two pieces of blank paper.
2. On one paper write the negative or limiting statements you say to yourself, make at least five (5)
limiting sentences.
E.g. “I’m not intelligent enough for this task.”
3. After writing down your negative statements, look at each of them one by one and on your next piece
of paper derive from the negative statement, and make a growth statement from it.
E.g. “I’m not intelligent enough for this task.” – “I will study to be intelligent enough for this task.”
4. Internalize mentally what you have written on the positive note you have written for a while, take a
picture, etc.
5. Then crumble the negative paper that you have written and throw it around for 5 minutes, step on it
but don’t get it wet or burn it, just beat it.
6. Now after that burn the negative paper, and watch it as it burns, internalize what the burning of the
paper means for you.
7. Lastly, always keep with you the positive paper that you have written at all times, keep it in your
wallet, frame it, etc.
 Philippine Normal University 2GED-SS01: Understanding the Self
The National Center for Teacher Education SUMMATIVE EXAMINATION
KAWAY-ARALAN SA BAGONG KADAWYAN Prof. Ronald F. Gime, RGC
Term 1, AY 2020-2021 Course Professor
F. Discussion Questions (5 processing questions about the activity):

1. What have you realized about yourself from the activity?

2. Did the activity help you in your perception of failures/self-perception? How?
3. How do you now see challenges?
4. What did it feel when you crumble, beat, tore, and burnt the paper?
5. How do you think the positive paper will help you in encounters with possible failures/and or
challenges?

G. Content lesson about the activity: Fixed Mindset-Growth Mindset

FIXED MINDSET
“I give up easily.”
“My potential is pre-determined.”
“Failure is the limit of my abilities.”
“My intelligence is static.”
“I avoid challenges.”
“I stick to what I know.”
“Feedback and criticism are personal.”
“I will never improve.”
“I am either good at it or I am not.”
“There is no point in trying.”

GROWTH MINDSET
“I like to try new things.”
“I can learn to do what I want.”
“Failure offers opportunity and growth.”
“My intelligence can be developed.”
“I embrace challenges.”
“I learn from feedback.”
“I keep trying and never give up.”
“I am inspired by other people’s success.”
“My mistakes help me grow.”
“I know this will help me even though its difficult.”

H. References (use APA 6th, Ed, referencing style)

“How to Turn 11 Everyday Phrases From Negative to Positive.” (n.d). Happify.com,

www.happify.com/hd/11everyday-phrases-negative-to-positive/
Watanabe-Crockett, Lee. (n.d). “10 Of the Best Growth Mindset Activities for Kids.” Wabisabi Learning,
Wabisabi Learning, 30 Jan. 2020, wabisabilearning.com/blogs/mindfulness-wellbeing/growth-
mindset-activities-kids.
 Philippine Normal University 2GED-SS01: Understanding the Self
The National Center for Teacher Education SUMMATIVE EXAMINATION
KAWAY-ARALAN SA BAGONG KADAWYAN Prof. Ronald F. Gime, RGC
Term 1, AY 2020-2021 Course Professor
A. Week # 3
B. Specific Content Lesson: Socratic Philosophy
C. Name of the Activity: Think Socratic!
D. Activity Objectives

This activity seeks to increase the knowledge and critical thinking skills of the student through the use of
the Socratic method of questioning and philosophy. At the end of the activity the students should be
able to do the following competencies:

1. Generate effective critical thinking skills

2. Have a deeper understanding of the Socratic Philosophers and their respective philosophies.
3. Recognize, compare, and contrast in a deeper sense the similarities and differences between the
different philosophies of the Socratic Philosophers.
4. Improve debating, teamwork, and communication skills.

E. Directions (clear and detailed instructions on how to do the activity):

To do the activity follow the given steps:

1. Choose one from the three (3) Socratic Philosophers to defend: Socrates, Plato, Aristotle.
2. Choose a partner of the same choice of a philosopher to conduct the activity
3. Once they are paired they will be randomly assigned to an opposing team by the instructor using an
online roulette wheel.
4. The goal of the activity is to defend your chosen philosopher on his view of what actually is the ‘self’
and what constitutes one’s self.
5. You may argue through the use of observations, deductive/inductive reasoning, empirical
observations of the natural world, scientific evidence, psychology, research, and such to argue your case
on why the Philosopher you have chosen has the more accurate interpretation of what is the ‘self’.
6. The use of logical fallacies may be a cause for deduction in the student’s score.
7. The instructor shall serve as the debate moderator in this context.
8. Each student will be given 2 minutes to argue and defend their side; There will be a total of 3 rounds
for each pair of students. (3 rounds for Philosopher X students; 3 rounds for Philosopher Y students)
9. The debate will be conducted one at a time for each pair and their opposing pair; the other students
will watch as the debate happens to encourage critical thinking and look through loopholes in
arguments, and to also discourage repetition of arguments.
10. The instructor will tally the score and present a winner.
11. This sequence will be repeated with the winners (No pair may be matched with the same
Philosopher X)
12. The activity ends when only one philosopher remains (whether be many pairs or one)
13. This activity should be tasked or given beforehand by the instructor to allow the students to prepare
beforehand, but the pairing process will be done only during the class itself and before the debate; This
activity should take approximately less
 Philippine Normal University 2GED-SS01: Understanding the Self
The National Center for Teacher Education SUMMATIVE EXAMINATION
KAWAY-ARALAN SA BAGONG KADAWYAN Prof. Ronald F. Gime, RGC
Term 1, AY 2020-2021 Course Professor
F. Discussion Questions (5 processing questions about the activity):

1. Did the activity help deepen your understanding regarding the Socratic philosophers and their
respective philosophies? How?
2. Why did you (as a pair) choose that specific philosopher?
3. How did you work as a pair in this activity?
4. What was your major learning/discovery in this activity?
5. Considering your performance in this activity, would you say that the activity objectives were met?

G. Content lesson about the activity:

Ancient Philosophers perspectives on self

The Socratic Philosophers in ancient Greece were Socrates, Plato, and Aristotle. These are their big ideas
that contributed to the study of the self:

1.) Socrates
Believed that knowledge = virtue = happiness. When we arrive at the knowledge of virtue, we will
become virtuous, i.e., we will make our souls good and beautiful. And when we perfect our souls, we
attain true happiness.

2.) Plato
Plato, at least in many of his dialogues, held that the true self of human beings is the reason or the
intellect that constitutes their soul and that is separable from their body. In any case, Plato divided the
soul into three parts:
The Appetitive Part – which includes all our myriad desires for various pleasures, comforts, physical
satisfactions, and bodily ease.

The Spirited – seeks honor and dignity

The Intellectual – This is the part of us that thinks, analyzes, looks ahead, rationally weighs options, and
tries to gauge what is best and truest overall.

3.) Aristotle
The soul is the one thing that enables a body to engage in necessary activities of life and they build upon
one another. The more parts of the soul a being possesses, the more evolved and developed he is.
The three types of souls according to Aristotle are:

The Sensible Soul – is the part of the soul that allows us to perceive the world around us, it
encompasses the senses but also allows us to remember things that happened to us, experience pain
and pleasure, and have appetites and desires.
The Nutritive Soul – is the first most widely shared among all living things. For it can be said that
anything that takes in nutrition, grows from nutrition, and eventually decays over time has a soul.
The Rational Soul – the rational soul is that by virtue of which possess the capacity for rational thought.
 Philippine Normal University 2GED-SS01: Understanding the Self
The National Center for Teacher Education SUMMATIVE EXAMINATION
KAWAY-ARALAN SA BAGONG KADAWYAN Prof. Ronald F. Gime, RGC
Term 1, AY 2020-2021 Course Professor
H. References (use APA 6th Ed referencing style)

Academy of Ideas. The ideas of Socrates. (2015, March 27). Retrieved from
https://academyofideas.com/2015/03/the-ideas-of-socrates
transcript/#:~:text=And%20contrary%20to%20the%20opinion,true%20self%20is%20our%20soul
.
Ancient Philosophy. (n.d.). Retrieved from
https://www.newworldencyclopedia.org/entry/Ancient_Philosophy

Baring the Aegis. (2016, December 17). The three types of souls of Aristotle. Retrieved from
http://baringtheaegis.blogspot.com/2016/12/the-three-types-of-souls-of
aristotle.html#:~:text=the%20three%20types%20of%20soul,over%20time%20has%20a%20soul.

Kerns, T. (n.d.). Plato's three parts of the soul. Retrieved from

https://philosophycourse.info/platosite/3schart.html

New World Encyclopedia. Ancient philosophy. (n.d.). Retrieved from

https://www.newworldencyclopedia.org/entry/Ancient_Philosophy

New World Encyclopedia. Socrates. (n.d.). Retrieved from

https://www.newworldencyclopedia.org/entry/Modern_Philosophy

New World Encyclopedia. Plato. (n.d.). Retrieved from

https://www.newworldencyclopedia.org/entry/Plato#Plato.E2.80.99s_Psychology_and_the_Integrated_
Soul

A. Week # 4
B. Specific Content Lesson: The Self and the Family
C. Name of the Activity: PERSONALITY MATHEMATICS

D. Activity Objectives

This activity aims to predict the possible byproduct of a person’s personality or future personality
through the influence of the self on the family. At the end of the activity the student should be able to:

1. Have a deeper understanding of the influence of family in the ‘self’

2. Have a broader social awareness of the importance of the most basic social unit (The Family)
3. Grasp how these socio-cultural factors influence one’s personality and self-identity.
4. Have improved socio-analytical skills.

E. Directions (clear and detailed instructions on how to do the activity):

To do the activity follow the given steps:

1. The class will be divided into four groups
2. Each group will be assigned to fill in one of the following information:
(Physical Characteristics, General Condition of Life, Basis of Development, and Predicted Outcome of the
 Philippine Normal University 2GED-SS01: Understanding the Self
The National Center for Teacher Education SUMMATIVE EXAMINATION
KAWAY-ARALAN SA BAGONG KADAWYAN Prof. Ronald F. Gime, RGC
Term 1, AY 2020-2021 Course Professor
person’s personality) choosing which is assigned to which group will be done using
an online roulette wheel.

3. After deciding the group’s assigned topic, the class will jump into a
Jamboard made for this activity; Jamboard will be the platform to be used in this
activity.
Jamboard link:
https://jamboard.google.com/d/1nJiNRszEDhRi2QDmuljlhNbET0CVMU6GL-
Figure 1.1 Wheel Roulette
G8vdrfFkU/viewer?f=0
4. Groups 1 to 3 will fill into the Jamboard the required information tasked to their group; They will all
fill the needed information simultaneously (Group 1 to 3).

Figure 1.2. Personality Mathematics

5. After groups 1 to 3 fill in the required information the last group of students will then analyze as a
group the possible unique personality identity of the person given the data provided by the other
groups.

6. The professor shall be the proctor in this activity to monitor the answers of the class.

F. Discussion Questions (5 processing questions about the activity):

1. What was your major learning in this activity?

2. What role did you play during the group task?
3. As a group what challenges did you face?
4. Did the predicted personality surprise you? How?
5. How did the activity broaden your perception of the influence of family in one’s personality/Self-
Identity?
 Philippine Normal University 2GED-SS01: Understanding the Self
The National Center for Teacher Education SUMMATIVE EXAMINATION
KAWAY-ARALAN SA BAGONG KADAWYAN Prof. Ronald F. Gime, RGC
Term 1, AY 2020-2021 Course Professor

G. Content lesson about the activity:

IV. The Self and the Family

Aside from the outside world, sociologists found that there are much more powerful influencers
in a child’s development and the prominent one is the family of the child. Given that human beings have
a longer vulnerability period, a child has no other way but to depend on their family and develop a
system of familial relationship before reaching the degree of fully realized human.

Humans learn things inside their home first. In reality, the environment that a child belongs to
becomes an integral part of his personality development. For example, the tone of voice and intonations
he always hears from people he considered as models will become his normal tone and intonation
which other people may think differently. Leniency and punishment can also shape a child’s attitude and
behavior. Thus, a child may show characteristics of being stubborn or well-disciplined while growing up.

H. References (use APA 6th, Ed, referencing style)

Goeke, N. (2017). “Self-Awareness Activities: 27 Exercises To Help You Reach Your Goals.” Retrieved,
November 20, 2020, from https://niklasgoeke.com/self-awareness-activities/

Personal Identity Wheel. (n.d).sites.lsa.umich.edu/inclusive-teaching/sample-activities/personal-

identity-wheel/.

Zimmerman, K. A. (2017). What is Culture? Retrieved from: https://www.livescience.com/21478-what-is

culture-definition-of culture.html#:~:text=Culture%20is%20the%20characteristics %20and,
social% 20habits%2C%20music%20and%20arts.&text=The%20word%20%22culture
%22%20derives%20from,grow%2C%20or%20cultivation%20and%20nurture.

A. Week # 5
B. Specific Content Lesson: Psychoanalytical Theory: Provinces of the Mind (Id, Ego, Superego)
C. Name of the Activity: Psychoanalytic Conversation
D. Activity Objectives

The activity aims to add to the students’ knowledge and learning regarding the three parts of our
personality according to Freud. At the end of the activity the students should have gained:

1. Increased knowledge and understanding between the three parts of the personality
2. Advanced comprehension and understanding between the intricate relationship, processes, and
conflicts occurring in the three parts of the personality.
3. Heightened critical thinking and synthesizing skills.
 Philippine Normal University 2GED-SS01: Understanding the Self
The National Center for Teacher Education SUMMATIVE EXAMINATION
KAWAY-ARALAN SA BAGONG KADAWYAN Prof. Ronald F. Gime, RGC
Term 1, AY 2020-2021 Course Professor
E. Directions (clear and detailed instructions on how to do the activity):

General Instructions and mechanics

The students will be given different scenarios in a real-life setting in which the students will analyze and
derive a psychoanalytical conversation between the Id, Ego, and Superego, and what their conversation
is like in that person’s psyche given the scenario.

SCENARIO ID EGO SUPEREGO What would

the superego
do?
Alex is a teenage This bag is so You just bought a Don’t even think Causes Alex to
girl obsessed with cute, I want it, bag, your wasting about stealing feel guilt if she
online shopping. I’m going to buy too much money money just to buy decides to steal
it! on stuff you’re not that bag. money to buy
using! plus we the shoes.
don’t have the
cash to buy it!
Bryan is a kid who
loves to eat junk
food ergo he
became very fat.
Sam played
videogames all day
even though he had
a stack of
homework he was
supposed to do.
Penny and her
boyfriend are on a
date, on their way
back her boyfriend
was asking her to
have coitus with
her.

(Personal Real-life
scenario)

To do the activity follow the given steps:

1. Given the scenario you will think of a possible theoretical conversation between the Id, Ego, and
Superego in a person’s psyche
2. In the fifth column answer what you think the will superego do to control or suppress the id and its
desires.
 Philippine Normal University 2GED-SS01: Understanding the Self
The National Center for Teacher Education SUMMATIVE EXAMINATION
KAWAY-ARALAN SA BAGONG KADAWYAN Prof. Ronald F. Gime, RGC
Term 1, AY 2020-2021 Course Professor
3. After answering the given scenarios on the last row write your real-life experience of a metaphorical
conversation you had with your id, ego, and superego, and what was the given scenario in that situation;
give the scenario and the metaphorical conversation you had in your head.

F. Discussion Questions (5 processing questions about the activity):

1. What principles did you use to derive the theoretical conversations for each part of the province of
the mind?
2. What did you discover about your psychological self during the activity?
3. Assessing your psychological self, which part of your personality do you listen to most or is most
dominant in your decision-making? Why do you think that is?
4. In your experience what does your Superego do or make you feel for you to obey what it wants?
5. Did the activity help you to understand the psychological causes of your decision-making?

G. Content lesson about the activity:

Provinces of the Mind

1.Id: Develops right after birth, and is responsible for our instincts, and/or desires. Seeks immediate
satisfaction regardless of consequence.
2. Ego: The ego serves as both the mediator and the decision-maker. It must provide and balance both
the Id and superego’s needs.
3. Superego: the superego operates under moral principles and social rules. It is common to what is
referred to as our “conscience”.

H. References (use APA 6th, Ed, referencing style)

Examples of Id, Ego, and Superego. (n.d.). Retrieved November 23, 2020, from
https://examples.yourdictionary.com/examples-of-id-ego-and-superego.html

Feist, J., Feist, G., & Roberts, T. (2013). Theories of personality, seventh edition. Maidenhead: McGraw-
Hill.

Mcleod, S. (n.d.). Id, Ego, and Superego. Retrieved November 23, 2020, from
https://www.simplypsychology.org/psyche.htm

A. Week # 6
B. Specific Content Lesson: Konsepto ng Pagkataong Pilipino
C. Name of the Activity: Intrapersonal a Pagkatao
D. Activity Objectives:

Ang gawain na ito ay naglalayong palalimin ang kaalaman ng mag-aaral ukol sa kung ano kaniyang maka-
pilipinong pagkatao batay sa pagaaral ni Madelene Sta. Maria. Matapos maisagawa ang gawain,
inaasahan na makikita sa mga mag-aaral ang mga na kakayahan:

1. Mas malalim na pang-unawa ukol sa kaniyang Maka-Pilipinong pagkatao.

 Philippine Normal University 2GED-SS01: Understanding the Self
The National Center for Teacher Education SUMMATIVE EXAMINATION
KAWAY-ARALAN SA BAGONG KADAWYAN Prof. Ronald F. Gime, RGC
Term 1, AY 2020-2021 Course Professor
2. Malaman ang positibo at negatibong epekto ng kaniyang uri ng pagktao at paano ito maisasaayos.
3. Maintindihan ang kaukulang bahagi ng kultura sa paghubog sa pagkatao ng isang tao.

E. Directions (clear and detailed instructions on how to do the activity):

Panutong gabay sa mag-aaral:

1. Mula sa natutunan ukol sa mga maka-pilipinong pagkatao ayon sa pag-aaral ni Madelene Sta. Mara,
hanapin kung saan sa naturang mga pagkataong nagbanggit ikaw ay nasasaklaw; magbigay ng dalawa (2)
o tatlo (3) sa mga nabanggit na maka-pilipinong pagkatao.
2. Matapos mahanap ang iyong maka-pilipinong pagkatao, punan ang mga impormasyon na hinahanap
sa kahon sa ibaba batay sa iyong personal katangian bilang isang Pilipino at ano ang naging positibo at
negatibong epekto nito sa iyong buhay.

3. Sa ikaapat na kolumn, punan ang kahon ng karanasan sa pamamagitan ng pagbibigay ng isang

pangyayare sa iyong buhay kung saan naipakita mo ang gaanong maka-pilipinong katangian mo.

Maka- Katangian Positibong Negatibong Karanasan Paano

Pilipinong Epekto Epekto Maisasaayos
Pagkatao
 Philippine Normal University 2GED-SS01: Understanding the Self
The National Center for Teacher Education SUMMATIVE EXAMINATION
KAWAY-ARALAN SA BAGONG KADAWYAN Prof. Ronald F. Gime, RGC
Term 1, AY 2020-2021 Course Professor

4. Sa ikalimang kolumn punan ang kahon sa pamamagitan ng pagbibigay ng maikling sagot kung
papaano mo maisasaayos ang mga negatibong epekto ng naturang maka-pilipinong pagkatao mo.

F. Discussion Questions (5 processing questions about the activity):

1. Mula sa gawain, ano ang iyong natutunang bago ukol sa iyong sarili?
2. Batay sa iyong karanasan, mas nakalamang ba ang negatibong epekto kumpara sa positibo epekto ng
iyong pagktao? Bakit sa tingin mo ganoon?
3. Sa iyong pananaw sa iyong katangian, ganoon din ba ang tingin ng ibang tao ukol sa iyong pagkatao?
Bakit? O Bakit hindi?
4. Sa iyong pananaw bilang isang Pilipino, gaano kahalaga ang kultura sa paghubog ng pagkatao ng isang
tao?
5. Gaano sayo kahalaga na maisaayos ang mga kamalian sa iyong pagkatao? Bakit?

G. Content lesson about the activity:

KONSEPTO NG LABAS NA PAGKATAONG PILIPINO

Malaking bahagi ng bumubuo sa ating pagkatao ay ang kultura na ating kinabibilangan. Ang
interaksyon sa pagitan ng dalawang ito ay lubos na nakakaapekto sa ating personalidad at kilos na
isinasagawa. Sa pamamagitan ng ating kultura, paniniwala, tradisyon, wika, kasanayan, lugar na
kinalikihan at oryentasyon ay maari tayong makabuo ng ating pagkatao. Sa bahaging ito ng pag-aaral,
matutukoy natin ang ganap na manipestasyon ng aspetong labas na hango sa pagpapakahulugan ni
Prospero Covar ukol sa paghahalintulad ng mga Pilipino sa isang banga na may loob, labas at lalim; Ang
pagkataong labas ng mga Pilipino ay ang sumasalamin sa sa damdami’t kalooban ng pagkataong nililok
ng kulturang karanasan (Lunsod, 2016, p.31); Ang labas rin ang representasyon ng ating pagkilos at
ekspresyon bilang isang tao.

Ang papel na ginagampanan ng kultura sa paghubog ng ating sarili at pagkakakilanlan ay isa na

ngayon sa mga pangunahing isinasaalang alang sa pagsisiyasat sa Sikolohiya. Kinikilala ito sa sikolohiya
na ang indibidwal ay likas na ahente ng kultura at dala ang kanilang "implicit psychological culture" sa
bawat pakikipag-ugnay at sitwasyon (Matsumoto, 1996): Dagdag pa rito, ang kultura ay isang
mahalagang bahagi ng sarili, at hindi puwedeng ipagsawalang bahala lamang sapagkat ito ay gumaganap
ng isang makabuluhang papel sa paghubog ng ating pagkatao.

Ayon naman kay Virgilio Enriquez, Ama ng Sikolohiyang Filipino, ang kapwa ay ang pagsasanib ng
“ako” at “iba”.” Nagsisimula ito, ayon sa kaniya, sa pagkilala ng isang tao na mayroon siyang kaugnayan
sa iba. Kapag nagsimulang mag-isip ang isang tao na siya ay hiwalay sa iba, lilitaw ang pagiging
indibidwalistiko kasabay ang pagtanggi sa pagiging kapwa ng iba. Mula sa ganitong kaisipan, inilahad
niya ang sistema ng pagpapahalaga na para sa kaniya ay magiging resulta ng ganitong klaseng pagtatangi
sa sarili at ibang tao. Batay sa lohikang ito, kung ang isang tao ay may pagpapahalaga sa kapwa (ugnayan
ng sarili sa iba), pahahalagahan rin niya ang pakikiramdam (tinawag ni Enriquez na pivot value) na siya
 Philippine Normal University 2GED-SS01: Understanding the Self
The National Center for Teacher Education SUMMATIVE EXAMINATION
KAWAY-ARALAN SA BAGONG KADAWYAN Prof. Ronald F. Gime, RGC
Term 1, AY 2020-2021 Course Professor
namang gagabay sa isang tao kung kailan mainam maging paayon (accommodative) o kung kailan dapat
pahalagahan ang pagiging palaban (confrontative). Ibig sabihin, Malaki ang gampanin ng pakikipagkapwa
upang tayo ay makabuo ng personalidad at pagkakakilanlan. Makakatulong sa pagbuo sa ating
kamalayan sa sarili ang samu’t saring karanasan na ating makukuha sa kultura ng mga Pilipino.

Kaugnay sa Maka Pilipinong Pananaw sa Sarili, mayroong pitong pangunahing pamamaraan ng

representasyon ang mga Pilipino na lumabas sa pagaaral ni Madelene Sta. Maria, isang doctor sa
sikolohiyang Pilipino at ito ay ang mga sumusunod:

SIMPLENG TAO

Katangian: Ang ganitong Pilipino ay hindi naiiba sa konspeto ng pagiging “average man”. Hindi sila
mahilig pumukaw ng attention ng maraming tao bagkus sila ang nakikibagay sa karamihan sapagkat
hindi sila mapili sa taong kanilang pakikisamahan at pare-pareho ang trato niya sa bawat isa. Sila rin ang
mga taong mapagkumbaba at marunong makuntento sa kung ano lamang ang mayroon sila.

Positibong epekto: Ang mga taong mayroong ganitong katangian ay ang kadalasan nagkakaroon ng
maraming kakilala at koneksyon sapagkat lahat ay kanilang kasundo. Madali rin nilang naipapakilala ang
kanilang sarili sa iba’t ibang klase ng okasyon. Sila rin ang madalas na masaya sa buhay sapagkat wala
silang hinahangad na mataas o sobra.

Negatibong epekto: Kadalasan ang mga simpleng tao ay hindi nila gaano nalilinang kung ano pa ang
kanilang kakayahan bilang isang indibidwal. Dahil rin sa kanilang pakikibagay sa lahat, maari/madalas
silang maabuso ng iba’t ibang tao.

TAONG NAGSUSUMIKAP

Katangian: Madalas ang mga ganitong uri ng Pilipino ay ang nagtatagumpay at nagkakaroon ng
kakayahan sa buhay. Ang mga masisikap na tao ay nakapokus sa kaniyang mga ambisyon at pangarap sa
buhay. Sila ay may paninindigan, matiyaga, dedikado, mapagpasensya at maparaan. Lahat ay gagawin
nila para sa kanilang ambisyon.

Positibong epekto: Nakakamit nila ang kanilang mga pangarap at tunguhin sa buhay. Nagkakaroon sila
ng kaluguran at pagkilala sa kanilang mga kakayahan. Napapataas nito ang kapurian sa sarili.

Negatibong epekto: Dahil sa kanilang labis na paghahangad sa tagumpay, may mga pagkakataon na
mayroon na silang naapektuhan na buhay ng ibang tao. Minsan ay nakakalimutan nila na mayroong
buhay sa labas ng kanilang mga ambisyon. Madalas rin ay napapabayaan nila ang kanilang sarili,
kalusugan man o kasiyahan.

TAONG TAGO ANG KALOOBAN

Katangian: Sila ang mga klase ng Pilipino na kung saan mas piniili nilang pasanin ang lahat nang mag-isa.
Marami ang nahihirapan makisalamuha sa mga ganito at pili lamang ang kanilang nagiging kaagapay o
 Philippine Normal University 2GED-SS01: Understanding the Self
The National Center for Teacher Education SUMMATIVE EXAMINATION
KAWAY-ARALAN SA BAGONG KADAWYAN Prof. Ronald F. Gime, RGC
Term 1, AY 2020-2021 Course Professor
kaibigan. Ayon rin sa pag-aaral, ang mga taong tago sa kalooban ay takot ipakita sa tao ang kanilang
kahinaan. Isa pang katangian nila ay kaya nilang ipakita sa iba ang sa tingin nila ay nararapat ngunit ito
ay hindi angkop sa tunay na nararamdaman ng kaniyang loob.

Positibong epekto: Hindi sila madaling husgahan ng ibang tao o mahirap basahin. Dahil sa kanilang
pagiging komportable sa sarili, mas nakikilala pa nila lalo ito at nagagawang ikontrol nang maayos ang
kanilang emosyon at damdamin. Mas nabibigyan nila ng mas malalim na pagkilala ang kanilang mga
sarili.

Negatibong epekto: Hindi magiging maganda ang epekto kapag sila ay napuno ng kanilang mga
damdamin., Mahirap para sa kanila ang magtiwala sa mga taong nasa paligid nila. Iniisip nila na kaya nila
mag-isa ngunit ang katotohanan ay walang tao ang pwedeng maging mag-isa lamang. TAONG HAYAG

ANG KALOOBAN

Katangian: Hindi tulad ng mga taong tago ang kalooban, ang mga Pilipinong hayag ang kalooban ay
mahilig ipakita ang kanilang nararamdaman. Sila ang mga taong emosyonal sa lahat ng bagay. Madali
nilang naihahayag ang kanilang saloobin kung sila ba ay masaya, malungkot, galit atpb. Madaling
basahin ang kanilang pagkatao sapagkat wala silang hindi ipinapakita sa iba. Mas komportable sila kapag
agad nilang naipapakita ang kanilang emosyon.

Positibong epekto: Agad nilang napoproseso ang kanilang mga saloobin. Madalas, nasasabi nila agad
ang mga bagay na nakakaapekto sa kanilang emosyon. Kapag ikaw ay hayag sa iyong nararamdaman,
maraming tao ang nakakakilala sayo at maari itong makatulong upang sila ay makasunduan.

Negatibong epekto: Madalas dahil sa sobrang hayag nila, hindi na nila naisasaisip ang pagkakaroon ng
pribadong buhay. Ang mga taong hayag rin ang karaniwang nahuhusgahan ng mali ng mga taong nasa
paligid nito. Ang kanilang kilos at salita ay maaring mabigyan ng iba pang kahulugan. Madalas rin ay
kapag nagsasalita sila ay nadadala sila ng kanilang emosyon at hindi naisasaisip kung tama ba ito o mali.

TAONG MASAYAHIN

Katangian: Ang mga Pilipino ay likas na mga masayahin. Ang taong nagtataglay nito ay karaniwang may
magaan na pananaw sa buhay. Laging iniisip ang positibo sa isang bagay. Mababaw lang rin ang
kaligayahan at sa mga simpleng bagay ay nagagalak na. Hindi rin sila marunong tumanggap ng problema.
Karaniwan sa mga taong masayahin ay ayaw sa tahimik at seryosong pakiramdam sa paligid.

Positibong epekto: Dala ng kaniyang pagkamasayahin, ay nagagawa niya rin magpasaya ng ibang tao.
Nakakatulong rin ang kaniyang pagkamasayahin upang mapanatili ang maayos na takbo ng kaniyang
utak at isip. Maari rin magdulot ang kaniyang pagiging masayahin upang maging payapa ang takbo ng
kaniyang buhay.

Negatibong epekto: May mga pagkakataon sa buhay na dahil sa sobrang masayahin at positibo ng
pananaw, ay naipagsasawalang bahala na ang mga problema at ang pagiging malungkot. Nagiging denial
 Philippine Normal University 2GED-SS01: Understanding the Self
The National Center for Teacher Education SUMMATIVE EXAMINATION
KAWAY-ARALAN SA BAGONG KADAWYAN Prof. Ronald F. Gime, RGC
Term 1, AY 2020-2021 Course Professor
ang tao sa totoong emosyon na kaniyang nararamdaman. Ang taong masayahin rin kapag nasaktan ay
sobra.

TAONG NAGMAMALASAKIT

Katangian: Sila ang mga taong may puro ang pakikitungo sa iba lalo't pinipili nila ang tumulong.
Nababatid sa kanilang mga gawa ang puso sapagkat madalas sa mga taong ito ay kumikilos ng walang
kapalit. Malakas ang kanilang pakiramdam sa tao at alam nila kung kinakailangan sila ng mga ito.

Positibong epekto: Nararamdaman nila ang kaginhawan sapagkat inayon nila ang kanilang kilos base
kanilang hangaring makatulong. Malaki rin ang epekto nito sa ibang tao at iyon ang pinakaimportante sa
lahat, ang mga taong napakitaan ng malasakit ay walang humpay ang pasasalamat.

Negatibong epekto: Madalas sa mga taong ito ay nakakaranas ng pangaabuso. Minsan ay hindi na
naiisip ang sariling pangangailangan o sariling paliramdam dahil inuuna ang iba.

TAONG MATAPAT

Katangian: Mga taong may angking katapatan sa kahit anong aspeto ng buhay. Tinitimbang ang mga
baya-bagay at sa huli ay mas umaayon sa kabutihan. Ito rin ay mga taong mas pinagkakatiwalaan upang
maging kabahagi ng isang malalim na relasyon, mapakaibigan man o dahil sa pagmamahalan.

Positibong epekto: Nabubuhay tayong lahat sa maraming kasinungalingan at iilan lamang ang may
kakayahan upang maging tapat sa kanyang sarili at sa iba. Sa oras na ito ay mabigyang buhay, ang
katapatan sa ating mga loob ay tunay na may halaga.

Negatibong epekto: Minsan ay tila nagiging mali ang sobrang katapatan na hahantong sa hindi
pagkakaintindihan. Ang iba ay pinipili na lamang na itago ang katotohanan at walang oras para maging
tapat. Iba pa:

TAGASALO PERSONALITY

Katangian: Ang mga taong may ganitong katangian ay iilan lamang sapagkat mga bagay-bagay na dapat
ay nararanasan ng ibang tao ay kanyang inaako. Sa kagustuhang makatulong, binibigay niya ang kanyang
kamay at oras para mailagay ang sarili sa sitwasyon ng iba. Isa pang pagpapakahulugan rito ay sila ay
responsable , mapagkalinga at mabuting tagapakinig sa kapuwa. Kaya niyang dalhin ang emosyon ng
ibang tao.

Positibong epekto: Malaking ginhawa ito lalo na sa taong tinulungan lalo pa't makababawas ang
pagkakataon na ito sa kanyang mga gawain o anumang bagay na kanyang hinaharap. Positibo ito sa
paraan na nagkakaroon siya ng katuparan sa kaniyang sarili.

Negatibong epekto: Sa kabilang banda, nagiging masama ito sapagkat ang taong tagasalo ay nakaranas
ng hirap na dapat ay ang iba ang nakakaramdam. Napupunta siya sa isang sitwasyon na dapat ay hindi
 Philippine Normal University 2GED-SS01: Understanding the Self
The National Center for Teacher Education SUMMATIVE EXAMINATION
KAWAY-ARALAN SA BAGONG KADAWYAN Prof. Ronald F. Gime, RGC
Term 1, AY 2020-2021 Course Professor
naman niya kinalalagyan. Maari rin siyang maapektuhan ng bigat ng emosyon ng ibang tao.

H. References (use APA 6th Ed referencing style)

Sta Maria, Madelene. 1999. “Filipinos’ Representations for the Self.” Philippine Journal of Psychology 32
(2): 53–88