11TIWI COMMUNITY COLLEGE

UNDERSTANDIN
G THE SELF
General Education 1
A/Y 2020 -2021
Prepared by: Miguel C. Cierva Jr.
COURSE OUTLINE

MODULE PART 1: DEFINING THE SELF: PERSONAL AND DEVELOPMENTAL

PERSPECTIVES ON SELF AND IDENTITY

Unit 1: Meet and Greet: My Home, My School

Unit 2: Concept and nature of self: Who am I?

Unit 3: Self, Society and Culture

Unit 4: Self as Cognitive Construct

Unit 5: Self: Western and Eastern Thought

MODULE PART 2: UNPACKING THE SELF

Unit 1: Physical self: the Beautiful Me

Unit 2: Material Self: To Buy or not to Buy?

Unit 3: Spiritual Self: Believe it or not!

Unit 4: Moral Self: Living with Purpose

 Unit 5: Political Self: Being Filipino

Unit 6: Digital Self: Who I am in the Cyber world?

Unit 7: Social Self: Relating with Others

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MODULE PART 3: MANAGING AND CARING FOR SELF a

Unit 1: Intelligent behaviors: Learning to be a better Learner A

Unit 2: Emotional self: Achieving My Emotional Competencies C

Unit 3: Responsible Self: My Commitment to Lifelong Growth U

Unit 4: Do not Just Dream, Make it Happen! b

Unit 5: Assessing for Self-Improvement: Directing My Destiny p

COURSE SYLLABUS
Course Title: UNDERSTANDING THE SELF

Course Number: General Education1

Course Description: The course deals with the nature of identity, as well as the
factors, and forces that affect the development and
maintenance of personal identity.

Course Placement: BEED 1, BSED 1, BSOA 1

Course Credits: 3 units

Number of Hours: 54 hours in a semester

Course objectives: 1. Relate the course to the realization of the Mission, Vision, Core
Values and Institutional outcomes of the School

2. Explain the essence of “SELF”

3. Describe the relationship of Self, Society, and Culture

 4. Illustrate the self

5. Differentiate the Self in Eastern and Western Thought

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6. Evaluate unpacking the self through the physical and g

sexual self, material self, supernatural self, moral self, R

political self, cyber self, social self, and the emotional self V

7. Synthesize how the results of assessments help improve C

one‟s personality towards destiny U

VISION MISSION CORE VALUES

Tiwi Community College Tiwi Community College F – Fortitude

(TCC) envisions a dedicated (TCC) is committed to
educational institution with produce graduates who I – Integrity
competent management, are professionally and
committed teaching and non technically trained and D – Discipline
teaching staff, capable of value-laden to uphold the
producing globally local, national and global E – Excellence
competitive and innovative goals.
graduates imbued with L – Leadership
moral, social and
environmental
consciousness
for sustainable development.

INSTITUTIONAL OUTCOMES

Every TCC graduate showed:

a. Participation in various types of employment, development activities in
response to the need of community
b. Demonstrate competence in teaching various fields of specialization c.
Demonstrate competence, integrity and honesty in various field through research
extension and productive activity geared towards sustainable development

GENERAL COURSE OUTLINE

I. Preliminary Term
 a. MISSION, VISION AND CORE VALUES (School)

b. DEFINING THE SELF

II. Middle Term

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a. UNPACKING THE SELF E

III. Final Term L

a. MANAGING AND CARING THE SELF

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COURSE REQUIREMENTS

In this module, I deeply encourage you to complete your requirements for you to pass in
this course.

1. Individual Portfolio (reaction papers, analysis, reflection, individual journal,

worksheets, etc.)

2. Regular self-assessment test

3. Suggested reading materials for supplemental reading for further discussions

and for widening your understanding

4. Major examinations: Prelim, midterm, and final examinations

SYSTEM OF COMPUTING GRADES

For your guidance as on how I computed your grades as an assessment, I

divided into three main areas for each term, namely:

1. Written works [quizzes and worksheets etc.] 35%

2. Performance [recitations/ journal, reflection, reaction and analysis]
30%
3. Examinations (Prelim, Midterm, Finals) 35%
Total 100%
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COURSE REFERENCE BOOKS:

1. Alata, Eden Joy Pastor et al. Understanding the self. Manila: Rex Bookstore, Inc.,
2018. pp. 125City: Books Atbp. Publishing Corp. 2018.

2. Arcega, Analiza F. et al. Understanding the Self. Quezon City: C & E publication,
Inc. 2018.

3. Compiled Readings for Clinical Pastoral Education [CPE] by Sr. Marie Therese S.
Yusay, SPC. 2008.

4. Evangelista, Lourdes L. Personality Development and Human Relations. 2005.

5. Personality Development Reader, First edition. Quezon City: Sunshine interlinks

publishing House, Inc. 2016.

6. Sanchez, Custodiosa A., et al. General Psychology. Fourth Ed. Manila: Rex Book
Store, Inc., 2005.
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 A/Y 2020 – 2021 # Calendar of
Activities
Registration................................................................May Start of

Classes…........................................................August 24 National

Heroes Day....................................................August 31 Unit

test.........................................................................August Prelim

Exam..................................................................September Unit

test.........................................................................November

Midterm Exam...............................................................November

Unit test.........................................................................November

All Saints‟ Day................................................................November 1

Bonifacio Day.................................................................November

30 Immaculate Conception.................................................December

8 Unit test.........................................................................December

Final Exam.....................................................................December

EVALUATION
To pass the course, you must:
 1. Read all the required reading materials like the supplementary readings and
answer the self-assessment activities, quizzes, journals, and reflection questions. 2.
You answer the print-based discussion activities.
3. Follow the submission date (for prelim, midterm, and finals) to send back through
correspondence the accomplished worksheets, quizzes, long test, activities, and
journal in a long brown envelop with your name.
4. Kindly submit the final project (portfolio)
5. Do the prelim, midterm, and final examinations

PRELIMINARY TERM

MODULE PART 1: DEFINING THE SELF:

PERSONAL AND DEVELOPMENTAL PERSPECTIVES ON SELF
AND IDENTITY

Unit 1: MEET AND GREET: MY HOME, MY SCHOOL

The most challenging and exciting phase is your college life. It is a new
adventure that everyone looks forward to. It is a world different from your elementary as
well as junior and senior high schools. Since you are in your freshman year in TCC,
everything – including this subject is new to you.

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

1. Memorize the vision and mission, and core values of the school
2. Explain the program and the TCC‟s vision-mission statements and objectives
3. Demonstrate self-understanding and self-acceptance
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LESSON PROPER J

In college, you are expected to do something for the whole community and even E

at home. You are now a freshman student. Can you identify the things that you expect C

to do for the community and for the school? U

Note: for further readings please refer on the TCC Student Handbook page 1 - 9 b

SELF-ASSESSMENT TEST

Complete the Mission and Vision statement and Core Values of the School.
 Tiwi Community College (TCC) Tiwi Community College F – 12
envisions a 1 educational (TCC) is committed to I – 13
institution with 2 management, 3 produce graduates who D – 14
teachingand non-teaching staff, are 9 and E – 15
capable ofproducing 4 10 trained and 11 to L – 16
and 5 graduates imbued with 6 , 7 uphold
and environmental the local, national and
8. global goals.

UNIT 2: CONCEPT AND NATURE OF

SELF: WHO AM I?

Our names represent who we are. Our names

At the end of this
signify us. However, the name is not the person unit, you will be able to:
itself no matter how intimately bound it is with the 1. Define the nature, concept, and meaning of the
bearer. It is only a signifier. Self is thought to be self
more than the name. Self is something that a 2. Discuss the nature of the self from your own
point of view;
person perennially molds, shapes, and develops.
3. Use the conceptualization and representation
The self is not static.
of the self from various disciplines and
perspectives
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LESSON PROPER 1

The Philosophical view of Self: Various

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Philosophers
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Socrates: Know Yourself E

He is principally concerned with man. He was the L

first philosopher who engages in systematic

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questioning about the self. “Every man is

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composed of body and soul.” – i. e. dualism [Man d

is composed of two important aspects of his a

personhood] r

man. Knowing one‟s own virtue is necessary and

Therefore, all individuals have an imperfect, can be learned. Since virtue is innate in the mind
impermanent aspect to him, and the body, while and self-knowledge is the source of all wisdom,
maintaining that there is also a soul that is perfect an individual may gain possession of oneself and
and permanent. [Platonic] be one‟s own master through knowledge.

He considers man from the point of view of his “An Buhay na dai pinaghurop-huropan mayo nin
inner life. The famous life of Socrates tells each
pakinabang.” - Socrates Plato: The Ideal Self,
man to bring his inner self to light. A bad man is
not virtuous through ignorance. The core of perfect self
Socratic ethics is the concept of virtue and
knowledge. Virtue is the deepest and most basic Plato claimed in his dialogues that Socrates
propensity [strong natural tendency to do affirmed that the unexamined life is not worth

something] of living. With this, he basically took off from his

master and supported the idea that man is dual in
nature. He added that there are components of
the soul: a] rational soul; b] spiritual soul; and c]
appetitive soul.

The republic – 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. The rational soul forged/ copied by
reason and intellect that govern the affairs of the
human person; the spiritual soul which in charge
of emotions; and appetitive soul in charge of base
desires.
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Therefore, when this ideal state is attained, the 1

human person‟s soul becomes just and virtues. g

To make it simple, a man was omniscient before R

he came to be born into this world. In practical

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terms, this means that man in this life should

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imitate his former self; he should live a life of C

virtue in which true human perfection exists.

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“Love in fact is one of the links between the y

sensible and the eternal world.” - Plato Rene r

Descartes: Cogito, ergo sum/ I think, therefore

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The self then for Rene is also a combination of

I am two distinct entities, the COGITO, the thing that
thinks, which is the mind, and the EXTENZA of
He conceived of the human person as having a
the mind, which is the body, ie. like a machine
body and a mind. He claims that there is so much
that is attached to the mind.
that we should doubt since much of what we think
and believe is not infallible, they may turn out to The human person has the body but it is not what
be false. makes a man a man. If at all, that is the mind.
Descartes: says: “What then am I? A thinking
Rene thought that the only thing that one cannot
thing, that doubts, understands, affirms, denies,
doubt is the existence of the self, for even if one
wills, refuses; that imagines also and perceives.
doubts oneself, that only proves that there is a
doubting self, a thing that thinks and therefore, To sum, although the mind and the body are
that cannot be doubted. independent of each other and serve their own
function, man must use his own mind and
thinking abilities to investigate, analyze,
experiment, and develop himself.

David Hume: the self is the bundle theory of

mind

He is an empiricist who believes that one can

know only through the senses and experiences.
Example: Ana knows that Lenard is a man not
because she has seen his soul. Ana knows
Lenard just like her because she sees him, hears
him, and touches him.
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Hume posits that self is nothing else but a bundle 1

of impressions. What are impressions? For g

Hume, they can all be categorized into two: R

impressions and ideas. The first one is the basic

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objects of our experience or sensation. So, it

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forms the core of our thoughts. Example: when C

one touches fire, the hotness sensation is an

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impression which is the direct experience.

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On the contrary, Ideas are copies of our

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impressions. Because of this, they are not as

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lively and clear as our impressions. Example: the P

To Kant, there is necessarily a mind that

feeling of being in love for the first time that is an
organizes the impressions that men get from the
idea. According to Hume, the self is a bundle or
external world. Time and Space are ideas that
collection of various perceptions, which succeed
one cannot find in the world but built-in our
each other with an inconceivable rapidity, and are
human mind. Kant calls these the apparatuses of
in a perpetual flux and movement. Thus, the self
the mind.
is simply a collection of all experiences with a
particular being. Along with the different apparatuses of the mind
goes the self. Without the self, one cannot
Immanuel Kant: respect for self
organize the different impressions that one gets
Every man is thus an end in himself and should in relation to his own existence. Thus, the self is
never be treated merely as a means – as per the not just what gives one his personality. It is also
order of the Creator and the natural order of the seat of knowledge acquisition for all human
things. persons.

Gilbert Ryle: The mind-Body dichotomy

For Ryle, what truly matters is the behavior that a

person manifests in his day-to day life. For him,
looking for and trying to understand the self as it
really exists is like visiting your friends‟ university
and looking for the “university.”

Ryle says that 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.
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Merleau Ponty: Phenomenologist 1

He insisted that body and mind are so intertwined

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from one another. One cannot find any

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experience that is not an embodied experience. R

All experience is embodied. One‟s body is his

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opening toward his existence to the world. L

Because men are in the world. For him, the G

Cartesian problem is nothing but plain y

misunderstanding. The living body, his thoughts,

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emotions, and experiences are all one.

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The Christian or Biblical view of Self

The Holy Bible

“God created man in His image; in the divine

image He created him; male and female He
created them. God blessed them, saying, „Be
fertile and multiply; fill the earth and subdue it.
Have dominion over the fish of the sea, the birds
in the air, and all the living things that move on
the earth.” Gen. 1:24-28

Thus, it is appropriate to think of the self as the

“multi-bejeweled crown of creation –the many
gems thereof representing and radiating the
glorious facets of
man‟s P

self that include the physical, intellectual, moral, Augustine agreed that man is of a bifurcated/ dual
religious, social, political, economic, emotional, nature. An aspect of man dwells in the world and
sentient, aesthetic, sensual, and sexual aspects. is imperfect and continuously years to be with the
Divine and the other is capable of reaching
Augustine: Love and justice as the foundation
of the individual self immortality.

Augustine‟s view of the human person reflects The body is bound to die on earth and the soul is

the entire spirit of the medieval world when it to anticipate living eternally in communion with

comes to man. He combined the platonic ideas God.

into Christianity perspective.

He believes that a virtuous life is the dynamism of
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love. Loving God means loving one‟s fellowmen; 1

and loving one‟s fellowmen denotes never doing g

any harm to another. R

“An sakong puso dai matutuninong sagkod na Ika R

mapasapuso ko.” – Augustine Thomas Aquinas: C

Angelic doctor G

Adapting some ideas from Aristotle, Aquinas said

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that indeed, man is composed of two parts:

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matter and form. Matter/ hyle refers to the

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common stuff that makes up everything in the

universe. Forms/ morphe refers to the essence of
the substance of things. It is what makes it what it
is.

In the case of the human person, the body of the

human person is something that he shares even
with animals. What makes a human person a
human person is his essence. Like Aristotle, the
soul is what animates the body; it is what makes
us humans.

The Psychological View of Self

Sigmund Freud: Psychoanalytic theory of self

He asserts that the human psyche [personality] is structured into 3 parts. These
structures – ID [internal desires], EGO [reality], and SUPEREGO [conscience] – all
develop at different stages in a persons‟ life.

Freud also argues that the development of an individual can be divided into
distinct stages characterized by sexual drives. As the person grows, certain areas
become sources of pleasure, frustration, or both. Freudian stages of psychosexual
development: oral, anal, phallic, latency, and genital.

Erik Erikson: Psychosocial stages of self-development

He primarily concerned with how both psychological and social factors affect the
development of individuals. He formulated 8 major stages of development, each posing
a unique developmental task and simultaneously presenting the individual with a crisis
that s/he must overcome [see chart]

ACTIVITY 1

Write an essay about anything that you wish to submit about yourself. You may use
these following suggested topics

a. Me as I see me
b. How other people see me
c. How I would like other people to see me

ACTIVITY 2
In your own words, state what “self” is for each of the following philosophers. After doing
so, explain how your concept of self is compatible with how they conceived of the “self”.

Socrates:

Plato:

Augustine:

Aquinas:

Descartes:

Hume:

Kant:

Ryle:
 Merleau Ponty:

Sigmund Freud:

UNIT 3: SELF, SOCIETY AND CULTURE

Across time and history, self has been debated,

discussed and fruitfully or otherwise At the end of this
conceptualized by different thinkers in philosophy. unit, you will be able to:
With the advent of social sciences, it became 1. State the relationship between the self, society,
and culture
possible for new ways and paradigms to
2. Describe and discuss the different ways by
reexamine the true nature of the self.
which society and culture shape the self
Thinkers settled on the idea that there are two 3. Interpret how the self can be influenced by the
components of the human person and whatever different institutions in the society; and
relationship these two have is less important than 4. Examine one‟s self against the different views
the fact that there is a self. One of the loci, if not
the most important axis of analysis is the of self that were discussed Lesson proper
relationship between the self and the external
world. What is the relationship between external What is the self??
reality and the self?
The self, in contemporary literature and even
common sense, is commonly defined by the
following characteristics: “separate, self-
contained, independent, consistent, unitary and
private.” from other selves .The self is always unique and
has its own identity.one cannot be another
person. Even twins are distinct from each other

*SELF-CONTAINED & INDEPENDENT*-because

in itself it can exist its distinctness allow it to be
self-contained with its own thoughts,
characteristics, and volition. It does not require
any other self for it to exist.

*CONSISTENT*- because it has a personality

that is enduring and therefore can be expected to
persist for quite some time its consistency allows
to be studied , described, and measured,
consistency also means that a particular self traits
, characteristics, tendencies, and potentialities
are more or less the same.

*UNITARY*- in that it is the center of all

experiences and thoughts that run through a
certain person it is like the chief command post in
an individual where all processes , emotion, and
thoughts converge.

*PRIVATE*- Each person sorts out information,

feelings and emotions, and though processes
within the self. This whole process is never
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accessible to anyone but the self. This last

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characteristic of the self being private suggest

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that the self is isolated from the external world
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From this perspective: the concern of this lesson
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is in understanding the vibrant relationship
between the self and the external reality. This
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reality is called social constructionist

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perspective - that argues for a merged view of
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the person and their social context where the
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boundaries of one cannot easily be separated

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*SEPARATE*- it is meant that the self is distinct

from the boundaries of the other.
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Social constructionists argue that self should not 1

be seen as a static entity that says constant g

through and through. Rather, the self has to be R

seen as something that is in unceasing flux, in a

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constant struggle with external reality and is

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malleable in its dealings with society. C

As a man of different roles [as a father, friend,

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teacher, husband] one can expect a person to y

change and adjust his behaviors, ways and even

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language depending on
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his social; situation. We ourselves play different roles, act in various ways depending on e
Pr

our circumstances. This is not only normal but it The unending terrain of metamorphosis of the self
is also acceptable and expected. The self is is mediated by language. Language as both a
capable of morphing and fitting itself into any publicly shared and privately utilized symbol
circumstances it finds itself in. system is the site where the individual and the
social make and remake each other.
THE SELF AND CULTURE
MEAD AND VYGOTSKY
Remaining the same person and turning
chameleon by adapting to one's context seems For Mead & Vygotsky the way that the human
paradoxical. A French Anthropologist MARCEL persons develop is with the use of language
MAUSS has an explanation for this phenomenon. acquisition and interactions with others - without a
According to Mauss, every self has two faces: family biologically and sociologically a person
personne and moi. may not even survive or became a human
person.
Moi - refers to a person's sense of who he is, his
body, and his basic identity, his biological GENDER AND THE SELF
governess. Moi is a person's basic identity
Here is another important aspects of the self and
personne on the other hand, is composed of the
gender. GENDER is one of those loci of the self
social concepts of what it means to be who he is.
that is subject to alteration, change, and
Personne - has much to do with what it means to development. We have seen in the past years
live in a particular institution, a particular family, a how people fought hard for the right to express,
particular religion, a particular nationality and how validate, and assert their gender expression.
to behave given expectations and influences from
However, from the point of view of the social
others.
sciences and the self, it is important to give one
THE SELF AND THE DEVELOPMENT OF THE the leeway to find, express, and live his identity.
SOCIAL WORLD This account illustrates that
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and asserted and not dictated by culture and the
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society.
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ACTIVITY 1:
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By means of a diagram, you are going to present
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your the relationship to the society and culture.
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our gender partly determines how we see

ourselves in the world. Often times society forces
a particular identity unto us depending on our sex
and /or gender .

Both Vygotsky and Mead treat the human mind

as something that is made constituted through
language as experienced in the external world
s
and as encountered in dialogs with other. A
young child internalized values, norms, practices,
and social beliefs and more through exposure to
these dialogs that will eventually become part of
his individual world. VYGOTSKY, for this part a
child internalizes real life dialogs that he has had
with others, with his family, his primary caregiver,
or his play mates.

Self in Families

Apart from the anthropological and psychological

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basis for the relationship between the self and the
social world, the sociological likewise struggled to
understand the real connection between the two
concepts. In doing so, sociologists focus on the
different institutions in powers at play in the
society. Among these the most prominent is the
family. GENDER has to be personally discovered
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ACTIVITY 2

Answer the following questions cogently but honestly. Write your answer in the
space provided.

What social pressures help shape yourself? Would you have wanted it otherwise?

What aspect of your self do you think may be changed or you would like to

change?
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Unit 4: SELF AS COGNITIVE concept of "self".

CONSTRUCT
This lesson provides an overview of the themes
As discussed in the previous unit, every field of of psychology regarding the said concept.
study, at least in the social sciences, have their
own research, definition, and conceptualization of
self and identity. Some are similar while some
specific only their field. Each field also has
At the end of this
thousands of research on self and identity as well
unit, you will be able to:
as related or synonymous terms. The trend of the 1. Analyze the effects of various factors identified
lessons also seems to define the concept of the in psychology in the formation of the "self".
"self" from a larger context (i. e; culture and
2. Create your own definition of the "self" based
society) down to the individual. However, it must
on the definitions from psychology; and
be pointed out the modern researches
3. Evaluate the different ideas in psychology
acknowledge the contributions of each field and about the "self".
this is not some sort of a Nurture vs. Nature,
society/culture versus Individual/brain, and other
social sciences vs. Psychology debate,
psychology may focus on the individual and
cognitive functions, but it does not discount the
context and other possible factors that affect the
individual.

For students who take up psychology,

discussions on theories, and development,
among others actually take at least one semester
and there are still more to be learned about the
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of personality also used the same terms, the "I"
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as the one who acts and decides while tha "me"
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is what you think or feel about yourself as an
object (Gleitman,Gross and Reisburg 2011).
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Other concept similar to self are IDENTITY is

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composed of personal characteristics, social

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roles, and responsibilities, as well as affiliations

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that define who one is (Oyserman, Elmore, and
Smith 2012).
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Self-concept is what basically comes to your mind

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LESSON PROPER when you are asked about who you are
(Oyserman, Elmore, and Smith 2012). Self-
Self as cognitive construct
identity and self-concept are not fixed in on-e time
In confidence or in an attempt to avoid further frame, and they are not fixed for life nor are they
analytical discussions, a lot of people say, "I am ever-changing at every moment.
who I am" yet, this statement still begs the
Carl Rogers captured this idea in his concept of
question, "if you are who you are, then who are
self-schema or our organized system or collection
you that makes you who you are?"
of knowledge about who we are (Gleitman,
As mentioned earlier, there are various definitions Gross, and Reisberg 2011; jhangaini and Tarry
of the "self" and other similar or interchangeable 2014). Imagine an organized list or diagram
concepts in psychology simply put, "self" is "the similar to the one below.
sense of personal identity and of who we are as
individuals (Jhangiani and Tarry 2014)."

William James (1890) was one of the earliest

psychologists to study the self and
conceptualized the self as having two aspects the
"I" and the "me".

The "I" is the thinking, acting, and feeling self

(Gleitman, Gross, and Reisburg 2011; Hogg, and
Vaughan 2010). The "me" on the other hand, is
the physical characteristics as well as
psychological capabilities that makes who you
are (Gleitman, Gross, and Reisburg 2011; Hogg
and Vaughan 2010). Carl Rogers's (1959) theory
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The most influential of them is SIGMUND
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FREUD. Basically, Freud saw the self its mental
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processes and ones behavior as the result of the
interaction between the I.D, EGO and the
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SUPEREGO.
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As in the above mentioned definitions of the self,

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social interaction always has a part to play in who

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we think we are. This is not nature vs. Nurture but
instead a nature-- and--nurture perspective.
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Three reasons why self and identity are social

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products:
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Hobbies

1. We do not create ourselves out of nothing.

Family Religion
SELF 2. Whether you like to admit it or not, we actually
needs others to affirm and reinforce who we think
we are, we also need them as reference points

Nationality
about our identity.

It may also include your interest, work, course,

age, name, and physical characteristics, among
others. As you grow and adapt to the changes
around you, they also change, but they are not
passive receivers, they actively shape and affect
how you see, think and feel about things.

Theories generally see the self and identity as

mental construct created and recreated in
memory (Oyserman, Elmore, and Smith 2012).
Current researches point to the frontal lobe of the
brain as the specific area in the brain associated
with the processes concerning the self.

Several psychologist, especially during the fields

earlier development, followed this trend of
thought, looking deeper into the mind of the
person to theorize about the self, identity, self-
concept, and in turn, one's personality.
4

2
may experience de individuation or "the loss of
e

a
individual self-awareness and individual
P

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accountability in groups. A lot of people will
attune themselves with the emotions of their
A

group and because the large crowd also provides

E

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some kind of anonymity. We may lessen our self-
control and act in ways that we will not do when
E

we are alone.
I

Our group identity and self-awareness also has a

d

great impact on our self-esteem, one of the

a

common concepts associated with the "self". It is

3. What we think is important in our social or
historical context. define our own positive or negative perception or
evaluation of ourselves (jhangiani, And Tarry
Two types of self that we can be aware: the
2014; Gleitman, Gross, and Reisberg 2011).
private self or your internal standards and private
thoughts and feelings. The public self or your One of the ways in which our social relationship
public image commonly geared toward having a affects our self-esteem is through social
good presentation of yourself to others (Hogg and comparison. According to the social comparison
Vaughan 2010) theory, we learn about ourselves, the
appropriateness of our behaviors, as well as our
Self-awareness there are times, however, when
social status by comparing aspects of ourselves
we are aware of our self concepts also present us
with other people (Jhangiani, and Tarry 2014;
with at least three other self-schema the:
Hogg

ACTUAL, IDEAL, and OUGHT SELF.

ACTUAL SELF is who you are at the moment
IDEAL SELF is who you like to be.
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. It can keep you doing something
dangerous. It can be too much that we are
concerned about being observed and criticized by
others. It is also known as self-consciousness
(Jhangiani and Tarry 2014).

At other times, especially with large crowds, we

5 C

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y

d
V

a
I

and Vaughan 2010). e

Pr

The DOWNWARD SOCIAL COMPARISON is the FIRST, we distance ourselves from that person or
more common type of comparing ourselves with redefine our relationship with them. Some will
others. As the name implies, we create a positive resort to the silent treatment, change of friends,
self-concept by comparing ourselves with those while some may also redefine by being closer to
who are worse off than us. (Jhangiani and Tarry that person, hoping that some association may
2014). By having the advantage, we can raise our give him a certain kind of acknowledgement also.
self-esteem.
SECOND, we may also reconsider the
The UPWARD SOCIAL COMPARISON which is importance of the aspect or skill in which you
comparing ourselves with those who are better off were out performed.
than us (jhangiani, and Tarry 2014). While it can
LASTLY, we may also strengthen our resolve to
be a form of motivation for some, a lot of those
improve that certain aspect of ourselves.
who do this actually felt lower self-esteem as they
highlight more of their weakness or inequities. However, in the attempt to increase or maintain
self-esteem, some people become narcissistic.
SOCIAL COMPARISON also entails what is
NARCISSISM is a "trait characterized by overly
called self-evaluation maintenance theory, which
high self-esteem, self admiration, and self-
states that we can feel threatened when someone
centeredness.
out-performs us, especially when that person is
close to us (i.e., a friend or family).

Take note that this occurs not only between

individuals but also among groups. Thus, if a
person‟s group is performing better and is
acknowledged more than the group, then his self-
esteem may also be heightened.

Such 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 this case, we usually react in three
ways:
6

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1. It is a trait characterized by overly high self-
e

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esteem and self-centerdness. a. Narcissism b.
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Venus c. Egoism
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2. It entails self-evaluation.
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a. Social Contrast b. Social comparison c. Social
justice
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3. It is comparing ourselves with those who are
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better than us.
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b
a. Downward Social Comparison b. upward social
comparison c. Ego 4. It is a common type of
d

comparing ourselves with others.

a

a. Downward Social Comparison b. upward social

Sometimes, there is a thin line between high self-
comparison c. Ego 5. Other similar concept to
esteem and narcissism and there are a lot of test
self.
and measurements for self-esteem like the
Rosenberg scale but the issue is that the result a. Identity b. culture c. Society

can be affected by the desire of the person to

portray herself in a positive or advantageous way.

ACTIVITY 1

Research and list 3 major things to boost your

self-concept or self- esteem. Cite the sources.
Analyze which of those tips are more likely do
back fire and make someone conceited or
narcissistic and revise them to make the
statements both the helpful to the individual as
well as society in general.

ACTIVITY 2
7

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country about the concept of “self.” In this lesson,
e

a
we will look at religious beliefs and political
P

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philosophies that greatly influenced the mindset
of each nation or culture.
A

First is Confucianism. It can be seen as a code of

C

ethical conduct, of how one should properly act

L

according to their relationship with other people;

G

b
thus it is also focused on having a harmonious
social life. Thus, identity and self-concept of the
d

individual are interwoven with the identity and

a

status of his/her community or culture, sharing its

UNIT 5: SELF IN WESTERN AND
pride as well as its failures.
EASTERN THOUGHT
Eastern Self
Different cultures and varying environment tend
to create different perceptions of the self and one Everyone is interconnected in a drama with
of the most common distinctions between specific roles. Self-cultivation: The cultivated self
cultures and people in the Eastern-vs-Western in Confucianism is what some scholars call a
dichotomy wherein Eastern represents Asia and “subdued self” wherein
Western represents Europe and Northern
America.

At the end of this

unit, you will be able to:
1. Explain the concept of self as found in Asian
thought;
2. Choose a representation from the Filipino self;
and
3. Differentiate the concept of self according to
Western through against Eastern perspectives

LESSON PROPER
There are many sources in which you can
analyze the perspective of each culture and
8

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have with the world, and to renounce the self w/c
e

a
is the cause of suffering and in doing so, attain
P

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the state of nirvana. Nirvana (liberation)- blowing
out the flames of desire.
A

Western Self
C

G
Western Self focuses on self (Individualistic). You
I

y
compare in order to be better. You create
associations and bask in the glory of that group
b

for your self-esteem. You put primacy on

r

developing yourself.
e

personal needs are repressed [subdue] for the

good of many, making Confucian society also By focusing on the self, they may seem to have

hierarchal for the purpose of maintaining order loose associations or even loyalty to their groups.

and balance. Competition is the name of the game and they

are more likely straightforward and forceful in
Second philosophy is Taoism. Taoism was their communication as well as decision making.
founded by Lao Tzu. Taoism is living to the way They value equality even if they see that
of the Tao (Universe). However, they reject the individual can rise above everything else. They
hierarchy and strictness of Confucianism. Taoism also promote ideals that create 'fair' competition
prefers to live a simple life. Self is not an and protect the individual.
extension of family or community. Self is part of
the universe, one of the forms and manifestations Western and Eastern Differences
of the Tao. The ideal self is selflessness but this Western referred as the school of thought from
is not forgetting about the self, it is living a Greek Philosophy. It is rooted from Rome and
balanced-about prejudices and egocentric ideas Christianity. Laws are the ones that govern the
and thinking about equality as well as behavior. It is
complementarily among humans as well as other
beings.

The 3rd is 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
suffering. Life is full of suffering and it is made up
of a cycle of birth, decay, illness, death. It is
therefore our quest to forget about the self, forget
the craving of the self, break the attachments you
9

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2. A cultural belief that self is seen as an illusion,
e

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born out of ignorance a. Taoism b. Confucianism
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c. Buddhism
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3. They possess an attitude of being
straightforward and forceful in communication. a.
E

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Eastern b. Western c. Northern
E

individualist in culture. It is all about 'I'. Tries to

find self as it is the given part of the divine.
Logical, scientific, rational, and focus on ethics.

Eastern roots are from Asia. They believe that

natural world does not follow laws, it simply 'is'. It
is collectivist in culture. It is all about 'We'. Drawn
on people's actions and thought as one. Trying to
get rid of the false 'me' concept and find meaning
in discovering the true 'me'. Life is all about unity.
The inner self must be freed.

Western and Eastern Similarities

Similarities: Both approach share a concept that a

deeper understanding of reality is possible.
Influenced by the notion that there is a supreme
being who guides the mankind and provides for
all he created. Believes in the concept of "god as
the king of universe"
0

ACTIVITY 1
R

Select the correct answer.

E

1. It is known as noble man L

a. Chun-Tzu b. Li c. Yan
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ACTIVITY 2

Option 1: Make a mandala art work that represent about yourself. Then, put your
explanation at the back of the mandala.

Option 2: Create a concept map of the SELF according to Filipino culture. Provide a
brief explanation of your output. You can also cite books or researches about Filipino
culture, self, and identity to further elaborate on the topic.

* * * PRELIM EXAMINATION * * *
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 embryonic development. The embryonic
structures of males and females during the early
MODULE PART 2: stages of human development are alike and are
UNPACKING THE SELF said to be in indifferent

Unit 1: PHYSICAL SELF: THE

BEAUTIFUL ME

From childhood, we are controlled by our genetic

makeup, i. e, sex chromosomes. It also
influences the way we treat ourselves and others.
On the contrary, there are individuals who DO
NOT ACCEPTS their INNATE SEXUAL
characteristics and they actually tend to change
their sexual organs through medications and
surgery. In addition, external environment helps
shapes us. In this lesson, we are going to explore
the development of our sexual characteristics and
behavior.

At the end of this

unit, you will be able to:
1. Determine the condition of your physical self
2. Classify the physiological needs of the self in
each stage of life
3. Identify the forces and institutions that impact 2

the development of the various aspects of

3

identity and the self P

4. Explain the importance of a good health A

LESSON PROPER
E

Marieb, E.N. (2001) explains that the gonads

M

begin to form until about the eight week of

d

a
p

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the female ducts and external genitalia since
P

stage. When the reproductive structures are testosterone hormone is not produce.
formed development of the accessory structures
Pseudo hermaphrodites are formed who is an
and external genitalia begins. [See the miracles
individual having accessory reproductive
of life - video clip]
structures that do not “match” their gonads while
Beginning of life true Hermaphrodites are individuals who possess
both ovarian and testicular tissues but this
Life begins at fertilization. It refers to the
condition is rare in nature. Nowadays, many
meeting of the female sex cell and the male sex
pseudo hermaphrodites undergo sex change
cell. These sex cells are developed in the
operation to have their outer selves fit with their
reproductive organs called GONADS. The male
inner serves (gonads).
sex cell called spermatozoa [sing. –zoon] are
produced in the male gonads called testes. On Human anatomy
the other hand, the female sex cells called ova
are produced in the female gonads known
ovaries. The fertilized egg cell known as zygote
contains all the hereditary potentials from the
parents. This zygote goes to the uterus and
continues to grow during the gestation period of
about 280 days or 36 weeks or 9 calendar
months.

Both male and female chromosomes contain

several thousands of genes – called
deoxyribonucleic acid which is the code of
heredity. Maturation is the unfolding of the
inherent traits.

Human Development

The formation of male or female structures

depends on the presence of testosterone (A
substance called hormone that occurs naturally in
men and male animals). The embryonic testes
release testosterone once formed and the
formation of the duct system and external
genitalia follows. The same with female embryos
that form ovaries, it will cause the development of 3

3
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P

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 male and estrogen in female] and generally between the age of 10-15
years old.

At the age of 13, male puberty is characterized by the increase in the size of the
reproductive organs followed by the appearance of hair in the pubic area, axillary and
face. The reproductive organs continue to grow for two years until sexual maturation
marked by the presence of mature semen in the testes.

For the female, the budding of their breasts usually occurring at the age of 11 as
a sign of their puberty stage. Menarche is the first menstrual period of females which
happens two years after the start of puberty. Hormones play an important role in the
regulation of ovulation and fertility of females.
 4

Factors in development of the physical self

The development of the individual is caused by environment [nurture] is the sum total of the
two interacting forces: heredity and environment. forces or experiences that a person undergoes
Heredity [nature] is the transmission of traits from from conception to old age. It includes family,
parents to offspring it provides the raw materials friends, school, nutrition and other agencies one
of which the individual is made up. While the is in contact with.
 C

Diseases associated with the reproductive .

systems
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Infections are the most common problems frequent and the vaginal infections become
associated with the reproductive system in adults. increasingly common.

Vaginal infections are more common in young Signs of estrogen deficiency: irritability and mood
and elderly women and those whose resistance changes [depression in some]; intense
to diseases is low, like, Escherichia coli which vasodilation of the skin‟s blood vessels, gradual
spread through the digestive tract, the sexually thinning of skin and loss of bone mass, slowing
transmitted microorganisms such as syphilis, rising high blood levels etc..
gonorrhea and herpes virus and yeast fungus.
Note: there is no counterpart for menopause in
Pelvic inflammatory disease and sterility are also males. Although aging men show a steady
the effect of vaginal infections. For males, the decline in testosterone section, their reproductive
most common inflammatory conditions are capability seems unending. Healthy men are still
prostatitis, urethritis, and epididymitis, STD, able to father offspring well into their 80‟ and
Orchiditis. beyond.

Major treat to reproductive organs are Erogenous zones

Neoplasms, tumor of the breast and cervix
It refers to part of the body that are primarily
cancers in adult females and prostates cancer in
receptive and increase sexual arousal when
adult males.
touched in a sexual manner. Examples: mouth,
Most women hit the highest point of their breast, genitals, anus. However, erogenous
reproductive abilities in their late 20‟s, i.e. zones may vary from one person to another.
irregular ovulation and shorter menstrual periods Some people may
– menopausal period.

The production of estrogen may continue after

menopause but the ovaries finally stop
functioning as endocrine organs. The
reproductive organ and breast begin to atrophy or
shrink if estrogen is no longer released from the
body. With this case, the vaginal becomes dry
that causes intercourse to become painful if
6

3
Therefore, self-gratification is most frequent
e

a
among the unmarried. However this self-
P

J
gratification usually decreases as soon as an
individual develop socio-sexual relationship.
A

Nowadays, human are frequently being exposed

C

to sexual stimuli esp. from advertising and social

L

media. Some adolescents become so much

G

b
aggressive when they respond to such stimuli.
d

The rate of teenage pregnancy is recently

r

increasing. The challenge is to develop self-

e

desire and enjoy being touched in certain area control so that to balance suppression and free
more than the other area, like, neck, thighs, expression. Why? To prevent premarital sex and
abdomen and feet. acquire STD.

Human Sexual Behavior Socio-sexual behavior

It defined as any activity – solitary, between two It is the greatest amount of socio-sexual behavior
persons, or in a group – that induces/ brings that occurs b/w only one male and one female.
sexual arousal [Gebhard, P.H. 2017]. This This usually begins in childhood and may be
behavior is classified according to gender and motivated by curiosity, such as showing or
number of participants. examining genitalia.

Types of behavior: Solitary behavior [involving

one individual]; and Socio-sexual behavior [more
than one individual]

Solitary behavior

Self – gratification [begins at or b4 puberty]

means self –stimulation that leads to sexual
arousal and generally, sexual climax. This takes
place in personal and private as an end in itself,
but can also be done in a socio-sexual
relationship.

This is common for males but becomes less

frequent or is abandoned when socio-sexual
activity is available.
7

3
pulse and blood pressure; a sudden rise in blood
e

a
supply to the surface of the body resulting in
P

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increased skin temperature, flushing, and
swelling of all distensible body parts particularly
A

noticeable in the male and female reproductive

E

L
system, rapid breathing, secretion of genital
fluids, vaginal expansion, and a general increase
E

in muscle tension.
I

2. Plateau phase = it is generally of brief duration.

d

If stimulation is continued, orgasm usually occurs.

a

Physical contact involving necking and petting is 3. Sexual climax = a feeling of abrupt, intense
considered as an ingredient of the learning pleasure, and rapid increase in pulse rate and
process and eventually of courtship and selection blood pressure, and spasms of the pelvic
of a marriage partner. muscles causing contractions of the female
reproductive organ and ejaculation by the male
Petting differs from hugging, kissing and
that last only for few seconds normally not over
generalized caresses of the clothed body to
ten.
produce stimulation of the genitals. This is done
due to affection as source of pleasure, 4. Resolution phase = it refers to the return to a
preliminary to coitus [this is an insertion of male normal or subnormal physiological state.
reproductive organ into female organ]. This is Whereas males return to normal even if
regarded as an important aspect in selecting stimulation continues, but continued stimulations
partner but also a way of learning how to interact can produce additional orgasms in females.
with another person sexually. Females are physically capable of repeated
orgasms without the intervening “rest period”
A behavior may be interpreted by society or
required by males.
individual as erotic depending on the context in
which the behavior occurs. Example, kissing as a
gesture of intimacy b/w couples while other sees
this as respect and reverence.

Physiology of human sexual response

Sexual response follows a pattern of sequential

stages or phases when sexual activity is
continued.

1. Excitement phase = it is caused by increase in

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 Prepared by MIGUEL C. CIERVA JR Page 39

sensory messages to the brain to create stimulus

and later initiating a sexual response. The brain
will interpret the sensory message and dictate
what will be the immediate and appropriate
response of the body. The muscles contract in
response to the signal coming from the motor
nerve fibers while glad secretes their respective
product. So, sexual response is dependent the
activity of the nervous System.

Hypothalamus and limbic system are part of the

Nervous system factors brain believed to be responsible for regulating the
The nervous system plays a significant role sexual response, but there is no specialized “sex
during sexual response. The autonomic system is center” that has been located in the human brain.
involved in controlling the involuntary responses.
Apart from brain-controlled sexual responses is
The efferent cerebrospinal nerves transmit the the reflex. This reflex is mediated by the lower
 y

spinal cord that leads to erection and ejaculation b

for male, vaginal discharges and lubricant for

e

female when the genital areas are stimulated. But e

still, the brain can overrule and suppress such

reflex activity, when sexual response is socially
inappropriate.

Sexual problems

These may be classified as physiological,

psychological and social in origin. Physiological
problems are the least among the three
categories. Small number of people suffering
from diseases due to abnormal development of
the genitalia or that part of the neurophysiology
controlling sexual response. Example: vaginal
infection, retroverted uteri, prostatitis, adrenal
tumors, diabetes, senile changes of the vagina
and cardiovascular problems.

Medication: Through surgery

Psychological problems: usually caused by

0
socially induced inhibitions, maladaptive attitudes,
ignorance and sexual myths held by society.
4

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Example: mature sex must involve rapid erection,
J

A
prolonged coitus and simultaneous orgasm.
V

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Methods: magazines, married books and general
sexual folklore often strengthen these demanding
C

ideals which are not always achieved; therefore,

L

can give rise to feeling of inadequacy anxiety and

G

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guilt. Hence, resulting negative emotions can L

definitely affect the behavior of an individual.

U

Premature emission of semen is a common

y

problem for young males. Why? Because of the

e

natural result of excessive tension in a male who

p

has been sexually deprived. Erectile impotence is 40; in other cases, the impotence may be the
P

almost always a psychological problem in males result of disinterest in the sexual partner, fatigue,
under and distraction because of nonsexual worries,
intoxication and other causes such as occasional
impotency is common and requires no therapy.

Ejaculatory impotence [inability to ejaculate in

coitus] is uncommon and usually of psychogenic
origin. Why? It is due to the past traumatic
experiences. Warning! Occasional ejaculatory
inability can be possibly expected in older men or
in any male who has exceeding his sexual
capacity.

Lastly, vaginismus is a strong spasm [contraction]

of the pelvic musculature constricting the female
reproductive organ so that penetration is painful
or impossible. It can be due to anti-sexual
conditioning or psychological trauma as an
unconscious defense against coitus.

Medication: through psychotherapy and by

gradually dilating/widening the female organ with
increasing large cylinders.

Sexual Reproductive diseases are the following:

1. Chlamydia
1

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2. Gonorrhea
e

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3. Syphilis
J

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4. Chancroid
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 R

5. Human Papillomavirus E

6. Herpes simplex virus L

7. Trichomonas vaginalis
I

Natural and artificial methods are the following: d

1. Abstinence e

4. Cervical mucus method

2. Calendar method
5. Symptothermal method
3. Basal body temperature
6. Ovulation detection

7. Coitus interruptus

Artificial methods are the following:

1. Oral contraceptive

2. Transdermal patch

3. Vaginal ring

4. Subdermal implants

5. Hormonal injections

6. Intrauterine device

7. Chemical barriers

8. Diaphragm

9. Cervical cap

10. Male condoms

11. Female condoms

12. Surgical methods (vasectomy and ligation)

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ACTIVITY 1
1. Make a slogan that will raise the awareness of the college students and to help
eliminate sexually transmitted diseases especially among the youth.

2. Agree or Disagree. Are you in favor of legalizing marriage among

LGBTQ+? Why?

b
 d

UNIT 2: MATERIAL SELF: TO BUY OR century, William James, wrote in the book, the
NOT TO BUY? principles of psychology in 1890 that
understanding the self can be examined through
We are living in a world of sale and shopping
its different components namely: 1] its
spree. We are given a wide array of products to
constituents; 2] the feelings and emotions they
purchase from a simple set of spoon and fork to
aroused self-feelings; 3] the actions for which
owning a restaurant. Almost everywhere,
they prompt the seeking and self-preservation.
including the digital space, we can find
The constituents of self are composed of material
promotions of product purchase. Product
self, the social self, the spiritual self, and the pure
advertisements are suggestive of making us feel
ego.
better or look good. Part of us wants to have that
product. What makes us want to have those
products are connected with who we are. What
we have and already possess is related to our
self.

Belk stated that “we regard our possessions as

part of our selves. What we have and what we
possess.” There is a direct link b/w self-identity
with what we have and possess.

At the end of this

unit, you will be able to:
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.

LESSON PROPER
Material self
5

A Harvard psychology in the late nineteenth

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influenced by the “the philosophy of dress” by
J

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Herman Lotze. William James believed that an
V

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essential part of the material self is clothing.
Lotze stipulated in his book that any time you
C

bring an abject into the surface of your body, you

L

invest that object into any consciousness of your

G

b
personal existence taking in its contours to be
your own and making it part of the self.
d

3. Immediate Family is the third in the hierarchy.

e

The material self, according to William James Your parents and siblings hold another great
primarily is about: our bodies; clothes; immediate important part of yourself. What they do or
became affects you. When an immediate
family member dies, part of you dies,
too. When their lives are in success, you
feel their victories as if you are the one
holding the bacon. In their failures, you
family; home. are put to chance or guilt. When they are
disadvantage situation, there is an urgent urge to
help like a voluntary instinct of saving one‟s self
from danger.

HOME
4. Home is the fourth component of material self.
Immediate Family Home is where your heart is. It is the earliest nest
of your selfhood. Your experience inside the
Clothes
home were recorded and marked on particular
Body parts and things in your home. There was an old
cliché about rooms: “if only walls can speak”. The
MATERIAL SELF:
home thus is an extension of self, because in it,
1. Body is the innermost part of material self. You you can directly connect yourself.
are directly attached to this commodity that you
cannot live without. You strive hard to make sure
that this body functions well and good. Example
is Mariah Carey, she was reported to have placed
a huge amount for the insurance of his vocal
cords and legs.

2. Clothes is next to the body that was being

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We are what we have

Russel Belk (1988) posits that “… we regard our possessions as part of our
selves. We are what we have and what we possess.” The identification of the self to
things stared in our infancy stage when we make a distinction among self and
environment and others who may desire our possessions.

The possessions that we dearly have tell something about who we are, our self
concept, our past, and even our future.

ACTIVITY 1

1. 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.

b
 d

UNIT 3: SPIRITUAL SELF: BELIEVE IT feeling of reverence and awe

OR NOT! 3) The presence of supernatural power or energy
that is found on supernatural beings as well as
Spiritual self is one of the four (4) constituents of
physical beings and objects
the “self” according to William James in his book,
The Principles of Psychology in 1890. The
spiritual self is the most intimate, inner subjective
part of self – the most intimate version of the self
because of the satisfaction experienced when
thinking of one‟s ability to argue and discriminate,
of one‟s moral sensibility and conscience, and
our unconquerable will is purer than all other
sentiments of satisfaction.

At the end of this

unit, you will be able to:
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.

LESSON PROPER
Religion

Rebecca Stein (Stein 2011) works on the 8

definition of religion "as a set of beliefs and 4

practices that usually includes some or all of

a

basic characteristics. These characteristics are:

J

1) A belief in anthropomorphic supernatural

E

being, such as spirit and gods 2) A focus on the C

sacred supernatural, where sacred refers to a

E

I
M

b
The self can be described as a ritual being who
exhibits a striking parallel between their ritual and
d

verbal behavior. Just as language is a system of

a

symbols that is based upon arbitrary rules, ritual

r

4) The performance of ritual activities that

may be viewed as a system of symbolic acts that
involves the manipulation of sacred object to
is based upon arbitrary rules. Participation to
communicate to supernatural beings and/or to
rituals is expressions of religious beliefs.
influence or control events
5) The articulation of worldview and moral codes Some World Religious Beliefs and Practices
through narratives and other means
6) Provide the creation and maintenance of social
bonds and mechanism of social control within a
community; provide explanation for unknown and
a sense of control for individuals.

An individual lives in a society where there are

many practices of religion. The choice of religious
belief lies within the spiritual self although the
choice may be influenced by the society and its
culture.

Ritual

It is the performance of ceremonial acts

prescribed by a tradition or sacred law (Britannica
2017). Ritual is a specific, observable mode of
behavior exhibited by all known societies. It is
thus possible to view ritual as a way of defining or
describing humans.

There are three fundamental characteristics of

rituals according to Penner (Britannica 2017).
Ritual has the characteristics of:

1) A feeling or emotion of respect, awe, 9

fascination, or dread in relation to the sacred e

2) Dependence upon a belief system that is

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usually expressed in the language of myth A

3) Is symbolic in relation to its reference E

C
L

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Some of the major Buddhist celebrations are
Parinirvana Day in February; Buddha Day
G

(Wesak) in May; Dharma Day in July;

y

r Padmasambhava Day in October; and Sangha

a

Day in November.
p

There are different religious with different beliefs

Christianity
and practices. Some of the major world religions
are Buddhism, Christianity, Hinduism, Islam, and Core beliefs
Judaism. Excerpt of some religious beliefs and
Christians believe in Trinitarian God. One God in
practices are found in the University of London's
three personas: God the Father (Creator), God
Religion and Belief Guide 2017.
the Son( Savior),and God the Holy Spirit
Core beliefs Sustainer). Eternal after death will be achieved
through faith in Jesus Christ. Jesus Christ is, God
Buddhism believes that life is not a bed of roses. the Son, who came into flesh, to spread the good
Instead, there are suffering, pain, and news of salvation. He died on the cross for the
frustrations. When people suffer, they want to sins of the humanity but resurrected from the
experience the goodness of life and avoid death, so that anyone who believes in him will be
disappointments. It becomes a habit known as
the reactive cycle of wanting and hating, like and
dislike, band craving and aversion. This reactive
cycle can be broken through the practice of
mediation, acquiring more wisdom and deeper
understanding, and acceptance of things as they
are.

Customs and Practices

There are two types of meditation practices:

samatha and vipassana. The Samatha is
practiced as mindfulness of breathing and
development of loving kindness (Metta Bhavana).
Vipassana practices aim developing insight into
reality. Acquiring wisdom is by studying Buddha's
teaching, the Dharma. Through the reflection of
Dharma, Buddhist can achieve a deeper
understanding of life. Buddhists believe in non
violence principle.
0

5
Hinduism covers a wide range of traditional
e

a
beliefs and religious groups; thus, there is no
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single founder or leader. Hindus believe that
existence is a cycle of birth, death and rebirth,
A

governed by Karma. Karma is a concept where

E

L
the reincarnated life will depend on how the past
life was spent. Hindus believe that the soul
E

passes through a cycle of successive lives and

I

d
it's next in carnation is always dependent on how
the previous life was lived. Vedas are sacred
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r
Scriptures of Hindus. Mahabharata and
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saved in have eternal life. The holy bible is a Ramayana are two other important texts of the
selection of books, which is divided in to two, the Hindus.
Old Testament and New Testament.
Custom and practices

Diwali and Navrati are the most celebrated

Customs and Practices festivals of the Hindus. Diwali is the festival of
lights while Navrati is the festival of nine nights,
Sacrament of Baptism and Sacrament of
which celebrate the triumph of good over evil.
Communion are practiced by Christian churches.
Hindus have set dates to honor particular
The sacrament of Baptism symbolizes the birth in
manifestations of God.
Christian world, while the sacrament of
communion is an act of remembrance of Jesus Islam
Christ 's sacrificial love. Jesus Christ teaching in
unconditional love that is expressed in loving the
poor, oppressed, and outcast of the society

Christmas and Resurrection (Easter) are the two

major celebrations in Christianity. Christmas,
usually on December 25, commemorates the
birth of Jesus Christ while Resurrection Sunday
(depends on the lunar calendar, sometime in
March or April) celebrates the resurrection of
Jesus Christ from death.

Hinduism

Core beliefs
1

5
the poor. It comprises the 2.5% of a Muslim's
e

a
assets.
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J 4) Haji – the yearly pilgrimage to Mecca. Muslims

A

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who can afford are asked to do the pilgrimage at
last once in their lifetime.
E

5) Sawm – the fasting. Muslims do fasting from

C

G
food, drink, and sexual act during the celebration
I

y
of Ramadan s the ninth month of the Islamic lunar
calendar. The fast is from dawn to sunset.
b

e
Two of the major festivals in Islam are Eidul-Fitr
r

Core beliefs and Eidul-Adha. The first one refers to the

celebration at the end of Ramadan, while Eidul-
Muslims believe in Allah, who is their "One God" Adha is the celebration within the completion of
They believe in the unity and universality of God. the Pilgrimage, the Haji.
Muslims also have a strong sense of community
or "ummah" and an awareness of their solidarity Judaism
with all Muslims worldwide. Islam means "willing Core beliefs
submission to God ".

Muslims believe that Mohammed is the last and

final prophet sent by God. Mohammed was born
in Mecca in 570 CE and received revelations from
God through the Angel Gabriel over a period of
23 years. The Holy Bible of Islam is called the
Quran, which was taught to be recited in Arabic
because any translation is seen as inadequate.

Customs and practices

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.
3) Zakat - the monetary offering for the benefit of
2

5
Another extensive study of self can be found in
e

a
the works of Dr. Viktor E. Frankl. [The following
P

J
are the excerpts from the website:
http://www.victorfranklinstitute.org/About_Viktor_
A

Frankl.html
E

He was born on March 26, 1905 in Vienna,

L

Austria, where famous psychiatrists Sigmund

G

b
Freud and Alfred Adler lived. He graduated with
medical degree from the University of Vienna in
d

1930. He was assigned in Vienna Hospital

a

suicide ward and headed thee Rothschild

The Jews believe in the God of Abraham ,the
Hospital.
same God that liberated the Hebrew slaves from
Egypt to Canaan, the promised land through the A survivor of the holocaust, he published a book
leadership of Moses and later, Joshua. about logotherapy. In 1959, the book was
translated to English and was revised in 1963 as
The Jews believe in the coming of Messiah, the
The doctor and the Soul: An Introduction to
Savior. The sacred scripture of the Jews is called
Logotherapy. His book, Man‟s search for
the Torah or the Law. The Torah is the guide of
meaning has been used as a textbook in high
the Jewish living. The study and interpretation of
school and college courses. He died in 1997.
Torah is part of the Jewish culture.
Logotherapy
Customs and Practices: 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 - Pentecost

5. Sukkot - Tabernacles. The Jewish Sabbath

begins on Friday evening at sunset and is an
important time when families gather for the
Shabbat meal.

Finding and Creating Meaning of Life

3

5
meaning in life.
e

a 3) Freedom to find meaning.

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A
Furthermore, his psychology aims to: 1] become
V

aware of spiritual resources; 2] make conscious

R

spiritual resources; and 3] use defiant power of

C

the human spirit and stand up against adversity.

L

Logotherapy assumptions (that cannot be

proven w/
y

p certainty) These include the following:

e

It is a psychotherapy introduced by V. Frankl, 1. The human being is an entity consisting of

who is considered the father of logotherapy. The body [soma], mind [psyche] and spirit [noos]. i.e.
main belief of logotherapy is that “man‟s primary according to him, the body and mind are what we
motivational force is search for meaning.” have and the spirit is what we are.
Logotherapy aids individuals to find personal
2. Life has meaning under all circumstances,
meaning of life, whatever life situation they may
even the most miserable. Ie. it‟s hard to grasp but
be.
it is something everyone experiences and it
In logotherapy, meaning can be discovered by represents an order in a world w/ laws that go
creating a work or doing deed, experiencing beyond human laws.
something or encountering someone and the
attitude toward unavoidable suffering. According
to V. Frankl institute of logotherapy, it uses the
philosophy of optimism in the face of tragedy,
where people are capable of turning suffering into
human achievement and accomplishment
deriving from guilt the opportunity to change
oneself for the better; and deriving from life‟s
transitoriness an incentive to take responsible
action.

Basic concept of Franklian Psychology

There are three basic concepts using Franklian

Psychology:

1) Life has meaning under all circumstances.

2) Main motivation for living is our will to find
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3. People have a will to meaning. When we see meaning, we are ready for any type of
suffering. This is considered to be different than our will to achieve power and pleasure.

4. People have freedom under all circumstances to activate the will to find meaning.
This deals with change of attitudes about unavoidable fate.

5. Life has a demand quality to w/c people must respond if decisions are to be
meaningful. The meaning of the moment is more practical in daily living than ultimate
meaning. Unlike ultimate meaning this meaning can be found and fulfilled.

6. The individual is unique. This enhanced by the realization that we are irreplaceable.

In essence, all human are unique w/ an entity of body, mind and spirit. We all go
through unique situations and are constantly looking to find meaning.

Frankl’s Sources of Meaning

There are three possible sources of meaning of life: 1] purposeful work –

meaning of life is unique to every individual; 2] courage in the face of difficulty – a
meaningful life is a life with suffering. Suffering is part of life; and 3] love – is the only
way to grasp another human being in the innermost core of his personality. The ultimate
factor to find meaning of life is love.

Costello captured V. Frankl‟s message: “The ultimate secret on the spiritual

foundation of life is that love is salvation and joy eternity.” The ultimate factor to find
meaning of life is love.
5

b
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ACTIVITY 1

Reflection paper: Reflect on V. Frankl‟s sources of the meaning of life.

Make a documentary report about Filipino rituals and commentaries covering the
municipality of Tiwi with reaction paper.

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UNIT 4: MORAL SELF: LIVING WITH development of a philosophy of life
PURPOSE 4. State the different influences or factors related
to moral self
This lesson primarily defined moral and morality 5. Evaluate practices that lead to the
as having to do with right and wrong in the development of desirable moral values and 6.
context of societal norms and expectations. The Apply concepts on morality in particular situations
lesson went on to say that one‟s level of morality to develop a philosophy of life.
is tested especially when one is placed in a
dilemma in w/c s/he has to make a decision on
what best course of action to take while taking
into account that his/her decision does not
disturb, offend or hurt other people.

It will be pointed out that the process of moral

development is in sync w/ intellectual
development. It implies that moral development
has cognitive or intellectual foundations. As one
goes through each stage of moral development
[Kohlberg], s/he also experiences the
corresponding stage of intellectual development
[Piaget].

The importance of teaching the children the ability

and skill to determine what is right or wrong was
likewise emphasized. Parenting styles are
considered a significant factor in developing
moral reasoning. The four styles or parenting
were also described in this lesson.

At the end of this 5

unit, you will be able to: e

1. Explain the basic concepts related to morality P

and moral self

R

2. Identify behaviors characteristic of the different

V

stages of moral development 3. Relate the C

development of personal values to the L

G
I

M It refers to the judgment people make about what

y

d
courses of action are correct or incorrect in
e

a
particular situations. Reasoning is a cognitive
p

r
skill, but influences moral development
P

LESSON PROPER
Lawrence Kohlberg came up with the Theory of
Every day, people are confronted with various Moral Development by studying the concept of
dilemmas. Solving them requires one to decide moral reasoning. This theory is shaped by and
on what kind of action or response to make. In tied up to Piaget‟s Stages of Intellectual
some instances, it is easy for one to respond to a Development. Piaget asserts that intellectual
difficult situation, while in some cases, choosing development proceeds in stages or levels. The
the best response is difficult. 1st is the sensorimotor stage in w/c the child
learns and develops knowledge about his/her
A dilemma is a problematic/complex situation in environment by relating sensory experiences to
which a difficult choice must be made. The kind of motor action. 2nd is the preoperational stage in
responses taken or made when one is in a w/c the child learns to use symbols like words or
quandary/ predicament serves as a good test of a mental images to solve simple problems. 3rd is
person‟s level of moral development. the concrete operations stage in w/c the child

Moral is related to a sense or standard that develops the ability to perform a number of logical

determines what is right and what is wrong. It operations on concrete objects

distinguishes correct/ right/ good from incorrect/

wrong/ evil from inappropriate. Morality refers to
system of beliefs and values that ensures that
individuals will keep their obligations to others in
the society and behaves in ways that do not
interfere with the right and interests others.

Decision-making is understandably difficult, the

degree of w/c depending on the situation. An
individual who has a good sense of what is right
and wrong will be an honest and upright member
of the community possessing a better moral self.

Moral reasoning
8

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social reasons. At this point, decision making
e

a
considers social justice and the good of the
P

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society at large. Moral reasoning tries to strike a
balance b/w individual rights and laws of society.
A

At times, you might be placed in a dilemma w/c

C

requires you to make a decision. You 1st have to

L

harness your intellectual capacity and reasoning

G

b
ability in choosing what “best” decision to take.
d

When you are at the crossroads of making a

r

decision, always go back to your goals and your

e

that are present. And lastly, formal operations philosophy of life as your guide.
stage in w/c the individual acquires the ability to
solve abstract problems in a logical manner. Parenting styles and practices

This progression is related to the development of The physiological or biological basis of moral and
moral resoning. Thus the evolution of one‟s intellectual development has been discussed

sense of right and wrong in making decisions earlier. One other factor w/c affect the individual‟s

depends on his/her level of intellectual development is environmental influence. This is

development. This connection implies that the external forces outside of the individual

advanced levels of intellectual development are person.

associated with higher stages of moral Parenting styles

development. With this situation, a child cannot
exhibit advanced level of moral development if
s/he is still at an early stage of intellectual
development.

Early in life, at the lowest level of development,

self-preservation and self-interest are the main
reasons for one‟s actions and decisions. From
there, moral development proceeds to the next
level guided by a more social or other oriented
motivation, like avoidance of criticism or censure
from others, or simply for reasons of gaining
social acceptance. At this level, the child
conforms w/ then gradually starts to conform with
the laws of society. The highest level of moral
development goes much beyond the self and
9

5
Parenting styles influence the development of
e

g
children‟s personality.
a

1. Authoritarian parents are demanding and their

R

children have less behavioral problems w/c are

V

easily prevented. However, studies show that

I

children reared under autocratic parents tends to

C

become withdrawn, fearful, and dependent.

U

y
Children may suffer from low self-esteem.
b

2. Authoritative parents have children who are

e

independent, reliable, rational and confident.

p

It is known as the parent‟s strategies. According These children generally feel good about
P

to Diana Baumrind, there are three parenting themselves.

styles, namely authoritarian [parents attempt to
3. Permissive parents rarely impose rules and are
shape, control and evaluate the behaviors and
non-punishing. Thus, they tend to have children
attitudes of their children in accordance w/ an
who do not put structure and order in things that
absolute or respected authorities, thus,
they do. For these children, anything goes.
obedience becomes a virtue]; authoritative
[parents direct their children‟s activities in a 4. Uninvolved parents are detached and
rational and intelligent way. They are supportive, indifferent to the needs of their children. As such,
loving and committed; support a give-and-take children grow up feeling unloved and cannot
relationship; discuss their rules and policies w/ follow instructions. Some fall prey or sort to
children and encourage children to present their substance abuse as a form of distraction or a way
viewpoints] and permissive [parents are less to get attention.
controlling and behave with an accepting and
non-punishing attitude towards their children‟s
desires, actions and impulses.]

The fourth style was introduced by Maccoby and

Martin in 1983. They coined the term uninvolved
or neglectful [parents who take on a hands-off
stand in the affairs of their children.]

However, most parents combine different styles

in child –rearing.

Effects of Parenting Styles

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g

b
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a

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p

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r

It must be noted that the kinds of parenting styles represent the dominant
practices applied by parents in dealing with their children. it is important that when
children misbehave, they are made to realized the consequences of their behavior. On
the other hand, if they behave well, the corresponding reward or motivation should be
given.

ACTIVITY 1
Write your philosophy of life in your journal notebook by considering the following points
and share your output in the class:

a. Goal in life

b. What you expect to happen in your life in about 10 years

c. What ways, mechanisms, or strategies you should do to achieve your goal 1

b
 d

UNIT 5: POLITICAL SELF: BEING its people a nation empowers. Who is a

FILIPINO
Filipino?
What makes a Filipino a genuine Filipino? Do
Filipinos globally renowned personalities; Manny
physical characteristics make one a Filipino? Or
Pacquiao; Lea Salonga; Michael Cinco who have
is it a person‟s language, birthplace, and
made the Filipinos recognized around the world
ethnicity? If you were to introduce yourself as a
through their expertise.
Filipino to another nationality and s/he asks,
“Who are Filipinos?” what will you reply?

At the end of this

unit, you will be able to:
1. Develop a Filipino identity;
2. Identify different Filipino values and traits; and
3. Reflect on your selfhood in relation to your
national identity

LESSON PROPER
The Philippines has only emerged in the 1890‟s
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.

An individual‟s race, ethnicity, and physical

characteristics are not the only factors that make 2

a person‟s national identity. Values and traits also 6

important indicator that set apart one nationality.

a

Through common goals, principles, and values of

A

E
I

.
The Filipino Hospitality
C

Filipino‟s brand of hospitality is known

E

everywhere. Filipinos welcome their guests and

I

tourists as if they are their own brothers and

y

sisters.
e

They always make their guests feel at home,

r

Buwan ng Wika and Independence Day

offering them something to eat, and or even a
celebrations prompt us to go back to our roots
place to stay. They are also fond of giving
and reflect on the question: Who is a Filipino?
pasalubong or tokens and pabaon or farewell
According to the 1973, of Philippine Constitution,
gifts to their visitors.
Filipino citizens are;
Respect for Elders
a. Those whose fathers or mothers are citizens of
the Philippines. b. Those born before January 17, Filipinos greet their elders by kissing their hand
1973,of Filipino mother. while saying “Mano Po!” constantly using “Po"
c. Who elect Philippine citizenship upon reaching and “opo” in conversation. There is also a wide
the age of majority. d. Those who are naturalized array of references to elder people such as ate
in accordance with law. for elder sister; kuya for older brother; Tito and

Citizenship is not only a marker of being a

Filipino. Culture and history greatly influenced the
manner that Filipinos learn, live and behave to
date.

Filipino Values and Traits

Philippines is a lush island paradise famous for its

grandiose mountain views, pristine beaches, and
rich and diverse culture changing from province
to province. Philippines well known for its awe-
inspiring beauty, perhaps the Filipinos unique
traits, reputable values, and laudable talents
make the country a place to be.

“Mabuhay!” and “Salamat" the common Filipino

phrases. “Po” and “Opo” habits saying to the
elders. “Kumain ka na ba?” meaning “Have you
eaten yet?” and importunate asking of a Filipino.
3

6
Filipinos. Giving without expecting something in
e

a
return. Filipinos are always ready to share and
P

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help their friends and loved ones who are in
need.
A

“Bahala na” Attitude

C

G
“Bahala na” is a Filipino version of the famous
I

line “Hakuna Matata,” meaning no worries. The

y

phrase said originated from the “Bathala na,”

b

where Bathala means God, and the phrase

r

meaning leaving everything into God's hands. It

e

Tita for uncle and aunt ;Lolo and Lola for can also view as cheerful and positive attitude of
grandparents ;and Manong and Aling for older Filipinos and allowing situations take care of
people outside the family. themselves instead of worrying about them.

Close Family Ties Colonial Mentality

Filipino maintains a tight relationship with their

families regardless if the children are old enough
and already have a family of their own.

Cheerful Personality

Filipinos have a habit of smiling and laughing a

lot. Smiling is a coping strategy for many Filipinos
especially during trying Times and calamities.
Filipino always tries to maintain a positive outlook
in life which makes them resilient and able to
manage almost everything with a simple smile.

Self-sacrifice

The self-sacrificing attitude of Filipinos can be

seen as an extension of the Filipino hospitality.
Filipinos go out of their way to extend help to their
friends, families, and loved ones.

Bayanihan

Is the spirit of communal unity and cooperation of

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6
When two parties are not in good terms, they find
e

a
it so hard to apologize and wait until the other
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party asks for an apology first.
A

Crab Mentality
R

Where one resents the achievement of another,

C

G
instead of feeling happy for that person. They pull
I

each other down and ruin each other reputation

y

rather than bringing them up, resulting to no

b

progress.
r

It is regarded as the lack of patriotism and the Filipino Time

attitude where Filipinos favor foreign products Filipinos have this common attitude of arriving
more than their own. It does not only concern late at commitments, dinner, or parties especially
goods, but also the desire to look more foreign if they are meeting someone close to them. They
than local and keep up with foreign beauty trends. tend to not observe punctuality altogether.
It is attributed to the centuries of colonization
Filipinos had experienced under the Spanish, Filipino Markers
American and Japanese rule.

“Mañana” Habit

Filipino term for procrastination. It was derived

from a longer Filipino phrase called “Mamaya na”
means dawdling things, which could have been
done at an earlier time. It was a poor habit of
laziness that results in heavier workloads.

“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 refers to
the attitude of eagerly starting things but quickly
losing eagerness soon after experiencing
difficulty. Filipinos are regarded as “Juan Tamad”
or Lazy Juan because of laziness.

Pride
5

6
monday of August we lend to celebrate our
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a
heroes to remember their greatness, bravery, and
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resilience that has led to the freedom we know
today. Lea Salonga, Manny Pacquiao, and our
A

national hero Jose Rizal, serve as important

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Filipino markers as they have made the Filipino
name pronounced worldwide through their own
E

expertise.
I

How to be a Good Filipino

d

The following are a few ways on how to be a

e

good Filipino;
P

1. Proverbs or Salawikain - Damiana Eugenio,

regarded as the mother of Philippine Folklore,
1. Be an active Filipino citizen.
classified proverbs into six categories
2. Study the Philippine history.
(Eugenio,2000);
3. Support local products.
a. Proverbs expressing a general attitude toward
4. Speak the Filipino language.
life and the laws that govern life;
5. Do not spread fake news and be democratic in
b. Ethical proverbs recommending certain virtues engaging with dissent.
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; and
f. Miscellaneous proverbs.
2. Superstitions – Filipinos subscribe to their own
set of superstitious passed down from generation
to generation. Some of the superstitious
influenced by beliefs from other cultures, but
Filipinos have retold according to their own
experiences and they sometimes end up even
more interesting.
3. Myths and legends
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. The last
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ACTIVITY 1
Make an acrostic below w/c will describe you, in relation to your being a Filipino:
F

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UNIT 6: DIGITAL SELF: WHO I AM IN Media users in the Philippines grew by 12 million
THE CYBER WORLD? or 25% while the number of mobile social users
increased by 13 million or 32%. Those growth
These days, more people are becoming active in
figures are still higher compared to the previous
using the internet for research, pleasure,
year. More than half the world now uses a
business, communication, and other purposes.
smartphone.
On the other hand, people assume different
identities while in the cyberspace. People act
differently when they are online and offline. We
have a real identity and online identity.

At the end of this

unit, you will be able to:
1. Define online identity
2. Compare real identity versus online identity
3. Describe the influence of internet on sexuality
and gender
4. Discuss the proper way of demonstrating
values and attitudes online

LESSON PROPER
It has only been 25 years since Tim Berners - Lee
made the World Wide Web available to the
public, but in that time, the internet has already
become an integral part of everyday life for the
most of the world's population.
Almost two-thirds of the world's population now 8

has a mobile phone. More than half of the world's

6

web traffic now comes from mobile phones. More

a

than half of all mobile connections around the

J

world are now "broad band." More than one in R

five of the world's population online in the past 30 C

days. L

M
y a

b p

e
d

P
r

Bas
ed on Figure, the number of digital users worldwide increases. More people
are becoming interested and devoted in using the Internet for various activities. In
Philippines, adolescents are among the most avid users of the internet. ONLINE
IDENTITY is actually the sum of our characteristics and our interaction. PARTIAL
IDENTITY is a subset of characteristics that make up our identity. Meanwhile persona is
the partial identity we create that represents ourselves in a specific situation.

Selective Self-Presentation and Impression self which

Management 9

According to Goffman (1959) and Leary (1995),

e

self-presentation is the "Process of Controlling

P

how one is Perceived by other people" and is the A

key to relationship inception and development. To

R

construct positive images, individuals selectively .

provide information about them and carefully

L

cater this information in response to other's

G

feedback.
y

Anything posted online should be considered

e

"Public" no matter what our "Privacy" setting are.

p

PERSONAL IDENTIT is the interpersonal level of

P

differentiates the individual as unique from others. the individual is identified by his or her group
SOCIAL IDENTITY is the level of self whereby membership. BELK (2013) explained that sharing
ourselves is no longer new and has been better online than they ever could in face-to-face
practiced as soon as human being formed. Digital context [Taylor 2002]. However, it does not mean
devices help us share information broadly, now that there is a fixed “true self.” The self is still a
than ever before. In older Family albums, the work in progress and we keep on improving and
photographer was not often represented in the developing ourselves every single day.
album (Mendelson and Papacharissi 2011), Seemingly self-revelation can be therapeutic to
whereas with arm's length photos, they are others especially if it goes together with self-
necessarily included. reflection (Morris et al. 2010.) But it does appear
As Schwarz (2012) mentioned, we have entered that we now do a large amount of our identity
an extraordinary era of self portraiture. Blogs and work online.
web pages have been continually used for When the Internet constantly asks us “Who are
greater self-reflection and self-presentation you” and “What do you have to share?”, it is up to
facebook and other social media application are us if we are going to provide answers to such
now a key part of self-presentation for one sixth questions/ queries
of humanity. As a result, researchers and
participants become concerned with activity
managing identity and reputation and to warn
against the phenomenon of "over sharing".
Many teenagers, as well as adults, share even
more intimate details with their partners like their
passwords (Gershon 2010). This could be an
ultimate act of intimacy and trust or the ultimate
expression of paranoia and distrust with partners.
This condition has been called "Fear of Missing
Out". People would like to remain updated and
they keep on sharing themselves online because
it adds a sense of confidence at their end
especially if others like and share their post.
One of the reason for so much sharing and self-
disclosure online is the so called "Disinhibition
Effect” (Ridley 2012: Suler 2004.) the lack of
face-to-face gaze-meeting, together with feelings
of anonymity and invisibility, gives people the
freedom for self disclosure but can also “flame”
others and may cause conflict sometimes. The
resulting disinhibition causes people to believe
that they are able to express their “true self”
0

7
celebrity (O` Regan 2009). Confessional blogs
e

a
may also be therapeutic for the audience to read;
P

J
allowing both. Sincere empathy and the
voyeuristic appeal of witnessing a public
A

confession (Kitzmann 2003).

E

L
Thus, we should have a filtering system to
whatever information we share online, as well as
E

M
to what information we believe in, w/c are being
y

shared or posted by others online. In the same

b

a
way, we should also think before we post or
p

share in order to prevent conflict, arguments, and

e

every time we use the internet and do what extent cyber bullying and to preserve our relationships
are going to share details ourselves to others. w/ others.
Many of us share the bad, embarrassing and Gender and Sexuality Online
lustful things we experience. We also react and According to Marwick (2013), the term “sex”,
comment on the negative experiences of others. “gender” and “sexuality” are often thought of as
Sometimes we empathize with people. We also synonymous, they are actually quite distinct. The
argue w/ others online. Relationships may be differences b/w the common understandings of
made stronger or broken through posts online. these terms and how researchers think about
Blogs and Social Media are the primary digital for them yield insights about the social functioning of
a on which such confessions, occur, but they can gender.
also be found in photo- and video sharing sites SEX is the biological state that corresponds to
where blunders and bad moments are also what we might call a “man” or a “woman”. While
preserved and shared ( Strangelove 2011). “sex” is often explained as biological, fixed, and
According to M. Foucault, confessing our secret immutable, it is actually socially constructed
truths feels freeing, even as it binds us in a guilt- (West and Zimmerman 1987). Gender- is the
motivated self-governance born of a long history. social understanding of how sex should be
According to Foucault`s (1998) Confession along experienced and how sex manifests in behavior,
with contemplation, self examination, learning, personality,
reading, and writing self- critical letters to friends,
are a part of the “ technologies of the self”
through which we seek to purge and cleanse
ourselves.
Despite the veil of invisibility, writers on the
internet write for an unseen audience (Serfaty
2004). Both the number and feedback of readers
provide self validation for the writer and a certain
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7
hypothesis, Internet users are free to actively
e

a
choose which gender or sexuality they are going
P

J
to portray with the possibility of creating alternate
identities (Wynn and Katz 1997).
A

Social Media sites like Twitter and YouTube have

E

L
led to the emergence of a “free culture” where
individuals are empowered to engage to engage
E

M
in cultural production using raw materials, ranging
y

from homemade videos to mainstream television

b

a
characters to create new culture of memes,
p

mash-ups, and creative political activism allows

e

preferences, capabilities and so forth. A person for civic engagement and fun creative acts. While
with male sex organs is expected to embody a Digg, 4chan, and Reddit are used mostly by men,
muscular gender. While sex and gender are most social network site users are women; this is
presumed to be biologically connected, we can true in Facebook, Flickr, Live Journal, Tumblr,
understand a socio culturally specific set of norms Twitter, and Youtube (Chappell 2011; Lenhart
that are mapped onto a category of “sex” (Kessler 2009; Lenhart et al.2010)
and Mc Kenna 1978, Lorber 1994). Gender is Setting Boundaries to your Online Self: Smart
historical. It is produced by media and popular Sharing
culture. It is taught by families, schools, peer The ff. guidelines will help you share information
groups, and nations states (Goffman 1977). It is online in a smart way that will protect yourself and
reinforced through songs, sayings, admonition, not harm others. Before posting or sharing
slang, language, fashion, and discourse anything online, consider the ff.
(Cameron 1998; Cameron and Kulick 2003), and 1. Is this post / story necessary
it is deeply ingrained.
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.
Performing Gender Online
Theorist Judith Butler (1990) conceptualized
gender as a performance. She argued that
gender was performative in that it is produced
through millions of individual actions rather than
something that comes naturally to men and
women. According to the disembodiment
2

e
ACTIVITY 1
g

Make a slogan or poster about becoming

a

responsible internet user. Use coloring materials

J

to improve your output. Then, present it to the

V

.
class.
C

2. Is there a real benefit to this post? Is it funny,

warm- hearted, teachable-or am I just making
noise online without purpose?
3. 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.
4. Is it appropriate? Does it stay within the
boundaries of our family values? 5. Will this seem
as funny in 5, 10, 15 yrs.? 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 3

∙ Remember that anything you put online post on e

a site is there forever, even if you try to delete it. P

∙ Do not be mean or embarrass other people A

online. R

∙ Always tell if you see strange or bad behavior

C

online.
C

∙ Be choosy about your online friends.

U

∙ Be patient
M

y
b

e
Social psychology
r

Many things may come to mind when you hear

p

the word social. Generally, the term has

P

UNIT 7: SOCIAL SELF: RELATING

WITH OTHERS something to do w/ relating well or interacting w/
others. The study of relationships or interactions
This lesson tacked the field of social psychology. is called social psychology. Lahey [2007] defines
It particularly discussed the central of social social psychology as the branch of psychology
relationships. The different conditions and factors that studies individuals as they interact with
related to social relationships, namely others. Plotnik and Kouyoumdjian [2014] state
perceptions, social norms, attitudes, stereotypes, that it is a broad field whose goal is to understand
group effort, and cooperation, were also and explain how thoughts, feelings, perceptions
prevented. It was showed that these factors affect and behaviors are influenced by the presence or,
a person‟s relationship w/ others. This o interactions w/, others. Additionally, for Gerrig
instructional module defines love and and
differentiated the kinds of love. Finally, it
emphasized the importance of maintaining good
social relationships, as well as the guidelines and
rules on how to go about it so that people can live
harmoniously w/ one another.

At the end of this

unit, you will be able to:
1. Explain the basic concepts of social
relationship
2. Discuss how relationships w/ others could be
enhanced and improved by applying the ideas on
social relationships
3. Identify and evaluate critical factors for
meaningful social relationships from those
behaviors that are not acceptable
4. Analyze your behaviors to achieve harmonious
relationships w/ others

LESSON PROPER
4

7
In psychology, person perception refers to
e

a
forming impressions and making judgment about
P

J
another person‟s likability after seeing or meeting
him/her. The assessment involves as well what
A

kind of person one is, including his/her intentions,

E

L
traits, and behaviors. First impressions, w/c are
formed w/n a very short time w/ little conscious
E

thought and biased by past experiences, are part

I

d
of person perception [Macrae and Quadflieg,
2010].
e

Another factor that influence one‟ judgment or

Zimbardo [2002] it is the study of the effect of
perception is physical appearance. People
social factors on individual behavior, attitudes,
usually use external appearance as immediate
perceptions, and motives. Thus, social
basis for assessing, judging or evaluating others.
psychology is the study of group and intergroup
But, it is wrong to judge the character of a person
phenomena.
on the basis of first impressions because biases
The key words are interactions and relationships. and errors may occur. It is advisable to validate
Interaction refers to the mutual and reciprocal perception through observations, gathering of
exchange of communication or action b/w two or feedback and reports and interaction among
more persons or groups. Relationships refers to a others, before making judgment.
particular way in w/c two or more individuals,
Social norms
groups or even countries talk to behave toward or
deal with each other. These two terms imply two-
way exchanges.

There is fine line b/w interaction and relationship.

Interaction is always a component of a
relationship. On the other hand, relationship
includes not only the kind f interaction b/w the
members but also the intellectual, psychological
or even emotional investment made by the
parties to develop and maintain the relationship.

One a relationship w/ other people or groups is

established, it is important to maintain and
nurture that association.

Person perception
5

7
loafing. Example, if a group may no longer try
e

a
their best to contribute to the solution because
P

J
they feel that there are others who can do it
better.
A

One must bear in mind that in a group work, it is

C

important that each member exerts his/ her best

L

effort to facilitate the attainment of the objectives

G

b
of the group as a whole.
d

Conformity
r

Norms are patterns or traits characterized as It refers to yielding to group pressure to act as

typical or usual for a group. Other terms everyone does, even when no direct request has

associated w/ norms are “average” and normal. been made. It is the tendency to behave like
others in the group do. This is brought about by
Norms change over time. Social norms refer to two motivations: to gain reward [approval] or
spoken and unspoken rules for behaving in avoid punishment [disapproval]; and to gain
particular situations. Norms in social behavior information.
serve to guide or regulate the manner in w/c
people conduct themselves. Behaviors have to be Some factors make conformity more likely to exist
controlled or regulated because of social in a group: 1] size of the group; 2] unanimous

consequences. group; 3] culture; and 4] gender.

Together as a group

On many occasions, people work in groups. In

social situations, where people work and do
things together for a purpose, two things may
happen. 1st, the performance of each individual
member of the group is improved. This is also
referred to as social facilitation. For example two
groups w/ 3 members each in a javelin throw
competition. The rule is to add the individual
distances traveled by the javelin for each group.
In this case, each member will exert tier best to
throw the javelin to the farthest point possible.

2nd, working with group may also reduce

individual effort, a phenomenon known as social
6

7
then she plays the role of a boss.
e

R
It is important to note that social role play a
J

A
positive role in society. W/o these delineated
V

roles, a student, for example, will not know to

R

expect from his teacher.

C

G
A sociogram indicates the social structure of a
I

y
group and the relationship of people w/n the
group. It shows who are popular, isolates,
b

islands, and mutual friends.

r

Nature and Depth or relationships

P

In social groups, likelihood of conformity among

members is very high. However, individual Relationships are among the most important
members are not expected to always yield to the aspects of our lives. They can be positive or
pressure to conform. An individual member can conflicted, but the lack of relationship could be
decide for himself whether or not to conform and the worst of all, as it creates loneliness.
to what extent.
Familiarity
As a member of a social group, one has to
subscribe to basic and established rules, policies,
or guidelines for him to truly belong. If all
members of the group live by these
institutionalized requirements, then, order,
discipline, system, peace and harmony will be
sustained.

Social roles and Social Norms

Man is a social animal. Being in a group can be

advantageous or vice versa. As member of the
society, each person has a role to play; w/c may
support or complement the roles of other people
s/he interacts with.

Social roles specify the part or position of a

person in society. It specifies behavior expected
to be exhibited by an individual in practicing his
role. So, when a mother is at home, she plays the
role of a parent; if she is in office as the manager,
7

7
near constantly.
e

R
3. Consummate love – the strongest and fullest
J

A
type of love. This ideal form of love involves
V

passion, intimacy and commitment.

R

Triangular theory of Love

C

In 1985, Robert Sternberg postulated that love is

G

b
made of 3 components passion, intimacy, and
d

r
commitment. Passion has something to do w/
a

e
physical and sexual attraction to another.
r

It refers to being comfortable w/ another person Intimacy is characterized by emotional feelings of

and is necessary condition for a close relationship warmth, closeness, and sharing of the
to develop. Research has shown that people like relationship. Lastly, commitment is the cognitive
to associate w/ others who are similar to them in appraisal of the relationship and the intent to
terms of the following: attitudes, behavior maintain it even in the face of problems.

patterns, personal characteristics, taste in Interpretations on the illustration are as follows:

fashion, intelligence, personality and the like.
1. If passion is the only ingredient present, the
Attraction feeling is infatuation, as in a fling or an affair.

Attraction may lead to deeper relationship.

Love

It is a special attachment one has for

himself/herself or for somebody else. It is an
intense felling of deep affection and welfare of the
other. 3 of the most common kinds of love are as
follows:

1. Romantic love – called as passionate love, it

includes an intermingling of different emotions:
fear, anger, sexual desire, joy and jealousy
among others.

2. Affectionate love – referred to as

compassionate love, it is a type of love that
occurs when someone has deep and caring
affection for a person and desires to have her
8

7
b. A strong dislike for sidewalk vendors and
e

c. A refusal to buy from sidewalk vendors.

a

R
How attitudes originate?
E

Generally, attitudes of a person develop over time

C

and have emotional components. However, they

L

are normally acquired from 2 sources – 1st hand

G

b
experience and accounts by others.
d

People develop positive or negative attitude

r

towards certain an object because of a direct

e

2. Intimacy and commitment w/o passion show experience with it. Attitudes are learned from

affectionate love. 3. The combination of passion others through modeling and reinforcement.

and commitment w/o intimacy results in fatuous Persuasion and attitude change

love. 4. Consummate love is achieved if all three

components are present.

Every person is capable of loving. W/o love,

people become lonely and social relationships
suffer. People who freely share and give love and
are loved in return, are happy people.

Attitudes

Attitudes are beliefs that predispose people to act

and feel in certain ways towards people, objects
or ideas. It can either be positive or negative. A
positive attitude reflects a happy, pleasant and
optimistic disposition. On the contrary, a negative
attitude associates with pessimism or general
feeling of dislike. 3 distinct features of an attitude
include belief, feelings, and disposition.

For instance, the negative attitude of a person

towards sidewalk vendors can be described by:

a. A belief that sidewalk vendors are dishonest

9