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LESSON ONE: THE SELF FROM VARIOUS PERSPECTIVE
1. LESSON ONE
Chapter 1
DEFINING THE SELF PERSONAL AND
DEVELOPMENTAL PERSPECTIVE ON SELF AND
IDENTITY
Lesson Objectives:
At the end of the lesson, the students must be able to:
· Explain why it is essential to understand the self:
· Describe and discuss the different notions of the self from the points- of- view of the various
philosophers across time and places:
· Compare and contrast how the self has been represented in different philosophical schools; and
· Examine one’s self against the different views of self that were discussed in class.

Lesson 1: The Self from Various Perspective
Lesson 1.1: Philosophy
Philosophy (from the Greek or philosophy, meaning ‘the love of wisdom’) is the study of
knowledge, or "thinking about thinking", although the breadth of what it covers is perhaps best
illustrated by a selection of other alternative definitions:
The discipline concerned with questions of how one should live (ethics); what sorts of things
exist and what are their essential natures (metaphysics); what counts as genuine knowledge
(epistemology); and what are the correct principles of reasoning (logic) (Wikipedia)
Investigation of the nature, causes, or principles of reality, knowledge, or values, based on

logical reasoning rather than empirical methods (American Heritage Dictionary)
The study of the ultimate nature of existence, reality, knowledge and goodness, as discoverable
by human reasoning (Penguin English Dictionary)
The rational investigation of questions about existence and knowledge and ethics (WorldNet)
The search for knowledge and truth, especially about the nature of man and his behaviour and
beliefs (Kernerman English Multilingual Dictionary)
The rational and critical inquiry into basic principles (Microsoft Encarta Encyclopaedia)
The study of the most general and abstract features of the world and categories with which we
think: mind, matter, reason, proof, truth, etc. (Oxford Dictionary of Philosophy)
Careful thought about the fundamental nature of the world, the grounds for human knowledge,
and the evaluation of human conduct (The Philosophy Pages)
The different perspective and views on the self can be best seen and understood by revisiting its
prime movers and identify the most important conjectures made by philosophers from ancient
times to the contemporary period.
1. SOCRATES- the Greek thinkers sometimes collectively called the pre-Socratic while others
existed around Socrates time as well. Every man is composed of body and soul. This means that
every human person is dualistic. That is, he is composed of two important aspect of his
personhood. For Socrates this means that all individuals have an imperfect, impermanent aspect
to him, and the body while maintaining that there is also a soul that is perfect and permanent.
"The only true wisdom is in knowing you know nothing"

KNOW THYSELF
Question everything
"Only the pursuit of goodness bring happiness"
Socratic Method: Question and Answer; Leads students to think for themselves.
2. PLATO (2012) -claimed in his dialogs that Socrates affirmed that the unexamined life is not
worth living.
Socrates student, basically took off from his masters and supported the idea that man is dual
nature of body and soul. Plato added that there are three components of the soul. In his Magnum
Opus, The Republic” (Plato 2000), Plato 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 rationale soul- Reason and intellect has to govern the affairs of the human person
· The spirited Soul- which is In charge of emotions should be kept at bay
· Appetitive Soul – in charge of base desires like, eating drinking and sleeping, and having
sex are controlled as well.
When this ideal state is attained, then the human person’s soul becomes just and virtuous.
3. ST. AUGUSTINE- Augustine’s view of the human person reflects the entire spirit of the
medieval world when it comes to man. Following the ancient view and infusing it with the
newfound doctrine of Christianity.
Augustine agreed that man is of bifurcated nature. An aspect man dwells in the world and is
imperfect and continuously yearns to be the Devine and the other is capable of reaching
immortality.
The body is to die on earth and the soul is to anticipate living eternally in a realm of spiritual
bliss in communion with God. This is because the body can only thrive in the imperfect, physical
reality that is the world. Whereas the soul can also stay after death in a eternal realm with the all
transcendent God. The goal of every human person is to attain this communion and bliss with the
Devine by living his life on earth in virtue.
4. Thomas Aquinas- is the most eminent thirtieth century scholar and stalwart of the medieval
philosophy, appended something to this Christian view. Adopting some ideas from Aristotle.
Aquinas said that indeed, man is composed of two parts: Matter and Form. Matter. Or Hype in
Greek refers to the common stuffs that makes up everything in the universe. “Man’s body is part
of this matter. Form on the other hand, Morphe in Greek refers to the “essence of a substance or
thing”. It is what makes it what it is.
The soul is what animates the body; it is makes a human.

5. Rene Descartes- Father of modern Philosophy, Conceived of the human person as having a
body and a mind. In his famous treaties, the meditation of the first philosophy, he claims that
there is so much that we should doubt. In fact, he says that since much of what we think and
believe are not infallible. They may turn out to be false. One should only believe that since
which can pass the test of doubt.
If something so clear and Lucid as not to be even doubted.
With his ties to dualism, Descartes believed the mind is the seat of our consciousness. Because it
houses our drives, intellect, and passions, it gives us our identity and our sense of self. ... He also
believed that the idea of a mind controlling the body is as erroneous as the idea of ghosts
controlling machines.
6. JHON LOCKE (1632–1704) added the chapter in which he treats persons and their
persistence conditions (Book 2, Chapter 27) to the second edition of An Essay Concerning
Human Understanding in 1694, only after being encouraged to do so by William Molyneux
(1692–1693).[1] Nevertheless, Locke’s treatment of personal identity is one of the most discussed
and debated aspects of his corpus. Locke’s discussion of persons received much attention from
his contemporaries, ignited a heated debate over personal identity, and continues to influence and
inform the debate over persons and their persistence conditions. This entry aims to first get clear
on the basics of Locke’s position, when it comes to persons and personal identity, before turning
to areas of the text that continue to be debated by historians of philosophy working to make
sense of Locke’s picture of persons today. It then canvases how Locke’s discussion of persons
was received by his contemporaries, and concludes by briefly addressing how those working in
metaphysics in the twentieth and twenty-first centuries have responded to Locke’s view—giving
the reader a glimpse of Locke’s lasting impact and influence on the debate over personal identity.
7. DAVID HUME-Hume asks us to consider what impression gives us our concept of self. We
tend to think of ourselves as selves—stable entities that exist over time. But no matter how
closely we examine our own experiences, we never observe anything beyond a series of transient
feelings, sensations, and impressions. We cannot observe ourselves, or what we are, in a unified
way. There is no impression of the “self” that ties our particular impressions together. In other
words, we can never be directly aware of ourselves, only of what we are experiencing at any
given moment. Although the relations between our ideas, feelings, and so on, may be traced
through time by memory, there is no real evidence of any core that connects them. This argument
also applies to the concept of the soul. Hume suggests that the self is just a bundle of perceptions,
like links in a chain. To look for a unifying self beyond those perceptions is like looking for a
chain apart from the links that constitute it. Hume argues that our concept of the self is a result of
our natural habit of attributing unified existence to any collection of associated parts. This belief
is natural, but there is no logical support for it.
8. IMMANUEL KANT- According to him, we all have an inner and an outer self which

together form our consciousness. The inner self is comprised of our psychological state and our
rational intellect. The outer self includes our sense and the physical world. When speaking of the
inner self, there is apperception.
9. Maurice Merleau-Ponty believed the physical body to be an important part of what makes
up the subjective self. This concept stands in contradiction to rationalism and empiricism.
Rationalism asserts that reason and mental perception, rather than physical senses and
experience, are the basis of knowledge and self.
10. Sigmund Freud emphasized the importance of the unconscious mind, and a primary

assumption of Freudian theory is that the unconscious mind governs behaviour to a greater
degree than people suspect. Indeed, the goal of psychoanalysis is to make the unconscious
conscious.
11. According to Freud, our personality develops from the interactions among what he proposed
as the three fundamental structures of the human mind: the id, ego, and superego. Conflicts
among these three structures, and our efforts to find balance among what each of them “desires,”
determines how we behave and approach the world. What balance we strike in any given
situation determines how we will resolve the conflict between two overarching behavioural
tendencies: our biological aggressive and pleasure-seeking drives vs. our socialized internal
control over those drives.
https://courses.lumenlearning.com/boundless-psycholog
Conflict within the mind: According to Freud, the job of the ego is to balance the
aggressive/pleasure-seeking drives of the id with the moral control of the superego.
1. The Id
The id, the most primitive of the three structures, is concerned with instant gratification of basic
physical needs and urges. It operates entirely unconsciously (outside of conscious thought). For
example, if your id walked past a stranger eating ice cream, it would most likely take the ice
cream for itself. It doesn’t know, or care, that it is rude to take something belonging to someone
else; it would care only that you wanted the ice cream.
2. The Superego
The superego is concerned with social rules and morals—similar to what many people call their”
conscience ” or their “moral compass.” It develops as a child learns what their culture considers
right and wrong. If your superego walked past the same stranger, it would not take their ice
cream because it would know that that would be rude. However, if both your id and your
superego were involved, and your id was strong enough to override your superego’s concern,
you would still take the ice cream, but afterward you would most likely feel guilt and shame over
your actions.
3. The Ego
In contrast to the instinctual id and the moral superego, the ego is the rational, pragmatic part of
our personality. It is less primitive than the id and is partly conscious and partly unconscious. It’s
what Freud considered to be the “self,” and its job is to balance the demands of the id and
superego in the practical context of reality. So, if you walked past the stranger with ice cream
one more time, your ego would mediate the conflict between your id (“I want that ice cream right
now”) and superego (“It’s wrong to take someone else’s ice cream”) and decide to go buy your
own ice cream. While this may mean you have to wait 10 more minutes, which would frustrate
your id, your ego decides to make that sacrifice as part of the compromise– satisfying your desire
for ice cream while also avoiding an unpleasant social situation and potential feelings of shame.
Freud believed that the id, ego, and superego are in constant conflict and that adult personality
and behaviour are rooted in the results of these internal struggles throughout childhood. He
believed that a person who has a strong ego has a healthy personality and that imbalances in this
system can lead to neurosis (what we now think of as anxiety and depression) and unhealthy
behaviors.
12. DAVID RYLE- a collection of different perceptions which rapidly succeed each other • self
= in a perpetual flux and movement
• we want to believe that there is a unified , coherent self, soul, mind, etc. but ~~actually~~ it is
all just a combination of experiences.
Teachers Insight
Philosophy employs the inquisitive mind to discover the ultimate causes, reasons and
principles of everything. It goes beyond the scientific investigation by exploring all areas
of knowledge such as religion, psychology, politics, physics, and even medicine. Hence,
the etymological definition of philosophy “love of wisdom could pertain to the desire for
truth by formulating never ending questions to provide answers to every inquiry about
the nature human existence. The nature of the self is a topic of interest
amongphilosophers. !he philosophical framework for understanding the self was first int
roduced by theancient "reek philosophers Socrates, Plato, and Aristotle. In particular,
Socrates know thyself. What exactly does “know thyself mean that is self and the
qualities that define it this chapter presents an overview of the philosophical perspective
of the self to assist students identify one’s self to gain knowledge. It intends to give a
wider perspective in understanding the self. !he different views of prominent
philosophers regarding the nature of the self are discussed and while there are
disagreements in how philosophers view of the self, most of them agree that self-
knowledge is a prerequisite to a happy and meaningful life.
LESSON TWO: MEAD AND THE SOCIAL SELF
1. LESSON
Achieved through a triple event like presents, perceives and creates
Lesson 2 : Mead and The Social Self
George Herbert Mead, a sociologist from the late 1800s, is well known for his theory of
the social self, which includes the concepts of 'self,' 'me,' and 'I.' In this lesson, we will
explore Mead's theory and gain a better understanding of what is meant by the terms
'me' and 'I.' We will also discuss the concept, derived out of Mead's work, of the
looking-glass self.
Mead's work focuses on the way in which the self is developed. Mead's theory of the
social self is based on the perspective that the self emerges from social interactions,
such as observing and interacting with others, responding to others' opinions about
oneself, and internalizing external opinions and internal feelings about oneself. The
social aspect of self is an important distinction because other sociologists and
psychologists of Mead's time felt that the self was based on biological factors and
inherited traits. According to Mead, the self is not there from birth, but it is developed
over time from social experiences and activities.
Development of Self
According to Mead, three activities develop the self: language, play, and games.
Language develops self by allowing individuals to respond to each other through
symbols, gestures, words, and sounds. Language conveys others' attitudes and opinions
toward a subject or the person. Emotions, such as anger, happiness, and confusion, are
conveyed through language.
Play develops self by allowing individuals to take on different roles, pretend, and

express expectation of others. Play develops one's self-consciousness through role-
playing. During role-play, a person is able to internalize the perspective of others and
develop an understanding of how others feel about themselves and others in a variety
of social situations.
Games develop self by allowing individuals to understand and adhere to the rules of the
activity. Self is developed by understanding that there are rules in which one must abide
by in order to win the game or be successful at an activity.
Two Sides of Self: Me & I
According to Mead's theory, the self has two sides or phases: 'me' and 'I.'
The 'me' is considered the socialized aspect of the individual. The 'me' represents
learned behaviors, attitudes, and expectations of others and of society. This is
sometimes referred to as the generalized other. The 'me' is considered a phase of the
self that is in the past. The 'me' has been developed by the knowledge of society and
social interactions that the individual has gained.
The 'I', therefore, can be considered the present and future phase of the self. The 'I'
represents the individual's identity based on response to the 'me.' The 'I' says, 'Okay.
Society says I should behave and socially interact one way, and I think I should act the
same (or perhaps different),' and that notion becomes self.
The 'me' and the 'I' have a didactic relationship, like a system of checks and balances.
The 'me' exercises societal control over one's self. The 'me' is what prevents someone
from breaking the rules or boundaries of societal expectations. The 'I' allows the
individual to still express creativity and individualism and understand when to possibly
bend and stretch the rules that govern social interactions. The 'I' and the 'me' make up
the self.

Teachers Insight
Sociologists today employ three primary theoretical perspectives: the symbolic interactionist

perspective, the functionalist perspective, and the conflict perspective. These perspectives
offer sociologists theoretical paradigms for explaining how society influences people, and vice
versa.

Activity 1: Myself Through the years
Paste a picture of you when you were in elementary, in high school, and now that you
are college. Below the picture, list down your salient characteristics that you remember.
My elementary Self
My High School self
My college self

Activity 2: Answer the following questions cogently but honestly. Write your answers on
the space provided.
1. How would you describe yourself?
2. Think of a time when you felt you were you “ true self” what made you think you
were truly who you are during this time of your life?
3. What social pressures help shape your self? Would you have wanted it otherwise.

4. What aspects of your self do you think may be changed or you would like to
change?
5. What are the influences of family in your development as an individual?
Self- reflection
Based on your understanding what would be the definition of sociology

______________________________________________________________________________
________________________________________________________________________
What is the relationship between external reality and the self_

______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________________________

References:

1. https://quizlet.com/328948234/understanding-the-self-philosophical-
perspective-flash-cards/
2. https://www.britannica.com/topic/sociology
3. https://study.com/academy/lesson/george-herbert-mead-the-self-me-
i.html#:~:text=Mead's%20theory%20of%20the%20social,and%20internal
%20feelings%20about%20oneself.
4. https://prezi.com/p/nnk7mcdfrh6a/the-self-as-the-cognitive-construct/

Chapter 3: Anthropology
“the science of humanity,” which studies human beings in aspects ranging from

the biology and evolutionary history of Homo sapiens to the features of society
and culture that decisively distinguish humans from other animal species. Because of
the diverse subject matter it encompasses, anthropology has become, especially since
the middle of the 20th century, a collection of more specialized fields. Physical
anthropology is the branch that concentrates on the biology and evolution of humanity.
It is discussed in greater detail in the article human evolution. The branches that study
the social and cultural constructions of human groups are variously recognized as
belonging to cultural anthropology (or ethnology), social anthropology, linguistic
anthropology, and psychological anthropology (see below). Archaeology (see below),
as the method of investigation of prehistoric cultures, has been an integral part of
anthropology since it became a self-conscious discipline in the latter half of the 19th
century. (For a longer treatment of the history of archaeology, see archaeology.)
Lesson 1: The self and person in contemporary Anthropology
“person” or personhood is a bundle of roles, norms of behavior, expectations,

responsibilities, obligations that situate a human being in social life. ... The self is an
identification that negotiates the tension/opposition between being a person and being
unique human.
Lesson 2: the self embedded in culture
Teachers Insight
Anthropology is the study of what makes us human. ... They consider the past, through
archaeology, to see how human groups lived hundreds or thousands of years ago and what was
important to them. They consider what makes up our biological bodies and genetics, as well as
our bones, diet, and health.

Activity 1: In your own words, define anthropology using the concept Map.
Anthropology

Chapter 4: Psychology
Psychology is the scientific study of the mind and behavior, according to the American
Psychological Association. Psychology is a multifaceted discipline and includes many
sub-fields of study such areas as human development, sports, health, clinical, social
behavior and cognitive processes.
Lesson 1: The Self as the Cognitive Construct
"You"
Through
Other's
Eyes
YOU
How do you think others see you?
“I AM WHO I AM”
IF YOU ARE WHO YOU ARE, THEN WHO YOU ARE THAT MAKES YOU WHO YOU ARE.
There are many various definition of self
Lesson 2: William James (1890)
SELF HAS A TWO ASPECTS
Carl Rogers
I
The one who acts and decides
ME
What you think or feel about yourself as an object
Other concepts similar to self are IDENTITY and SELF-CONCEPT
IDENTITY is composed of personal characteristics, social roles, and responsibilities,as

well as affiliations that define who one is.
SELF-CONCEPT is what basically comes to your mind when you are asked about who
you are.
SELF, IDENTITY, and SELF-CONCEPT are not fixed in one time frame.
SELF
Hobbies
Religion
Family
Nationality
SYMBOLIC INTERACTIONISM
The self is created and developed through human interaction
The three reasons why self and identity are social products
We do not create ourselves out of nothing
WE need others
IMPortant to us
Self awareness
is having a clear perception of your personality, including strengths, weaknesses,

thoughts, beliefs, motivation, and emotions.
allows you to understand other people, how they perceive you, your attitude and your
responses to them in the moment.
Carver and scheier identified two types of self that we can aware of:
The private self or your internal standards and private thoughts and feelings.
The public self or your public image commonly geared toward having good
presentation of yourself to others
SELF AWARENESS
-Actual
-Ideal
-Ought
SELF AWARENESS CAN BE POSITIVE/NEGATIVE
According to the social comparison theory, we learn about ourselves, the

appropriateness of our behavior, as well as our social status
Downward social comparison
Is the more common type of comparing ourselves with others.
Upward social comparison
Comparing ourselves with those who are better off than us.
SELF evaluation maintenance
States that we can feel threatened when someone out performs us so we react in three
ways
we distance ourselves from that person or redefine our relationship with them.
we may also reconsider the importance of the aspect or skill in which you were
outperformed.
we may also strengthen our resolve to improve that certain aspect of ourselves.
However, in the attempt to increase or maintain self-esteem, some people become
NARCISSISTIC
NARCISSISM is a trait characterized by overly high self-esteem, self-admiration, and self

centeredness.
Self-Complexity
&
Self-Concept
Differentiation
Self Complexity and Concept
Self-concept
is a knowledge representation that contains knowledge about us, including our beliefs
about our personality traits, physical characteristics, abilities, values, goals, and roles, as
well as the knowledge that we exist as individuals.
Self-schemas
organized into a variety of different cognitive aspects
self-report measures
One way to learn about a person’s self-concept and the many self-schemas that it
contains is by using self-report measures. One of these is a deceptively simple fill-in-
the-blank measure that has been used by many scientists to get a picture of the self-
concept (Rees & Nicholson, 1994).
I am (please fill in the blank) __________________________________

Self-complexity
the extent to which individuals have many different and relatively independent ways of
thinking about themselves
Some selves are more complex than others, and these individual differences can be
important in determining psychological outcomes. Having a complex self means that we
have a lot of different ways of thinking about ourselves.
Know who you are
Know
Yourself?
Specific Ways
to know who
you are
Who do you think you are?
"To know thyself is the beginning of wisdom."
- Socrates
Why is it important to know yourself?
Benefits of Self-Knowledge
Benefits of Self- knowledge
Happiness.
You will be happier when you can express who you are. Expressing your desires,
moreover, will make it more likely that you get what you want.
Less inner conflict.

When your outside actions are in accordance with your inside feelings and values, you
will experience less inner conflict.
Better decision-making.
When you know yourself, you are able to make better choices about everything, from
small decisions like which sweater you’ll buy to big decisions like which partner you’ll
spend your life with. You'll have guidelines you can apply to solve life’s varied problems.
Self-control.
When you know yourself, you understand what motivates you to resist bad habits and
develop good ones. You'll have the insight to know which values and goals activate your
willpower.
Resistance to social pressure.
When you are grounded in your values and preferences, you are less likely to say “yes”
when you want to say “no.”
Tolerance and understanding of others.
Your awareness of your own foibles and struggles can help you empathize with others.
Vitality and pleasure.
Being who you truly are helps you feel more alive and makes your experience of life
richer, larger, and more exciting.
The Building Blocks of Self: Your VITALS
V = Values
“Values"—such as “helping others,” “being creative,” “health,” “financial security,” and so
on—are guides to decision-making and motivators for goals.
I = Interests
“Interests” include your passions, hobbies, and anything that draws your attention over a
sustained period of time. To figure out your interests, ask yourself these questions: What
do you pay attention to? What are you curious about? What concerns you? The focused
mental state of being interested in something makes life vivid and may give you clues to
your deepest passions.
T = Temperament
“Temperament” describes your inborn preferences. Do you restore your energy from
being alone (introvert) or from being with people (extrovert)? Are you a planner or go-
with-the-flow type of person? Do you make decisions more on the basis of feelings or
thoughts and facts? Do you prefer details or Big Ideas? Knowing the answers to
temperament questions like these could help you gravitate toward situations in which
you could flourish and avoid situations in which you could wilt.
A = Around-the-Clock Activities
The “around-the-clock” category refers to when you like to do things—your biorhythms.

Are you a morning person or a night person, for example? At what time of day does
your energy peak? If you schedule activities when you are at your best, you are
respecting your innate biology.
L = Life Mission and Meaningful Goals
Ask yourself the question: “What have been the most meaningful events of your life?”
You may discover clues to your hidden identity, to your career, and to life satisfaction.
S = Strengths
"Strengths" can include not only abilities, skills, and talents, but also character strengths
such as loyalty, respect for others, love of learning, emotional intelligence, fairness, and
more. Knowing your strengths is one of the foundations of self-confidence; not being
able to acknowledge your own superpowers could put you on the path to low self-
esteem.

Lesson 4: Global and Differentiated Models
Murray Bowen
Supports the conception that anxiety and stress can disrupt the quality of one's
relationship
Differentiation and fusion refers to the extent in which an individual can separate their
emotional and intellectual selves the solid self the differentiated self is characterized as
pseudo self the fused self is characterized as total self concept views the self as multiple
cognitive structure and is integrated into one single view of the self total self concept
global self stems from the theory shave son, Huber, Stanton
said that the global self refers to the extent to which one's perception of the self is
clearly and consistently defined. family systems theory
bowen developed a theory of the self as part of his triangle
bowen believed that _______ is the most stable network of relationships
Lesson 5: Real And Ideal Self Concept
Real vs. Ideal Self
In psychology, the real self and the ideal self are terms used to describe personality

domains. The real self is who we actually are. It is how we think, how we feel, look, and
act. The real self can be seen by others, but because we have no way of truly knowing
how others view us, the real self is our self-image.
The ideal self, on the other hand, is how we want to be. It is an idealized image that we
have developed over time, based on what we have learned and experienced. The ideal
self could include components of what our parents have taught us, what we admire in
others, what our society promotes, and what we think is in our best interest.
The Importance Of Alignment

If the way that I am (the real self) is aligned with the way that I want to be (the ideal
self), then I will feel a sense of mental well-being or peace of mind. If the way that I am
is not aligned with how I want to be, the incongruence, or lack of alignment, will result
in mental distress or anxiety. The greater the level of incongruence between the ideal
self and real self, the greater the level of resulting distress. Let's take a look at some
specific examples:
Example #1: My ideal self-image includes honesty
When my parents ask me why I was late coming home from a night out, and I am
honest and tell them that I didn't want to leave the party because I was having such a
great time, then despite the ramifications (like being reprimanded), I will feel a sense of
mental well-being.
If I am dishonest and tell them that my car wouldn't start, then the misalignment
between my real self and ideal self will result in mental distress or anxiety. The fact that I
lied results in negative feelings.
Example #2: My ideal self-image includes a strong work ethic
If I attend all of my college classes, read the assignments, study for the exams, and work
hard on my term paper, the result will be a grade that is in line with a strong work ethic.
I will feel peace of mind regarding the congruence between my ideal self and real self.
I flunk out of a few college courses and I am put on academic probation. If I admit to
myself that I did not keep up with the assigned readings, didn't study for exams, and
didn't turn in my term papers, then I will feel distress or anxiety as a result of the
discrepancy between my actual work ethic and the ideal work ethic that I have
generated for myself.
Lesson 6: Multiple Vs. Unified Self
david lester
he said that the mind is composed of multiple such subselves that are autonomous sets
of psychological processes such as dreams, desires, emotions and memories
unified self
is the integration of of the subselves into one, however, integration is a task for the later
part of life
true self
is inherently moral, good, and transcends situations and circumstances and culturally
stable; governed by the moral code
...
refers to all the dimensions of the self that are not essentially to the true self
Lesson 6: True Vs False Selves
True self
There is true self that has a sense of integrity, of connected wholeness that harks to
the early stage.
False self
When the person has to comply with external rules, such as being polite or otherwise
following social codes, then a false self is used. The false self constantly seeks to
anticipate demands of others in order to maintain the relationship.
In early development, the false self is split off as an adaptation to a mother or carer

who reflects her own defences onto the infant rather than reflecting the infant's actual
moods.
Healthy false self
When the false self is functional both for the person and for society then it is considered
healthy. The healthy false self feels that that it is still being true to the true self. It can be
compliant but without feeling that it has betrayed its true self.
When the situation becomes difficult, the true self can still override the true self and so
acts as an effective conscience or super-ego.
Unhealthy false self

A self that fits in but through a feeling of forced compliance rather than loving
adaptation is unhealthy.
When the false self wins debates against the true self, the person finds that they are
unable to be guided by their true self and so has to adapt to the social situation rather
than assert it’s self.
Lesson 7: The self as proactive and agentic
IT HAS BEEN KNOWN HOW PEOPLE BECOME MORE PROACTIVE OR TEND TO MAKE
THINGS HAPPEN INSTEAD OF WAITING FOR THOSE THINGS TO HAPPEN TO THEM.
THIS MAYBE THE MAIN REASON WHY HUMAN CREATES A LOT OF EXPERIENCES AND
SORROUNDED BY A LOT OF BELIEFS AND DIFFERENT PERCEPTIONS TOWARDS
CERTAIN THINGS. AGENCY, WHICH GENERALLY MEANS HOW YOU ASSESS
YOURSELVES BASED ON YOUR CAPABILITIES AND STRENGTHS PLAYS A MASSIVE ROLE
ON HOW YOU DEAL WITH YOUR SELF AND WITH ALL THE ASPECTS IN LIFE. BASED ON
ITS MAIN FEATURES, FIRST IS INTENTIONALLY WHICH DEALS WITH THE ACTS DONE
WITH CERTAIN PURPOSE. I CAN SAY THAT THESE ACTS ARE ONE OF THOSE WHICH
PEOPLE ENCOUNTER EVERYDAY.
WE TEND TO DO THINGS BECAUSE OF OUR OWN INTENTION BUT WE ALWAYS

ANTICIPATE OF WHAT THE OUTCOME WOULD BE. WE ALWAYS THOUGHT OF WHAT
WILL COME NEXT AFTER WE DO SUCH THING. ANOTHER IS THE FORETHOUGHT
WHICH IS CLOSELY RELATED TO THE FIRST ONE BUT WITH THIS, HUMAN ANTICIPATES
WHAT THE CONSEQUENCES OF THEIR ACTS WOULD BE. THROUGH THIS, OUR
ACTIONS WERE GUIDED TOWARDS WHAT PEOPLE MUST REALLY DO AND EVEN FOR
THE FUTURE EVENTS THAT COULD POSSIBLY HAPPEN. IN OUR LIFE, THE NORMAL
ROUTINE OF A NORMAL PEOPLE GOES LIKE THIS. ACTS UPON THE SITUATION, BUT
NOT UNTIL HE/SHE KNEW WHAT WOULD THE ITS CONSEQUNCE OF EVER. WHILE SELF
REACTIVENESS DISTINGUISHES THE RIGHT DECISIONS FROM THE INCORRECT ONE.
THROUGH THIS, PEOPLE WOULD MERELY KNOW THE RIGHT WAY TO REACT AND TO
ACT UPON THE CURRENT SITUATION THEY WERE INTO. IT WAS JUST LIKE CHOOSING
WHAT’S BEST FOR YOU AND WHAT’S THE RIGHT THING TO DO BECAUSE WE KNOW
THAT IN EVERYONE’S LIFE, WHEN WE DICIDE QUICKLY AND WITHOUT THINKING
DEEPLY ABOUT IT, IT CAN TURN OUT TO BE DISRUPTIVE AND AFFECT MORE THINGS.
MOREOVER, SELF REFLECTIVENESS TURNS OUT TO BECOME THE REALIZATION STAGE

WHEREIN WE ANALYZE THE THOUGHTS AND ACTIONS WE MADE. HUMAN AREN’T
JUST MADE TO BECOME AGENTS AND HANDLE THEM BECAUSE OUR FUNCTIONS ARE
ONE THING WE EXAMINE THOROUGHLY. OUR SELF EFFICACY BASICALLY DICTATES
HOW OUR MINDS WOULD TURN OUT NEGATIVELY OR POSITIVELY DUE TO THE
THINKING OR BELIEFS WHICH PUSHES US TO BELIEVE THAT WE ARE CAPABLE OF
DOING THINGS WHICH WILL ENHANCE OR HINDER OUR SELVES. BY THIS, IT ALSO
MAKES PEOPLE KNOW THAT THEY CAN REGULATE THEIR SELVES WITHOUT ASKING
FOR ANYONE’S HELP. IT CAN ALREADY BE DONE INDEPENDENTLY WHICH HELPS
IMPROVE CONTROL THE ABILITIES AND BEHAVIOR WE ALREADY HAVE.
Teachers Insight
Psychology has been defined in many ways over the years. One definition, still current, is the
science of behavior and mental processes.
Perspective, the subjective or phenomenological approach, is the study of things as they appear,
or existence as it is experienced. All researchers except those working with animals collect
phenomenological data when they debrief participants in research, explaining the purpose of the
research and asking how it seemed to the participants.

Activity 1:
Do a research and list (10) things to boost your self-esteem or improve your self-
concept. Cite your sources. Analyse which of these tips are more likely to backfire and
make someone conceited or narcissistic and revise them to make the statements both
helpful to the individual as well as society in general.
Self-Reflection
What is self
______________________________________________________________________________
______________________________________________________________________________
______________________________.
I am who I am
______________________________________________________________________________
___________________________________________________________________-

References:
2. https://quizlet.com/381496657/142-global-vs-differentiated-models-flash-
cards/
3. https://www.google.com/search?
sxsrf=ALeKk03L6oinzf0OwHvqcfG9xNaOlkrKUA%3A1595865825340&ei=4foeX-
6kFMGUr7wPgI6ZmAg&q=Multiple+Vs+Unified+Self&oq=Multiple+Vs
4. https://quizlet.com/381497571/144-multiple-vs-unified-selves-flash-cards/
Prelims

Chapter 6: The Self in western and Oriental Thought
are we all different and independent, or are all people part of one whole? In this lesson,
we'll examine what Eastern philosophy and religion, including Hinduism and Buddhism,
believe about the self.
The Nature of the Self
Norah has been watching the news and the way everyone is at each other's throats, and
though it's painful and sad to watch, she also thinks it's inevitable. After all, people are
all independent and very different from one another.
Her friend Charlie isn't so sure though. He believes that everyone is connected to each
other and to the world. To Charlie, we are all one, so no one should be fighting.
Norah and Charlie are thinking about the nature of the self. When philosophers talk
about the nature of the self, what they are really asking is: Are we separate from each
other and from the universe? In Western philosophy, people tend to think like Norah:
people are separate and unique from each other. What one person does or experiences
is completely independent of other people and the world at large.
However, in Eastern philosophy, the self is often treated as an illusion. That is, the idea
that people are separate entities from each other and the world is not considered a
reality in Eastern thought.
To Charlie, Eastern thought seems pretty clear, but Norah's still confused about it. How
can the self be an illusion? Does that mean she doesn't exist? To help Norah understand
better, let's look at two major religious traditions in Asia - Hinduism and Buddhism -
and how they view the self.
Hinduism
Norah has heard of Hinduism, a major religion with many branches common in south
Asian countries like India and Sri Lanka. But, she's not sure what Hindus believe, or what
their beliefs have to do with the self.
There are many different branches of Hinduism with varying beliefs, sort of like there are
many different branches of Christianity. But in all the branches of Hinduism, there are
two important concepts that will help Norah understand the Hindu view of the self: the
Brahman and the Atman.
The Brahman is essentially the sacred, the god spirit or the universe. In contrast,
the Atman is the human soul, or the self. So when Norah thinks about her soul as a
separate entity from others, she's thinking of her Atman.
Unlike Norah's belief that the soul is separate, Hinduism teaches that the Atman is
essentially part of the Brahman, or universe. To help Norah understand, Charlie tells her
to think about a single drop of water in a cloud way up in the sky. It comes down with
other drops in the form of rain and makes its way to a river where it blends with other
drops. Eventually, this single drop of water flows out to the ocean where it is
indistinguishable from other drops. Finally, it evaporates and makes its way to the
atmosphere, where it becomes part of a cloud again.
To the Hindus, this drop of water is the Atman, and the cycle that it goes through is kind
of like reincarnation, or the belief that people die and are reborn over and over again.
Each time a person dies and is reborn, it comes closer to the Brahman. Eventually, the
person will complete the cycle of reincarnation when they have developed enough.
When this happens, they stop being reborn and are fully reunited with the Brahman. It's
like the drop of water stopped collecting in a cloud, raining down and evaporating and
instead simply dissolved into everything: the air, the earth, and the water.
So, what does this have to do with the self? Norah's already figured out that Hindus
think very differently about the self than she does: they think in terms of centuries and
lifetimes, whereas she thinks about herself in terms of who she is today and tomorrow.
In Hinduism, the self, or the Atman, is just part of a larger whole, the Brahman, which
encompasses everything. The self, or the Atman, is tied to everything, or as one sacred
Hindu text says it, ''Thou are thou.''
Buddhism
Norah is starting to understand a little bit how the self can be thought of as part of the
universe. But there's still a self, right?
Charlie doesn't believe in the Atman; he doesn't believe that there's such a thing as a
self at all. That's because he's a Buddhist. Buddhism is a common Eastern religion and
philosophy where the self is often thought of as an illusion.
Buddhism- No Self. Our life is determined by the law of "cause and effect ".ie. our life is
determined by our actions. Everything is an illusion.
Advaita Vedanta-There is an eternal ultimate reality without any attributes which we
may call universal Self. We are that ! Everything else is an illusion including our universe.
Saivaism- We are Self.. but we can't exist independent of the ultimate reality,the
universal Self. Both are eternal, the difference is in degree. . Everything that exists is the
manifested expression of the universal Self but not of permanent existence. Law of
"cause and effect "influence our life.
Concept of rebirth and karma is accepted by all eastern religions..
Confucianism
Confucianism
"The identity and self-concept of an individual is interwoven with the identity and status
of his/her community or culture, sharing its prides as well as its failures."
Self-Cultivation is the ultimate purpose of life.
"Subdued Self"
Taoism
"The self is not just an extension of the family or the community; it is part of the
universe, one of the forms and manifestations of the Tao.
"Selflessness"
Western perspective
"The focus is always looking
towards the self"
Differences
Eastern And western

Eastern western
In contrast, the Western civilization is more individualistic, trying to find the meaning of
life here and now with self at the center as it is already given and part of the divine.
The Eastern philosophy is drawn much more into groups or society or people’s actions
and thoughts as one in order to find meaning in life as they try to get rid of the false
“me” concept and find meaning in discovering the true “me” in relation to everything
around them, or as part of a bigger scheme.
Lesson 1: individualistic vs. collective self
Individualist—
The individual identifies primarily with self, with the needs of the individual being
satisfied before those of the group. Looking after and taking care of oneself, being self-
sufficient, guarantees the well-being of the group. Independence and self-reliance are
greatly stressed and valued. In general, people tend to distance themselves
psychologically and emotionally from each other. One may choose to join groups, but
group membership is not essential to one’s identity or success. Individualist
characteristics are often associated with men and people in urban settings.
Collectivist—
One’s identity is, in large part, a function of one’s membership and role in a group, e.g.,
the family or work team. The survival and success of the group ensures the well-being of
the individual, so that by considering the needs and feelings of others, one protects
oneself. Harmony and the interdependence of group members are stressed and valued.
Group members are relatively close psychologically and emotionally, but distant toward
no group members. Collectivist characteristics are often associated with women and
people in rural settings.
Individualism stresses individual goals and the rights of the individual person.
Collectivism focuses on group goals, what is best for the collective group, and personal
relationships.
An individualist is motivated by personal rewards and benefits. Individualist persons set
personal goals and objectives based on self.
Lesson 2: The social Construction of the Self In western Thought
This article sheds light on the importance of understanding the self within social and
cultural contexts. The self is the most important intervening factor to come between
phenomenal objects (other people, roles, and external things) and an individual's own
behavior and action. I ask questions about the individual and his or her role in the social
construction process, by comparing Eastern and Western ideas about the concept of
self. The most important commonality between Eastern and Western thought is an
emphasis on constructing the self in relationship with others and exploring the
dialectical relationships between self, culture, organization, and society. If our
understanding of organizational reality fails to grapple with the dynamic nature of the
self, organizations will remain more of a management's interest in explaining and
controlling human behavior than in understanding human experience and action.
Lesson 3: The self as embedded in Relationship and through spiritual Development in

Confucian thought

Teachers insight
The main principle of the Eastern philosophy is unity. This cosmological unity is the main point
in the journey of life as it goes towards the eternal realities. ... Western philosophy, on the other
hand, is based on self-dedication to be of service to others. Life is service to God, money,
community, and so on

ACTIVITY 1: TWO SIDES OF THE SAME PLANET
Write top 5 differences between Western and Eastern society, culture, and individuals in
the table below. Cite your Sources.
WESTERN EASTERN

Activity 2: Create representation diagram, or concept map of the self according to

Filipino culture. Provide a brief explanation of your output. You can also cite books and
researches about Filipino culture, self, and identity to further elaborate on the topic.

Self- Reflection
Based on the content, what is their perceptions about self
______________________________________________________________________________
______________________________________________________________________.
How important psychology in understanding the self
______________________________________________________________________________
_____________________________________________________________________

References:

cards/
LESSON THREE
1. LESSON
Physical Self
Physical Self refers to the body, this marvellous container and complex, finely tuned,
machine with which we interface with our environment and fellow beings. The Physical
Self is the concrete dimension, the tangible aspect of the person that can be directly
observed and examined.

Source: https://quizlet.com/381497571/144-multiple-vs-unified-selves-flash-cards/
Lesson 1: The self as impacted by the body
Body image is mental and emotional: it’s both the mental picture that you have of your
body and the way you feel about your body when you look in a mirror.
Healthy body image is more than simply tolerating what you look like or “not disliking”
yourself. A healthy body image means that you truly accept and like the way you look
right now, and aren’t trying to change your body to fit the way you think you should
look. It means recognizing the individual qualities and strengths that make you feel
good about yourself beyond weight, shape or appearance, and resisting the pressure to
strive for the myth of the “perfect” body that you see in the media, online, in your
communities.
Self-esteem is how you value and respect yourself as a person—it is the opinion that
you have of yourself inside and out. Self-esteem impacts how you take care of yourself,
emotionally, physically, and spiritually. Self-esteem is about your whole self, not just
your body.
When you have good self-esteem, you value yourself, and you know that you deserve
good care and respect—from yourself and from others. You can appreciate and
celebrate your strengths and your abilities, and you don’t put yourself down if you make
a mistake. Good self-esteem means that you still feel like you’re good enough even
when you’re dealing with difficult feelings or situations.
Top
Why do body image and self-esteem matter?
Body image and self-esteem directly influence each other—and your feelings, thoughts,
and behaviours. If you don’t like your body (or a part of your body), it’s hard to feel
good about your whole self. The reverse is also true: if you don’t value yourself, it’s hard
to notice the good things and give your body the respect it deserves.
Below, see how good body image and self-esteem positively impact mental health:
These are just a few examples. As you can see, good body image, self-esteem, and
mental health are not about making yourself feel happy all the time. They are really
about respecting yourself and others, thinking realistically, and taking action to cope
with problems or difficulties in healthy ways.
Below, see how poor body image and self-esteem negatively impact mental health:
As you can see, the problem with negative thinking and feelings is that once people
start to focus on shortcomings or problems in one area or one situation, it becomes very
easy to only see problems in many other areas or situations. Negative thinking has a
way of leading to more negative thinking.
Lesson 2: The Impact of Culture on body image and self- esteem. The importance of
beauty
Society shapes us in many ways, possibly more than we realise – from our interactions,
to our personal development through to others’ perception of our bodies as a reflection
of self worth.
We are social beings. Genetically we rely on one another for the survival of humanity.
That primal connection makes our interactions physiologically and psychologically
important. So it’s not surprising that how society perceives us affects us on many levels.
And it’s partly how society perceives our bodies that is of concern; we’re talking body
image. So what does that involve?
Body image is both internal (personal) and external (society)
This includes:
How we perceive our bodies visually
How we feel about our physical appearance
How we think and talk to ourselves about our bodies
Our sense of how other people view our bodies
How we look has possibly never held as much societal importance or reflected so
significantly on our perceived self worth.
The media in particular, has increasingly become a platform that reinforces cultural
beliefs and projects strong views on how we should look, that we as individuals often
unknowingly or knowingly validate and perpetuate.
The more we look at perfect images of others and then look to find those same
idealised characteristics in ourselves and don’t find them, the worse we feel about
ourselves.
It’s a cycle that breeds discontent.
With such strong societal scrutiny it’s easy to see how the focus on how we look can
slide into the dark side – negative body image. How developing mindfulness can
nourish the best of who we are.

The greater our discontent with how we measure up when compared to the societal or
media supported norms, the more negative our body image, and the greater the risk for
extreme weight or body control behaviours occurs. We’re talking…
Extreme dieting
Extreme exercise compulsion
Eating disorders
Extreme or unnecessary plastic surgery
Using steroids for muscle building
Who’s to blame for our body perceptions, be it good or bad?
Society gives us a number of reference points that shape our perceptions whether
positive or negative. When it comes to our bodies there are a number of sources that
affect us more than others.
TODAY’S EMBEDDED IDEALS – THE PHYSICAL
Life today sees image upon image of fashionably clad women, perfect skin, tiny waists,
ample breasts, fashionably protruding behinds (of Kardashian and Beyonce fame) all
with a weight of no greater than 59kg.
They are unrealistic images of beauty, genetically impossible for many of us to emulate.
The same thing applies to the 6-pack or ripped abs shoved in the face of men via
famous sportsmen and male fitness models, which for many is impossible to achieve
without illegal steroids.
Yet we are told that these unattainable bodies are normal, desirable, and achievable.
When we don’t measure up we develop a strong sense of dissatisfaction and the way
that manifests can be ugly.
THE MEDIA
The images of perfection we see in print, film and television project an unrealistic
version of reality that we are continually told is attainable – if we work out, eat less and
lather our bodies in transformative, firming and tightening creams.
The media is a powerful tool that reinforces cultural beliefs and values, and while it may
not be fully responsible for determining the standards for physical attractiveness, it
makes escaping the barrage of images and attitudes almost impossible.
PREJUDICE – SIZE
Intolerance of body diversity has a lot to do with prejudice of size and shape in our
culture. Being thin, toned and muscular has become associated with the hard-working,
successful, popular, beautiful, strong, and the disciplined.
Being fat is associated with the lazy, ugly, weak, and lacking in will-power.
With this prejudice, fat isn’t a description like tall or redhead – it’s an indication of moral
character and we are conditioned to think that fat is bad.
Those closest to us – family and friends
We learn from other people, particularly those closest to us about the things that are
considered important.
Friendships are particularly important in body image development because we place

high value on them, spend lots of time with our friends and develop shared experiences,
values and beliefs.
Classrooms, University dorms and common rooms are often filled with negative body
talk: “I wish I had her stomach” “I hate my thighs” “I feel fat.” Listening to this tends to
reinforce the need to focus on appearance and make comparisons between us and
other people’s bodies.
So how can we build a strong and positive body image?
Positive body image involves understanding that healthy attractive bodies come in
many shapes and sizes, and that physical appearance says very little about our character
or value as a person.

How we get to this point of acceptance often depends on our individual development
and self acceptance. To get to that all important point of balance there are a few steps
we can take:
Talk back to the media. All media and messages are developed or constructed and are
not reflections of reality. So shout back. Speak our dissatisfaction with the focus on
appearance and lack of size acceptance
De-emphasise numbers. Kilograms on a scale don’t tell us anything meaningful about

the body as a whole or our health. Eating habits and activity patterns are much more
important
Realize that we cannot change our body type: thin, large, short or tall, we need to
appreciate the uniqueness of what we have – and work with it
Stop comparing ourselves to others. We are unique and we can’t get a sense of our own
body’s needs and abilities by comparing it to someone else
We need to move and enjoy our bodies not because we have to, but because it makes
us feel good. Walking, swimming, biking, dancing – there is something for everyone
Spend time with people who have a healthy relationship with food, activity, and their
bodies
Question the degree to which self-esteem depends on our appearance. If we base our
happiness on how we look it is likely to lead to failure and frustration, and may prevent
us from finding true happiness
Broaden our perspective about health and beauty by reading about body image,
cultural variances, or media influence. Check out a local art gallery paying particular
attention to fine art collections that show a variety of body types throughout the ages
and in different cultures
Recognize that size prejudice is a form of discrimination similar to other forms of

discrimination. Shape and size are not indicators of character, morality, intelligence, or
success
Each of us will have a positive body image when we have a realistic perception of our
bodies, when we enjoy, accept and celebrate how we are and let go of negative societal
or media perpetuated conditioning.
But the media and society in general, are not all bad.
As with most things, with the bad comes the potential for good and increasingly, people
the world over are waking up to the negativity and conditioning that we are bombarded
with daily.
If not for this awakening we would not have initiatives like Live Life Get Active; where
awakening ourselves to a healthy and fulfilled life is at the core of what we do.
Live Life Get Active is a social initiative built to create a fitter, healthier and happier
Australia.
We approach health and well-being from a fun and socially engaging perspective and
the importance we put on a healthy lifestyle is reflected in our pricing structure – there
is none.
So, if you’d like to take your first steps to feeling better about yourself and working on a
fitter and healthier you, then register and come and join us in the park. You’ll be able to
enjoy the friendship and support that comes from training with others that feel the
same way. We have camps in locations across Australia so join today – And don’t
forget EVERYTHING is FREE and EVERYTHING is provided so all you need is you.
Teacher’s Insight
Physical self-concept exerts a central role in adolescence. In this phase of life, individuals
experience many physical, mental, and emotional changes, and sex differences become
evident. The purpose of this study was to examine the relationships between physical
self-concept and actual indicators of physical fitness among youth in early adolescence.
A total of 103 Italian boys and girls, ages 12 to 15 years (M = 13.2, SD = 0.7) were
studied. Physical self-concept was assessed using the Physical Self-Description
Questionnaire, EUROFIT tests were used to measure physical fitness, and BMI was
calculated based on height and weight measurements. Results showed several
significant correlations between the variables, revealed some sex differences on physical
self-concept and fitness, and indicated significant correlations between EUROFIT scores
and physical self-concept variables.

ACTIVITY 1:
DEFINING BEAUTY
Complete the sentences below.
1. For me, Beauty means
2. A beautiful person is
3. I am beautiful because
4. List down names of people you know who are beautiful

Self- reflection
Physical self means
_____________________________________________________________________________________________
__________________________________________
___________
Physical self is important because
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________.

References:
cards/

Chapter 3: Sexual Self
Sexual self-concept refers to the totality of oneself as a sexual being, including positive
and negative concepts and feelings. According to theorists, sexual self-concept is
described well along three dimensions (Snell & Papini, 1989): sexual self-esteem,
sexual depression, and sexual preoccupation

Lesson 1: Development of Secondary Sex of the human reproductive system
The development of the reproductive systems begins soon after fertilization of the egg,
with primordial gonads beginning to develop approximately one month after
conception. Reproductive development continues in utero, but there is little change in
the reproductive system between infancy and puberty.
Development of the Sexual Organs in the Embryo and Fetus
Females are considered the “fundamental” sex—that is, without much chemical
prompting, all fertilized eggs would develop into females. To become a male, an
individual must be exposed to the cascade of factors initiated by a single gene on the
male Y chromosome. This is called the SRY (Sex-determining Region of
the Y chromosome). Because females do not have a Y chromosome, they do not have
the SRY gene. Without a functional SRY gene, an individual will be female.
In both male and female embryos, the same group of cells has the potential to develop
into either the male or female gonads; this tissue is considered bipotential.
The SRY gene actively recruits other genes that begin to develop the testes, and
suppresses genes that are important in female development. As part of this SRY-
prompted cascade, germ cells in the potential gonads differentiate into spermatogonia.
Without SRY, different genes are expressed, oogonia form, and primordial follicles
develop in the primitive ovary.
Soon after the formation of the testis, the Leydig cells begin to secrete testosterone.
Testosterone can influence tissues that are potential to become male reproductive
structures. For example, with exposure to testosterone, cells that could become either
the glans penis or the glans clitoris form the glans penis. Without testosterone, these
same cells differentiate into the clitoris.
Not all tissues in the reproductive tract are bipotential. The internal reproductive
structures (for example the uterus, uterine tubes, and part of the vagina in females; and
the epididymis, ductus deferens, and seminal vesicles in males) form from one of two
rudimentary duct systems in the embryo. For proper reproductive function in the adult,
one set of these ducts must develop properly, and the other must degrade. In males,
secretions from sustentacular cells trigger a degradation of the female duct, called
the Müllerian duct. At the same time, testosterone secretion stimulates growth of the
male tract, the Wolffian duct. Without such sustentacular cell secretion, the Müllerian
duct will develop; without testosterone, the Wolffian duct will degrade. Thus, the
developing offspring will be female. For more information and a figure of differentiation
of the gonads, seek additional content on fetal development.
Puberty is the stage of development at which individuals become sexually mature.

Though the outcomes of puberty for boys and girls are very different, the hormonal
control of the process is very similar. In addition, though the timing of these events
varies between individuals, the sequence of changes that occur is predictable for male
and female adolescents. As shown in the image below, a concerted release of hormones
from the hypothalamus (GnRH), the anterior pituitary (LH and FSH), and the gonads
(either testosterone or estrogen) is responsible for the maturation of the reproductive
systems and the development of secondary sex characteristics, which are physical
changes that serve auxiliary roles in reproduction.
The first changes begin around the age of eight or nine when the production of LH
becomes detectable. The release of LH occurs primarily at night during sleep and
precedes the physical changes of puberty by several years. In pre-pubertal children, the
sensitivity of the negative feedback system in the hypothalamus and pituitary is very
high. This means that very low concentrations of androgens or estrogens will negatively
feed back onto the hypothalamus and pituitary, keeping the production of GnRH, LH,
and FSH low.
As an individual approaches puberty, two changes in sensitivity occur. The first is a

decrease of sensitivity in the hypothalamus and pituitary to negative feedback, meaning
that it takes increasingly larger concentrations of sex steroid hormones to stop the
production of LH and FSH. The second change in sensitivity is an increase in sensitivity
of the gonads to the FSH and LH signals, meaning the gonads of adults are more
responsive to gonadotropins than are the gonads of children. As a result of these two
changes, the levels of LH and FSH slowly increase and lead to the enlargement and
maturation of the gonads, which in turn leads to secretion of higher levels of sex
hormones and the initiation of spermatogenesis and folliculogenesis.
In addition to age, multiple factors can affect the age of onset of puberty, including
genetics, environment, and psychological stress. One of the more important influences
may be nutrition; historical data demonstrate the effect of better and more consistent
nutrition on the age of menarche in girls in the United States, which decreased from an
average age of approximately 17 years of age in 1860 to the current age of
approximately 12.75 years in 1960, as it remains today. Some studies indicate a link
between puberty onset and the amount of stored fat in an individual. This effect is more
pronounced in girls, but has been documented in both sexes. Body fat, corresponding
with secretion of the hormone leptin by adipose cells, appears to have a strong role in
determining menarche. This may reflect to some extent the high metabolic costs of
gestation and lactation. In girls who are lean and highly active, such as gymnasts, there
is often a delay in the onset of puberty.
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Signs of Puberty
Different sex steroid hormone concentrations between the sexes also contribute to the
development and function of secondary sexual characteristics. Examples of secondary
sexual characteristics are listed in Table 1.
Table 1. Development of the Secondary Sexual Characteristics

Male Female
Increased larynx size and deepening of the voice Deposition of fat, predominantly in breasts
Table 1. Development of the Secondary Sexual Characteristics
Male Female
and hips
Increased muscular development Breast development
Growth of facial, axillary, and pubic hair, and Broadening of the pelvis and growth of
increased growth of body hair axillary and pubic hair
As a girl reaches puberty, typically the first change that is visible is the development of
the breast tissue. This is followed by the growth of axillary and pubic hair. A growth
spurt normally starts at approximately age 9 to 11, and may last two years or more.
During this time, a girl’s height can increase 3 inches a year. The next step in puberty is
menarche, the start of menstruation.
In boys, the growth of the testes is typically the first physical sign of the beginning of
puberty, which is followed by growth and pigmentation of the scrotum and growth of
the penis. The next step is the growth of hair, including armpit, pubic, chest, and facial
hair. Testosterone stimulates the growth of the larynx and thickening and lengthening of
the vocal folds, which causes the voice to drop in pitch. The first fertile ejaculations
typically appear at approximately 15 years of age, but this age can vary widely across
individual boys. Unlike the early growth spurt observed in females, the male growth
spurt occurs toward the end of puberty, at approximately age 11 to 13, and a boy’s
height can increase as much as 4 inches a year. In some males, pubertal development
can continue through the early 20s.
Chapter Review
The reproductive systems of males and females begin to develop soon after conception.
A gene on the male’s Y chromosome called SRY is critical in stimulating a cascade of
events that simultaneously stimulate testis development and repress the development
of female structures. Testosterone produced by Leydig cells in the embryonic testis
stimulates the development of male sexual organs. If testosterone is not present, female
sexual organs will develop.
Whereas the gonads and some other reproductive tissues are considered bipotential,
the tissue that forms the internal reproductive structures stems from ducts that will
develop into only male (Wolffian) or female (Müllerian) structures. To be able to
reproduce as an adult, one of these systems must develop properly and the other must
degrade.
Further development of the reproductive systems occurs at puberty. The initiation of the
changes that occur in puberty is the result of a decrease in sensitivity to negative
feedback in the hypothalamus and pituitary gland, and an increase in sensitivity of the
gonads to FSH and LH stimulation. These changes lead to increases in either estrogenic
or testosterone, in female and male adolescents, respectively. The increase in sex steroid
hormones leads to maturation of the gonads and other reproductive organs. The
initiation of spermatogenesis begins in boys, and girls begin ovulating and
menstruating. Increases in sex steroid hormones also lead to the development of
secondary sex characteristics such as breast development in girls and facial hair and
larynx growth in boys.
Lesson 2: Discussing the Erogenous Zones
Erogenous zones may be classified by the type of sexual response that they generate.
Many people are gently aroused when their eyelids, eyebrows, temples, shoulders,
hands, arms and hair are subtly touched. Gently touching or stroking of
these zones stimulates a partner during foreplay and increases the arousal level
Lesson 3: Understanding the human sexual Response
What is the sexual response cycle?
The sexual response cycle refers to the sequence of physical and emotional changes that
occur as a person becomes sexually aroused and participates in sexually stimulating
activities, including intercourse and masturbation. Knowing how your body responds
during each phase of the cycle can enhance your relationship and help you pinpoint the
cause of sexual dysfunction. It is not the only model of a sexual response cycle, but it is
the best known one.
What are the phases of the sexual response cycle?
The sexual response cycle has four phases: desire (libido), arousal (excitement), orgasm
and resolution. Both men and women experience these phases, although the timing
usually is different. For example, it is unlikely that both partners will reach orgasm at the
same time. In addition, the intensity of the response and the time spent in each phase
varies from person to person. Many women will not go through the sexual phases in this
order. Some of these stages may be absent during some sexual encounters, or out of
sequence in others. A desire for intimacy may be a motivation for sexual activity in some
individuals. Understanding these differences may help partners better understand one
another’s bodies and responses, and enhance the sexual experience.
Several physiologic changes may occur during different stages of sexual activity.
Individuals may experience some, all, or none of these changes.
Phase 1: Desire
General characteristics of this phase, which can last from a few minutes to several hours,
include the following:
Muscle tension increases.
Heart rate quickens and breathing is accelerated.
Skin may become flushed (blotches of redness appear on the chest and back).
Nipples become hardened or erect.
Blood flow to the genitals increases, resulting in swelling of the woman’s clitoris and

labia minora (inner lips), and erection of the man’s penis.
Vaginal lubrication begins.
The woman’s breasts become fuller and the vaginal walls begin to swell.
The man’s testicles swell, his scrotum tightens, and he begins secreting a lubricating
liquid.
Phase 2: Arousal
General characteristics of this phase, which extends to the brink of orgasm, include the
following:
The changes begun in phase 1 are intensified.
The vagina continues to swell from increased blood flow, and the vaginal walls turn a
dark purple.
The woman’s clitoris becomes highly sensitive (may even be painful to touch) and
retracts under the clitoral hood to avoid direct stimulation from the penis.
The man’s testicles are withdrawn up into the scrotum.
Breathing, heart rate and blood pressure continue to increase.

Muscle spasms may begin in the feet, face and hands.
Tension in the muscles increases.
Phase 3: Orgasm
This phase is the climax of the sexual response cycle. It is the shortest of the phases and
generally lasts only a few seconds. General characteristics of this phase include the
following:
Involuntary muscle contractions begin.
Blood pressure, heart rate and breathing are at their highest rates, with a rapid intake of
oxygen.
Muscles in the feet spasm.
There is a sudden, forceful release of sexual tension.
In women, the muscles of the vagina contract. The uterus also undergoes rhythmic
contractions.
In men, rhythmic contractions of the muscles at the base of the penis result in the
ejaculation of semen.
A rash or "sex flush" may appear over the entire body.
Phase 4: Resolution
During this phase, the body slowly returns to its normal level of functioning, and swelled
and erect body parts return to their previous size and color. This phase is marked by a
general sense of well-being and, often, fatigue. Some women are capable of a rapid
return to the orgasm phase with further sexual stimulation and may experience multiple
orgasms. Men need recovery time after orgasm, called a refractory period, during which
they cannot reach orgasm again. The duration of the refractory period varies among
men and changes with age.
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cards/

Lesson 4: The basic Biology of Sexual Behavior
“Human sexuality” refers to people’s sexual interest in and attraction to others; it is the
capacity to have erotic or sexual feelings and experiences. Sexuality differs from
biological sex, in that “sexuality” refers to the capacity for sexual feelings and attraction,
while “biological sex” refers to how one’s anatomy, physiology, hormones, and genetics
are classified (typically as male, female, or intersex). Sexuality is also separate from
gender identity, which is a person’s sense of their own gender, or sociocultural
classification (i.e., man, woman, or another gender) based on biological sex (i.e., male or
female). It is also distinct from—although it shapes—sexual orientation, or one’s
emotional and sexual attraction to a particular sex or gender.
Sexuality may be experienced and expressed in a variety of ways, including thoughts,

fantasies, desires, beliefs, attitudes, values, behaviors, practices, roles, and relationships.
These manifest themselves not only in biological, physical, and emotional ways, but also
in sociocultural ways, which have to do with the effects of human society and culture on
one’s sexuality. Some researchers believe that sexual behavior is determined by
genetics; however, others assert that it is largely molded by the environment. Human
sexuality impacts, and is impacted by, cultural, political, legal, and philosophical aspects
of life, and can interact with issues of morality, ethics, theology, spirituality, or religion.
Physiological Mechanisms of Sexual Behavior and Motivation
Much of what we know about the physiological mechanisms that underlie sexual
behavior and motivation comes from animal research. As you’ve learned, the
hypothalamus plays an important role in motivated behaviors, and sex is no exception.
In fact, lesions to an area of the hypothalamus called the medial preoptic area
completely disrupt a male rat’s ability to engage in sexual behavior. Surprisingly, medial
preoptic lesions do not change how hard a male rat is willing to work to gain access to a
sexually receptive female (Figure 1). This suggests that the ability to engage in sexual
behavior and the motivation to do so may be mediated by neural systems distinct from
one another.
Animal research suggests that limbic system structures such as the amygdala and
nucleus accumbens are especially important for sexual motivation. Damage to these
areas results in a decreased motivation to engage in sexual behavior, while leaving the
ability to do so intact (Figure 2) (Everett, 1990). Similar dissociations of sexual motivation
and sexual ability have also been observed in the female rat (Becker, Rudick, & Jenkins,
2001; Jenkins & Becker, 2001).

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Figure 2. The medial preoptic area, an area of the hypothalamus, is involved in the
ability to engage in sexual behavior, but it does not affect sexual motivation. In contrast,
the amygdala and nucleus accumbens are involved in motivation for sexual behavior,
but they do not affect the ability to engage in it.
Although human sexual behavior is much more complex than that seen in rats, some
parallels between animals and humans can be drawn from this research. The worldwide
popularity of drugs used to treat erectile dysfunction (Conrad, 2005) speaks to the fact
that sexual motivation and the ability to engage in sexual behavior can also be
dissociated in humans. Moreover, disorders that involve abnormal hypothalamic
function are often associated with hypogonadism (reduced function of the gonads) and
reduced sexual function (e.g., Prader-Willi syndrome). Given the hypothalamus’s role in
endocrine function, it is not surprising that hormones secreted by the endocrine system
also play important roles in sexual motivation and behavior. For example, many animals
show no sign of sexual motivation in the absence of the appropriate combination of sex
hormones from their gonads. While this is not the case for humans, there is
considerable evidence that sexual motivation for both men and women varies as a
function of circulating testosterone levels (Bhasin, Enzlin, Coviello, & Basson, 2007;
Carter, 1992; Sherwin, 1988).
In addition to the insights that their research provided with regards to the sexual
response cycle and the multi-orgasmic potential of women, Masters and Johnson also
collected important information about reproductive anatomy. Their research
demonstrated the oft-cited statistic of the average size of a flaccid and an erect penis (3
and 6 inches, respectively) as well as dispelling long-held beliefs about relationships
between the size of a man’s erect penis and his ability to provide sexual pleasure to his
female partner. Furthermore, they determined that the vagina is a very elastic structure
that can conform to penises of various sizes (Hock, 2008)
Lesson 5: understanding the chemistry, of lust, love and attachment
Lust is driven by the desire for sexual gratification. The evolutionary basis for this stems
from our need to reproduce, a need shared among all living things. Through
reproduction, organisms pass on their genes, and thus contribute to the perpetuation of
their species.
The hypothalamus of the brain plays a big role in this, stimulating the production of the
sex hormones testosterone and estrogen from the testes and ovaries (Figure 1). While
these chemicals are often stereotyped as being “male” and “female,” respectively, both
play a role in men and women. As it turns out, testosterone increases libido in just about
everyone. The effects are less pronounced with estrogen, but some women report being
more sexually motivated around the time they ovulate, when estrogen levels are
highest.
Figure 1: A: The testes and ovaries secrete the sex hormones testosterone and
estrogenic, driving sexual desire. B and C: Dopamine, oxytocin, and vasopressin are all
made in the hypothalamus, a region of the brain that controls many vital functions as
well as emotion. D: Several of the regions of the brain that affect love. Lust and
attraction shut off the prefrontal cortex of the brain, which includes rational behaviour.
Love is its Own Reward
Meanwhile, attraction seems to be a distinct, though closely related, phenomenon.

While we can certainly lust for someone we are attracted to, and vice versa, one can
happen without the other. Attraction involves the brain pathways that control “reward”
behaviour (Figure 1), which partly explains why the first few weeks or months of a
relationship can be so exhilarating and even all-consuming.
Dopamine, produced by the hypothalamus, is a particularly well-publicized player in the
brain’s reward pathway – it’s released when we do things that feel good to us. In this
case, these things include spending time with loved ones and having sex. High levels of
dopamine and a related hormone, norepinephrine, are released during attraction.
These chemicals make us giddy, energetic, and euphoric, even leading to decreased
appetite and insomnia – which means you actually can be so “in love” that you can’t eat
and can’t sleep. In fact, norepinephrine, also known as noradrenalin, may sound familiar
because it plays a large role in the fight or flight response, which kicks into high gear
when we’re stressed and keeps us alert. Brain scans of people in love have actually
shown that the primary “reward” centers of the brain, including the ventral tegmental
area and the caudate nucleus, fire like crazy when people are shown a photo of
someone they are intensely attracted to, compared to when they are shown someone
they feel neutral towards (like an old high school acquaintance).
Finally, attraction seems to lead to a reduction in serotonin, a hormone that’s known to

be involved in appetite and mood. Interestingly, people who suffer from obsessive-
compulsive disorder also have low levels of serotonin, leading scientists to speculate
that this is what underlies the overpowering infatuation that characterizes the beginning
stages of love.
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Lesson 6: The psychological Aspect: what turns of people on the phases of sexual
Response?
The sexual response cycle has four phases: desire (libido), arousal (excitement),

orgasm and resolution. Both men and women experience these phases, although the
timing usually is different. For example, it is unlikely that both partners will reach orgasm
at the same time
Lesson 7: The diversity of Sexual Behavior solitary, heterosexual, homosexual, bisexual

and transsexual
To be a heterosexual man or woman means having a personally significant and

meaningful romantic and/or sexual attraction primarily to adults of the opposite sex.
To be a homosexual man or woman means having a personally significant and

meaningful romantic and/or sexual attraction primarily to adults of the same sex. (To be
an openly gay man or woman implies a personal social integration with one’s
homosexuality, including being “out” by fully accepting one’s homosexuality and sharing
about it with friends, family, and others.)
To be a bisexual man or woman means having a personally significant and meaningful

romantic and/or sexual attraction to both adult males and females. Those who self-
identify as bisexual need not be equally attracted to both sexes.
Lesson 8: Sexually Transmitted Disease
Types of STDs
Many different types of infections can be transmitted sexually. The most common STDs
are described below.
Chlamydia
A certain type of bacteria causes chlamydia. It’s the most commonly reported STD
among Americans, notes the Centers for Disease Control and Prevention
(CDC)Trusted Source.
Many people with chlamydia have no noticeable symptoms. When symptoms do

develop, they often include:
pain or discomfort during sex or urination
green or yellow discharge from the penis or vagina
pain in the lower abdomen
If left untreated, chlamydia can lead to:
infections of the urethra, prostate gland, or testicles
pelvic inflammatory disease
infertility
If a pregnant woman has untreated chlamydia, she can pass it to her baby during birth.
The baby may develop:
pneumonia
eye infections
blindness
Antibiotics can easily treat chlamydia. Read more about chlamydia, including how to
prevent, recognize, and treat it.
HPV (human papillomavirus)
Human papillomavirus (HPV) is a virus that can be passed from one person to another
through intimate skin-to-skin or sexual contact. There are many different strains of the
virus. Some are more dangerous than others.
The most common symptom of HPV is warts on the genitals, mouth, or throat.
Some strains of HPV infection can lead to cancer, including:
· oral cancer
· cervical cancer
· vulvar cancer
· penile cancer
· rectal cancer
While most cases of HPV don’t become cancerous, some strains of the virus are more
likely to cause cancer than others. According to the National Cancer InstituteTrusted
Source, most cases of HPV-related cancer in the United States are caused by HPV 16
and HPV 18. These two strains of HPV account for 70 percent of all cervical cancer cases.
There’s no treatment for HPV. However, HPV infections often clear up on their own.
There’s also a vaccine available to protect against some of the most dangerous strains,
including HPV 16 and HPV 18.
If you contract HPV, proper testing and screenings can help your doctor assess and
manage your risk of complications. Discover the steps you can take to protect
yourself against HPV and its potential complications.
Syphilis
Syphilis is another bacterial infection. It often goes unnoticed in its early stages.
The first symptom to appear is a small round sore, known as a chancre. It can develop
on your genitals, anus, or mouth. It’s painless but very infectious.
Later symptoms of syphilis can include:
· rash
· fatigue
· fever
· headaches
· joint pain
· weight loss
· hair loss
· If left untreated, late-stage syphilis can lead to:
· loss of vision
· loss of hearing
· loss of memory
· mental illness
· infections of the brain or spinal cord
· heart disease
· death
Fortunately, if caught early enough, syphilis is easily treated with antibiotics. However,
syphilis infection in a newborn can be fatal. That’s why it’s important for all pregnant
women to be screened for syphilis.
The earlier syphilis is diagnosed and treated, the less damage it does. Find the
information you need to recognize syphilis and stop it in its tracks.
HIV
HIV can damage the immune system and raise the risk of contracting other viruses or
bacteria and certain cancers. If left untreated, it can lead to stage 3 HIV, known as AIDS.
But with today’s treatment, many people living with HIV don’t ever develop AIDS.
In the early or acute stages, it’s easy to mistake the symptoms of HIV with those of the
flu. For example, the early symptoms can include:
· fever
· chills
· aches and pains
· swollen lymph nodes
· sore throat
· headache
· nausea
· rashes
These initial symptoms typically clear within a month or so. From that point onward, a
person can carry HIV without developing serious or persistent symptoms for many
years. Other people may develop nonspecific symptoms, such as:
recurrent fatigue
fevers
headaches
stomach issues
There’s no cure for HIV yet, but treatment options are available to manage it. Early and
effective treatment can help people with HIV live as long as those without HIV.
Proper treatment can also lower your chances of transmitting HIV to a sexual partner.
In fact, treatment can potentially lower the amount of HIV in your body to undetectable
levels. At undetectable levels, HIV can’t be transmitted to other people, reports
the CDCTrusted Source.
Without routine testing, many people with HIV don’t realize they have it. To promote
early diagnosis and treatment, the CDCTrusted Source recommends that everyone
between the ages of 13 and 64 be tested at least once. People at high risk of HIV should
be tested at least once a year, even if they don’t have symptoms.
Free and confidential testing can be found in all major cities and many public health
clinics. A government tool for finding local testing services is available here.
With recent advancements in testing and treatment, it’s possible to live a long and
healthy life with HIV. Get the facts you need to protect yourself or your partner
from HIV.
Gonorrhea
Gonorrhea is another common bacterial STD. It’s also known as “the clap.”
Many people with gonorrhea develop no symptoms. But when present, symptoms may
include:
a white, yellow, beige, or green-colored discharge from the penis or vagina
pain or discomfort during sex or urination
more frequent urination than usual
itching around the genitals
sore throat
If left untreated, gonorrhea can lead to:
infections of the urethra, prostate gland, or testicles
infertility
It’s possible for a mother to pass gonorrhea onto a newborn during childbirth. When
that happens, gonorrhea can cause serious health problems in the baby. That’s why
many doctors encourage pregnant women to get tested and treated for potential STDs.
Gonorrhea can usually be treated with antibiotics. Learn more about the symptoms,
treatment options, and long-term outlook for people with gonorrhea.
Pubic lice (‘crabs’)
“Crabs” is another name for pubic lice. They’re tiny insects that can take up residence on
your pubic hair. Like head lice and body lice, they feed on human blood.
Common symptoms of pubic lice include:
itching around the genitals or anus
small pink or red bumps around the genitals or anus
low-grade fever
lack of energy
irritability
You might also be able to see the lice or their tiny white eggs around the roots of pubic
hair. A magnifying glass can help you spot them.
If left untreated, pubic lice can spread to other people through skin-to-skin contact or
shared clothing, bedding, or towels. Scratched bites can also become infected. It’s best
to treat pubic lice infestations immediately.
If you have pubic lice, you can use over-the-counter topical treatments and tweezers to
remove them from your body. It’s also important to clean your clothes, bedding, towels,
and home. Here’s more on how to get rid of pubic lice and prevent reinfection.
Trichomoniasis
Trichomoniasis is also known as “trich.” It’s caused by a tiny protozoan organism that
can be passed from one person to another through genital contact.
According to the CDCTrusted Source, less than one-third of people with trich develop
symptoms. When symptoms do develop, they may include:
discharge from the vagina or penis
burning or itching around the vagina or penis
pain or discomfort during urination or sex
frequent urination
In women, trich-related discharge often has an unpleasant or “fishy” smell.
If left untreated, trich can lead to:
infections of the urethra
infertility
Trich can be treated with antibiotics. Learn how to recognize trich early to get
treatment sooner.
Herpes
Herpes is the shortened name for the herpes simplex virus (HSV). There are two main
strains of the virus, HSV-1 and HSV-2. Both can be transmitted sexually. It’s a very
common STD. The CDC estimates more than 1 out of 6Trusted Source people ages 14
to 49 have herpes in the United States.
HSV-1 primarily causes oral herpes, which is responsible for cold sores. However, HSV-1
can also be passed from one person’s mouth to another person’s genitals during oral
sex. When this happens, HSV-1 can cause genital herpes.
HSV-2 primarily causes genital herpes.
The most common symptom of herpes is blistery sores. In the case of genital herpes,
these sores develop on or around the genitals. In oral herpes, they develop on or
around the mouth.
Herpes sores generally crust over and heal within a few weeks. The first outbreak is
usually the most painful. Outbreaks typically become less painful and frequent over
time.
If a pregnant woman has herpes, she can potentially pass it to her fetus in the womb or
to her newborn infant during childbirth. This so-called congenital herpes can be very
dangerous to newborns. That’s why it’s beneficial for pregnant women to become aware
of their HSV status.
There’s no cure for herpes yet. But medications are available to help control outbreaks
and alleviate the pain of herpes sores. The same medications can also lower your
chances of passing herpes to your sexual partner.
Effective treatment and safe sexual practices can help you lead a comfortable life with
herpes and protect others from the virus. Get the information you need to prevent,
recognize, and manage herpes.
Other STDs
Other, less common STDs include:
chancroid
lymphogranuloma venereum
granuloma inguinale
molluscum contagiosum
scabies
STDs from oral sex
Vaginal and anal sex aren’t the only way STDs are transmitted. It’s also possible to
contract or transmit an STD through oral sex. In other words, STDs can be passed from
one person’s genitals to another person’s mouth or throat and vice versa.
Oral STDs aren’t always noticeable. When they do cause symptoms, they often include a
sore throat or sores around the mouth or throat. Learn more about the potential
symptoms and treatment options for oral STDs.
Curable STDs
Many STDs are curable. For example, the following STDs can be cured with antibiotics or
other treatments:
chlamydia
syphilis
gonorrhea
crabs
trichomoniasis
Others can’t be cured. For example, the following STDs are currently incurable:
HPV
HIV
herpes
Even if an STD can’t be cured, however, it can still be managed. It’s still important to get
an early diagnosis. Treatment options are often available to help alleviate symptoms and
lower your chances of transmitting the STD to someone else. Take a moment to learn
more about curable and incurable STDs.
STDs and pregnancy
It’s possible for pregnant women to transmit STDs to the fetus during pregnancy or
newborn during childbirth. In newborns, STDs can cause complications. In some cases,
they can be life-threatening.
To help prevent STDs in newborns, doctors often encourage pregnant women to be

tested and treated for potential STDs. Your doctor might recommend STD testing even
if you don’t have symptoms.
If you test positive for one or more STDs while pregnant, your doctor might prescribe
antibiotics, antiviral medications, or other treatments. In some cases, they might
encourage you to give birth via a cesarean delivery to lower the risk of transmission
during childbirth.
Diagnosis of STDs
In most cases, doctors can’t diagnose STDs based on symptoms alone. If your doctor or
other healthcare provider suspects you might have an STD, they’ll likely recommend
tests to check.
Depending on your sexual history, your healthcare provider might recommend STD
testing even if you don’t have symptoms. This is because STDs don’t cause noticeable
symptoms in many cases. But even symptom-free STDs can cause damage or be passed
to other people.
Healthcare providers can diagnose most STDs using a urine or blood test. They may also
take a swab of your genitals. If you’ve developed any sores, they may take swabs of
those, too.
You can get tested for STDs at your doctor’s office or a sexual health clinic.
Home testing kits are also available for some STDs, but they may not always be
reliable. Use them with caution. Check to see if the U.S. Food and Drug Administration
has approved the testing kit before buying it.
It’s important to know that a Pap smear isn’t an STD test. A Pap smear checks for the
presence of precancerous cells on the cervix. While it may also be combined with an
HPV test, a negative Pap smear doesn’t mean you don’t have any STDs.
If you’ve had any type of sex, it’s a good idea to ask your healthcare provider about STD
testing. Some people may benefit from more frequent testing than others. Find out if
you should be tested for STDs and what the tests involve.
Treatment of STDs
The recommended treatment for STDs varies, depending on what STD you have. It’s very
important that you and your sexual partner be successfully treated for STDs before
resuming sexual activity. Otherwise, you can pass an infection back and forth between
you.
Bacterial STDs
Usually, antibiotics can easily treat bacterial infections.
It’s important to take all your antibiotics as prescribed. Continue taking them even if you
feel better before you finish taking all of them. Let your doctor know if your symptoms
don’t go away or return after you’ve taken all of your prescribed medication.
Viral STDs
Antibiotics can’t treat viral STDs. While most viral infections have no cure, some can
clear on their own. And in many cases, treatment options are available to relieve
symptoms and reduce the risk of transmission.
For example, medications are available to reduce the frequency and severity of herpes
outbreaks. Likewise, treatment can help stop the progression of HIV. Furthermore,
antiviral drugs can lower your risk of transmitting HIV to someone else.
Other STDs
Some STDs are caused by neither viruses nor bacteria. Instead, they’re caused by other
small organisms. Examples include:
pubic lice
trichomoniasis
scabies
These STDs are usually treatable with oral or topical medications. Ask your doctor or
other healthcare provider for more information about your condition and treatment
options.
STD prevention
Avoiding sexual contact is the only foolproof way to avoid STDs. But if you do have
vaginal, anal, or oral sex, there are ways to make it safer.
When used properly, condoms provide effective protection against many STDs. For

optimal protection, it’s important to use condoms during vaginal, anal, and oral
sex. Dental dams can also provide protection during oral sex.
Condoms are generally effective at preventing STDs that spread through fluids, such as
semen or blood. But they can’t fully protect against STDs that spread from skin to skin. If
your condom doesn’t cover the infected area of skin, you can still contract an STD or
pass it to your partner.
Condoms can help protect against not only STDs, but also unwanted pregnancy.
In contrast, many other types of birth control lower the risk of unwanted pregnancy but
not STDs. For example, the following forms of birth control don’t protect against STDs:
birth control pills
birth control shot
birth control implants
intrauterine devices (IUDs)
Regular STD screening is a good idea for anyone who’s sexually active. It’s particularly
important for those with a new partner or multiple partners. Early diagnosis and
treatment can help stop the spread of infections.
Before having sex with a new partner, it’s important to discuss your sexual history. Both
of you should also be screened for STDs by a healthcare professional. Since STDs often
have no symptoms, testing is the only way to know for sure if you have one.
When discussing STD test results, it’s important to ask your partner what they’ve been
tested for. Many people assume their doctors have screened them for STDs as part of
their regular care, but that’s not always true. You need to ask your doctor for specific
STD tests to ensure you take them.
If your partner tests positive for an STD, it’s important for them to follow their
healthcare provider’s recommended treatment plan. You can also ask your doctor about
strategies to protect yourself from contracting the STD from your partner. For example,
if your partner has HIV, your doctor will likely encourage you to take pre-exposure
prophylaxis (PrEP).
If you’re eligible, you and your partner should also consider getting vaccinated for HPV
and hepatitis B.
By following these strategies and others, you can lower your chances of getting STDs
and passing them to others. Learn more about the importance of safe sex and STD
prevention.
Don’t see what you need? Read our LGBTQIA safe sex guide.
Living with STDs
If you test positive for an STD, it’s important to get treatment as soon as possible.
If you have one STD, it can often increase your chances of contracting another. Some
STDs can also lead to severe consequences if left untreated. In rare cases, untreated
STDs may even be fatal.
Fortunately, most STDs are highly treatable. In some cases, they can be cured entirely. In
other cases, early and effective treatment can help relieve symptoms, lower your risk of
complications, and protect sexual partners.
In addition to taking prescribed medications for STDs, your doctor may advise you to
adjust your sexual habits to help protect yourself and others. For example, they’ll likely
advise you to avoid sex altogether until your infection has been effectively treated.
When you resume sex, they’ll probably encourage you to use condoms, dental dams, or
other forms of protection.
Lesson 9: Methods of Contraception
( Natural and artificial)]
Contraception aims to prevent pregnancy.
A woman can get pregnant if a man's sperm reaches one of her eggs (ova).
Contraception tries to stop this happening by:
keeping the egg and sperm apart
stopping egg production
stopping the combined sperm and egg (fertilised egg) attaching to the lining of the
womb
Contraception is free for most people in the UK. Condoms can also be bought in
pharmacies and supermarkets.
With 15 methods to choose from, you can find one that suits you best.
Barrier methods, such as condoms, are a form of contraception that help to protect

against both sexually transmitted infections (STIs) and pregnancy.
You should use condoms to protect both your sexual health and that of your partner, no
matter what other contraception you're using to prevent pregnancy.
Reversible Methods of Birth Control
Intrauterine Contraception
Levonorgestrel intrauterine system (LNG IUD)—The LNG IUD is a small T-shaped

device like the Copper T IUD. It is placed inside the uterus by a doctor. It releases a small
amount of progestin each day to keep you from getting pregnant. The LNG IUD stays in
your uterus for up to 3 to 6 years, depending on the device. Typical use failure rate: 0.1-
0.4%.1
Copper T intrauterine device (IUD)—This IUD is a small device that is shaped in the
form of a “T.” Your doctor places it inside the uterus to prevent pregnancy. It can stay in
your uterus for up to 10 years. Typical use failure rate: 0.8%. 1
Hormonal Methods
Implant—The implant is a single, thin rod that is inserted under the skin of a women’s
upper arm. The rod contains a progestin that is released into the body over 3 years.
Typical use failure rate: 0.1%.1
Injection or “shot”—Women get shots of the hormone progestin in the buttocks or

arm every three months from their doctor. Typical use failure rate: 4%. 1

Combined oral contraceptives—Also called “the pill,” combined oral contraceptives

contain the hormones estrogen and progestin. It is prescribed by a doctor. A pill is taken
at the same time each day. If you are older than 35 years and smoke, have a history of
blood clots or breast cancer, your doctor may advise you not to take the pill. Typical use
failure rate: 7%.1
Progestin only pill—Unlike the combined pill, the progestin-only pill (sometimes called
the mini-pill) only has one hormone, progestin, instead of both estrogen and progestin.
It is prescribed by a doctor. It is taken at the same time each day. It may be a good
option for women who can’t take estrogen. Typical use failure rate: 7%. 1
Patch—This skin patch is worn on the lower abdomen, buttocks, or upper body (but not
on the breasts). This method is prescribed by a doctor. It releases hormones progestin
and estrogen into the bloodstream. You put on a new patch once a week for three
weeks. During the fourth week, you do not wear a patch, so you can have a menstrual
period. Typical use failure rate: 7%.1
Hormonal vaginal contraceptive ring—The ring releases the hormones progestin and
estrogen. You place the ring inside your vagina. You wear the ring for three weeks, take
it out for the week you have your period, and then put in a new ring. Typical use failure
rate: 7%.1
Barrier Methods
Diaphragm or cervical cap—Each of these barrier methods are placed inside the
vagina to cover the cervix to block sperm. The diaphragm is shaped like a shallow cup.
The cervical cap is a thimble-shaped cup. Before sexual intercourse, you insert them with
spermicide to block or kill sperm. Visit your doctor for a proper fitting because
diaphragms and cervical caps come in different sizes. Typical use failure rate for the
diaphragm: 17%.1
Sponge—The contraceptive sponge contains spermicide and is placed in the vagina

where it fits over the cervix. The sponge works for up to 24 hours, and must be left in
the vagina for at least 6 hours after the last act of intercourse, at which time it is
removed and discarded. Typical use failure rate: 14% for women who have never had a
baby and 27% for women who have had a baby.1
Male condom—Worn by the man, a male condom keeps sperm from getting into a
woman’s body. Latex condoms, the most common type, help prevent pregnancy, and
HIV and other STDs, as do the newer synthetic condoms. “Natural” or “lambskin”
condoms also help prevent pregnancy, but may not provide protection against STDs,
including HIV. Typical use failure rate: 13%.1 Condoms can only be used once. You can
buy condoms, KY jelly, or water-based lubricants at a drug store. Do not use oil-based
lubricants such as massage oils, baby oil, lotions, or petroleum jelly with latex condoms.
They will weaken the condom, causing it to tear or break.
Female condom—Worn by the woman, the female condom helps keeps sperm from
getting into her body. It is packaged with a lubricant and is available at drug stores. It
can be inserted up to eight hours before sexual intercourse. Typical use failure rate:
21%,1 and also may help prevent STDs.
Spermicides—These products work by killing sperm and come in several forms—foam,

gel, cream, film, suppository, or tablet. They are placed in the vagina no more than one
hour before intercourse. You leave them in place at least six to eight hours after
intercourse. You can use a spermicide in addition to a male condom, diaphragm, or
cervical cap. They can be purchased at drug stores. Typical use failure rate: 21%. 1
Fertility Awareness-Based Methods
Fertility awareness-based methods—Understanding your monthly fertility

patternexternal iconexternal icon can help you plan to get pregnant or avoid getting
pregnant. Your fertility pattern is the number of days in the month when you are fertile
(able to get pregnant), days when you are infertile, and days when fertility is unlikely,
but possible. If you have a regular menstrual cycle, you have about nine or more fertile
days each month. If you do not want to get pregnant, you do not have sex on the days
you are fertile, or you use a barrier method of birth control on those days. Failure rates
vary across these methods.1-2 Range of typical use failure rates: 2-23%.1
Lactational Amenorrhea Method
For women who have recently had a baby and are breastfeeding, the Lactational
Amenorrhea Method (LAM) can be used as birth control when three conditions are met:
1) amenorrhea (not having any menstrual periods after delivering a baby), 2) fully or
nearly fully breastfeeding, and 3) less than 6 months after delivering a baby. LAM is a
temporary method of birth control, and another birth control method must be used
when any of the three conditions are not met.
Emergency Contraception
Emergency contraception is NOT a regular method of birth control. Emergency

contraception can be used after no birth control was used during sex, or if the birth
control method failed, such as if a condom broke.

Copper IUD—Women can have the copper T IUD inserted within five days of
unprotected sex.
Emergency contraceptive pills—Women can take emergency contraceptive pills up to

5 days after unprotected sex, but the sooner the pills are taken, the better they will work.
There are three different types of emergency contraceptive pills available in the United
States. Some emergency contraceptive pills are available over the counter.
Permanent Methods of Birth Control
Female Sterilization—Tubal ligation or “tying tubes”— A woman can have her

fallopian tubes tied (or closed) so that sperm and eggs cannot meet for fertilization. The
procedure can be done in a hospital or in an outpatient surgical center. You can go
home the same day of the surgery and resume your normal activities within a few days.
This method is effective immediately. Typical use failure rate: 0.5%. 1
Male Sterilization–Vasectomy—This operation is done to keep a man’s sperm from

going to his penis, so his ejaculate never has any sperm in it that can fertilize an egg.
The procedure is typically done at an outpatient surgical center. The man can go home
the same day. Recovery time is less than one week. After the operation, a man visits his
doctor for tests to count his sperm and to make sure the sperm count has dropped to
zero; this takes about 12 weeks. Another form of birth control should be used until the
man’s sperm count has dropped to zero. Typical use failure rate: 0.15%. 1
Teachers Insight
Developing a sexual self-concept is an important developmental task of adolescence;
however, little empirical evidence describes this development, nor how these changes
are related to development in sexual behavior. Using longitudinal cohort data from
adolescent women, we invoked latent growth curve analysis to: (1) examine reciprocal
development in sexual self-concept (sexual openness, sexual esteem and sexual anxiety)
over a four year time frame; (2) describe the relationship of these trajectories with
changes in sexual behavior. We found significant transactional effects between these
dimensions and behavior: sexual self-concept evolved during adolescence in a manner
consistent with less reserve, less anxiety and greater personal comfort with sexuality and
sexual behavior. Moreover, we found that sexual self-concept results from sexual
behavior, as well as regulates future behavior.

ACTIVITY 1:
Fill out the table below by listing the common secondary sexual male and female
characteristics.
Male secondary sexual characteristics female secondary sexual characteristics

ACTIVITY 2: ANALYSIS
1 When do we usually observe the changes listed above for males and female
2. Were you able to experience the same changes? When?
3. If you were not able to experience the above listed changes, what might have
caused such
Difference?
4. How does society shape the sexual behavior of an individual?
5. Can we really change our natural or innate sexual organ and sexual response?

Activity3: Essay
Use the space provided.
AGREE OR DIS AGREE.
ARE YOU IN FAVOR OF LEGALIZING MARRIAGE AMONG HOMOSEXUAL AND

TRANSGENDERS? WHY?
Self- reflection
Sexual self is important to understand because
_____________________________________________________________________________________________
____________________________________________________________.
What is the implication of sexual self in our daily living
__________-
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_________-.

References:
1. https://michellerngrace.wordpress.com/2018/10/31/albert-bandura-the-self-
as-proactive-and-agentic/
2. https://study.com/academy/lesson/existence-nature-of-the-self-in-eastern-
philosophy.html
3. https://prezi.com/p/tobpvdqtdh9f/the-self-in-western-and-eastern-thought/
4. https://www.tandfonline.com/doi/abs/10.1080/10841806.2005.11029475#:~:t
ext=The%20most%20important%20commonality%20between,culture%2C
%20organization%2C%20a
q=physical+self&oq=physical+self&aqs=chrome..69i57j0l7.3838j0j7&sourceid=ch
rome&ie=UTF-8
LESSON FOUR
1. LESSON
Chapter 4: The Material/ Economic Self
WILLIAM JAMES
What is Materialistic/Economic Self?
Materialism is a variable relevant to many aspects of economic psychology.
A discussion of the potential relationships between materialism and several economic variables,
including use of money, work motivation, giving, and materialism.
The use of economic goods in social communication and the potential role of materialism in such
communication.
EMPIRICAL SELF
According to William James:
1. the term "empirical self" refer to all various ways people answer the question "Who Am I"
2. the empirical Self of each of us i all that he is tempted to call by the name of me
3. James went on to a group the various components of the empirical self into three
subcategories: (a) THE MATERIAL SELF (b)THE SOCIAL SELF (c)THE SPIRITUAL SELF
THREE COMPONENTS OF EMPIRICAL SELF
Material Self
The material self refers to tangible objects, people, or places that carry the
designation my or mine. Two subclasses of the material self can be distinguished: The
bodily self and the extracorporeal (beyond the body) self. Rosenberg (1979) has referred
to the extracorporeal self as the extended self.

Material Self
Explanation...
The bodily component of the material self requires little explanation. A person speaks of my
arms or my legs. These entities are clearly an intimate part of who we are. But our sense of self is
not limited to our bodies. It includes other people (my children), pets (my dog), possessions (my
car), places (my home town), and the products of our labors (my painting). It is not the physical
entities themselves, however, that comprise the material self.
Bodily component of self
Social Self
James called the second category of the empirical self the social self. The social self refers to
how we are regarded and recognized by others.
Building on James’s analysis, modern researchers have proposed that we also possess a relational
self, the self defined in terms of specific interpersonal relationships.
Social Self
According to...
The relational self includes all of the individuals we regard as “ours,” such as our
parents,siblings, romantic partners, close friends, and colleagues (Andersen & Chen, 2002;
Chen,Boucher, & Tapias, 2006). Evidence that these relationships represent important aspects of
self-definition comes from a variety of sources.
Relational Self
First, people spontaneously mention others when describing themselves, and include
photographs of their family, loved ones, and friends when asked to prepare photographs that
reveal something about “who you are”
(Aron, Aron, Tudor, & Nelson, 1991; Dollinger & Clancy Dollinger, 2003).
First
They also assume that other people share their thoughts and feelings, and sometimes confuse
their own traits and attitudes for the traits and attitudes of others (Robbins & Krueger, 2005;
Ross, Greene, & House, 1977; Smith & Henry, 1996; Smith, Coats, & Walling, 1999).
Second
Third, as we shall see people learn about themselves by comparing themselves with others and
by seeing themselves reflected in other people’s eyes.
Third
Finally, people describe themselves in relationship-specific terms. For example, they might say
“I’m respectful with my boss” or “playful with my children.” These relationship-specific
identities are activated whenever we interact with the other person or are reminded of their
presence (Hinkley & Andersen,1996
Fourth
The third category in James’s scheme is the spiritual self. 2 The spiritual self is our inner self or
our psychological self. It is comprised of our self-perceived abilities, attitudes, emotions,
interests, values, motives, opinions, traits, and wishes. Many aspects of the spiritual self are
evaluative. People think of themselves as attractive or unattractive, intelligent or unintelligent,
and honest or dishonest.
Spiritual Self
It is interesting to note the close connection James draws between our possessions (which are
aspects of the material self) and our emotions, attitudes, and beliefs (which are components of
the spiritual self). As Abelson (1986) observed, this similarity is captured in our language.
A person is said to have a belief, from the time the belief is first acquired to the time it is
discarded or lost. We also say things like “I inherited a view” or “I can’t buy that!”
Finally, we speak of people who have abandoned their convictions or disowned an earlier
position. These terms imply that possessions and attitudes share an underlying conceptual
property: they are both owned by the self
"Be yourself; everyone else is already taken."
"No one is you and that is your power."
"I have, Therefore I am"
Comparing ourselves with others (wanting to be live them or be in their position) will lead us to
constantly feeling dissatisfied and never happy with what we have. This is also what
CONSUMERISM wants because it makes people active consumers on a regular basis. Thus,
CONSUMERISM, not only affects our behavior, it also affects our thinking process.
Life is an
Open Book..
THE PROBLEM WITH CONSUMERISM:
1. It is intrusive
2. It it manipulative
3. It cannot provide many of the things that are important to us
4. It restricts our choices and lives
5. It affects our worldviews and characters
6. It is unsustainable
Avoid the TRAP
CONSUMERISM
is intrinsically woven into the fabric of modern society.
society needs a cultural shift to move away from the culture of CONSUMERISM.
social changes do not happen overnight, therefore, it is best to take immediate steps in your own
life to release yourself from the grip of CONSUMERISM
List to Avoid the TRAP:
1. EXERCISE INTELLECTUAL INDEPENDENCE
be aware of how CONSUMERISM controls your life.
try to defend yourself from unwanted external pressures.
ignore advertising.
think for yourself.
question all information to you, and start looking for information yourself.
2. CONSUME LESS, LIVE MORE
Stop and think about the influences of consumerism in your life.
Think about what what really matters to you and how you want to live it.
Strive to live the life YOU want, not how others think you ought to live.
"There is no friend
as loyal as a book."
- Ernest Hemingway
"So many books,
so little time."
- Frank Zappa
Lesson 1: I Shop Therefore I Am: Therefore I Am?
In the "I shop therefore I Am":
trend to report we are looking into the world of CONSUMER CULTURE.
shopping has turned into a lifestyle
stopping us from finding true and sincere happiness
it says that, shopping often works as a substitute for something that we are missing in life. Is it
true?
concerns about what we buy and what we choose to invest in
CONSUMPTION AND PRODUCTION
CONSUME
is defined as "use up, to spend wastefully, to destroy"@Gusdorf 1978. the definition shows that
consumption has a positive and negative connotation and meaning
Behind every consumption, there is production. Consumers keep companies alive. These
companies pay people whose earrings put food on the table. Such is the pattern of consumption.
Thus it cannot be denied that consumption is important
CONSCIOUS CONSUMPTION
Consumer are often portrayed as VICTIMS exploited by greedy companies. However, you
should take note that every person has "FREE WILL". Therefore choices are important and so as
the consumers responsibility and obligations to the word "FREE WILL" according to there
choices whether to buy or not. Conscious consumption is about practicing responsible buying
habits
PSYCHOLOGICAL/SOCIOLOGICAL CONSUMPTION
As mentioned earlier, for many people these days (with the younger generation as the vulnerable
group) happiness seems to attached to buying something.
Consumption has become an addiction many people have forgotten there things in life that can
bring true and lasting happiness, such as spending time with family and/or friends; to have "me"
time; enjoy nature; to read etc.
Lesson 2: Shaping the way we see ourselves.
Identity and Consumer Culture
Mach 1993
Argued that IDENTITY is a symbolic idea. it is and image we build for ourselves through social
interaction
thus a person's identity is dynamic and context-dependent.
It is improved through communication with others and through different ways that a person
interacts within the cultural atmosphere and social relations
FACTORS THAT AFFECT IDENTITY:
Social relations of power
Symbolic Image of the world
FACTORS THAT AFFECT IDENTITY
Social Relations
Economic sociology is particularly attentive to the relationships between economic activity, the
rest of society, and changes in the institutions that contextualize and condition economic activity.
SYMBOLIC IMAGE IN THE WORLD
Generally asserted that the state and the economy exist in a symbiotic relationship: the state
depends on the economy for revenue, and the economy
ERIK ERIKSON 1950
The was the one who proposed the word IDENTITY

1. a social category defined by membership rules, characteristics attributes, or expected
behaviors
2. Socially distinguishing features that an individual takes pride in having
ERIK ERIKSON 1950
CHARACTERISTICS AND MAIN FEATURES IN CONSUMER CULTURES
1. Consumer culture is a culture of consumption
2. Consumer culture is the culture of market society
3. Consumer culture is universal and impersonal
4. Consumer culture identifies freedom with private choice and life
5. Consumer needs are insatiable and unlimited
6. Consumer culture is a privileged medium for building personal identity and status
SASSATELLI R. 2007; SLATER 1997;
FEARON 1999
WHEN YOU PRAY, GOD LISTENS.
WHEN YOU LISTEN, GOD TALKS.
WHEN YOU BELIEVE, GOD WORKS.
Teachers Insight

Economic self-sufficiency is the ability of individuals and
families to maintain sufficient income to consistently meet their
basic needs – including food, housing, utilities, health care,
transportation, taxes, dependent care, and clothing – with no or
minimal financial assistance or subsidies from private or public
organizations.

ACTIVITY: DEBIT CARD CHALLENGE
A very wealthy person gave you a debit card and told you to use it as much as you want to
make yourself, happy what are you going to do with it? Make a list of what you want to
have. Write as many as you want.

LIST:
ACTIVITY 2: COLLAGE MAKING
Create a collage of your treasured possesions including your current clothing style. You
may use symbols or pictures of your treasured possessions. Put a short note why you
treasure each item.
ACTIVITY 3: Make a research on the role of Filipino consumer culture to Filipino self and
identity.

Self- Reflection

On your own understanding, what is material self
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_______________________________.
Why we study material self
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_______________________________

References:
1. https://michellerngrace.wordpress.com/2018/10/31/albert-bandura-the-self-as-
proactive-and-agentic/
philosophy.html
4. https://www.tandfonline.com/doi/abs/10.1080/10841806.2005.11029475#:~:text=The
%20most%20important%20commonality%20between,culture%2C%20organization%2C
%20a
q=physical+self&oq=physical+self&aqs=chrome..69i57j0l7.3838j0j7&sourceid=chrome&ie
=UTF-8
Midterms Exam

Chapter 8: The Spiritual Self
Spiritual self
Your Spiritual Self is you in your most beautiful and powerful form. It is the authentic self, the
unconditioned part, the you without patterns. This is personal for each of us, so no need to get
caught up on the language. ... On your Process you got to know this part of yourself, as we call it,
your Spiritual Self.
Lesson 1: The Conept of “dungan” spirita or soul
THE SOUL according to the Indigenous Filipino. Dungan by the Ilonggos when the person is

alive; “kalag” or “detached”, “free”, when he is dead. ... That is because the soul has two
existences – one physical, where it is connected to the human body and its life, and the
other spiritual, where it exists on its own.
Lesson 2: Rituals and ceremonies
WHAT ARE RITUALS?
Rituals are the language of the sacred. Although it is possible to access the world of Spirit
through Nature and through personal spiritual practice, rituals afford the best opportunity to work
with and on behalf of community and self. The history of rituals is as old as mankind, and there
is ample archeological evidence of sophisticated ritual processes already in place in very early
human history. Certainly by the time of neolithic peoples (circa 5,000 years ago) elaborate ritual
complexes had already been built in all continents, and extensive practices had been devised to
assist in the maintenance of communal well-being.
The value of rituals for us today lies in their inherent ability to facilitate action. When carried
forth as part of a collective plan with defined goals, for example, rituals can greatly enhance our
chances for success, health, and happiness. When performed on behalf of the collective good,
they are strong vehicles for integration and healing. All contemporary rituals can find their
origins in traditional shamanic practice. Stemming from a desire to connect with the unseen
powers of the Cosmos, the shamanic initiate is encouraged to develop relationships with the
purveyors of such power. These forces are traditionally identified with Nature and its
phenomena, although unseen forces behind these obvious telluric, biological, and geological
events are also included. The genius locii (the spirit of a place), for example, is often described
not only as the place itself, but also as the unseen forces behind it that animate it and which make
its vitality possible.
It is the shaman’s task to communicate with these forces and establish relationships which can
then be used to enhance harmony and balance in the life of the community. Earth spirit rituals are
ubiquitous around the planet to this day and stem from this idea. Of course, not all places are
created equal and certain locations are considered to be inherently better for such purposes than
others. Once identified, these locations then become the sites for pilgrimages and visionary
quests. Shamans and their apprentices continue to this day to journey to such sites in search of
power and favors.
In later times, the direct vision of these spiritual forces became codified into set patterns of
behaviour which referred to those original visionary milestones. At this point priests and
hierophants stepped forth to reenact the performances, dances and songs which the cosmic forces
bestowed upon the initial shamanic seer. It is these rituals which are then handed down through
the generations and which are preserved today by the organized churches, spiritual fraternities
and mystery groups.
NATURE OF RITUALS
It is clear from the above that rituals are primarily collective endeavours. Typically they are
concerned with the physical and spiritual wellbeing of the group and can manifest as rituals to
promote fertility, prosperity, or health. Even when performed for individual clients or petitioners,
rituals must invoke the collective good in order to be of use. It is axiomatic among spiritual
practitioners that rituals performed for selfish purposes tend to backlash, hurting not only the
client but also the practitioner.
Despite the common conception of rituals as proscribed, strict affairs, true rituals are often loose
events which are guided primarily by the intuition of the professional ritualism. Herein lies one
of the great mysteries of ritual, in that the initial structure set forth to invoke the ritual must
perforce be abandoned in the process of receiving the blessings requested. As Mailwoman some
has aptly stated, at the beginning we control the ritual; later, the ritual controls us. (Ritual:
Power, Healing and Community, 1993), In fact, rituals work because at a certain point in their
performance, the forces of the spirit world take over and become participants in the healing or
propitiatory process. Hence rituals can be understood as a way to communicate with the unseen
forces of Spirit, in order to request from the sacred levels of reality the gifts and favors our
communities need.
TYPES OF RITUALS
Rituals are useful in all areas of human activity, and specific rituals can be designed for specific
purposes. However, as part of my professional practice I offer the following rituals:
Ground Breaking Ceremonies

These are useful when new construction is being contemplated, as they honor the Earth for the
privilege of settling or occupying that space. These ceremonies are also useful because they tend
to improve the outcome of construction, helping to insure timely schedules, safety to workmen,
and successful lives for those living or using the site.
Earth Healing Ceremonies

Earth Healing Ceremonies are procedures that attempt to correct Geopathic stress and other
disturbed Earth energies. Geopathic Stress is a form of noxious energy in the Earth which has
been implicated in myriad inconveniences, from recurring accidents and minor mishaps to
serious problems such as cancer, immune disorders, crib death, infertility, and many more.
Diagnosis involves dowsing and the procedure itself can take hours or even days. Please see the
page onGeomancy and the Articles section for more details.
Space Clearing Rituals

Space Clearing Rituals are used to clear out old or stagnant energies in built environments.
Stagnant energy is often implicated in failure to thrive, lack of success, ill health, or bad luck,
and may involve predecessor influences (bad luck inherited from the previous tenant or owner).
These techniques can also be used against unwanted spiritual forces such as ghosts or elementals.
Please see the Articles section for more information. Commercial Dedication Ceremonies
Commercial Dedications are procedures that are designed to maximize opportunity in the
business environment. They can be used to promote prosperity, efficiency, and good
management. They are also useful in situations where financial or commercial fortunes are
compromised.
Blessings
Blessings bring specific powers and consequently, specific influences into our spaces. Through
the process of Blessing it is possible to promote desired results, program a space for a given
purpose, or increase the odds for success in particular activities. Often quite aesthetically
beautiful, Blessings are often performed in public and can involve friends, the press, or other
such gatherings.
Healing Rituals
These are meant to propitiate the successful outcome of a healing process. These can be
performed directly over the patient or remotely if the patient cannot be reached or moved. The
healing space itself can also be cleared and blessed.
Fertility Rituals
These are meant to help those couples who have had difficulty conceiving.
Prosperity Rituals
These are propitiatory procedures that can help to increase income, help with career, and help
resolve legal or emotional entanglements with money.
Marriage Rituals
As their name proclaims, these rituals are used to enhance existing relationships, promote new
ones, and help the community by strengthening the love bonds that tie its members. Such rituals
are seen not in isolation, but as part of larger social mechanisms which include the ancestors and
the future generations.
Soul Retrieval
This ritual is useful when long-standing blocks make it difficult to make changes in our lives,
and when it seems that no matter how hard we try, results do not come our way. It is said that our
soul can become fragmented by trauma, as portions of our soul or psyche choose to become
detached from us rather than suffer. A Soul Retrieval attempts to gather those parts that have
been “lost” and re-integrate them into our identity.
RITUAL PROCESS
Although rituals vary greatly in form and content, there are basic patterns which most rituals
need to follow. The following are general steps which most rituals will conform to.
Purification
All rituals begin with purification. This includes not only the participants but also the space
within which the ritual is to be performed. Purification can take many forms, from simple
cleansing of the physical body in baths or ablutions, cleansing of the space with incense or
sound, to complex meditation practices designed to cleanse the more subtle levels of
consciousness. Once purified, the ritual space is often kept so by separating it from the
community through ritual gates, paths, walls or other screening devices. Often this space is
formally consecrated to its ritual purposes and strict bans are placed on transgression of this
sacred ground.
Invocation
Once purification has taken place, the next step involves the invocation of the powers being
petitioned. These vary greatly with culture, but in general the main forces beseeched include:
The Earth itself, recognized as the source of physical health and well being.
The Sky, recognized as the source of inspiration and creation.
The four directions, also referred to as the four winds, considered to be the embodiment of our
bodies (north), feelings (west), mind, (east) and spirit (south).
The forces of the mountains, valleys and other sacred land formations (the genius locii).
The forces of the sacred rivers, lakes and springs.
Our ancestors, understood not only as our biological links to the past, but also as the generators
of wisdom and lineage.
Other spiritual teachers, including saints, gurus, and elders.
Specific sacred elements such as trees, wells, rocks, road crossings, temples
Non-physical entities such as nature spirits, faeries, angels, etc.

It is axiomatic among ritual specialists that a ritual cannot properly begin unless the forces
invoked have made themselves present within the sacred ground. Often other, unseeked forces
will join in as well. It is clear, therefore, that the timing of a ritual does not depend on the mortals
performing the event, but rather on the wishes and timing of the spirit world.
Receiving
Once the unseen forces have made themselves present at the sacred ground, it is possible to make
use of their power. Often it is enough to allow their power to enter our bodies, filling us with
strength and blessings. Other times, the specialist will use this channel to petition on behalf of
the client, using his or her familiarity with these forces as a bargaining tool. It is also axiomatic
that once received, the requested gifts will be granted immediately, although often with a normal
delay between the timing of sacred reality and the time of ordinary life.
Closing
Once the ritual is done, it is essential to close the ritual process as well as the ritual space. Failure
to do so is dangerous, as it leaves open a channel for opportunistic forces to invade the safety of
our ordinary world. By the same token, it is considered detrimental to create or consecrate a
ritual space such as an altar if it is not to be used. It is better to dismantle or de-consecrate the
space if it is to remain fallow.
RITUAL SPACES
Cultures differ in the creation, design and complexity of the ritual space. Advanced civilizations
with abundant resources often devote lavish attention to the sacred space. It needs to be
remembered, however, that what creates the sacredness is not the physical configuration of the
site, but the fact that it is imbued with power. Hence it is possible to create movable ritual
spaces, and here is where altars become significant.
However, ritual spaces are often stationary and have been in use for many generations. Because
the Earth and the Sky are primary agents of power, many ritual spaces are carefully sited to take
advantage of auspicious currents in the earth and in the skies. Here again, the genius locii plays
an important role. The oracle at Delphos, the megalithic sites of Britain and France, and the
temples of India and China, for example, are testaments to evolved ritual societies with profound
understanding of the forces required for ritual. Increasingly these sacred precincts have come
under attack by secular forces that are ignorant of the potential of these sites to foster planetary
well-being. It behooves us to work toward their protection.
ALTARS
Altars are specialized devices which act as two-way conduits between the realms of the sacred
and the profane. On the one hand they act as broadcasters of our desires and intentions, and in
return, they bring to us the influence and power of the sacred. In order to work effectively, they
need to embody within their structure the Cosmos itself. This is achieved by including within
them the four basic building blocks of the universe: earth, water, fire, and air. These four
elements are also related to the four directions and the four aspects of human nature (body,
feeling, mind, and spirit). As such they act as holograms of the larger reality of which we are
part. In time, through ritual use, altars become imbued with the powers invoked into them, and
begin to take a life of their own. This is the reason why in many cultures specific altars are
themselves considered to be places of power.
Creating an altar at home must therefore follow the above guidelines. Because an altar is not an
aesthetic object, it is not important to make it lavish or expensive. What is important is to make
sure it includes the four elements and that it be handled with respect and care. Often it is advised
to place the altar in a place of honor, such as the south of the property, or facing the main door.
In other cultures an altar is placed higher than the rest of the household objects, or hidden from
view.
As with all ritual spaces, an altar needs to be used to be effective, and it is better to store its
components than to leave it unattended for prolonged periods of time. Proper use of an altar
always involves, in addition to the steps outlined above, a period of thanksgiving. Hence it is
useful to bring into the altar objects which are representative of our gratitude for the gifts
bestowed upon us by life. Again, these symbols differ from culture to culture, but they can
include such items as food, cash, or objects specially made to thank and honor the spirit world.
Lesson 3: The functions of Rituals
The sacred is that aspect of a community's beliefs, myths, and sacred objects that is set apart and
forbidden. The function of ritual in the community is that of providing the proper rules for
action in the realm of the sacred as well as supplying a bridge for passing into the realm of the
profane

Lesson 4: Religion, magic and Witchcraft
Witches
We all need to blame someone else for calamities and tragedies – never ourselves. So when one
of your cows dies, and a neighbour is on bad terms with you, clearly she has put a spell on your
cow, even more clearly if, in the words of Discoverie of Witchcraft published in 1584, the
neighbour is an old woman who is ‘lame, blear-eyed, pale, foul and full of wrinkles’. If she has a
cat to keep her company, the case is even stronger. All witches have ‘familiars’ (demonic
creatures that appeared in the form of animals). There were countless old women who were
falsely accused of being witches, on no stronger evidence than that. Essex was particularly full of
witches; or was it just that the county enjoyed the services of a particularly energetic witch-
hunter?
Witches were not all women. Lurid tales were told in whispers, of covens of men and women
meeting at midnight, and sexual intercourse with the Devil, and wild flights … It has been
suggested that a certain ointment popular in witchcraft circles contained mercury, which could
induce a sensation of flying.
Magic and superstition
Horror at one remove has always been enjoyable. Elizabethan ballads catered for that taste as
surely as the latest horror movie of our days. Even the wisest had some lingering belief in magic,
whether evil or benevolent. Elizabeth, that daughter of the Renaissance, gave the Earl of Essex,
whom she loved, a magic ring to protect him from the dangers of travel. And it was well known
that a piece of unicorn’s horn would protect against poison.
The Elizabethans’ belief in some ‘medical’ practices can only be described as superstitious.
Foremost in this was the theory of the Weapon Salve. Suppose you have suffered a sword
wound: you must somehow obtain that very weapon – how, is not explained – and anoint that
sword with a special salve obtainable at vast expense only from authorized sources. Forget about
the wound itself. The anointing of the sword will ensure that the wound that it had inflicted
heals.
Religion
When Elizabeth came to the throne, England had experienced a series of religious convulsions. It
was vital for her to calm everyone down, assuring them that she cared, while avoiding violent
reactions. This was a path that only a brilliant tactician could tread successfully.
What her own religious convictions were is impossible to tell. The Catholics held passionately to
the belief in transubstantiation: that the bread and wine at Mass were truly Christ’s body and
blood. What did she believe? Elizabeth brilliantly circumnavigated this –
His was the word that spake it,
He took the bread and brake it,
And what that word did make it,
That I believe, and take it.
As ruler, she ‘did not seek to make windows into men’s souls’. So as long as you conformed,
decently and publicly, you could privately believe what you liked.
A useful guide to conformity was published as the Book of Common Prayer, slightly modified
from the version first issued in the reign of Edward VI. There were 39 Articles of Religion, some
more obscure than others. Transubstantiation was dismissed as ‘repugnant to the plain words of
scripture … and hath given rise to many superstitions’. Superstition was just what the new
Church of England wanted to sweep away. With it went ‘Purgatory, Pardons, worshipping and
adoration as well of Images and Reliques, and also invocation of saints’. To someone born
before Henry VIII cut loose from Rome in 1531, who had survived the brief nightmare of
Edward’s extreme Protestantism and who had welcomed the return to Rome under Mary Tudor,
this wholesale jettisoning of familiar rites, relics and saints must have been traumatic indeed.
And the bare white walls of the parish church were little comfort, compared to the parables and
saints that had colourfully enriched a Catholic church. The only colour to escape the
whitewashing brush was the stained glass in the windows, which would have been too expensive
to replace.
But there were advantages in the new religion. The service was in English, clearly spoken by the
priest, facing his congregation from a pulpit, instead of the old, incomprehensible Latin muttered
round the altar. The congregation was now largely literate, and could follow the service in
the Book of Common Prayer. There was a copy available in every church, as well as the Bible in
English and Erasmus’s Paraphrases upon the Gospels, which together were enough spiritual
food for any man.
Lesson 5: Three ways in discovering meaning in life
1. Through our actions. Frankl noted we often find meaning through our actions, or the things
we do. For example, Frankl was passionate about helping and psychotherapy. He wanted to write
a book on logotherapy, which described his theory and techniques for how to help people
experience healing from emotional problems. When he was put into his first concentration camp,
the guards forced him to throw away all his possessions, including an initial copy of his book
manuscript. But during his time in the concentration camps, Frankl never stopped thinking about
his book, and writing his book in his mind. These actions helped give his life meaning.
2. Through our connections. In addition to what we do, Frankl said we also find meaning
through our connections, or who we love. These connections can involve our relationships with a
spouse, family, or friends. It can also involve our relationship with God or the sacred. When
Frankl was in the concentration camp, his memories of his wife, as well as his connection to
God, helped him experience a sense of meaning.
3. Through our suffering. Sometimes people find themselves in situations in which they are
unable to engage in much meaningful action. Or they might find themselves separated from the
ones they love. This was part of Frankl’s experience in the concentration camp, as he found
himself unable to practice psychiatry and separated from his loved ones. In these situations,
Frankl argued that humans can still find meaning in the midst of suffering. During his time in the
concentration camps, Frankl observed that some people would give up (and soon die), whereas
others bore their suffering with courage and grace. How a person lives their life in the midst of
suffering can instill a sense of meaning.
How do you find meaning in life? What do you think about Frankl’s model for how people can
find meaning through actions, connections, and suffering? How can you work to increase your
meaningful actions, meaningful connections, and courage in the face of suffering?
Teachers Insight
No matter how you choose to go about nurturing your spiritual self-care practice, remember that
even being aware of your connection to spirituality is a step in the right direction. Taking the
time to create mindfulness and awareness around your relationship with your higher self is
something that can change the course of your entire being.

ACTIVITY: ART RECALL
Recall: when was the first time you realized that there is a higher being than yourself? How old
are you then?
What made you believe that there is a higher being?
Draw: Make a poster about the instance or situation that made you believe In the existence of
higher being.
ACTIVITY 2: VIDEO CLIP
Make a video clip with reflection on any of the following topics:
a. Filipino Rituals and ceremonies covering all regions of the Philippines
b. Filipino indegineos religious practices featuring five tribes from Luzon, Visayas, or
Mindanao
c. Modern day expression of spiritual being
Self- Reflection

How is the belief on higher being related to the self
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________.
In your own perspective, what is the importance of having spiritual self
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________.

References:
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Chapter 9: The Political Self
Lesson 1: Developing a Filipino Identity Values, Traits, Community and Institutional Factors
Establishing a democratic Culture
What do Filipinos value?

The term kapwa, or a shared inner self, lies at the core of Filipino values and psychology. A
person who treats another as a kapwa has a shared a sense of identity and consciousness with that
‘other’ person.
Both in the individual and community level, strong emphasis is placed on social acceptance and
maintaining social harmony. As such, social approval and caring about what others will think,
say, or do strongly influence social behaviour.
Here are some of the values that Filipinos have historically held important:
The family
The family is at the center of the Filipino community. Children are not expected to leave their
parents’ house until they themselves get married; and even after then, many couples opt to stay
with or close to their or their spouse’s parents. Also, they’re expected to care for their ageing
parents instead of sending them to a retirement home.
This is why it’s common to see different generations or multiple families living in a single
residence. The value that Filipinos put into caring for one’s family can also be seen as one of the
reasons why nurses and caregivers from the country provide their patients and clients with a high
level of care.
Humor and positivity
Optimism, humor, and positivity are valued traits in the Philippines. The country has a long list
of national holidays, and many provinces and cities have their own sets of local holidays. At the
same time, in the face of difficult or challenging situations, members of the community are
encouraged to look at the brighter side of things.
The inclination for finding the good in the bad can be traced to the country’s location, which lies
in the path of typhoons and sits along the Pacific Ring of Fire. In a place where natural
calamities are commonplace, humor and positivity work as a coping mechanism, much like how
some children laugh to hide their embarrassment after slipping or falling.
Flexibility and adaptability
The term bahala na, which can be translated to whatever happens, happens, is one of the more
familiar phrases used in the country and is perhaps the most representative of how Filipinos
value adaptability and quick thinking. It exemplifies one’s belief in a higher power and
submitting one’s fate to elements that cannot be controlled.
People who use the term bahala na do not see anything wrong with it, as it serves as a sort of
positive affirmation that allows them to deal with a problem right then and there. However, those
who do see it negatively often view it as a form of fatalistic submission or a way to absolve one
from the responsibility of their actions.
Faith and religion
Spirituality is deeply ingrained in Filipinos. A form of animism was already being practiced in
many pre-colonial societies and Islam has been firmly established in the southern islands even
before the Spanish brought Catholicism to the country. These days, religion still plays a big part
in society and in the everyday lives of Filipinos.
The Catholic Church’s views still affect the passing of some laws, most towns still hold fiestas to
honor their patron saints, and many regular non-working national holidays are dedicated to
celebrating various religious activities and events. To many Filipinos, religion helps shape their
values and principles.
Filipino hospitality
Filipinos in the country and around the globe can be expected to extend a warm welcome to their
guests regardless of where they come from, how well they know their host, and why they’re
visiting someone’s home.
Hosts typically provide their guest with food and entertainment and, if there’s time, a tour around
the local destinations. Before they leave, guests are entreated to take home pasalubong or
souvenirs, which often come in the form of delicacies and local sweets.
Filipino culture and tradition

Brief Philippine history
Long before the Spanish arrived in the Philippines, the communities in the archipelago have been
trading with what is now China, India, Indonesia, Thailand, and Vietnam.
Its location beside continental Asia and along the border of the Pacific Ocean provided the
archipelago’s inhabitants a lot of opportunities to interact and communicate with different groups
of people. Some of the major influences that affected the communities in the islands are Hindu
religion, language, literature, and culture from India, and Islam from Arabia.
The Spanish Colonial Period began with the arrival of the Spaniards in 1521 and ended in 1898
—lasting a total of 333 years. The islands were named The Republic of the Philippines in 1543,
in honor of King Philip II of Spain. Christianity was also given heavy emphasis during this time.
After Spain was defeated in the Spanish-American War, the Philippines was occupied by
America, Japan, and again, America after World War II. By 1946, the United States has ceded
its sovereignty over the country and elections were held to elect the first president of the
independent republic.
How to outsource roles the right way
Languages of the Philippines
The official languages of the country are English and Filipino, but there are over 175 languages
used in the Philippines. Most of these languages are under the Malayo-Polynesian subgroup of
Austronesian languages. It’s typical for Filipinos to grow up bilingual, and many even speak 3
languages— the 2 national languages plus the indigenous language in their area.
Philippine languages have been influenced by many other languages, including each other.
During the Spanish occupation, friars and priests, with great reluctance and much delay,
conducted religious instruction and almost all forms of formal education using Spanish under the
orders of the Spanish government. It was at this time that many Spanish words were borrowed
into Tagalog.
The American occupation saw the wide adoption of English as the language of instruction in
schools throughout the country. Before and after World War II, the Philippine government
actively took solid steps toward establishing a national language based on Tagalog, which was
used as a second language by almost half of the country’s population at the time. Then, in 1987,
Filipino was named as the National Language of the Philippines.
In the present day, both Filipino and English are taught as academic subjects and used as
languages of instruction in primary and secondary schools and universities throughout the
country. News and entertainment programs that are aired throughout the country are also often
delivered in these languages.
Religion
More often than not, the Filipino people place their moral values in religion, particularly
Catholicism and Islam. Religion is seen as a universal value that further strengthens the family
and sometimes even affects the government in power. This shouldn’t be an issue to you as a
business owner, since BPO in the Philippines is a major driving force for the country’s economic
growth.
This loosens up the tensions between the Philippine government and foreign business owners
and investors, making it easy for investments to go through and for businesses to receive tax
relief on top of it all. However, due to the fact that Filipino talent have strong feelings about their
religion beliefs, it’s best if you keep your conversations both professional and friendly when
religion gets involved.
Filipino cuisine
The Filipino cuisine is a mesh between Chinese, Mexican, Malay, Spanish, Indian, and American
cooking. It usually consists of 6 meals per day, including breakfast, snacks, lunch, brunch,
dinner, and a final reach toward snacks to end the day on a full stomach. Most Filipino dishes
involve rice, which is served alongside other edibles.
Most Filipinos regularly use spoons, forks, and knives to eat their food, but sometimes hands
come into play when seafood is involved. Popular dishes include chorizo, asado, paksiw (pork in
vinegar and other spices), kare-kare (stew made of ox-tail), sinigang (soup delicacy made of
pork, prawns, or fish), longanisa (sweet sausage), and more.
On the other hand, some popular snacks are bibingka (rice cake made with margarine or butter),
polvoron (powder candy), puto (rice cakes), chocolate, and more.
Filipino work ethic

If you are considering hiring from, or outsourcing to the Philippines, it’s important to understand
the differences in culture, so that you can get the best out of your workforce. As with anything
in life, to keep people motivated, engaged and doing their best, they need to be happy and
everyone needs to benefit from the relationship – it needs to be a win-win.
The Philippines workforce are some of the hardest working and loyal people on the planet. They
are very strongly community and family oriented, which should be reflected in the workplace
and management styles.
It is hard to make generalisations, but Filipinos are very strong in more creative and
communication based roles – examples of this are design, content production, arts, and many of
the customer service oriented activities. They are also very strong in English (spoken and
written) – especially considering it is technically (historically) a second language for them.
Philippines – a top outsourcing destination
Read this article to see why Philippines is a top outsourcing (and employment) destination.
Here we have outlined some of the top reasons why ‘Philippines is the Swiss banking of
outsourcing’.
Managing a Filipino workforce

Managing people generally is not easy. To get the best out of a workforce, you have to invest
heavily in the environment, and processes to ensure that you are providing adequate nurturing or
their skills and career.
The workforce i the Philippines is no different. Properly managing a nurturing a workforce in the
Philippines isn’t necessarily easy, but if you get it right, you can build n incredibly dedicated,
loyal, and highly effective team. We have written a number of articles covering these very
items. Below are some of of recommendations:
Get the best from employing young professionals
She talks about how to motivate and get the best out of her Filipino workforce.
Get the best out of your Filipino workforce
Resiliency and adaptability of the Filipino workforce
This article summarises the learnings from our podcast interview with Gerrard Aguelles, a
technical trainer and web developer. In this article, he explains how Filipinos are adaptable
and how they respond to working with foreigners.
Payment solutions for Filipino workforce

The Philippines also keeps up when it comes to technology in payment solutions. With the rise
of mobile payment and B2B platforms, transactions like receiving remittances, transferring
allowances to parents and siblings, opening a savings account, etc. can now be done with the
click of their mobile phones. With this, Filipinos can spend more time with their loved ones and
bond together with their friends.
With this, businesses with Filipino workforce don’t have to worry anymore about excessive
transfer fees when sending to different currencies.
Holidays in the Philippines

The Philippines is renowned for its both national, and local celebrations and festivals. They have
wonderful celebrations, which focus on and celebrate many of the core values mentioned above.
As a result of so much festivity, the country has more holidays than most other nations.
These holidays are briefly outlined below – and you can get full details of Philippine holidays
here.
The Philippines has plenty of regular and special non-working holidays that celebrate national,
religious, and cultural events. Regular non-working holidays refer to holidays with a fixed date,
and schools and offices are typically closed on these days. These are:
· January 1, 2018, Monday – New Year’s Day
· March 29, 2018 – Maundy Thursday
· March 30, 2018 – Good Friday
· April 9, 2018, Monday – Araw ng Kagitingan (Day of Valor)
· May 1, 2018, Tuesday – Labor Day
· June 12, 2018, Tuesday – Independence Day
· August 27, 2018, last Monday of August – National Heroes’ Day
· November 30, 2018, Friday – Bonifacio Day
· December 25, 2018, Tuesday – Christmas Day
· December 30, 2018, Sunday – Rizal Day
Special non-working holidays refer holidays that are enacted by the congress or declared under
the judgement of the president. Some holidays may apply to academic institutions but may not
effect business schedule or government functions. Some of the special non-working holidays
celebrated in the country include:
· February 16, 2018, Friday – Chinese New Year
· February 25, 2018, Sunday – EDSA Revolution Anniversary
· March 31, 2018 – Black Saturday

· August 21, 2018, Tuesday – Ninoy Aquino Day
· November 1, 2018, Thursday – All Saints’ Day
· December 31, 2018, Monday – last day of the year
In addition, the government has also declared these 3 dates as non-working holidays:
· May 14, 2018 – Barangay and SK elections
· November 2, 2018, Friday
· December 24, 2018, Monday
Employees who work on regular holidays receive 200% the sum of their daily rate plus their
daily cost of living allowance. Those who work on a special holiday, on the other hand, get
130%.
How Filipino culture and values benefit outsourcing

There are plenty of reasons why many businesses prefer to outsource their processes to BPO
companies in the Philippines, and these include the high linguistic and cultural compatibility
between Filipinos and their clients.
This factor not only affects the quality of service provided by the workforce, but also plays an
important role in how the office dynamics work. To conduct a harmonious and effective working
relationship, it’s best if both parties take the extra mile in familiarizing themselves with the
culture and values of the people they are working with.
Comprehensive guide to payroll salary compensation, benefits,

and allowances in the Philippines
If you’re looking to hire people in the Philippines, especially if outsourcing, you should read
our Comprehensive Guide to Payroll Salary Compensation, Benefits, and Allowances in the
Philippines. It’s the most comprehensive guide to everything you need to know about salaries in
the Philippines, and all the associated considerations.
It also covers holidays and general allowances and expectations. As we mention above, there are
a lot of holidays in the Philippines, and they are a core part of the culture and community.
Equally, there are a lot of allowances, and peripheral things that you should know about when
hiring a Filipino workforce (from within The Philippines).
Filipino salaries and income

the Philippine workforce earns considerably less that the workforce of the West. Sometimes this
can be seen as unethical. But the Philippine economy is booming – it has been growing at above
6% year-on-year for the last 5+ years.
This is impressive growth. And it is largely fuelled by it’s young, and relatively well paid
workforce. A young Filipino graduate can live relative well on a $300 Monthly salary – as we
explore in this article.
Filipino culture and values shine
The people of The Philippines can stand tall and be proud of their culture and values. It is an
exciting time of rapid growth and relative prosperity for the people of The Philippines. And it
couldn’t be better deserved, or hard earned.
Managing a team in the Philippines is not always easy – but then people management is a
complex nuanced subject at the best of times. But once you have mastered it, the rewards are
substantial – for all involved!
Teachers Insight
Numerous studies have indicated that the need for closure predicts political preferences. We
examined a potential moderator of this relationship: political-identity centrality, or the extent to
which individuals’ political preferences are central to their self-concept. We tested three
hypotheses. First, we predicted that need for closure would be more strongly related to political
identity (symbolic ideology and party identification; Hypothesis 1) and issue positions
(operational ideology; Hypothesis 2) among individuals who see their political preferences as
more self-central. Then we predicted that the stronger relationship between need for closure and
issue positions among individuals high in centrality would be accounted for by stronger
relationships between need for closure and political identity and between political identity and
issue positions (Hypothesis 3). Data from a nationally representative survey provide evidence for
these hypotheses, suggesting that the relationship between epistemic needs and political
preferences differs as a function of how self-relevant politics is.

ACTIVITY 1: WHO IS A FILIPINO
Cut out pictures or illustrations from magazines and newspapers that show what being a Filipino
is about. Paste them below.
2. Discuss how being a Filipino affects you “self”. How becoming a better Filipino influence
you duty to becoming a better version of yourself.
Self- reflection
As a Filipino, how can you apply the practices in your daily living
______________________________________________________________________________
_________________________________________________.
How can be a good Filipino citizen
______________________________________________________________________________
___________________________________________________________

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Chapter 10: The Digital Self
The digital self is the persona you use when you’re online. Some people maintain one or more
online identifies that are distinct from their “real world” selves; others have a single online self
that’s more or less the same as the one they inhabit in the real world.
Why is the digital self so important for your career? The simple reason is that once you go online
as your real self, using your own name or appearance, you have an online presence that can be
traced back to you in the real world. Your online presence is hard to hide, difficult to control, and
easy for recruiters and hiring managers to find. Because of this, it’s important to manage your
online identity carefully, to ensure that your public image—your brand—is presented in the best
possible light.
By doing so, you reap a number of advantages:
 You have more control over your digital identity. It’s not possible to have 100% control,
but by building your own online presence you’ll always maintain the lion’s share.
 You can build a consistent identity, and reduce the impact of problems that might put
hirers or recruiters off contacting you. Think of the damage control that celebrities do
when salacious stories start circulating—it’s this kind of approach, but on a much smaller
scale.
 You have the chance to develop your own reputation as an expert or thought leader in
your industry. This can mitigate the negative effects of issues such as employment gaps
or an otherwise spotty work history.
Elements of the Digital Self

Your online identity is like an investment. You start out with a small amount of capital, and the
way you use it over time determines how much you end up with later on. The difference is, it’s
actually a lot easier to control your online identity than it is to predict the stock or real estate
markets.
What goes into building your digital self? It can and does include everything you say and do
under your own name. Some elements of your digital self include:
Digital self-components
Developing Your Identity with Online Content and Social

Media
Given that your online behaviour makes a huge impact on how you present your digital self, it’s
important to always use social media with care and consistency—always aware of how your
personal brand can be affected by what you say and do. Always assume that potential employers
will perform an online search, so make sure that everything they find is positive and
professional.
LinkedIn
LinkedIn is always the best place to start when you’re building your professional identity. It’s the
world’s biggest online professional network, and both hiring managers and recruiters use it to
find and vet new talent. It’s always cheaper, faster, and overall easier to hire via a referral than to
open up a job to applicants, so make sure you’re the one people are referring, by building a
strong and active LinkedIn presence. Complete your profile and keep it updates; join and
participate in groups; build up a network of connections—then ask those connections to write
recommendations you can include in a resume or job application.
Twitter and Facebook
If you think Twitter is not appropriate for professional purposes, think again. It’s actually a
valuable tool, giving you the chance to follow and chat informally with people in your industry.
The beauty of Twitter is that it can be whatever you want it to be. If you want it to be a place for
building your professional digital identity, make it happen by following industry experts, leaders,
hiring managers, recruiters, and other people you want to hear from. And don’t be shy: Twitter is
a public forum, so get involved in conversations, and tweet your own thoughts too.
Even Facebook can be useful in this way, if you’re following the right people. It’s the most
popular social media platform in the world, with more than 1 billion unique users, so there’s
huge potential there for developing professional connections, especially when used in
conjunction with LinkedIn and Twitter.
Create a Personal Blog
Have unique ideas about your industry that you want to share? Creating a personal branded blog
is a great way to start sharing your own content, and blogging offers some unique advantages.
You have the chance to develop your thoughts in much greater depth than on social media, and
this makes it easier to truly define who you are and what you can offer in terms of professional
skills.

Lesson 1: I, Me, myself and my user ID Online identity
Internet identity (IID), also online identity or internet persona, is a social identity that an

Internet user establishes in online communities and websites. It can also be considered as an
actively constructed presentation of oneself. Although some people choose to use their real
names online, some Internet users prefer to be anonymous, identifying themselves by means of
pseudonyms, which reveal varying amounts of personally identifiable information. An online
identity may even be determined by a user's relationship to a certain social group they are a part
of online. Some can even be deceptive about their identity.
In some online contexts, including Internet forums, online chats, and massively multiplayer

online role-playing games (MMORPGs), users can represent themselves visually by choosing
an avatar, an icon-sized graphic image. Avatars are one way users express their online identity.
[1]
Through interaction with other users, an established online identity acquires a reputation,
which enables other users to decide whether the identity is worthy of trust.[2] Online identities are
associated with users through authentication, which typically requires registration and logging
in. Some websites also use the user's IP address or tracking cookies to identify users.[3]
The concept of the self, and how this is influenced by emerging technologies, are a subject of
research in fields such as education, psychology and sociology. The online disinhibition
effect is a notable example, referring to a concept of unwise and uninhibited behavior on the
Internet, arising as a result of anonymity and audience gratification
Lesson 13: Selective Self presentation and impression management

The Internet and digital technologies present abundant opportunities for individuals to manage
the impressions they make on others. The ubiquitous nature of the Internet means that for most,
presenting the self to other individuals via the Internet is a common, usually daily activity. This
chapter examines the nature of online impression management through the lens of Goffman’s
(1959) self-presentation theory and Leary and Kowalski’s (1990) two-component model of
impression management. It provides definitions of impression management and self-presentation
and considers where they overlap. It deliberates on the general motivations and processes
involved in managing the impressions of others. It reflects on the differences between managing
impressions online and offline and the different factors permitting a more flexible approach to
self-presentation. It discusses factors that predict people’s propensity to experiment with self-
presentation online and concludes with consideration of how a more flexible approach to
impression management impacts on the self.
Lesson 14: Impact of online interactions on the self
Online interaction has its own distinctive communicative characteristics, usually ... being done
in this area, this chapter has focused on the impact of UGC on behavior, the ... issues of truth and
reality by looking into portraits and self-portraits
Lesson 15: Boundaries of the self online, Private vs Public, Personal individual Vs social identity
online, gender and sexuality online.
Public vs private self online
Private self is the information regarding to a person which he/she has difficulties to express
publicly. Public self is the perspective other people view an individual as portrayed
in public information, interaction with others and public action.
Sexual Identity and Gender Identity.
There are some aspects of identity that cannot be taken for granted, including sexual identity and
gender identity. While most people are born prepared to feel comfortable with their body's
gender, and to desire sexual contact with members of the opposite sex upon sexual maturity,
there have always been a minority of people who do not fit this mold. Homosexual people are
attracted to same-sex partners. Transgendered individuals are born feeling that they are actually a
member of the opposite sex wearing the wrong body type, external characteristics to the
contrary. The exact reasons for why these variations of human sexuality occur are not known
definitively, but what evidence there is points to the influence of varying hormone levels on fetal
brain development during pregnancy. Hormones appear to determine sexual preferences, and to
condition the brain to think of itself as male or female. While homosexual and transgendered
individuals can choose to not engage in sex at all (like any heterosexual person might), they
seem to have little choice over who they are attracted to, or how they think of themselves
Teacher’s insight
Social media is a term for numerous technologies that allow instantaneous communication, status
updates, and social networking among individuals. Social media platforms today include text
messaging via cellular phones and social networking sites such as Facebook. The use of social
media by youth (preadolescents and adolescents) continues to increase across the world on a
yearly basis. Youth in nearly every country use social media to maintain nearly constant contact
with their friends. Given the importance of both social media and friendships to youth, this
review examines the impact of social media on the emotional experiences of youth. Social media
can have a positive impact upon loneliness, intimacy, and relationship maintenance during
adolescence. However, adolescents also experience relational issues via social media and are
more reckless online. Social media, particularly Facebook, may have both a positive and a
negative impact on mood symptoms and other mental disorders. Social media may play a role in
identity formation by allowing younger users to experiment with different behaviours and
interactional styles. The effects of social media may lead to more positive outcomes for boys
than for girls. There is need for research on social media use during preadolescence, since work
is largely conducted with adolescents, and for further research to be conducted with potential
mediators between social media and well-being (e.g., friendship).

Activity: Essay
Answer the following questions. Write your answers in a one whole sheet of paper and compile.
1. How do people portray themselves online?

2. What are the things that you would want to post/ share online?
3. What are the things you want others to share online?
Activity 2: Creative Work
Make a slogan or a poster about becoming a responsible internet uder.
Use colouring materials to improve your output.
Self- Reflection:
Who are you online
______________________________________________________________________________
______________________________________________________________________________
____________________________________________.

As a 21st century learner, what is the impact of technology in your daily life
______________________________________________________________________________
______________________________________________________________________________
_______

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Finals

Chapter 11 Managing and Caring For the Self

Lesson Objectives:
At the end of this lesson, you should be able to:
a.explain how learnings occurs
b. enumerate various metacognition and studying techniques; and
c. identify the metacognitive techniques that you find most appropriate for yourself.

Lesson 16: Learning to be a better student
1. Set goals Goals, both short and long-term, are a great way to measure your success. If you
don’t have goals in sight, you have nothing to achieve or strive for in your courses. If you set
concrete goals for yourself, it’s easier to become motivated and measure your success in those
goals. Make sure your goals are realistic! While you should challenge yourself, you shouldn't set
yourself up for failure, either. Remember, you can always set higher goals once you've achieved
your first set.
2. Adopt and stick to a study schedule Scheduling is vital to maintaining a healthy learning

balance and keeping up with rigorous courses.
3. Stay well-rested If you’re awake and alert, you’re certainly more likely to absorb information
given in class, during study sessions and in class activities and participation. Think of it as an
equation: awake + alertness = A’s.
4. Take advantage of educator resources In addition to attending class, there are a variety of
resources available to aid students in thriving and achieving in class. TA’s, office hours and
study review sessions are amongst the resources offered within specific classes. Additionally,
many high schools and colleges offer tutoring sessions free of charge to students who seek extra
help with their courses.
5. Healthy study techniques for proper exam preparation Study techniques considered

“healthy” include balance, time-management and avoiding all-night study “cram” sessions.
Information is certainly easier to absorb when reviewed in increments, rather than
procrastinating until the last minute.
6. Develop note-taking skills Listening and taking notes actively during class not only ensures
the recording of accurate information, but also reinforces the information through recording the
information as you take it in. Have you ever gone back to your notes when it comes time to study
for the exam and find that they are illegible or difficult to understand? It's helpful to go over your
note after class and either rewrite them or outline the key information while it's still fresh in your
mind. You'll find it's much easier to utilize your notes and retain clearer information, come exam
time. Clearly, it also provides you with any important information that was only mentioned in
class when it comes time to review and study the exam material.
7. Extracurricular activities Try to create a life outside of academics, like participation in

extracurricular activities, such as intramural sports or college clubs. Contrary to popular belief,
extracurricular activities increase a student’s overall college experience, contribute to the
learning process and aiding in balancing scheduling skills
. 8. Study buddies Collaborating with other students is a great way to learn - as long as you're
sure to choose students who you'll stay on task with. Try finding various students in your class,
rather than friends you already have. It can expand your social group and you're more likely to
stay focused on the school work. Students who form study groups with one another can often
learn more through learning by teaching. When students explain concepts to one another, they
are able to learn and absorb the information more easily. Inversely, students that may need
clarification on areas of study are able to ask peers in order to be able to better understand the
course materials.
9. Take advantage of school resources Utilizing school resources for setting goals and creating
positive study habits tremendously aids in a student’s success. School resources are abundant and
students who take advantage of such resources are much more likely to succeed. Such resources
include the utilization of school libraries, career centers and school centers that provide tutoring
and knowledge (for example: student writing centers, math centers, etc).
10. Take on a manageable course load When taking on a well-balanced course load, students
are more likely to succeed because of realistic expectations in the work load that can be handled
successfully.
11. Attendance This should be common sense – if students go to class, they will likely become
more successful in the course. Obviously, the course material is presented during class periods
and students that are paying attention tend to learn while in class and, thus, are more likely to
perform well on exams.
12. Participation Going to class is one thing but paying attention and participating in class is
another. If you listen to the lessons, questions are likely to arise. If they come up in class, ask! If
you’re too shy in a large class, wait and ask the professor after class or during office hours. It’s
important to know, however, that if you’ve got a question, it’s likely that other students have the
same question as well

Lesson 16 : What Happens during learning? Brain and Behavior changes?
Learning changes the physical structure of the brain. These structural changes alter the
functional organization of the brain; in other words, learning organizes and reorganizes
the brain. Different parts of the brain may be ready to learn at different times.
It is also understood that neurotransmitters, or brain chemicals, are responsible for our moods

and of the general state that we are in. ... Lesions or damage to the frontal lobes and to other parts
of the brain can and affect impulses and impulsive behaviors. All of this knowledge raises
disturbing questions.
Lesson 16 : Metacognition and study strategies
Metacognitive Study Strategies

Do you spend a lot of time studying but feel like your hard work doesn’t help your performance
on exams? You may not realize that your study techniques, which may have worked in high
school, don’t necessarily translate to how you’re expected to learn in college. But don’t worry—
we’ll show you how to analyze your current strategies, see what’s working and what isn’t, and
come up with new, more effective study techniques. To do this, we’ll introduce you to the idea of
“metacognition,” tell you why metacognition helps you learn better, and introduce some
strategies for incorporating metacognition into your studying.
What is metacognition and why should I care?

Metacognition is thinking about how you think and learn. The key to metacognition is asking
yourself self-reflective questions, which are powerful because they allow us to take inventory of
where we currently are (thinking about what we already know), how we learn (what is working
and what is not), and where we want to be (accurately gauging if we’ve mastered the material).
Metacognition helps you to be a self-aware problem solver and take control of your learning.
By using metacognition when you study, you can be strategic about your approach. You will be
able to take stock of what you already know, what you need to work on, and how best to
approach learning new material.
Strategies for using metacognition when you study

Below are some ideas for how to engage in metacognition when you are studying. Think about
which of these resonate with you and plan to incorporate them into your study routine on a
regular basis.
Use your syllabus as a roadmap
Look at your syllabus. Your professor probably included a course schedule, reading list, learning
objectives or something similar to give you a sense of how the course is structured. Use this as
your roadmap for the course. For example, for a reading-based course, think about why your
professor might have assigned the readings in this particular order. How do they connect? What
are the key themes that you notice? What prior knowledge do you have that could inform your
reading of this new material? You can do this at multiple points throughout the semester, as you
gain additional knowledge that you can piece together.
Summon your prior knowledge
Before you read your textbook or attend a lecture, look at the topic that is covered and ask
yourself what you know about it already. What questions do you have? What do you hope to
learn? Answering these questions will give context to what you are learning and help you start
building a framework for new knowledge. It may also help you engage more deeply with the
material.
Think aloud
Talk through your material. You can talk to your classmates, your friends, a tutor, or even a pet.
Just verbalizing your thoughts can help you make more sense of the material and internalize it
more deeply. Talking aloud is a great way to test yourself on how well you really know the
material. In courses that require problem solving, explaining the steps aloud will ensure you
really understand them and expose any gaps in knowledge that you might have. Ask yourself
questions about what you are doing and why.
Ask yourself questions
Asking self-reflective questions is key to metacognition. Take the time to be introspective and
honest with yourself about your comprehension. Below are some suggestions for metacognitive
questions you can ask yourself.
· Does this answer make sense given the information provided?
· What strategy did I use to solve this problem that was helpful?
· How does this information conflict with my prior understanding?
· How does this information relate to what we learned last week?
· What questions will I ask myself next time I’m working these types of problems?
· What is confusing about this topic?

· What are the relationships between these two concepts?
· What conclusions can I make?
Try brainstorming some of your own questions as well.
Use writing
Writing can help you organize your thoughts and assess what you know. Just like thinking aloud,
writing can help you identify what you do and don’t know, and how you are thinking about the
concepts that you’re learning. Write out what you know and what questions you have about the
learning objectives for each topic you are learning.
Organize your thoughts
Using concept maps or graphic organizers is another great way to visualize material and see
the connections between the various concepts you are learning. Creating your concept map from
memory is also a great study strategy because it is a form of self-testing.
Take notes from memory
Many students take notes as they are reading. Often this can turn notetaking into a passive
activity, since it can be easy to fall into just copying directly from the book without thinking
about the material and putting your notes in your own words. Instead, try reading short sections
at a time and pausing periodically to summarize what you read from memory. This technique
ensures that you are actively engaging with the material as you are reading and taking notes, and
it helps you better gauge how much you’re actually remembering from what you read; it also
engages your recall, which makes it more likely you’ll be able to remember and understand the
material when you’re done.
Review your exams
Reviewing an exam that you’ve recently taken is a great time to use metacognition. Look at what
you knew and what you missed. Try using this hand out to analyze your preparation for the
exam and track the items you missed, along with the reasons that you missed them. Then take the
time to fill in the areas you still have gaps and make a plan for how you might change your
preparation next time.
Take a timeout
When you’re learning, it’s important to periodically take a time out to make sure you’re
engaging in metacognitive strategies. We often can get so absorbed in “doing” that we don’t
always think about the why behind what we are doing. For example, if you are working through
a math problem, it’s helpful to pause as you go and think about why you are doing each step, and
how you knew that it followed from the previous step. Throughout the semester, you should
continue to take timeouts before, during or after assignments to see how what you’re doing
relates to the course as a whole and to the learning objectives that your professor has set.
Test yourself
You don’t want your exam to be the first time you accurately assess how well you know the
material. Self-testing should be an integral part of your study sessions so that have a clear
understanding of what you do and don’t know. Many of the methods described are about self-
testing (e.g., thinking aloud, using writing, taking notes from memory) because they help you
discern what you do and don’t actually know. Other common methods include practice tests and
flash cards—anything that asks you to summon your knowledge and check if it’s correct.
Teachers Insight
Learning strategies can take average learners and make them extraordinary. Since success in any
field is mostly about hard work and putting in the time, it’s important that one understand right
away that they’re not simply “born with it.” Sure, a student may be born with a certain degree of
natural talent or a fascination with one particular field, but by learning how to learn, it’s possible
to accomplish more than you ever thought possible. That’s why we’ve put together these 8
learning strategies to help you become a better student..

ACTIVITY1: Scenario
You are about to study for your final examinations and it is as if the universe conspired for a
heavy final week, all your subjects provided at least 3 new reading material and topics one week
(7 Days) before the examination period. Create a diagram or schedule using atleast 5 of the
metacognitive strategies, skills, and studying techniques mentioned in this lesson on how you
would prepare for the next 7 days before your final examination.
Self-Reflection
Thinking about thinking means
______________________________________________________________________________
______________________________________________________________________________
_____.
As a future professionals, how can you manage and care yourself
______________________________________________________________________________
______________________________________________________________________________
____________________.

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Lesson 17: Managing your own Learning Self Regulated Learning
The Cycle of Self-Regulated Learning

Self-regulated learning is a cyclical process, wherein the student plans for a task, monitors their
performance, and then reflects on the outcome. The cycle then repeats as the student uses the
reflection to adjust and prepare for the next task. The process is not one-size-fits-all; it should be
tailored for individual students and for specific learning tasks (Zimmerman, 2002).
The figure to the right illustrates the key steps of the process. These steps are performed by the
student, but instructors play a vital role in guiding and coaching students through each step. The
bullet points below provide additional information, and are drawn from Zimmerman (2002) and
Zumbrunn et al. (2011).
Jump down to:

1. Plan and set goals | 2. Use strategies and monitor performance | 3. Reflect on
performance

1. Plan, set goals, and lay out strategies
This first step of the cycle may be overlooked by many students as they dive headlong into a
task. Encouraging students to establish a plan before they start working on a task will help them
strategize right from the start. Although students may see this as taking a step backward, it will
ultimately help them be more efficient with their time and effort.
Guide students though this process by helping them ask themselves the following questions:
· Analyze the learning task. Is this a task I've done before or something new? Does it build
off of a task I've done before? How much time will it take? How much focus will I need?
· Set goals. How will I structure this task? What are the intermediate checkpoints and sub-
goals? Can I complete an outline with two weeks to go, and then a rough draft one week prior to
the due date? That would allow time to get extra help as needed.
· Plan strategies. Will I need resources from the library, a color printer, help from my lab
partners, or an appointment for office hours? Given my needs, when should I get started on this
task?
· Set expectations for the outcome. Given how much time I have available, my strengths
and weaknesses, and my current standing in the course, what type of outcome would I like? Do I
need to "ace" this, or is it OK if I can just complete it successfully?
Instructor tips:
· When students are new to a task, help them map out the most effective strategies to match
the goal.
· Set intermediate, shorter term goals along the pathway toward a larger goal.
· As students gain proficiency, allow them to plan for themselves.
2. Use strategies and monitor performance
In this phase, students carry out the plan that was outlined in the forethought phase. Ideally,
students can proceed with confidence because they have already established a detailed plan of
action.
Here are some key points you can use to coach students through this phase.
· Use self-observation to reflect on the actions taken by the student and the effectiveness of
the results.
o For example, when I studied in a quiet location in the library, I completed the reading more
quickly than when I read at home.
· Because things don't always go smoothly, have students make a plan for what to do
when obstacles arise (Flanagan, 2014).
o For example, if I get stuck on the math in this assignment, I will go to the TA's weekly help
session.
· Prompt students to stick with the strategies, even though it may be tempting to revert
back to known (but ineffective) strategies. Unfamiliar approaches may feel inefficient at first, but
learning the method can be as important as learning the material.
· Have the students monitor their progress on the intermediate goals, and the strategies
they are using. At the same time, you can also monitor their progress and offer feedback
(see structuring feedback for self-regulated learning).
3. Reflect on performance
Many students focus solely on the extrinsic outcome of their grade. While grades are important,
you can help students reflect on how they think they did on a particular assignment, and why.
This self-reflection can help them understand why they earned a certain grade and how to
improve their performance. Activities like an exam wrapper can solidify this process.
· Ask students to evaluate their own performance and their results. Students should compare
their performance to their original goal, rather than comparing themselves to others.
· Reflect on the effectiveness of strategies used. Did they select an appropriate strategy? Did
they follow through with the selected strategy?
· Encourage students to attribute poor outcomes to the effort made and/or the strategy used.
Students should be coached to not attribute failure to lack of ability.
· Help students manage their emotions, and in time, direct them toward productive lines of
thinking about how they can improve their performance. Even if their outcome is not what they
had hoped, they can still learn from the experience.
· A key part of this process is that students use this reflection to plan for the next task. How
will they adapt their planning, strategy, time management, and self-monitoring
Chapter 16: Setting Goals For Success
The Five Golden Rules

1. Set Goals That Motivate You
When you set goals for yourself, it is important that they motivate you: this means making sure
that they are important to you, and that there is value in achieving them. If you have little interest
in the outcome, or they are irrelevant given the larger picture, then the chances of you putting in
the work to make them happen are slim. Motivation is key to achieving goals.
Set goals that relate to the high priorities in your life. Without this type of focus, you can end up
with far too many goals, leaving you too little time to devote to each one. Goal achievement
requires commitment, so to maximize the likelihood of success, you need to feel a sense of
urgency and have an "I must do this" attitude. When you don't have this, you risk putting off
what you need to do to make the goal a reality. This in turn leaves you feeling disappointed and
frustrated with yourself, both of which are de-motivating. And you can end up in a very
destructive "I can't do anything or be successful at anything" frame of mind.
Tip:
To make sure that your goal is motivating, write down why it's valuable and important to you.
Ask yourself, "If I were to share my goal with others, what would I tell them to convince them it
was a worthwhile goal?" You can use this motivating value statement to help you if you start to
doubt yourself or lose confidence in your ability to actually make the goal happen.
2. Set SMART Goals
You have probably heard of SMART goals already. But do you always apply the rule? The
simple fact is that for goals to be powerful, they should be designed to be SMART. There are
many variations of what SMART stands for, but the essence is this – goals should be:
· Specific.
· Measurable.
· Attainable.
· Relevant.
· Time Bound.
Set Specific Goals
Your goal must be clear and well defined. Vague or generalized goals are unhelpful because they
don't provide sufficient direction. Remember, you need goals to show you the way. Make it as
easy as you can to get where you want to go by defining precisely where you want to end up.
Set Measurable Goals

Include precise amounts, dates, and so on in your goals so you can measure your degree of
success. If your goal is simply defined as "To reduce expenses" how will you know when you
have been successful? In one month's time if you have a 1 percent reduction or in two years' time
when you have a 10 percent reduction? Without a way to measure your success you miss out on
the celebration that comes with knowing you have actually achieved something.
Set Attainable Goals
Make sure that it's possible to achieve the goals you set. If you set a goal that you have no hope
of achieving, you will only demoralize yourself and erode your confidence.
However, resist the urge to set goals that are too easy. Accomplishing a goal that you didn't have
to work hard for can be anticlimactic at best, and can also make you fear setting future goals that
carry a risk of non-achievement. By setting realistic yet challenging goals, you hit the balance
you need. These are the types of goals that require you to "raise the bar" and they bring the
greatest personal satisfaction.
Set Relevant Goals
Goals should be relevant to the direction you want your life and career to take. By keeping goals
aligned with this, you'll develop the focus you need to get ahead and do what you want. Set
widely scattered and inconsistent goals, and you'll fritter your time – and your life – away.
Set Time-Bound Goals
Your goals must have a deadline. Again, this means that you know when you can celebrate
success. When you are working on a deadline, your sense of urgency increases and achievement
will come that much quicker.
3. Set Goals in Writing
The physical act of writing down a goal makes it real and tangible. You have no excuse for
forgetting about it. As you write, use the word "will" instead of "would like to" or "might." For
example, "I will reduce my operating expenses by 10 percent this year," not "I would like to
reduce my operating expenses by 10 percent this year." The first goal statement has power and
you can "see" yourself reducing expenses, the second lacks passion and gives you an excuse if
you get sidetracked.
Tip 1:
Frame your goal statement positively. If you want to improve your retention rates say, "I will
hold on to all existing employees for the next quarter" rather than "I will reduce employee
turnover." The first one is motivating; the second one still has a get-out clause "allowing" you to
succeed even if some employees leave.
Tip 2:
If you use a To-Do List , make yourself a To-Do List template that has your goals at the top of
it. If you use an Action Program , then your goals should be at the top of your Project Catalog.
Post your goals in visible places to remind yourself every day of what it is you intend to do. Put
them on your walls, desk, computer monitor, bathroom mirror or refrigerator as a constant
reminder.
4. Make an Action Plan
This step is often missed in the process of goal setting. You get so focused on the outcome that
you forget to plan all of the steps that are needed along the way. By writing out the individual
steps, and then crossing each one off as you complete it, you'll realize that you are making
progress towards your ultimate goal. This is especially important if your goal is big and
demanding, or long-term. Read our article on Action Plans for more on how to do this.
5. Stick With It!
Remember, goal setting is an ongoing activity, not just a means to an end. Build in reminders to
keep yourself on track, and make regular time-slots available to review your goals. Your end
destination may remain quite similar over the long term, but the action plan you set for yourself
along the way can change significantly. Make sure the relevance, value, and necessity remain
high.
Key Points
Goal setting is much more than simply saying you want something to happen. Unless you clearly
define exactly what you want and understand why you want it the first place, your odds of
success are considerably reduced. By following the Five Golden Rules of Goal Setting you can
set goals with confidence and enjoy the satisfaction that comes along with knowing you achieved
what you set out to do.
So, what will you decide to accomplish today?
How to Apply the Golden Rules to New Year Resolutions

Click on the image below to see how you can use the Five Golden Rules for setting your New
Year Resolutions represented in an infographic:
https://www.philosophybasics.com/general_whatis.html

Lesson : The importance of Goals
Setting goals helps trigger new behaviors, helps guides your focus and helps you sustain that
momentum in life.
Goals also help align your focus and promote a sense of self-mastery. In the end, you can’t
manage what you don’t measure and you can’t improve upon something that you don’t properly
manage. Setting goals can help you do all of that and more.
Setting goals gives you long-term vision and short-term motivation . It focuses your acquisition
of knowledge, and helps you to organize your time and your resources so that you can make the
most of your life.
Lesson : Bandura’s Self Efficacy
Self-efficacy refers to an individual's belief in his or her capacity to execute behaviors necessary

to produce specific performance attainments (Bandura, 1977, 1986, 1997). Self-efficacy reflects
confidence in the ability to exert control over one's own motivation, behavior, and social
environment.
Lesson : Dwecks Mindset ( Growth Vs Fixed Mindset)
Dweck coined the terms fixed mindset and growth mindset to describe the underlying beliefs

people have about learning and intelligence. When students believe they can get smarter, they
understand that effort makes them stronger. Therefore they put in extra time and effort, and that
leads to higher achievement.
People with a growth mindset have an underlying belief that their learning and intelligence can
grow with time and experience. According to Dweck, when a student has a fixed mindset, they
believe that their basic abilities, intelligence, and talents are fixed traits.
n a fixed mindset students believe their basic abilities, their intelligence, their talents, are
just fixed traits. ... In a growth mindset students understand that their talents and abilities can be
developed through effort, good teaching and persistence.
Lesson: Locke’s Goal Setting Theory
Goal-setting theory refers to the effects of setting goals on subsequent performance. Researcher

Edwin Locke found that individuals who set specific, difficult goals performed better than those
who set general, easy goals. Locke proposed five basic principles of goal-setting: clarity,
challenge, commitment, feedback, and task complexity.
Effective goal-setting principles:

1. Clarity. A clear, measurable goal is more achievable than one that is poorly defined. In
other words, be specific! The most effective goals have a specific timeline for
completion.
2. Challenge. The goal must have a decent level of difficulty in order to motivate you to
strive toward the goal.
3. Commitment. Put deliberate effort into meeting this goal. Share your goal with someone
else in order to increase your accountability to meet that goal.
4. Feedback. Set up a method to receive information on your progress toward a goal. If
losing 30 pounds in four months turns out to be too hard, it is better to adjust the
difficulty of your goal mid-way through the timeline than to give up entirely.
5. Task complexity. If a goal is especially complex, make sure you give yourself enough
time to overcome the learning curve involved in completing the task. In other words, if a
goal is really tough, make sure you give yourself some padding to give you the best
chance at succeeding.
https://gostrengths.com/what-is-goal-setting-theory/#:~:text=
Teachers Insight
“Without goals, and plans to reach them, you are like a ship that has set sail with no
destination.” -Fitzhugh Dodson
Our daily workload often comes to us at a never-ending pace, and the tasks are usually posed as
urgent and important, but life is about more than just fighting the daily workload. To achieve
your dreams, you have to work on your plan and priorities instead through goal setting. Goals
are the most important part of the plan, describing what you want to achieve. They also provide
focus because once you have a clear target in mind, you can rededicate yourself and confidently
neglect ideas that aren’t contributing to your success.Every individual or organization should
have a vision as well, a set of dreams and big or audacious long-term goals that provide a solid
base for the goals you set. Your vision inspires you and gives you energy, guides you and gives
all efforts a purpose. It connects goals with your deepest motivations and purpose.

ACTIVITY 1: 5-10-20 SELFIE
On each designated box, draw your envisioned “future self” who would you be:
1. Five years from now
2. Ten years from now

3. Twenty Years from now

Activity 2: Dream Board
Make your dream board. 5 years after Graduation
Self- Reflection
What is your perception on goal setting
______________________________________________________________________________
______________________________________________________________________________
___________________.
Self efficacy means

______________________________________________________________________________
______________________________________________________________________________
__________________________

References:
philosophy.html
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Chapter 13: Taking Charge of One’s Health
Self-management of chronic illness means that you take responsibility for doing what it takes to
manage your illness effectively. It's important for you to be responsible for your health. The
treatment recommendations your doctor makes won't do any good unless you follow them.
Lesson: Stressor and Response
Stress is a biological and psychological response experienced on encountering a threat that we

feel we do not have the resources to deal with. A stressor is the stimulus (or threat) that
causes stress, e.g. exam, divorce, death of loved one, moving house, loss of job.
When the body is stressed, the SNS contributes to what is known as the “fight or
flight” response. The body shifts its energy resources toward fighting off a life threat, or fleeing
from an enemy. The SNS signals the adrenal glands to release hormones called adrenalin
(epinephrine) and cortisol (see Endocrine System).
Lesson 14: Sources of Coping and Strength
Emotional strengths were found to be related to positive coping but less so to negative coping.

Emotional strengths include active behaviors (e.g., being brave, persistent, and hopeful, having
perspective), which foster an effective analysis of the situation and problem solving (i.e.,
positive coping strategies).
The five emotion-focused coping strategies identified by Folkman and Lazarus are: disclaiming.

escape-avoidance.
...
Emotion-focused strategies involve:
· releasing pent-up emotions.

· distracting oneself.
· managing hostile feelings.
· meditating.
· mindfulness practices.
· using systematic relaxation procedures.
Lesson: Stress and Filipinos: The Social and Cultural Dimensions of stress
The fact is that stress can so overwhelm people that they lapse into depression, resorting to
destructive behavior, directed toward the self, or toward others. ... Understanding this local
context might help us develop more culturally appropriate, and therefore more effective, ways to
deal with stress.
Social stress can arise from one's micro-environment (e.g., family ties) and macro-environment
(e.g., hierarchical societal structure). Social stress is typically the most frequent type of stressor
that people experience in their daily lives and affects people more intensely than other types of
stressors.
Culture can affect the stress and coping process in four ways. First, the cultural context shapes

the types of stressors that an individual is likely to experience. Second, culture may
also affect the appraisal of the stressfulness of a given event.
Examples of life stresses are:
· The death of a loved one.
· Divorce.
· Loss of a job.
· Increase in financial obligations.
· Getting married.
· Moving to a new home.
· Chronic illness or injury.
· Emotional problems (depression, anxiety, anger, grief, guilt, low self-esteem)

Lesson: Taking care of the self: The need of the self care and compassion
Are you your own worst enemy? It is very rare for depression to exist without a certain amount
of ‘self-bullying’. Depression is a bully, and it preys on and reinforces the habit of self-bullying.
To beat depression, you need to sort your inner bully out! Self-compassion is a skill that you can
learn and practise without having to actually ‘believe’ it at first – we can train our minds to bring
greater compassion to all our thoughts and feelings.
1. Tune In
First you need to notice just how self-bullying you can really be, because we very often do this
without even realising it. Spend a day, or even a week, writing down some of the things you say
to yourself as part of your inner running commentary when you are feeling low. Just write it all
down exactly the way you speak to yourself, with the words you use – the name-calling, the self-
blame, the criticism of specific things that you do – everything!
Also make a note of the tone that you use with yourself. It might be interesting to hear if you
sound like anyone in particular in your past (a critical parent or teacher, for example). Write
down the most prominent phrases you use towards yourself – some really common examples
include “pathetic”, “useless”, “failure”, or often focus on some sort of negative comparison of
oneself against everyone else.
2. Evaluate
Now look back over what you have written, and ask yourself if you would ever speak in this way
to someone else that you cared about, especially if that person was feeling low – unlikely! You
may feel that your critical voice is trying to ‘help’ you – to keep you safe or help you improve as
a person – but it is important to recognise how ineffective it is to do so in this harsh, self-critical
way. Being caring and encouraging in your tone is much more effective.
3. Try Something Different
See if you can change the tone and the words you use when you speak to yourself – think about
how someone else would speak to you when you are feeling low, someone who really cares
about you, accepts you, and is always kind and gentle towards you.
Practise it by writing it out. It may feel very strange and unnatural at first, if you are used to
taking a harsh tone with yourself, and is the sort of thing you might have to treat as an academic
exercise to start off with.
4. Keep a self-compassion journal

Another way to extend this exercise is described by the leading US self-compassion researcher,
Dr Kristin Neff, who suggests keeping a ‘self-compassion journal’ for a week (or longer), in
which you write down the things in your day that have caused you pain, that you felt unhappy
about, or that you judged yourself for, and then to use her 3 components of self-compassion to
process the event:
Sources: https://michellerngrace.wordpress.com/2018/10/31/albert-bandura-the-self-as-
5. Next steps
Find a self-compassion test, more self-compassion training exercises, and some MP3 downloads
with self-compassion meditations on Dr Kristin Neff’s website at www.self-compassion.org. A
very good way to develop more self-compassion is learning the skill of mindfulness – learn more
on the ‘Practising Mindfulness’ page of Dr Kristin’s website and look out for courses or
workshops run by your university or college counselling service.
Teacher’s Iinsight
You are the one who can make the biggest impact on your own health. To maintain or improve
your health, you not only need to make good lifestyle choices--you need to get the
best healthcare you can. So think about what you want in your healthcare and go for it.

ACTIVITY: 1: Take Charge Challenge
APPLICATION AND ASSESSMENT
Activity 2: SELF CARE PLAN
Design your self-Care plan for the whole school year

Activity 3: Reflection Paper
Make a self- compassionate letter and make a reflection paper about it.
Self- Reflection
Less stress, Care more
______________________________________________________________________________
______________________________________________________________________________
____________________________.
As a human being, how stress affect your day to day living
______________________________________________________________________________
______________________________________________________________________________
___________________

1. References: https://michellerngrace.wordpress.com/2018/10/31/albert-bandura-the-self-
as-proactive-and-agentic/
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Table of contents
 1. LESSON
SUPPLMENTAL READING
THE MATERIAL SELF
Intended Learning Outcomes
1.Understand the meaning of materialist concepts.
2.Determine the causes of materialism
3.Identify the impact of materialism and consumerism on the ‘self’.
4.Appreciate unique ways to attain happiness.

LEARNING ACTIVITIES
Materialism purports that all is found in the universe is matter which is the substance of
nature. It suggests therefore that material possession is all that matters most. Success,
happiness and the essence of individual existence are gauged by material prosperity
which one has gained in a lifetime.
As resources continually become scarce, economists and even environmentalists

continue to reiterate on the need to focus on needs rather than wants and desires.
However, as human nature dictates, we are blinded by the growing consumerism and
commercialism around us. Our self-esteem, as well as self-worth, has been greatly
determined by our accumulation of objects. This behavior is even reinforced by social
media as we post daily statuses on buying a new pair of shoes, to purchasing an
overrated coffee and having a vacation of a lifetime.
Reasons for Materialism
Consumerism is motivated by the following reasons:
1. It is alleged that material possessions provide these individuals with a feeling of

security as their money and property provide them with tangible assets;
2. It is alleged that wealth gives them a sense of well-being as they alleged that this
material wealth provides them with happiness;
3. It is alleged that material wealth boosts their self-esteem and self-confidence as they
believe that they possess those assets that not everybody has; and
4. It is alleged that cherished wealth provides an individual with more friends and
relationships through greater interaction
The Concept of Self-Gift

Self- is the primary object of one’s journey through life. It is interesting enough to know
that one desires to work for personal consumption and gratification.
Three factors determine that self-gifts are revelations of an individual’s

materialism
1. Materialism is often associated with self-centeredness.
2. Materialists define success according to how much wealth and property was amassed.
3. Materialists believe that happiness results from the relationship between buying and
consumption.
The Correlates of Materialism
1. Materialism and happiness reportedly do not go well together as it was shown that
people who value possessions and material wealth over other more significant life goals
are said to be less happy and are more prone to depression;
2. Materialism and self-esteem show an inverted relationship.
3. Materialism and financial stability show an inverted relationship as well.
4. Materialism and well-being manifest opposite relationship as individuals practicing

this principle tend to isolate themselves from the significant others as they continue try
to derive gratification from amassing objects rather than interacting with the people
around them.
5. Materialism and self-concept prove how insecurity motivates people to work so hard
for material possessions as the same wealth becomes their source of security.
6. Materialism and lack of engagement mean losing one’s ability to empathize with
others as they become callous to other people’s needs.

According to Gregoire (2017) materialism makes people unhappy for the following
reasons:
1. Consumer culture may be harming individual well-being.
2. Materialistic values are linked to Type-A behavior.
3. Money really can’t buy you happiness.
4. Materialism could ruin your relationships.
5. Consumer cultures may breed narcissistic personalities.
6. Consumerism is fueled by insecurity.
The Pursuit of Happiness
Various Ways to Appreciate Our Own Uniqueness and Be Genuinely Joyous about
it
1. Learn to share your blessings no matter how simple it is;
2. Improve your self-esteem and self-worth by engaging in worthwhile activities;
3. Learn to communicate and relate with people around you;
4. Take time to appreciate the beauty of life and God’s creations;
5. Be grateful to those who compliment you by returning the favor;
6. Focus on your strengths and not on your flaws;
7. Stop projecting on media accounts about what you have, and others do not;
8. Learn to let go of things that are not significantly needed;
9. Develop a mantra to counter the negativities entering your thoughts; and

10. Stop brewing on negativities and on hurtful past. Focus on the future and what you
can do to be productive and happy.
MORAL SPIRITUAL DEVELOPMENT
Intended Learning Outcomes
1.Understand the essence of ethics in one’s life.
2. Know the nature and role of morality.
3.Discuss the values and its role in self-image.
4.Understand existential humanism in relation to the formation of the ‘self’
LEARNING ACTIVITIES
A holistic understanding of the self, the persona as well as one’s unique identity
involves our perception and understanding of the overt and covert traits of the
individual. What underlies an individual’s decision should be scrutinized to have a
better assessment of the ‘self’. One’s behavior is determined by his mind which in
turn is motivated by his spirit. Every decision that we make holds us liable. The
corresponding consequences of our decisions become our responsibility.
Remember what was related in the ‘Spiderman’ film that “with great powers
comes great responsibility”.
Morality
It is from the Latin word “moralitas”, which denotes manner, character, and

proper behavior.
MANNER- way of doing something or behaving

CHARACTER- the combination of qualities in a person that makes them
different from others
BEHAVIOR- manner of conducting oneself
IT MEANS THAT:
“This is a principle concerning how individuals distinguish what is right from what
is wrong.”
Value
It is from the Latin word “valere”, which means to be worth.
WORTH- personal value or importance
IT MEANS THAT:
“It is the value that we assign to things that we possess. It is something that one
considers to be important.”
Some values which include the following in effect project the identity and the
image that we have formed while performing our daily tasks. It reveals the course
to which our identity as an individual is being directed.
1. Loyalty- faithfulness, devotion (KATAPATAN)
2. Sincerity- trustfulness, openness and transparency (BUKAL)
3. Kindness- benevolence and gentleness (KABAITAN)
4. Compassion- humane and sympathetic (MAAWAIN)
5. Courage- bravery (KATAPANGAN)
6. Perseverance- steadfast and persistent (PAGTIYATIYAGA)
7. Cheerfulness- positivity and light heartedness (MASAYAHIN)
8. Optimism- having a sense of gratitude (POSITIBO)

9. Respect- courtesy (MAY GALANG)
10. Volunteerism- initiative to extend help (MATULUNGIN)
11. Integrity- moral uprightness (MAY PANININDIGAN)
Personal Values
Provide an internal reference for what is good, beneficial, important, useful,

beautiful, desirable, constructive.
These helps solve common human problems for survival by comparative rankings
value.
Value Judgment
A judgment of a specific values system as either right or wrong based on one’s a

particular set of standards or value system. This refers to an individual’s opinion.
Furthermore, scientific view is a value judgment that is socially constructed based
upon rigorous evaluation and wide consensus.
Existential Humanism
A principle focusing on the human subject struggling for self-knowledge and self-
responsibility.
 Phenomenology is the study of our experience—how we experience.
Jean-Paul Sartre
Classified existentialism under humanism because it expresses the power of

human beings to make freely willed choices.

Construct of Self
Also called self-concept. The self is constantly evolving and changing from

childhood and eventually it incorporates the self-image into one whole self.
“Man, first of all exists, encounters himself, surges up in the world and defines
himself afterwards.” – Sartre
“Anguish is the emotion that people feel once they realize that they are
responsible not just for themselves, but for all humanity.” - Sartre

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LESSON ONE: THE SELF FROM VARIOUS PERSPECTIVE

At the end of the lesson, the students must be able to:

· Explain why it is essential to understand the self:

Lesson 1.1: Philosophy

Investigation of the nature, causes, or principles of reality, knowledge, or values, based on

"The only true wisdom is in knowing you know nothing"

· The spirited Soul- which is In charge of emotions should be kept at bay

The soul is what animates the body; it is makes a human.

If something so clear and Lucid as not to be even doubted.

8. IMMANUEL KANT- According to him, we all have an inner and an outer self which

10. Sigmund Freud emphasized the importance of the unconscious mind, and a primary

Achieved through a triple event like presents, perceives and creates

Lesson 2 : Mead and The Social Self

Play develops self by allowing individuals to take on different roles, pretend, and

Two Sides of Self: Me & I

Sociologists today employ three primary theoretical perspectives: the symbolic interactionist

Activity 1: Myself Through the years

1. How would you describe yourself?

5. What are the influences of family in your development as an individual?

Based on your understanding what would be the definition of sociology

What is the relationship between external reality and the self_

“the science of humanity,” which studies human beings in aspects ranging from

Lesson 1: The self and person in contemporary Anthropology

“person” or personhood is a bundle of roles, norms of behavior, expectations,

Lesson 2: the self embedded in culture

Lesson 1: The Self as the Cognitive Construct

How do you think others see you?

There are many various definition of self

Lesson 2: William James (1890)

SELF HAS A TWO ASPECTS

What you think or feel about yourself as an object

Other concepts similar to self are IDENTITY and SELF-CONCEPT

IDENTITY is composed of personal characteristics, social roles, and responsibilities,as

The self is created and developed through human interaction

We do not create ourselves out of nothing

is having a clear perception of your personality, including strengths, weaknesses,

SELF AWARENESS CAN BE POSITIVE/NEGATIVE

According to the social comparison theory, we learn about ourselves, the

Downward social comparison

Is the more common type of comparing ourselves with others.

Upward social comparison

SELF evaluation maintenance

NARCISSISM is a trait characterized by overly high self-esteem, self-admiration, and self

Self Complexity and Concept

organized into a variety of different cognitive aspects

I am (please fill in the blank) __________________________________

I am (please fill in the blank) __________________________________

I am (please fill in the blank) __________________________________

I am (please fill in the blank) __________________________________

I am (please fill in the blank) __________________________________

Know who you are

Who do you think you are?

"To know thyself is the beginning of wisdom."

Why is it important to know yourself?

Benefits of Self- knowledge

Less inner conflict.

Resistance to social pressure.

Tolerance and understanding of others.

Vitality and pleasure.