Department of Arts and Sciences Education

Mabini Street, Tagum City, Davao del Norte

Telefax # (084) 655-9591 Local 115

Department of Arts and Sciences Education

Discipline: Social Sciences

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)

Course/Subject: GE 1 Understanding the Self

Name of Teacher: Maria Carolina L. Nuñeza,MAIC

Justice M.Pagente, MA-Theo
Neofenhae Jerilyn L. Madulara,Lpt

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS INTENDED USE.
THIS IS INTENDED ONLY FOR THE USE OF THE STUDENTS WHO ARE
OFFICIALLY ENROLLED IN THE COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.

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 Department of Arts and Sciences Education
Mabini Street, Tagum City, Davao del Norte
Telefax # (084) 655-9591 Local 115

Course Outline : GE 1-Understanding the Self

Course Coordinator: Maria Carolina Lee-Nuñeza, MAIC

Justice Pagente, MA Theo
Neofenhae Jerilyn L. Madulara, Lpt
Email: [email protected]
[email protected]
[email protected]
Student Consultation: By appointment
Mobile: 09997421670
09079225146
09756742551
Phone: N/A
Effectivity Date: June 2020
Mode of Delivery: Blended (On-line with face to face or virtual sessions)
Time Frame: 54 Hours
Student Workload: Expected Self-Directed Learning
Requisites: None
Credit: 3
Attendance Requirements: A minimum of 95% attendance is required at all
scheduled virtual or face to face sessions.

Course Outline Policy

Areas of Concern Details

Contact and Non-contact Hours This 3-unit course self-instructional manual is
designed for blended learning mode of instructional
delivery with scheduled face to face or virtual
sessions. The expected number of hours will be 54
including the face to face or virtual sessions. A
Learning Management System (LMS), Quipper, will
be used to facilitate your learning. Other sessions
may also be conducted through online
communication channels such as Facebook,
Messenger, WhatsApp, Viper, E-mail, Line, Zoom,
Skype, or any other similar applications. You may
also contact the course coordinator through a mobile
number or telephone.

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 Department of Arts and Sciences Education
Mabini Street, Tagum City, Davao del Norte
Telefax # (084) 655-9591 Local 115

Assessment Task Submission Submission of assessment tasks shall be on 3rd, 5th,

7th and 9thweek of the term. The assessment paper
shall be attached with a cover page indicating the
title of the assessment task (if the task is
performance), the name of the course coordinator,
date of submission and name of the student. The
document should be emailed to the course
coordinator. It is also expected that you already paid
your tuition and other fees before the submission of
the assessment task.

If the assessment task is done in real time through

the features in the Quipper Learning Management
System, the schedule shall be arranged ahead of
time by the course coordinator.

Turnitin Submission To ensure honesty and authenticity, all assessment

(if necessary) tasks are required to be submitted through Turnitin
with a maximum similarity index of 30% allowed.
This means that if your paper goes beyond 30%, the
students will either opt to redo her/his paper or
explain in writing addressed to the course
coordinator the reasons for the similarity. In
addition, if the paper has reached more than 30%
similarity index, the student may be called for a
disciplinary action in accordance with the
University’s OPM on Intellectual and Academic
Honesty.

Please note that academic dishonesty such as

cheating and commissioning other students or
people to complete the task for you have severe
punishments (reprimand, warning, expulsion).

Penalties for Late The score for an assessment item submitted after
Assignments/Assessments the designated time on the due date, without an
approved extension of time, will be reduced by 5%
of the possible maximum score for that assessment
item for each day or part day that the assessment
item is late.
However, if the late submission of assessment paper
has a valid reason, a letter of explanation should be
submitted and approved by the course coordinator.
If necessary, you will also be required to
present/attach evidences.

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 Department of Arts and Sciences Education
Mabini Street, Tagum City, Davao del Norte
Telefax # (084) 655-9591 Local 115

Return of Assignments/ Assessment tasks will be returned to you two (2)

Assessments weeks after the submission. This will be returned by
email or via Quipper portal.

For group assessment tasks, the course coordinator

will require some or few of the students for online or
virtual sessions to ask clarificatory questions to
validate the originality of the assessment task
submitted and to ensure that all the group members
are involved.
Assignment Resubmission You should request in writing addressed to the
course coordinator his/her intention to resubmit an
assessment task. The resubmission is premised on
the student’s failure to comply with the similarity
index and other reasonable grounds such as
academic literacy standards or other reasonable
circumstances e.g. illness, accidents financial
constraints.
Re-marking of Assessment You should request in writing addressed to the
Papers and Appeal program coordinator your intention to appeal or
contest the score given to an assessment task. The
letter should explicitly explain the reasons/points to
contest the grade. The program coordinator shall
communicate with the students on the approval and
disapproval of the request.

If disapproved by the course coordinator, you can

elevate your case to the program head or the dean
with the original letter of request. The final decision
will come from the dean of the college.

Grading System All culled from Quipper sessions and traditional

contact
Course discussions/exercises – 30%
1st formative assessment – 10%
2nd formative assessment – 10%
3rd formative assessment – 10%

All culled from on-campus/onsite sessions (TBA):

Final exam – 40%

Submission of the final grades shall follow the usual

University system and procedures.

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 Department of Arts and Sciences Education
Mabini Street, Tagum City, Davao del Norte
Telefax # (084) 655-9591 Local 115

Contact Details of the Dean Email:

[email protected]
Phone: 09099942314
Contact Details of the Discipline Maria Carolina L. Nuñeza,MAIC
Head Email: [email protected]
Phone: 09997421670
Online Tutorial Registration You are required to enroll in a specific tutorial time
for this course via the www.cte.edu.ph portal.
Please note that there is a deadline for enrollment
to the tutorial.
Help Desk Contact DASE
09485734272
Library Contact Email: [email protected]
Phone:09273951639

Course Information – see/download course syllabus in the Quipper LMS

CC’s Voice: Hello prospective professionals! Welcome to GE 1: Understanding the Self.

This course is intended to facilitate the exploration of the issues and
concerns regarding the self and identity for a better self-understanding. It
is important to be able to address issues about the self from the
philosophical, sociological, anthropological, and psychological point of view
and even from the Eastern and Western perspectives- to define one’s
purpose and act accordingly. Specifically, it outlines the theoretical
concepts and principles related to understanding the self as well as provide
answers to the questions “who am I?” and “what am I?”

CO At the end of this course, the students are expected to understand the construct
of the self from various disciplinal perspectives; examine the different
influences, factors, and forces that affect the development of the personal
self and identity such as gender, culture, family and relationships; and apply
the new skills and theoretical underpinnings on how to manage and care for
the different aspects of the self and identity. Thus, in this course you are
expected to become more aware of your self-concept about your body image,
self-image, ideal self, true self and social self. Furthermore, you are also
expected to reflect on your selfhood in relation to your national identity.

Let us begin!

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 Department of Arts and Sciences Education
Mabini Street, Tagum City, Davao del Norte
Telefax # (084) 655-9591 Local 115

A Holistic Approach in Understanding the Self

Big Picture A

Week 1-3: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to:

a. Explain the different representations and conceptualizations of the self

from various disciplinal perspectives;
b. Compare and contrast how the self has been represented across
disciplines and perspectives; and
c. Explain why it is important to understand the self.

Big Picture in Focus:

ULOa. Explain the different representations and conceptualizations of the self
from various disciplinal perspectives.
ULOb. Compare and contrast how the self has been represented
across disciplines and perspectives.
ULOc. Explain why it is important to understand the self.

Metalanguage

In this section, the most essential terms relevant to the study of GE1 and to
demonstrate ULOa and ULOb will be operationally defined to establish a common frame
of reference as to how the texts work in your chosen field or career. You will encounter
these terms as we go through the study and understanding of the Self. Please refer to
these definitions in case you will encounter difficulty in understanding the philosophical,
sociological, anthropological, and psychological concepts.

Please proceed immediately to the “Essential Knowledge” part since the first lesson
is also definition of essential terms.

Essential Knowledge

To perform the aforesaid big picture (unit learning outcomes) for the first three (3)
weeks of the course, you need to fully understand the following essential knowledge that
will be laid down in the succeeding pages. Please note that you are not limited to
exclusively refer to these resources. Thus, you are expected to utilize other books,
research articles and other resources that are available in the university’s library e.g.
ebrary, search.proquest.com etc.

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 Department of Arts and Sciences Education
Mabini Street, Tagum City, Davao del Norte
Telefax # (084) 655-9591 Local 115

 The persistent question, “Who am I?” is rooted in the human need to understand
the basis of the experiences of the “self.” When people are asked to explain
their understanding of the word, the usual answers are: “It’s who I am.” “It’s me,
my essence.” “It’s what makes me unique and different from everyone else.”

 For a more meaningful understanding of the “self,” numerous studies have been
conducted and various approaches have been developed from concepts about
it. Important philosophers from ancient to contemporary times sought to
describe the essential qualities that compose a person’s uniqueness.

 On the other hand, sociology sees the “self” as a product of social interactions,
developed over time through social activities and experiences.

 Anthropology views the “self” as a culturally shaped construct or idea.

Anthropologists assert that it is an autonomous participant in the society as
much as it is submerged in the community.

 Meanwhile, rather than giving a definition, psychology sees the “self” as having
characteristics or properties that can be used to describe it. Pioneers in the
study pointed out that the “self” is related to its physical and social environment,
it is unique, and it is necessary to its experiences.

 Eastern and Western civilizations have always sought to understand the “self.”
Their views, however, stand on different perspectives. British philosopher Alan
Watts talked about the great myths of the “self.” However, it should be noted
that the term “myth” here is not used to describe a false story, rather it is used
as a means to interpret a reality.

 According to Watts, the pervading myth in the West is that “the world is an
artefact.” This means there is a clear distinction between the creator and the
creation. This perspective indicates that the Western interpretation of the “self”
possesses an internal distinction from its external environment. That even
though the “self” functions in the world, the “self” is still its own. In the East
however, the myth is that “the world is a drama and all things are actors with
specific parts to play.” There is no distinction between the creator and the
creation as all that exists is immersed in one and the same existence. This
perspective suggests that the self in Eastern traditions is seen through the eyes
of a community, rather than a detached, single entity.

 Learning the various fundamental concepts of the “self” is significant because

these ideas lay the foundation that will foster in you, the learner, a deep
reflection and insight into the continuous pursuit of self-discovery.

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 Department of Arts and Sciences Education
Mabini Street, Tagum City, Davao del Norte
Telefax # (084) 655-9591 Local 115

Introductory Discussion

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Lesson 1- The Self from Various Philosophical Perspectives

 How did ancient thinkers view a human being? Who were those curious
enough to study how human beings perceive themselves? One aspect that
makes us humans different from all other creatures on earth is our capacity
to build on knowledge. We learn, we apply it in our lives, and we use
acquired ideas to create.

 The need to understand the “self” is founded on the views of the early
thinkers. But what is philosophy? At its simplest, philosophy means “loving
knowledge” or “loving wisdom.” It is derived from the Greek words, phileo-
(loving) and Sophia (knowledge, wisdom). The term philosophy as originally
used by the Greeks meant “the pursuit of knowledge for its own sake.”

 Let us find out the different philosophical views in the explanation of self. But
before going into the details of the significant contributions of the
philosophers during the early and modern times in the understanding of the
self, let us have an exercise first.

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 Department of Arts and Sciences Education
Mabini Street, Tagum City, Davao del Norte
Telefax # (084) 655-9591 Local 115

Diagnostic Exercise: How do you view yourself?

Write 5 adjectives that describe yourself and make sentences using these adjectives.

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 Department of Arts and Sciences Education
Mabini Street, Tagum City, Davao del Norte
Telefax # (084) 655-9591 Local 115

10
 Department of Arts and Sciences Education
Mabini Street, Tagum City, Davao del Norte
Telefax # (084) 655-9591 Local 115

Let’s Check

Activity 1. List down your salient characteristics when you were in elementary, in high
school, and now that you are in college.

My Elementary Self My High School Self My College Self

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 Department of Arts and Sciences Education
Mabini Street, Tagum City, Davao del Norte
Telefax # (084) 655-9591 Local 115

Activity 2. After you have examined yourself in its different stages, fill out the following
table:

Similarities in All Stages of Differences in My “Self” Possible Reasons for the

My “Self” across the Three Stages Differences in Me
of My Life

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Let’s Analyze

Activity 1. Do you truly know yourself?

Answer the following questions about your “self” as fully and precisely as you can.

1. How would you characterize your “self”?

2. What makes you stand out from the rest? What makes your “self”?

3. How is your “self” connected to your body?

5. How is your “self” related to other selves?

4. What will happen to your “self” after you die?

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5. Can one truly know the “self”? Do you want to know more about the self? Why or Why
not?

Analysis. Were you able to answer the questions above with ease? Why? Which
questions did you find easiest to answer? Which ones are difficult? Why?

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Metalanguage

In this section, the most essential terms relevant to the study of GE1 and to
demonstrate ULOa and ULOb will be operationally defined to establish a common frame
of reference as to how the texts work in your chosen field or career. You will encounter
these terms as we go through the study and understanding of the Self. Please refer to
these definitions in case you will encounter difficulty in understanding the philosophical,
sociological anthropological, and psychological concepts. Please proceed immediately to
the “Essential Knowledge” part since the first lesson is also definition of essential terms.

The Avocado/Artichoke Model:

Metaphors for Human Nature

1. PHILOSOPHICAL VIEW OF SELF

1.1 The Avocado/Artichoke Model: Metaphors for Human Nature
Are we more like avocados or more like of artichokes? If we could peel away our layers
would we find a central core or merely emptiness as the last layer is removed? Do we

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consist entirely of our layers – genetic instructions or environmental effects- or is there
something central that contains and represents the essence of who and what we are.
1.1.1 AVOCADO- An enduring stable self is seen as existing at the core of a person.
The seed at the center contains all the essential information about what makes an
avocado an avocado. If the avocado seed is planted a new avocado will grow which
when it reaches its maturity is capable of producing another generation of avocado
1.1.2 ARTICHOKE- consists of spiny layer that can be peeled off one after the other.
When the last layer is removed there is nothing left. The heart of the artichoke is its base
yet it does not contain the essence of the artichoke. The artichoke is nothing but its
layers.
1.1.3 Greek Rationalist Tradition – Plato and Aristotle
Plato and Aristotle valued reason as defining human nature, both identified men more
with the rational element and women more with the irrational element- emotions and the
body.

The soul represents the highest faculty of human nature.

By proclaiming the superiority of human reason our essence as a person is captured
(avocado view) and to distinguish us from other animals.

1.1.4 Theocentric Tradition – St. Augustine

◦ The philosophy of man is fundamentally a philosophy of love.
◦ To be human is to be composite of body and soul.
◦ Man is ultimately meant to be happy.
◦ Happiness is the end of every man.

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 1.1.5 Islamic Traditon (ISLAM)
◦ Humans (male and female) are created in the “form of God (Allah)”.
◦ Nafs- the self, psyche ego or soul. The false, temporary identities that keep
humans from experiencing their true spiritual essence.
1.1.6 The Existentialism or the self-created self – Jean Paul Sartre
◦ Humans had the capacity to create their own human nature.
◦ We are not born with a fixed human nature, an essence to tell us what we are and
what we must become.
◦ Existence precedes essence.
◦ Asserts that a person comes into being as a bare existence and exists without a
fixed essence.
◦ By choosing and standing accountable for our choices, we can create a “self”.
◦ Everything is within our control.

1.2 We will begin our study with the avocado, because it has had a profound impact on
western culture. Greek rationalist thought and Hebrew religious thought became
intertwined as Christianity came to theological maturity and planted its Hebrew roots in
Greek soil. These 2 thought systems represent the avocado view of human nature in the
west.

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1.3 The Judaic and Christian Traditions
The Hebrew scriptures assert that we human are made in the image and likeness of God.
Humans shared in the divine nature of God. Like the Creator we know who we are, we
are self-conscious and we have the capacity to love. Like the avocado, we have fleshy
outward appearance which makes us appear similar to other animals, but at our core we
share the divine nature and that makes us unique. The Judaic and Christian traditions
affirm that what makes you a person is your special creation in the image of God.

 1. 2 Corinthians 9:6 The point is this: ‘Whoever sows sparingly will also reap
sparingly, and whoever sows bountifully will also reap bountifully.”
 2. Galatians 6:8 “Those who live only to satisfy their own sinful nature will harvest
decay and death from that sinful nature. But those who live to please the Spirit will
harvest everlasting life from the Spirit.”
 3. Proverbs 14:14 “The faithless will be fully repaid for their ways, and the good
rewarded for theirs.”

1.4 Islam Tradition affirms this same human uniqueness.

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1.5 ORIENTAL CHINESE PHILOSOPHY

1.5.1CONFUCIANISM doctrines are found in the Analects (Conversations of

Confucius). The core of Confucian thought is the Golden Rule or the principle of
reciprocity: “Do not do to others what you would not want others to do to you.”
Thus, the basic virtue or proper conduct is knowing how to act in relation to others. The
most important of relationships are the Five Cardinal Relationships: between ruler and
minster, between father and son, between husband and wife, between brothers, and
between friends. Hence, the self is known as a relational self. Another important
feature in Confucian thought is the individual’s greatest mission of attaining self-
realization wherein self-cultivation is instrumental. Self-cultivation could be
accomplished by knowing one’s role in society and acting accordingly. Moral
character is perfected by continuously taking every opportunity to improve oneself in
thought and action. There will be harmonious relationships when individuals follow
the rules of proper social behavior. The individual is set to respond to what is socially
required rather than to one’s personal needs and goals. Hence, the self is a subdued
self (Ho,1995.)

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1.5.2 TAOISM IS A Chinese counterculture. Taoists reject the Confucian
idea of a relational self. To them, the self is an extension of the cosmos,
not of social relationships. The self is described as one of the limitless forms
of the Tao (Ho,1995). The Tao is commonly regarded as Nature that is
the foundation of all that exists (Garcia,2008). It is not bounded by time and
space.The ideal is to identify with the Tao. The perfect man has no self.
Selflessness is attained when the distinction between “I” and “other”
dissolves. Consequently,the individual may behave spontaneously, just
going with the flow of the Tao. The selfless person leads a balanced life,
in harmony with both nature and society (Ho,1995). Taoist believe that
simplicity, spontaneity and harmony with nature should govern one’s
life. Individuals must seek to understand and act in accordance with the
natural order. There should be unity and harmony among opposing
elements: the Yin and Yang (Abella, 2016). Hence, there is oneness of
the Tao.

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1.6 HINDUISM- AVOCADO VIEW
 Siddhartha Gautama-HINDUISM- AVOCADO VIEW
 Siddhartha Gautama- we have a very avocado like image of the core self at the
heart of the person which travels from life to life through the process of
reincarnation taking on new bodies but remains intact.
 As we begin to look at non-western views of the self, we are fortunate that in India
we can see the transition from what we have been calling an avocado view of the
self in Hinduism to what we are calling an artichoke view of the self in Buddhism.
Siddharta Gautama was raised a Hindu and through a long struggle to understand
how happiness is possible in the face of suffering, he reached a new
understanding of the self.

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 BEGINNING WITH THE PRE-SOCRATIC – BUDDHISM PROCLAIMED THAT
THERE IS NO NEED TO THINK OF A SOLID, SEPARATE SELF. TO
PROCLAIM A PERMANENT SELF IS TO LIVE IN A WORLD OF ILLUSION

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2. The Greek Rationalist Tradition (Avocado View)

2.1 SOCRATES – believed in the natural goodness of the human person. No man
desires evil as such. His intention is always directed toward the good in whatever
he chooses to act upon.
 Evil is not man’s intention; it is the result of ignorance that an action may
possibly end with.
(It is imperative that man must examine his life for
“an unexamined life is not worth living”)
 Knowledge is virtue
 Ignorance is evil
 The wise man is he who knows what is right and wrong, avoid evil and do what is
good

Man’s body comes from the world of matter, but his reason comes from the
universal reason of MIND OF THE WORLD.

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 2.2 PHILOSOPHY- PLATO -- It is our reasoning ability that sets us apart from
other creatures. It is reason that lies at the core of the human person. To be fully
human we must exercise our reason; to do otherwise would be to risk slipping to
the levels of animals being ruled by our passionate impulses.

In imagining what ideal society would be like, Plato makes a connection between
the classes of people in society and the parts of a human being.

2.2.1 IN HIS UTOPIA, REPUBLIC:

Most people- are driven by their appetites…we have this in ourselves… we crave
for…People driven by emotion (soldiers who guard the city)- their spirited nature
makes them capable of strong words and deeds when conditions demand. We,
too, has the energy to commit ourselves to causes and the enthusiasm to carry a
project to completion. Rulers (highest level)- have the same appetites and
emotions but through training and education, they have cultivated the highest
human faculty and live their lives chiefly in accordance with reason.

2.2.2 The soul is the immortal part of us. Its true home is not in the world of
matter and in the world of senses (Socrates) but in the higher world of pure forms-
a world that only reason can reveal. Only Plato’s theory of a separate world of
forms makes the pre and post existence of the soul in another world.

2.3 Philosophy of Plato and Aristotle -- Aristotle: Our passions may drive us to
rashness and our animal survival instincts may make us coward; only reason reveals the
path of courage. At the core we are rational beings. The forms exist and can exist only in
matter. Soul can exist only in the bodies and when the body dies the soul dies with it.

2.4 For Plato and Aristotle -- The soul represents the highest faculty of human nature.
By proclaiming the superiority of human reason our essence as a person is captured
(avocado view) and to distinguish us from other animals. Although we clearly have
the capacity to behave like beasts and are just as likely to be swept by our emotions
or passions, only humans are capable of living in accordance with reason.

2.5 FOR ARISTOTLE -- HAPPINESS- is a life of moderation. Whatever is extreme is

bad. CHANGE is necessary for growth and development of beings.

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2.6 THE THEOCENTRIC TRADITION- ST. AUGUSTINE (Avocado View)

2.6.1 To be human is to be composite of body and soul. Man is ultimately meant

to be happy. Happiness is the end of every man.

2.6.2 Human Nature -- Unlike Plato, for Augustine, God creates the human soul
at the moment it comes to animate the body. Yet the soul is immortal and does
exist beyond the death of the body. The soul reflects God’s Triune nature as
Being, Knowledge and Love. In the soul this is manifested as: Being, Reason,
Will. The primacy of these three is the Will, because of its connection to Love.

2.6.3 What kind of happiness? Everlasting happiness. What satisfies perfectly

one’s craving for real happiness is his union with God.

2.6.4 LIKE ST.THOMAS AQUINAS:We are “naturally supernatural”. We

cannot be fully satisfied with any natural good. Our capacity to grasp the idea of
infinity or perfection is evidence of our supernatural end, which is union with
God.

2.6.5 St. Augustine’s philosophy of man is fundamentally a philosophy of love.

Love is the nature of his God; Love is the way towards God; Love is the measure
of how he has to enjoy or simply exercise his freedom; Love is his basis of living
morally and fairly with others; Love is the last question he has to face at the end.

26
3 SELF IN THE MODERN PERIOD-- Rene Descartes, John Locke

3.1 Methodic doubt - Rene Descartes

Belief #1 - Human life is directed towards HAPPINESS.

Belief #2 - Every person has ONE TRUE LOVE which will be his/her destiny!

Belief #3 - There is a GOD who will give meaning to our lives.

3.2 Descartes' philosophical project - If we can apply doubt to everything and belief
that we have our self and the world, is there still something left that cannot
anymore be doubted? We cannot trust our senses. We cannot trust our feelings.
We cannot even trust those knowledge that seem "true and certain" (as in
mathematics) because there is the possibility of an evil genius that might just be
tricking us into believing.

3.3 Radical skepticism -- What is involved in Cartesian doubt is a methodological

issue. It is aimed at establishing the basis for a systematic philosophy that is based
on secure and valid (indubitable) premises.

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3.4 Philosophical dualism -- The Self is defined as a subject that thinks. But, it
is a thinking being whose bodily existence is questionable. Thus, echoing the
dualism originated by Platonic thinking.

3.5 Rationalism -- Descartes' idea of what philosophy is resulted to the idea of a

self that has full competence in the powers of human reason. Having distanced
the self from all sources of truth from authority and tradition, the self can only find
its truth and authenticity within its own capacity to think.

3.6 Modernity – In the truest sense of the word, thus, we can see that Cartesian
thinking ushered in the thinking of the epoch we call as MODERNITY.Modernity
is characterized by: Reliance on human reason alone. Modeling of knowledge
after mathematics and the natural or physical sciences.

3.7 John Locke (1632-1704) -- Locke’s Essay Concerning Human Understanding

is built on a single premise: that all of our knowledge comes from experience. He
refuses to accept the notion that we have innate ideas. His theory of knowledge
is called empiricism. The tabula rasa or “blank tablet” view of the mind is Locke’s
most famous epistemological concept

3.8 EMPIRICISM: studies the nature of knowledge, justification, and the rationality
of belief.

3.9 ST. THOMAS AQUINAS: The mind is not a blank slate: it brings specific, pre-
determined powers and potentialities to the business of learning through the use
of the senses. Knowledge is always the product of the joint operation of the senses
and the intellect.

3.10 Man makes his life activity the object of his conscious will which distinguishes
him from animals. It is free, conscious activity makes him the creature of his
species/ or because he is a creature of his species that he is a conscious being.

3.11 As a conscious being he is able to: Direct his life-activity, Treats his own life
as subject matter and as an object of his own determination.

3.12 By means of man’s productivity, nature appears to him as his work and his
reality and by his labor he duplicates himself not merely intellectually, in
consciousness, but also actively in reality and in the world that he has made man
contemplates his own image.

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4. Existentialism: The Self-Created Self (Artichoke View)

4.1 Jean Paul Sartre - His German prison camp experience convinced him of 2
things: There was no God; Humans had the capacity to create their own human
nature.

4.2 Humans had the capacity to create their own human nature.

- We are not born with a fixed human nature, an essence to tell us what we are and
what we must become.
- Existence precedes essence.
- Human nature is not provided, it is earned.
- Freedom is absolute- freedom is a life sentence and we cannot say “ I couldn’t
help it” or “I have no choice”.
- Everything is within our control.
- “I am the master of my fate, I am the captain of my soul”.

5 .THE PROTEAN SELF -- Based on Proteus the shape-shifter of the Greek Mythology:
We are nothing but our layers (like an artichoke, self is like many layers, each of
which is real and functional only at particular times and particular circumstances).
The world is unpredictable so we need a whole collection of selves with which to
meet it.

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Let’s Check
Instructions: Please encircle the letter that corresponds to your answer.

1. He postulates that the human mind at birth is a blank slate or tabula rasa.
a. St. Augustine c. John Locke
b. Rene Descartes d. Socrates
2. The cornerstone of Socrate’s philosophy is:
a. “Cogito ergo sum” c. “Know Thyself”
b. “I act, therefore I am d. Philosophy of Love
3. The keystone of Descartes’ concept of self.
a. “I think, therefore I am” c. “Know Thyself”
b. “I act,therefore I am” d. Philosophy of Love
4. According to him, “an unexamined life is not worth living.”
a. Aristotle c. Plato
b. Socrates d. St. Augustine
5. He describes that humankind is created in the image and likeness of God.
a. Aristotle c. Plato
b. Socrates d. St. Augustine
6. He believed that it is reason that lies at the core of human person which sets
man apart from other creatures.
a. Aristotle c. Plato
b. Socrates d. Gilbert Ryle
7. He upholds the idea that whichever thought a person chooses is one that is
carried over into his or her “I am.”
a. Sigmund Freud c. Rene Descartes
b. John Locke d. St. Augustine
8. Which of the following is not included in the five pillars of Islam.
a. Faith & Almsgiving c. Prayer & Fasting
b. Pilgrimage d. The Law of Karma
9. The law or principle that every cause has an effect, i.e., our actions have
results.
a. Prayer c. The Law of Karma
b. Meditation d. Principle of Double-Effect
10. He posited the notion that our capacity to grasp the idea of infinity or perfection
is evidence of our supernatural end, which is union with God.
a. St. Augustine c. Plato
b. St. Thomas Aquinas d. Paul Churchland

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 Big Picture in Focus:
ULOc. Discuss the different notions of the self from various disciplinal
perspectives; and
ULOd. Examine one’s self from the sociological, anthropological, and
psychological point of view.

Metalanguage

For you to demonstrate ULOc and ULOd, you will need to have an operational
understanding of the following terms below. Please note that you will also be required to
refer to the previous definitions found in previous topic/s.

Essential Knowledge
Before we proceed to the next lesson, it is highly important that we pay tribute to
the different foundations of the construction of the social self. As a quality teacher, you
should have a commendable knowledge of these pillars in the study and understanding
of the self.

6. THE SOCIAL CONSTRUCTION OF THE SELF

Sociological perspective of the self is based on the assumption that human behavior
is influenced by group life. A particular view of oneself is formed through interactions with
other people, groups or institutions. For sociologists like Mead and Cooley, the self does
not depend on biological dispositions; rather, it is a product of social interaction.
Sociology as a scientific study of social groups and human relationships generates
new insights into the interconnectedness between the self and other people. Hence,
sociologists offer theories to explain how the self emerges as a product of social
experience. The looking-glass self by Charles Horton Cooley and the theory of the social
self by George Herbert Mead are helpful in understanding how a person views himself
or herself as he or she interacts with the social environment that includes family school,
peer groups, and mass media. (Monilla and Ramirez, 2018).

6.1 George Herbert Mead -- He is well-known for his theory of the social self,
which is based on the central argument that the self is a social emergent. Mead:
Self as product of interaction: a) Becoming self-conscious: through speech b)
Taking the role of the other: in games. c) The ‘I’ and the ‘me’: connected in
dialogue.

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 a) Becoming self-conscious: through speech. Through speech we hear
ourselves thinking – we become self-conscious. Self-consciousness is the ability
to take the role of others with respect to oneself.
b) Taking the role of other: in games. Play --Take on social roles of others.
Particularises the child’s perspective. Develop a sense of otherness and therefore
self begins to develop. Games (Team) -- Appreciate the diverse roles of many
others. Develop a social (collective) self-identity.
Mead’s theory of the social self explained that the self has two divisions: the “I”
and the “me”. The “I” is the subjective element and the active side of the self. It
represents the spontaneous and unique traits of the individual. The “me”, on the
other hand, is the objective element of the self that represents the internalized
attitudes and demands of other people and the individual’s awareness of those
demands. The full development of the self is attained when the “I” and the “me”
are united. (Monilla & Ramirez, 2018).

32
6.2 LOOKING GLASS SELF THEORY-Charles Horton Cooley
Sociologists Charles Horton Cooley in 1902 introduces the looking-glass self to
highlight that the people whom a person interacts with become a mirror in which he or
she views himself or herself. Self-identity or self-image is achieved through a threefold
event which begins by conceiving an idea of how a person presents himself or herself to
others, how he or she analyzes how others perceive him or her, and how he or she
creates an image of himself or herself. Since these perceptions are subjective, a person
might have wrong interpretations of how other people evaluate him or her. It would be
critical if he or she thinks that others judge him or her unfavorably because he could
develop a negative self-image ( Macionis, 2015; Schaefer, 2014).

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"https://www.youtube.com/embed/_ruKevkgOf0"

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7.Anthropological Perspective of the Body
7.1 Physical or Biological anthropology approaches the study of human
appearance and body image in two primary ways:
1. Classification of global human diversity of the body: size, shape,
composition and appearance of the body.

2. In conjunction with cultural anthropology, engages in studies of

embodiment or “how culture gets under the skin”: racism, poverty
affect obesity or chronic disease rates, or how gender inequality
affects the development of eating and body image disorders.
7.2 Linguistic anthropology may investigate how appearance is discussed or
valued in a society or in a particular language. FAT, THIN, DARK, FLAWLESS
SKIN, ETC
 Cultural Anthropology
BEAUTY- in beauty pageants
Such pageants put idealized gendered appearances literally on stage, but also
those appearances can signal deeper political or cultural dynamics as
participants battle it out for the crown.
7.3 Conception of the Body -- Globalization:
Beauty Ideals being sold by Western Cultures (Girls): Thin, Sexy, Young,
Light Skinned

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7.4THE PROMISE: Once achieved you are guaranteed happiness
 What the mass media fails to warn us of is the collateral damage that occurs
in the pursuit of this unrealistic and unobtainable ideal.
7.5.The Self and the Person in Contemporary Anthropology
 Self. The self, in contemporary literature and even common sense, is
commonly defined by the following characteristics: “separate, self-
contained, independent, consistent, unitary, and private” (Stevens
1996).
 By separate, it is meant that the self is distinct from other selves. The
self is always unique and has its own identity. One cannot be another
person. Even twins are distinct from one another.
 Self is also self-contained and independent because in itself it
can exist. Its distinctness allows it to be self-contained with its own
thoughts, characteristics, and volition. It does not require any other
self for it to exist.
 It is consistent because it has a personality that is enduring and
therefore can be expected to persist for quite some time. Its
consistency, therefore, allows it to be studied, described, and
measured. Consistency also means that a particular self’s traits,
characteristics, tendencies, and potentialities are more or less the
same. A plan incorporating a structured series of intended learning
outcomes and associated learning experiences, generally
organized as a related combination or series of courses.
 Self is unitary in that it is the center of all experiences and thoughts
that run through a certain person. It is like the chief command post
in an individual where all processes, emotions, and thoughts
converge.
 Finally, the self is private. Each person sorts out information,
feelings and emotions, and the thought processes within the self.
This whole process is never accessible to anyone but the self.
 This last characteristic of the self, its being private, suggests that
the self is isolated from the external world. It lives within this world.
 A unit but unitary. One definition of “self” in modern anthropology
characterizes the term in its most general, ordinary, and everyday
use. Anthropologist and professor, Katherine Erwing (1990)
described the self as encompassing the “physical organism,
possessing psychological functioning and social attributes.” This
definition portrays the “self” as implicitly and explicitly existing in the
mind comprised of psychological, biological, and cultural processes.

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  Self as representation. Ewing (1989) asserted that a “self” is
illusory. “People construct a series of self-representations that are
based on selected cultural concepts of person and selected ‘chains’
of personal memories. Each self-concept is experienced as whole
and continuous, with its own history and memories that emerge in a
specific context to be replaced by another self-representation when
the context changes.” By self-representation, Ewing meant
culturally shaped “self” concepts that one applies to oneself (Quinn,
2014); “it is the mental entities that are supposed to represent the
self” (Schlichtet, 2009). According to Ewing (1990), people from all
cultures have been observed to be able to rapidly project different
self-representations, depending on the context of the situation. The
person is unaware of these shifts; however, he/she will still
experience wholeness and continuity despite these shifts.

12.The Self Embedded in Culture

How individuals see themselves, how they relate to other people, and how
they relate to the environment are deeply defined by culture. If one finds the
view that the self is a product of society, then it is plausible that the ways of
how the self is developed are bound to cultural differences as well.
 Cultural anthropologists have argued that the self is culturally
shaped and infinitely variable. “Cultural traditions and social
practices regulate, express, and transform the human psyche,

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 resulting less in psychic unity for humankind than in ethnic
divergences in mind, self, and emotion” (Shweder, 1991,p.72). The
basic idea is that the principles of how the mind works cannot be
perceived of as universal, but that it is as varied as the culture and
traditions that people practice all over the world.
 Cultural psychologists distinguished two ways of how the self is
constructed. These are the independent and interdependent
constructs. These self-construals are also embedded in culture.
12.1 Construal is an interpretation of the meaning of something;
hence, in this sense, the meaning of “self”. The independent
construct is characteristic of individualistic culture, such as in
North America and Europe. Individualistic culture represents the
self as separate, distinct, with emphasis on internal attributes or
traits, skills, and values. The interdependent construct is typical
of the collectivist culture in East Asia stressing the essential
connection between the individual to other people.

38
12. 2 Developmental psychologist Catherine Raeff (2010), believed that culture can
influence how you view: relationships, personality traits, achievement, and expressing
emotions.

1.Relationships. Culture influences how you enter into and maintain relationships.
For example, relationships may be seen as voluntary or as duty-based. In Western
societies, it is essential for a person to choose whom to marry while some Eastern
societies still practice arranged marriage.

2.Personality traits. Culture influences whether (and how) you value traits, like
humility, self-esteem, politeness, assertiveness, and so on, as well how you perceive
hardship or how you feel about relying on others.

3.Achievement. Culture influences how you define success and whether you value
certain types of individual and group achievements.

4.Expressing emotions. Culture influences what will affect you emotionally, as well
as how you express yourself, such as showing your feelings in public or keeping it private.

12.3 There are two ways in which the concept of self is viewed in different
societies: egocentric and sociocentric. In the egocentric view, the self is seen as an
autonomous and distinct individual. Each person is defined as a replica of all humanity
but capable of acting independently from others. While in the sociocentric view, the self
is contingent on a situation or social setting (Monilla & Ramirez,2018).

12.4 For Anthropologist Christie Kiefer , the Japanese possess a sociocentric view of the
self in which the membership of a person in particular social group defines the boundaries
of the self. Interdependence between the person and the group is more valued than
independence. For the Japanese, social interaction should be characterized by restraint.
Likewise, Chinese American Anthropologist Francis Hsu attributes sociocentric view of
the self to the Chinese. He explains that the Chinese prioritize kin ties and cooperation.
For them, the very essence of interpersonal relations is mutual dependence. Hence, they
do not value self-reliance but put importance to compliance and subordination of one’s
will to the authority figures in the family. In contrast with the Japanese and Chinese, the
Americans are egocentric. They believe that they should be assertive and independent
(Robbins, 2012).

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12.5 Robbins (2012) considered human beings as cultural animals as they create the
meanings of objects, persons, behaviors, emotions, and events and behave in
accordance with meanings they assume to be true. Every aspect of their lives is filled
with meaning, and if they share the meanings they impose on their experiences, they are
operating within the same culture. Cultural differences exist when groups of people
assign different meanings to different life events and things. Hence, the self is embedded
in culture.

https://www.google.com/search?q=EXAMPLES+OF+CULTURE+UNIVERSAL&tbm=isch&ved=2ah
UKEwjWgYWgjbDqAhXyIaYKHYLWCKgQ2-

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13.Psychological Perspective of the Self
The Self as a Cognitive Construction
13.1Psychology is the scientific study of how people behave, think, and feel. It
includes topics, such as how the brain works, how our memory is organized, how
people interact in groups, and how children learn about the world.
 In fact, everything that concerns the human being is a concern of psychology.
From the basic workings of the human brain to consciousness, memory, reasoning
and language, to personality and mental health, and everything about the human
experience – Psychology will scrutinize it so that you as a human being will
understand how it is to be “you.”
 Online dictionaries define the term cognitive as “of relating to, or involving
conscious intellectual activity, such as thinking, reasoning, or remembering”
(WEB). Self-theorists argue that it is natural for humans to form theories about
themselves, both as a single entity and as a group, to make meaning of one’s
existence and experience.
 Psychologist Jean Piaget was a Swiss clinical psychologist known for his
pioneering work in child development. He pioneered the “theory of cognitive
development,” a comprehensive theory about the development of human
intelligence. The theory deals with the nature of knowledge itself; and how humans
gradually come to acquire, construct, and use it (Torres & Ash, 2007).
 According to Piaget, cognitive development is a progressive reorganization of
mental processes resulting from biological maturation and environmental
experience. He believes that children construct an understanding of the world
around them, experience inconsistencies between what they already know and
what they discover in their environment, and then adjust their ideas accordingly
(McLeod, 2009).
 Moreover, Piaget claims that cognitive development is at the center of the human
organism. For example, language is dependent on knowledge and understanding,
and the capacity to speak and express oneself through language can only be
acquired through the development of intelligence, conscious thought, and
problem-solving ability that begins in infancy (Baldwin, 2005).

13.2 Piaget's Theory Differs from Others in Several Ways:

o It is concerned with children, rather than all learners.
o It focuses on development, rather than learning per se, so it does not
address learning of information or specific behaviors.
o It proposes discrete stages of development, marked by qualitative
differences, rather than a gradual increase in number and complexity of
behaviors, concepts, ideas, etc.

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 13. 3 There are Three Basic Components to Piaget's Cognitive Theory:

1. Schemas. These are the building blocks of knowledge. Schemes are mental
organizations that individual use to understand their environments and designate
action.
2. Adaptation involves the child’s learning processes to meet situational demands.
Adaptation processes that enable the transition from one stage to another
(equilibrium, assimilation, and accommodation).
3. Four Stages of Cognitive Development reflect the increasing sophistication of
the child’s thought process.
o Sensorimotor -- Birth to ages 18-24 month
o Preoperational -- Toddlerhood (18-24 months) to early childhood (age
7)
o Concrete operational -- Ages 7 to 11 years.
o Formal operational -- 12+ or Adolescence to adulthood.
 Each child goes through the stages in the same order, and child development is
determined by biological maturation and interaction with the environment.
 Although no stage can be missed out, there are individual differences in the rate
at which children progress through stages, and some individuals may never
attain the later stages.
 Piaget did not claim that a particular stage was reached at a certain age -
although descriptions of the stages often include an indication of the age at which
the average child would reach each stage.

 Sensorimotor Stage (Birth - 2 years)

 The main achievement during this stage is object permanence - knowing that an
object still exists, even if it is hidden.
 It requires the ability to form a mental representation (i.e., a schema) of the
object.

 Preoperational Stage (2 - 7 years)

 During this stage, young children can think about things symbolically. This is the
ability to make one thing - a word or an object - stand for something other than
itself.
 Thinking is still egocentric, and the infant has difficulty taking the viewpoint of
others.

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 Concrete Operational Stage (7 - 11 years)
 Piaget considered the concrete stage a major turning point in the child's cognitive
development because it marks the beginning of logical or operational thought.
 This means the child can work things out internally in their head (rather than
physically try things out in the real world).
 Children can conserve number (age 6), mass (age 7), and weight (age 9).
Conservation is the understanding that something stays the same in quantity
even though its appearance changes.

 Formal Operational Stage (11 years and over)

 The formal operational stage begins at approximately age eleven and lasts into
adulthood. During this time, people develop the ability to think about abstract
concepts, and logically test hypotheses.

13. 4. Jean Piaget viewed intellectual growth as a process

of adaptation (adjustment) to the world. This happens through:
1. Assimilation- It is using an existing schema to deal with a new object or
situation. Example of Assimilation -- A 2-year-old child sees a man who is
bald on top of his head and has long frizzy hair on the sides. To his
father’s horror, the toddler shouts “Clown, clown.”
2. Accommodation– This happens when the existing schema (knowledge)
does not work, and needs to be changed to deal with a new object or
situation. Example of Accommodation --In the “clown” incident, the boy’s
father explained to his son that the man was not a clown and that even
though his hair was like a clown’s, he wasn’t wearing a funny costume and
wasn’t doing silly things to make people laugh.

13.5 Equilibration– This is the force which moves development along. Piaget
believed that cognitive development did not progress at a steady rate, but
rather in leaps and bounds.
 Equilibrium occurs when a child's schemas can deal with most new information
through assimilation. However, an unpleasant state of disequilibrium occurs when
new information cannot be fitted into existing schemas (assimilation).

 Equilibration is the force which drives the learning process as we do not like to be
frustrated and will seek to restore balance by mastering the new challenge
(accommodation). Once the new information is acquired the process of
assimilation with the new schema will continue until the next time we need to make
an adjustment to it.

43
 With this new knowledge, the boy was able to change his schema of “clown” and
make this idea fit better to a standard concept of “clown”.

13. 6 Jean Piaget's theory of cognitive development suggests that children move
through four different stages of intellectual development which reflect the increasing
sophistication of children's thought. His theory focuses on understanding how
children acquire knowledge regarding fundamental concepts such as object
permanence, number, categorization, quantity, causality.

14 The theory of Multiple Intelligences was developed in 1983 by Dr. Howard

Gardner, professor of education at Harvard University. It suggests that the traditional
notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner
proposes different intelligences to account for a broader range of human potential in
children and adults.

14.1 There are multiple types of human intelligence, each representing

different ways of processing information. It describes the different ways
students learn and acquire information. These multiple intelligences range from
the use of words, numbers, pictures and music, to the importance of social
interactions, introspection, physical movement and being in tune with nature.
Accordingly, an understanding of which type(s) of intelligence a student may
possess can help teachers adjust learning styles, and suggest certain career
paths for learners.

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 https://communicatorz.com/2016/07/27/9-types-of-intelligence/

15. The development of self-understanding in adolescence involves a number of theories

about the self, identity and personality. Theories about the Self give way for the
identification of which characteristics of the self are relevant and the understanding of
how these characteristics are related to each other. They foster discourse on the different
conceptualizations of identity based on different sociocultural context (Santrock,2002).
Understanding of the self is highest when the different parts of the self become integrative.
Consistent with Carl Roger’s theory of self, an important aspect of understanding the self
is self-awareness- how much an adolescent is aware of his or her own psychological
make-up, what makes him or her unique as a person, as well as his or her strengths and
weaknesses.

16. Neuroscientist Joseph LeDoux (2002) conceptualized the implicit and explicit
aspects of the self (Kemp, 2012). The aspect of the self that you are consciously aware
of is the explicit self while the one that is not immediately available to the consciousness
is the implicit aspect. This concept can be traced to the famous psychologist Sigmund
Freud’s “level of consciousness;” however, LeDoux’s view on how the “self” was
developed asserted that it is framed, maintained, and affected biologically, mentally,

45
and socially. According to LeDoux (2002), “the self is not static; it is added to and
subtracted from by genetic maturation, learning, forgetting, stress, ageing, and disease.”
This is true of both the implicit and explicit aspects of the self.

17.WILLIAM JAMES’ CONCEPT OF SELF: THE ME-SELF AND THE I-SELF

William James suggests that the self is divided into two categories: the I-Self and
the Me-Self. The I-Self refers to the self that knows who he or she is which is also
called the thinking self. The I-Self reflects the soul of a person or the mind which
is also called the pure ego. The Me-Self, on the other hand, is the empirical self
which refers to the person’s personal experiences and is further divided into sub-
categories: the material self, social self, and spiritual self. The material self is
attributed to an individual’s physical attributes and material possessions that
contribute to one’s self-image. The social self refers to who a person is and how
he or she acts in social situations. James believes that people have different social
selves depending on the context of a social situation. For example, a student may
act differently in school and at home with his or her family. The spiritual self refers
to the most intimate and important part of the self that includes the person’s

46
purpose, core values, conscience, and moral behavior. James believes that the
path to understanding the spiritual self requires introspection.

18. CARL ROGER’S SELF THEORY: REAL AND IDEAL SELF

Another aspect of self-understanding that is important in adolescent years focuses

on self-concept. This refers to the image of oneself. Psychologist Carl Rogers
defines the self as a flexible and changing perception of personal identity. The self
is the center of experience (Rathus, 2017). He suggests that the self develops from
interactions with significant people and awareness of one’s own characteristics
and level of functioning. According to Rogers, human beings are always striving
for self-fulfillment or self-actualization. When the needs of the self are denied,
severe anxiety may arise. Central to achieving self-actualization is the
development of self-concept.

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18.1. Roger suggests two components of self-concept: the real self and the ideal self.
The real self consists of all the ideas, including the awareness of what one is and what
one can do. On the other hand, the ideal self is the person’s conception of what one
should be or what one aspires to be which includes one’s goals and ambitions in life. In
Roger’s view, the closer the ideal self is to the real self, the more fulfilled and happy the
individual becomes. When the ideal self is far from the real self, the person becomes
unhappy and dissatisfied (Atkinson, Atkinson, Smith, Bem, & Nolen-Hoeksema, 2009).

19.MULTIPLE VERSUS UNIFIED SELF, TRUE VERSUS FALSE SELF

Self-understanding in adolescents also includes conceptualizing the self as multiple or
unified and true or false. The construction of multiple selves varies across different
interpersonal and intrapersonal roles and relationships. Coping with different selves
constitutes a formidable task among adolescents. These challenges contribute heavily
to the young person’s struggle for a unified self. The task of integrating one’s multiple
selves naturally causes concern. Given the enormous challenges of self-integration, it is
important that adolescents are supported in their effort to create a consistent, coherent,
or unified theory of the self (Santrock, 2002).
Winnicott has found that the self is composed of the true self and the false self.The
function of the false self is to hide and protect the true self.

48
20. Researchers have found that adolescents’ perceptions of themselves can change
depending on the situation. For instance, adolescents are more likely to show their
false self during dating situations and are likely to show their true self when they are
with their family and close friends. In other words, adolescents display a false self to
impress others. Adolescents different selves in various relational contexts.

21.CHARACTERISTICS OF TRUE SELF

• Like their bodies
• Appreciate their qualities
• Do not compare yourself with others
• Speak to yourself kindly
• Proactive
• Accept your emotions and know how to express them
• Optimistic
• Welcome the praise of others
• Confident
• Look for challenge and adventure
• Live the present moment

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22. SELF-TALKS OF FALSE SELF
◦ If I am pretty, I will be more likeable.
◦ If I have a lot of money, I am successful.
◦ If I work hard/achieve more, I will have more value.
◦ One more glass of wine, and I’ll start feeling better.

23 HOW TO LOVE AND DEVELOP YOUR TRUE SELF

23.1. GOD LOVES YOU
◦ God created you in a very special way.
◦ He shaped you, fashioned you, and molded you.
◦ God designed every part of your being.
◦ You cannot love others if you don’t love your self
◦ You can’t be successful and happy if you don’t love your self

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 23.2 ACCEPT YOUR SELF AS YOU ARE
◦ in life: The most stressful thing for you to do is to be someone else. And the
easiest thing to do in the world? To be yourself.
◦ And there lies your greatest success.
◦ And your greatest happiness.
◦ When you become yourself, you discover that success and happiness becomes
almost effortless.

23.3 FORGIVE YOURSELF

◦ Don’t be imprisoned by your own weaknesses or ugliness

23.4 NURTURE YOURSELF

◦ Be sensitive to your need
◦ Feel good about yourself

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◦ Think of your blessings
◦ Read the Scriptures
◦ Enjoy yourself, pamper yourself
23.5 SET BOUNDARIES
◦ Avoid EMOTIONAL VAMPIRES
23.6 AFFIRM YOURSELF
◦ I am a great person
◦ I am beautiful
◦ I am loved by God

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 Self-Help: You can also refer to the sources below to help you further
understand the lesson:
*Otig, Vergie; Gallinero, Winston; Bataga, Noemi; Salado, Fritzie; Visande, Josephine.
(2018). A Holistic Approach in Understanding the Self. Mutya Publishing House,
Inc. Malabon City.

*Alata,E.,Caslib,B.,Serafica,J.& Pawilen,R.A. (2018). Understanding the Self. (1st ed).

Rex Bookstore. Manila, Philippines.

*Go-Monilla,Ma.Joycelyn & Ramirez, Normaliza C.(2018). Understanding the self.

Quezon City: C & E Publishing, Inc.

*McLeod, Saul. (2018). Jean Piaget’s theory and stages of cognitive development.
Retrieved from: https://www.simplypsychology.org/piaget.html

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Let’s Check

Activity 1. Now that you know the most essential terms in the study of the self from the
various disciplinal perspectives, let us try to check your understanding of the different
theories and concepts of the self.

Instructions: Please encircle the answer under each item that best reflects your thinking.
1. The concept of the looking-glass self refers to:
a. Freud’s argument that through psychoanalysis we can uncover our
unconscious
b. Cooley’s idea that a person’s self-conception is based on responses of
others
c. Watson’s behaviorist notion that one can see through to a person’s mind
only by observing their behavior
d. Piaget’s view that through biological maturation and social experience
individuals think abstractly and imagine
2. It is defined as the beliefs, values, behavior, and material objects shared by a
particular people.
a. Values b. Culture c. Social Norma d. Beliefs
3. He pioneered the “theory of cognitive development,” a comprehensive theory
about the development of human intelligence.
a. Sigmund Freud c. Charles Cooley
b. Jean Piaget d. George Mead
4. It refers to the scientific study of how people behave, think, and feel.
a. Sociology c. Psychology
b. Anthropology d. Philosophy
5. A figure commonly known as “the father of American psychology.”
a. Jean Piaget c. Sigmund Freud
b. William James d. Wilhelm Wundt
6. The attitudes, viewpoints, demands and expectations of others and society.
a. Looking-glass self c. Role playing
b. Generalized others d. Significant others
7. It represents the active side of the self which is spontaneous and a unique
trait of the individual.
a. “I” b. “Me” c. Real Self d. Ideal Self
8. It is the objective element of the self that represents the internalized attitudes
and demands of other people and the individual’s awareness of those demands.
a. “I’ b. “Me” c. Real Self d. Ideal Self

54
9. A sociologist who introduces the looking-glass self to highlight that the people
whom a person interacts with become a mirror in which he or she views himself or
herself.
a. George Herbert Mead c. Sigmund Freud
b. Charles Horton Cooley d. Karl Marx
10. It is a scientific study of social groups and human relationships which offer
theories to explain how the self emerges as a product of social experience.
a. Sociology c. Anthropology
b. Philosophy d. Psychology

55
Let’s analyze

Activity 1. Now that you know the most essential terms in the study of the self from the
social-cultural perspectives, let us try to check your understanding of culture and its
related concepts. In the space provided, write the term/s being asked in the following
statements.

A. True or False. Write T on the blank if the statement is true and write F
is it is false.

1.______In the sociocentric view, the self is viewed as contingent on a

situation or social setting.

2. _____The Chinese & Japanese view of self can be best described as

egocentric.

3. _____George Mead introduces the looking-glass self theory in 1902.

4. _____The “I” is the active side of the self which represents the
spontaneous and unique traits of the individual.

5. _____The “me” does not represent the internalized attitudes and

demands of other people and the individual’s awareness of those demands.

6.______ Anthropology is that complex whole which includes knowledge,

beliefs, art, morals, law, custom, and any other capabilities and habits
acquired by man as a member of society (E. B. Taylor).

7.______In the preparatory stage, children imitate the people around them,
especially family members with whom they have daily interaction.

8.______In the game stage, children start to view themselves in relation to

others as they learn to communicate through language and other symbols.

9.______In the egocentric view , the self is seen as autonomous and

distinct individual.

10. In Mindanao, being a Christian or a Muslim is possibly the most

important defining feature of one’s social identity.

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In a Nutshell

Activity 1. Fill in the 3, 2, 1 Countdown Chart below.

3, 2, 1 Countdown Chart

3 Things I
learned

2 Ways where I
can use what I
learned

1 Question
answered
during the
discussion

57
Question & Answer (Q&A)
You are free to list down all the emerging questions or issues in the provided
spaces below. These questions or concerns may also be raised in the LMS or other
modes. You may answer these questions on your own after clarification. The Q&A portion
helps in the review of concepts and essential knowledge.

Questions Answers

1.

2.

3.

4.

5.

Keywords
 Accommodation  Level of consciousness
 Anthropological Perspective of the  Looking-glass self
Body  Love
 Assimilation  I & Me Self
 Cognitive Development  Personality traits
 Cultural relativism  Philosophical View of the Self
 Culture  Play
 Culture lag  Psychology
 Cultural survival  Psychological Perspective of the
 Culture universal Self
 Empiricism  Post-modern view of the self
 Equilibration  Self
 Ethnocentrism  Self-consciousness
 Existentialism  Society
 Human Nature
 Sociological View of the Self
 Islam
 Xenocentrism
 Game

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Big Picture B
Week 4-5: Unit Learning Outcomes (ULO): At the end of the unit, you are expected
to:
a. Explore the different aspects of self and identity;
b. Identify the different forces and institutions that impact the
development of various aspects of self and identity;
c. Demonstrate critical and reflective thought in integrating the various
aspects of self and identity; and
d. Compare and contrast the natural family planning and artificial family
planning.

Big Picture in Focus:

ULOa. Explore the different aspects of self and identity;
ULOb. Identify the different forces and institutions that impact the development
of various aspects of self and identity;
ULOc. Demonstrate critical and reflective thought in integrating the various
aspects of self and identity;
ULOd. Compare and contrast the natural family planning and artificial family
planning.

Part 2: Unpacking the Self

It is a gradual unfolding, a growth process, in which the aspects that surround the
self and identity develop in an integrated and healthy way. The self includes the following
aspects: physical, sexual, material, spiritual, political, and digital. All of these aspects are
equally important in gaining a comprehensive understanding of the self.

Metalanguage

In this section, the most essential terms relevant to the study of Unpacking the Self
and to demonstrate ULO will be operationally defined to establish a common frame of
reference as to how the texts work in your chosen field or career. You will encounter these
terms as we go through the study and understanding of the Self. Please refer to these
definitions in case you will encounter difficulty in understanding the different aspects that
make up the self and identity.
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 Please proceed immediately to the “Essential Knowledge” part since the first
lesson is also definition of essential terms.

Essential Knowledge

To perform the aforesaid big picture (unit learning outcomes) for the fourth and fifth weeks
of the course, you need to fully understand the following essential knowledge that will be
laid down in the succeeding pages. Please note that you are not limited to exclusively
refer to these resources. Thus, you are expected to utilize other books, research articles
and other resources that are available in the university’s library e.g. ebrary,
search.proquest.com etc.

24.The Physical Aspect of Self

24.1The physical self refers to the body. Both physical extremities and internal
organs work together for the body to perform many of its functions such as breathing,
walking, eating, and sleeping, among others. The body’s ability to perform its functions
gradually changes through an individual’s aging. In general, the body performs least
during infancy and old age. Physical efficiency generally peaks in early adulthood
between the ages of twenty and thirty, and then slowly declines into the middle age.
Physical development and growth during childhood continue at a slow rate compared to
the rapid rate of growth in babyhood.
24.2 Adolescence begins with the onset of puberty. This stage is
characterized by rapid physical changes that include the maturation of the
reproductive system. Each individual goes through a succession of developmental
stage throughout his or her life span. Life span refers to the development from conception
to death. Elizabeth B. Hurlock outlines the stages in the life span:
1. Prenatal- fertilization to birth
2. Infancy- birth to 2 weeks of life
3. Babyhood- 2 weeks of life to 2nd year
4. Early childhood- 2 to 6 years old
5. Late childhood- 6 to 10 or 12 years old
6. Puberty- 10 or 12 to 14 years old
7. Adolescence- 14 to 18 years old
8. Early adulthood- 18 to 40 years old
9. Middle adulthood- 40 to 60 years old
10. Late adulthood or senescence- 60 to death

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Prenatal Development

Conception occurs and development begins. All of the major structures of the body
are forming and the health of the mother is of primary concern. Understanding nutrition,
teratogens (or environmental factors that can lead to birth defects), and labor and delivery
are primary concerns.

Infancy and Toddlerhood

The first year and a half to two years of life are ones of dramatic growth and
change. A newborn, with a keen sense of hearing but very poor vision is transformed into
a walking, talking toddler within a relatively short period of time. Caregivers are also
transformed from someone who manages feeding and sleep schedules to a constantly
moving guide and safety inspector for a mobile, energetic child.

Early Childhood

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 Early childhood is also referred to as the preschool years consisting of the years
which follow toddlerhood and precede formal schooling. As a three to five-year-old, the
child is busy learning language, is gaining a sense of self and greater independence, and
is beginning to learn the workings of the physical world. This knowledge does not come
quickly, however, and preschoolers may have initially have interesting conceptions of
size, time, space and distance such as fearing that they may go down the drain if they sit
at the front of the bathtub or by demonstrating how long something will take by holding
out their two index fingers several inches apart. A toddler’s fierce determination to do
something may give way to a four-year-old’s sense of guilt for doing something that brings
the disapproval of others.

Middle Childhood

The ages of six through eleven comprise middle childhood and much of what
children experience at this age is connected to their involvement in the early grades of
school. Now the world becomes one of learning and testing new academic skills and by
assessing one’s abilities and accomplishments by making comparisons between self and
others. Schools compare students and make these comparisons public through team
sports, test scores, and other forms of recognition. Growth rates slow down and children
are able to refine their motor skills at this point in life. And children begin to learn about
social relationships beyond the family through interaction with friends and fellow students.

Adolescence

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 Adolescence is a period of dramatic physical change marked by an overall physical
growth spurt and sexual maturation, known as puberty. It is also a time of cognitive
change as the adolescent begins to think of new possibilities and to consider abstract
concepts such as love, fear, and freedom. Ironically, adolescents have a sense of
invincibility that puts them at greater risk of dying from accidents or contracting sexually
transmitted infections that can have lifelong consequences.

Early Adulthood

The twenties and thirties are often thought of as early adulthood. (Students who
are in their mid 30s tend to love to hear that they are a young adult!). It is a time when we
are at our physiological peak but are most at risk for involvement in violent crimes and
substance abuse. It is a time of focusing on the future and putting a lot of energy into
making choices that will help one earn the status of a full adult in the eyes of others. Love
and work are primary concerns at this stage of life.

Middle Adulthood

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 The late thirties through the mid-sixties is referred to as middle adulthood. This is
a period in which aging, that began earlier, becomes more noticeable and a period at
which many people are at their peak of productivity in love and work. It may be a period
of gaining expertise in certain fields and being able to understand problems and find
solutions with greater efficiency than before. It can also be a time of becoming more
realistic about possibilities in life previously considered; of recognizing the difference
between what is possible and what is likely. This is also the age group hardest hit by the
AIDS epidemic in Africa resulting in a substantial decrease in the number of workers in
those economies.

Late Adulthood

This period of the life span has increased in the last 100 years, particularly in
industrialized countries. Late adulthood is sometimes subdivided into two or three
categories such as the “young old” and “old old” or the “young old”, “old old”, and “oldest
old”. We will follow the former categorization and make the distinction between the “young
old” who are people between 65 and 79 and the “old old” or those who are 80 and
older. One of the primary differences between these groups is that the young old are very
similar to midlife adults; still working, still relatively healthy, and still interested in being
productive and active. The “old old” remain productive and active and the
majority continues to live independently, but risks of the diseases of old age such as
arteriosclerosis, cancer, and cerebral vascular disease increases substantially for this age
group. Issues of housing, healthcare, and extending active life expectancy are only a few
of the topics of concern for this age group. A better way to appreciate the diversity of
people in late adulthood is to go beyond chronological age and examine whether a person
is experiencing optimal aging (like the gentleman pictured above who is in very good
health for his age and continues to have an active, stimulating life), normal aging (in which
the changes are similar to most of those of the same age), or impaired aging (referring to
someone who has more physical challenge and disease than others of the same age).

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 24.3 Two Factors Affecting Physical Growth and Development
Physical growth and development is the product of heredity and environment.
Heredity is the biological process of the inheritance of traits from parents to offspring.
Environment refers to the factors an individual is exposed to throughout life which
includes learning and experiences. Environmental factors such as diet, nutrition, and
diseases play an important role in an individual’s physical development.
Sex and other physical traits are determined by the combination of chromosomes
and genes during fertilization when the egg and sperm cells unite. Chromosomes are
threadlike tissues that carries the genes, and are usually found in pairs. There are 23
pairs of chromosomes which are classified as autosomes or trait chromosomes (22 pairs)
and gonosomes or sex chromosomes. The sex of the offspring depends on the pairing
of the sex chromosomes (23rd) from the father and mother. Genes are the basic carrier
of hereditary traits and are classified as dominant (strong genes) and recessives (weak
genes).

23.4 Theories of Physical Self

23.4.1 The theory of physiognomy suggests that a person’s physical characteristics
such as facial features and expressions and body structures could be related to a
person’s character or personality. According to the ancient Chinese practice of face
reading, the face is a three-dimensional reflection of “who we are and how life has
affected us.” This practice is rooted in the Five Element Theory which makes use of the
elements of water, wood, fire, earth, and metal as archetypes for everything occurring in
the natural world. Each element is correlated to seasons, colors, shapes, sounds, as well
as facial features, body types, the body’s major organs, and behavioral tendencies. Face
readers observe how facial features and markings correspond to a person’s mental,
emotional, and physical makeup.
23.4.2 In ancient Greece, Hippocrates developed a theory based on the
prominence of body fluids. The theory suggests that an excess of or deficiency in any
of the four bodily fluids (or humors) in a person influences their personality, temperament,
and well-being. The sanguine type has the prominence of red bile. They tend to be
impulsive, cheerful, happy, and optimistic. The melancholic has the prominence of black
bile. They tend to be depressed and pessimistic. The choleric has the prominence of
yellow bile. They are easily angry, jumpy, and temperamental. The phlegmatic has
excess phlegm. They tend to be sluggish, dull, and slow.

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 23.4.3 In the 1940s, William Sheldon has developed a body-type theory
based on physical characteristics. The three body types are endomorphic,
mesomorphic, and ectomorphic. Physically, one who has the endomorphic body
type is soft and plump. People with this body type are perceived to be easy going and
sociable. Physically, the mesomorphic type is characterized by a strong muscular body.
People who have mesomorphic body type are perceived to be energetic, adventurous,
assertive, and courageous. They are competitive and tend to be dominant. Physically,
one who has the ectomorphic body type is tall and thin. People who have this body
type tend to be restrained, quiet, introverted, and artistic. The illustrations below show
the different body types according to Sheldon.

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https://www.quora.com/What-are-body-types-I-e-endomorph-mesomorph-and-ectomorph

23.4.4 Finally, in her work, The Wisdom of Your Face, Jean Haner (2008) suggests
that people with oval-shaped faces are generally hospitable and tactful. People with
round-shaped faces tend to be friendly, kindhearted and selfless. People with square
faces tend to be witty, analytical and great leaders. People who have heart-shaped
faces are patient and intuitive by nature. People with long-shaped faces are
perfectionists and tend to be aggressive. Persons with triangle-shaped faces tend to be
creative, artistic, sensitive, and determined. People with diamond faces are very detail-
oriented and like to be in control. Haner also suggests that people with full and thick
eyebrows tend to be confident, assertive, and goal-oriented. Persons with large or highly-
defined jaws have strong values and firm beliefs. An earlier study by Squier and Mew
(1981), suggests that persons with long and angular-shaped faces tend to be more
responsive, assertive, and genuine than persons with short and square-shaped faces
who tend to be more restrained, conforming, and shrewd.

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http://tienslhr.blogspot.com/search

23.4.5 Body Image

24 Body image refers to how individuals perceive, think, and feel about their body
and physical appearance. Appearance refers to everything about a person that
others can observe such as height, weight, skin color, clothes, and hairstyle. Through
appearances, an individual is able to show others the kind of person he or she is
(DeLamater & Myers, 2012). The age at which puberty begins has implications for
the way adolescents feel about themselves as well as the way others treat them
(Feldman, 2010). Body image is related to self-esteem which is a person’s overall
evaluation of his or her own worth.
25 Body image can affect both the adolescent’s physical and psychological well-
being. Adolescents worry about different parts of their bodies. Adolescent boys and girls
tend to experience negative self-image because they are in a stage of development that
is probably confusing to them. However, girls are more concerned than boys about their
physical appearance and overall body image. The greatest concern that girls express
about their bodies is how they conform to idealized notions of beauty.
People tend to judge others based on physical appearance. However, physical
appearance alone is not enough to know a person’s true character. It is important to see
68
into a person’s inner thoughts and feelings-one’s inner self. Above all things physical, it
is more important to be beautiful on the inside.
26 Here are some ways to improve your body image and inner self:

1. Smile a lot.
2. Take good care of your health.
3. Live a well-balanced life.
4. Dress well and be neat.
5. Spend some time alone to reflect.
6. Be creative and do something new all the time.
7. Develop a wholesome attitude toward sex.
8. Avoid temptations.
9. Respect individuality.
10. Make friends.
11. Face your fears.
12. Be independent.
13. Accept things as they are.
14. Ask and listen.
15. Think positive.
16. Pray.
17. Count your blessings.
18. Be thankful.

27. THE SEXUAL SELF

1. SEX refers to biologically defined and genetically acquired differences between
males and females, according to their physiology and reproductive capabilities or
potentialities. It is universal and mostly unchanging.
(Sociology Definition)

2. GENDER is a term that refers to social or cultural distinctions associated with

being male or female.
3 .GENDER IDENTITY is the extent to which one identifies as being either
masculine or feminine (Diamond 2002).

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 SEX GENDER

Categorized as male and female Masculinity and Femininity

Socially, Culturally and Historically

Biological
determined

Fixed at Birth Learned through Socialization

Does not change across time and Varies Over time and space
spaced
Unequally valued (masculinity as a
Equally Valued
norm)

Sex is biological characteristics; Gender is social characteristics (Cushner,2012).

SEXUAL ORIENTATION refers to a person’s “emotional, affectional and sexual
attraction to individuals of a different gender or the same gender or more than one
gender.
Ex. Heterosexuality, homosexuality and bisexuality
Gender roles in society means how we’re expected to act, speak, dress, groom,
and conduct ourselves based upon our assigned sex.
Ex. girls and women are generally expected to dress in typically feminine ways
and be polite, accommodating, and nurturing. Men are generally expected to be
strong, aggressive, and bold.

STEREOTYPING is a widely accepted judgment or bias about a person or group

— even though it’s overly simplified and not always accurate.
SEXISM - unequal and unfair treatment because of a person’s gender.
GENDER IDENTITY - is defined as a personal conception of oneself as male or
female. It is about how you experience your own gender, despite what society
expects.
Ex. I am male but I love color pink and flowers.

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 THE LGBTQ + COMMUNITY

LGBTQ + is an umbrella term for a wide spectrum of gender identities, sexual

orientations, and romantic orientations.

There are four basic kinds of gender stereotypes:

o Personality traits — For example, women are often expected to
be accommodating and emotional, while men are usually expected
to be self-confident and aggressive.
o Domestic behaviors — For example, some people expect that
women will take care of the children, cook, and clean the home,
while men take care of finances, work on the car, and do the home
repairs.
o Occupations — Some people are quick to assume that teachers
and nurses are women, and that pilots, doctors, and engineers are
men.
o Physical appearance — For example, women are expected to be
thin and graceful, while men are expected to be tall and muscular.
Men and women are also expected to dress and groom in ways
that are stereotypical to their gender (men wearing pants and short
hairstyles, women wearing dresses and make-up.

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 GENDER-BASED VIOLENCE - is violence directed against a person because
of their gender. Both women and men experience gender-based violence but the
majority of victims are women and girls.
GENDER EQUALITY -UNICEF says gender equality "means that women and
men, and girls and boys, enjoy the same rights, resources, opportunities and
protections.
WOMEN EMPOWERMENT - it is the process or condition by which women are
mobilize to understand, identify and overcome gender discrimination and achieve
equality. Women agents of development, and not just beneficiaries. This kind of
participation in development enables them to make decision based on their own
views and perspectives.
SOCIOCULTURAL FACTORS:
 Socio-cultural factors influence the various issues related to sexual
orientation and gender identity.
 Family Influences
o There are studies that asserted how children’s upbringing and social
environment influences their developing gender identities. In
summary, this work found that children’s interests, preferences,
behaviours, and overall self-concept are strongly influenced by
parental and authority figure teachings regarding sexual
stereotypes.
 Urban Setting
o Another research also discovered that homosexuality positively
correlated with urbanization. The correlation though was more
substantial in men than in women. The study surmised that large
cities seem to provide a friendlier environment for same-gender
interest to develop and be expressed than in rural areas.

Sexually Transmitted Diseases (STD’s)

o STD stands for sexually transmitted diseases. It is also known as
STI or sexually transmitted infection. In general, STD is a disease
or infection acquired through sexual contact where the organisms
that cause STD are passed on from person to person in blood,
semen, and vaginal or any other bodily fluids.

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 28. The Responsible Parenthood and Reproductive Health Act of
2012, also known as the Reproductive Health Law or RH Law, and
officially designated as Republic Act No. 10354, is a law in
the Philippines, which guarantees universal access to methods
of contraception, fertility control, sexual education, and maternal care.

Objectives of RH LAW
Help give parents the opportunity to exercise to freely and responsibly plan the
number and spacing of their children.
It will help improve maternal, newborn and child health and nutrition and reduce
maternal, infant and child mortality. This law will help become self-reliant and
acquire self-esteem.
It will give women more opportunities to finish their education and secure
productive work by freeing them. This law will help become self-reliant and acquire
self-esteem.
It will help reduce poverty and achieve sustainable human development.
It will help lower the incidence of abortion by preventing unplanned, mistimed or
unwanted pregnancies.

Regional objectives:
Improve access to the full range of affordable, equitable, and high-quality family
planning and reproductive health services to increase contraceptive use rate and
reduce unwanted pregnancies and abortions.
Making pregnancy safer.
Support countries and areas in developing evidence-based policies and strategies
for the reduction of maternal and newborn mortality.
Improve access to the full range of affordable, equitable, and high-quality family
planning and reproductive health services to increase contraceptive use rate and
reduce unwanted pregnancies.
Improve the health and nutrition status of women of all ages, especially pregnant
and nursing women.
Gender, women, and health.
Integrate gender and rights considerations into health policy and programs,
especially into reproductive health and maternal health care.
Improve the health and nutrition status of women of all ages.

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 Specific objectives:
Reduce by three quarters, between 1990 and 2015, the maternal mortality ratio.
Reduce by two thirds, between 1990 and 2015, under-five mortality rate.
To have halted by 2015 and begun to reverse, the spread of HIV/AIDS.
Family planning allows both men and women to make informed choices on when and if
they decide to have children.

28.1 Natural family planning (NFP) is a term which includes all methods of fertility
control that center on a couple’s awareness of the woman’s fertile period.

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 28.2 Advantages of Natural family planning (NFP) which commend it to
many couples who do not wish to rely on external methods:

NFP can be quite effective in reducing the odds of pregnancy, to less than one
per cent per year. However, since many couples do not use the method perfectly,
the typical-use pregnancy rate is closer to 25 percent.
These methods are almost cost-free except for a basal body thermometer and
perhaps a menstrual calendar.
They do not involve the use of any medication so no side-effects occur.
They help women become more aware of their cycles and related physiological
changes.
Couples can either plan for achieving or avoiding a pregnancy using their
awareness of the woman’s fertility pattern.
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Women are able to better recognize abnormalities in their menstrual cycles and
reproductive systems as a result of greater awareness of their bodies.
It promotes communication and responsibility-sharing within couples.
It is acceptable within all cultures and religious groups.
There are no medical contraindications as such.
It does not require the input of a healthcare provider but leaves fertility within the
couple’s control.

 28.3 Disadvantages of Natural family planning (NFP) is a process

which has its own negatives, if the couple considers them to be such:
It is a couple-centered process so both partners need to agree to use these
methods.
They do not protect the couple against sexually transmitted infections (STIs).
Where appropriate, couples must use condoms or other barrier methods as well.
Couples require careful observation and training for accurate recording, for a few
months, before they can be used reliably to predict fertile days. This is more
difficult but still quite possible with irregular cycles.
Time and effort must be invested to observe and accurately record fertility
indicators, which may not be possible for busy women.
The coitus interruptus method has a high failure rate and puts great stress upon
the male partner to remember to remove the penis just before ejaculation. Viable
sperm may be present in the fluid that escapes before ejaculation, and sperms
may also swim up from just outside the vagina to cause fertilization.

28.4 Types of natural family planning methods:

 Periodic abstinence (fertility awareness) method
 Use of breastfeeding or lactational amenorrhoea method (LAM)
 Coitus interruptus (withdrawal or pulling out) method

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 28.5 Hormonal Contraception/Artificial Family Planning
Hormonal contraceptives are an effective family planning method
that manipulates the hormones that directly affect the normal
menstrual cycle so that ovulation will not occur.
Oral contraceptives (birth control pills) are medications that
prevent pregnancy. They are one method of birth control.
Transdermal Contraceptive Patch is a medicated adhesive patch that is placed
on the skin to deliver a specific dose of medication through the skin and into the
bloodstream. In this case, a transdermal contraceptive patch has combination of
both estrogen and progesterone released into the bloodstream to prevent
pregnancy.
Vaginal ring is a small soft, plastic ring that you place inside your vagina. It
releases a continuous dose of the hormones estrogen and progestogen into the
bloodstream to prevent pregnancy.
Subdermal contraceptive implants involve the delivery of a steroid progestin
from polymer capsules or rods placed under the skin. The hormone diffuses out
slowly at a stable rate, providing contraceptive effectiveness for 1-5 years.

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A hormonal injection is a contraceptive injection given once every three months.
It typically suppresses ovulation, keeping the ovaries from releasing an egg.
Hormonal injection also thickens cervical mucus to keep the sperm from reaching
the egg.
IUD (intrauterine contraceptive device). A device inserted into the uterus
(womb) to prevent conception (pregnancy). The IUD can be a coil, loop, triangle,
or T in shape made of plastic or metal.
Chemical barriers, such as spermicides, vaginal gels and creams, and glycerin
films are also used to cause the death of sperms before they can enter the cervix.
It lowers the pH level of the vagina, so it will not become conducive for the sperm.
However, these chemical barriers cannot prevent sexually transmitted infections.
The diaphragm is a small dome-shaped latex cup with a flexible ring that fits over
the cervix. The cup acts as a physical barrier against the entry of sperm into the
uterus. A diaphragm is usually used along with spermicide.
The cervical cap is a birth control (contraceptive) device that prevents sperm
from entering the uterus. The cervical cap is a reusable, deep silicone cup that is
inserted into the vagina and fits tightly over the cervix. The cervical cap is held in
place by suction and has a strap to help with removal. The cervical cap is effective
at preventing pregnancy only when used with spermicide.
A male condom is a covering made to fit over a man’s erect penis. It can also be
called a rubber, sheath or skin, and is known by many different brand names. It
works by providing a barrier between partners during sexual intercourse, so that
bodily fluids, such as semen and blood, are not shared.
A female condom is a thin, loose-fitting and flexible plastic tube worn inside the
vagina. It provides a barrier between partners during sexual intercourse, to
prevent the sharing of bodily fluids, like semen and blood. This ensures that
pregnancy does not occur, and STIs are not transmitted.

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 28. 6 Surgical method ensures conception is inhibited permanently after
the surgery. Two kinds: vasectomy and tubal ligation.

1. Vasectomy. A surgical operation wherein the tube that carries the sperm
to a man’s penis is cut. It is a permanent male contraception method. This
procedure preserves ejaculation and does not cause impotence or erectile
dysfunction since the vasectomy does not involve anything in the
production of testosterone.
2. Tubal ligation is a surgical procedure for female sterilization involving
severing and typing the fallopian tubes. A tubal ligation disrupts the
movement of the egg to the uterus for fertilization and blocks sperm from
travelling up the fallopian tubes to the egg. A tubal ligation does not affect
a woman’s menstrual cycle. It can be done at any time, including after
normal childbirth or a C-section. It is possible to reverse a tubal ligation –
but reversal requires major surgery and is not always effective.

29. MATERIAL SELF

According to William James (1980), the self is everything that an individual

considers to be his or hers, not only his or her body and material possessions but also
his or her reputation and beliefs. The self, therefore, is composed of the material self
which is the manifestation of one’s identity through his material possessions.
The movie Confessions of a Shopaholic (2009) tells the story of Rebecca, a
woman who is addicted to shopping. She believes that the labels of the goods she
purchases or the pieces of clothing she wears define her. Her life becomes miserable
when she incurs a huge debt and begins hiding from the credit collector. This affects
her career and her relationship with her boyfriend and best friend. There is a science
in the movie when the credit collector looking for Rebecca asks, “Will the real Rebecca
Bluewood please stand up?” The question raised somehow implies that a person’s
real self can be taken over by another self, dictated by the desire to acquire material
goods. From the movie also comes the statement “I shop, therefore I am,” which
means that one identifies with the material things one acquires. This concept of being
fixated on acquiring material things as a way to identify oneself is related to the concept
of material self introduced by William James, (1890). He defined the material self as
the self that consists of the body, clothes, immediate family, home, and other things
one considers to be his or her own. According to James, people invest themselves in
their material possessions, thus feeling deeply connected to them. The more people
invest themselves in their possessions, the more attached they become.

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30 CONSUMER SELF
Consumer culture is a social system in which consumption is dominated by the
consumption of commercial products (Arnould, 2010). Consumer culture denotes a social
arrangement in which the relations between lived culture and social resources, and
between meaningful ways of life and the symbolic and material resources on which they
depend on, are mediated through markets. The consumption of market-made
commodities and desire-inducing marketing symbols is central to consumer culture
(Arnould & Craig, 2005). A consumerist society is one in which people spend a great deal
of time, money, and energy to “consume” commercial products, goods, and services.
Consumerism is the consumption of material goods and services in excess of
one’s basic needs. Consumerism is closely tied to materialism. Both heavily influence
the way individuals view the self. It can be viewed positively and negatively. For instance,
people tend to be happier and more motivated when their wants and needs are met. On
the other hand, it encourages people to buy products and services that they do not really
need or afford. The state needs and wants tends to be endless, and thus could cause
negative effects such as dissatisfaction, unhappiness, and depression.

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30.1 NEEDS VERSUS WANTS
Need is defined as something that a person must have in order to live while want is
something that a person desires to have but can live without. Food, clothes, shelter,
medicine and many other things necessary for survival are needs while things that are
considered as luxuries are wants. Despite this difference, it should also be remembered
that needs and wants are relative to each individual. One person’s wants may be another
person’s need.

As a consumer, one should know what to prioritize that would benefit him or her in the
long run. One should also allocate part o his or her earnings for savings so that when
important reasons to expend comes in the future, one is ready. In spending money, one
should avoid being impulsive and instead be practical and prudent (Corpuz,Estoque &
Tabotabo, 2019).

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 Retrieved at: https://prezi.com/p/ge_2-08lczbr/spiritual-self/

31.THE SPIRITUAL SELF

The spiritual aspect of the self is the inner essence, the part of the self that connects the
person to the sacred, the supernatural, and the universe. The spiritual self enables the
person to experience a feeling of oneness with a higher being and the universe and gives
a deeper purpose or meaning of one’s life. Understanding and nurturing the spiritual self
is important as with the other aspects of the self. The spiritual self develops through
interaction, observation, and imitation.
Spirituality
The root meaning of spirituality is taken from the Latin word spiritus, meaning breath or
life force. Spirituality can be understood as the search for the sacred, a process through
which people seek to discover, hold on to, and, when necessary, transform whatever
they hold sacred in their lives (Hill & Pargament,2003). Spirituality generally refers to
meaning and purpose in one’s life, a search for wholeness, and a relationship with a
transcendent being.
Spirituality is connected with religion. Religion is an organized system of ideas about the
spiritual sphere or the supernatural along with associated ceremonial practices by which
people try to interpret and/or influence aspects of the universe otherwise beyond their
control. All religions recognize the importance of spirituality in one’s life. One’s spirituality
may be expressed through religion and participation in religious rituals and ceremonies.
Spirituality and religion fulfill numerous social and psychological needs, such as the need
to explain human sufferings and death. Through the practice of religious activities such
as prayers, people may find comfort, security, and stability in times of sufferings, loss,
insecurities, and uncertainties. Spirituality and religion may be a source of love, hope,
and affection (Brown & Parrish, 2011).
82
83
 You can also refer to the sources below to help you further
understand the lesson:

*Otig, Vergie; Gallinero, Winston; Bataga, Noemi; Salado, Fritzie; Visande, Josephine.
(2018). A holistic approach in understanding the self.Malabon City: Mutya Publishing
house, Inc. Malabon City.

*Go-Monilla,Ma.Joycelyn A. & Ramirez, Normaliza C. (2018). Understanding the self.

Quezon City :C & E Publishing, Inc.

*Alata,E.J.P., Caslib,B.N., Serafica, J.P.J.& Pawilen,R.A. (2018).Understanding the self.

Quezon City: Rex Printing Company,Inc.

* Corpuz, R.M., Estoque, R.S.,& Tabotabo,C.V. (2019). Understanding the self. Quezon
City: C &E Publishing, Inc.

* Thomas, L. (2019). Natural family planning: advantages and disadvantages. Retrieved

from: https://www.news-medical.net/health/Natural-Family-Planning-Advantages-
and-Disadvantages.aspx

84
Let’s Check
A.The Physical Self
Multiple Choice: Encircle the letter that corresponds to your answer.
1.This refers to how individuals perceive, think, and feel about their body and physical
appearance.
a. Self-concept c. Self-esteem
b. Body image d. Self-confidence
2. It is the basic carrier of hereditary traits.
a. Genes c. Zygote
b. Chromosomes d. Autosomes
3. This stage is considered to extend from 18 to 40 years old.
a. Puberty c. Early Adulthood
b. Adolescence d. Late Adulthood
4. This refers to the factors an individual is exposed to throughout life which includes
learning and experiences.
a. Heredity c. Chromosomes
b. Environment d. Life span
5. He developed a body-type theory based on physical characteristics.
a. Hippocrates c. Jean Haner
b. William Sheldon d. Squier and Mew
6. This type is characterized by a strong muscular body, adventurous, energetic,
assertive and courageous.
a. Endomorphic c. Mesomorphic
b. Ectomorphic d. Phlegmatic
7. People with this body type are perceived to be easy going and sociable.
a. Endomorphic c. Mesomorphic
b. Ectomorphic d. Phlegmatic
8. This type has the prominence of red bile and tend to be impulsive, cheerful, happy,
and optimistic.
a. Sanguine c. Phlegmatic
b. Choleric d. Melancholic
9. Haner suggests that people with round-shaped faces tend to be:
a. friendly, kindhearted, and selfless
b. creative, sensitive, and artistic
c. aggressive and perfectionist
d. witty, analytical, and great leaders
10. People who have this body type tend to be restrained, quiet, introverted, and artistic.
a. Ectomorphic c. Mesomorphic
b. Endomorphic d. Phlegmatic
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B.The Sexual Self
Identification. Identify the term being referred to in each item.

Contraception Family Planning Bisexuality Sexual Orientation

Attraction Cervical Mucus Method Homosexuality Tubal Ligation
Reproductive System Intra- Uterine Device (IUD) Erogenous Zones

_________________1. It is a system of sex organs designed for reproduction and sexual

function.
_________________2. A tiny device made of flexible plastic that is inserted in the uterus
to prevent pregnancy.
_________________ 3. It refers to a person’s sexual identity anchored on what gender
they are attracted to.
_________________ 4. It is an orientation where one is attracted to both opposite and
same sex.
__________________5. The different methods that are used to prevent pregnancy.
_________________ 6. It refers to the areas of the body which are highly sensitive and
produce sexual responses when stimulated.
_________________ 7. It is a surgical procedure for female sterilization involving
severing and typing the fallopian tubes.
________________ 8. A positive attitude held by one person toward another person
which is influenced by social norms, physical attractiveness, and processes of
interpersonal exchange.
_________________ 9. It allows both men and women to make informed choices on
when and if they decide to have children.
_________________ 10. A type of natural family planning method based on careful
observation of mucus patterns during the course of the menstrual cycle.

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Let’s Analyze
A. Identify needs & wants by sorting out the pictures of items indicated below.

B. Compare and contrast the natural family planning and artificial family planning.

Natural Family Artificial Family

Planning Planning

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In a Nutshell

Activity 1. Fill in the 3, 2, 1 Countdown Chart below.

3, 2, 1 Countdown Chart

3 Things I
learned

2 Ways where I
can use what I
learned

1 Question
answered
during the
discussion

88
Question & Answer (Q&A)
You are free to list down all the emerging questions or issues in the provided
spaces below. These questions or concerns may also be raised in the LMS or other
modes. You may answer these questions on your own after clarification. The Q&A portion
helps in the review of concepts and essential knowledge.

Questions Answers

1.

2.

3.

4.

5.

Keywords
 Adolescence
 Spirituality
 Artificial Family Planning
 Body image
 Family planning
 Gender identity
 Hormonal Contraception/Artificial Family Planning
 LGBTQ + Community
 Physical growth and development
 Physical self
 Reproductive Health Law
 Self-esteem
 Sex chromosomes
 Sexual Self
 Stages in the life span
 Socio-cultural factors
 Theory of physiognomy
 Women empowerment

89
Big Picture C

Week 6-7: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to:

a. Develop a Filipino identity;

b. Identify positive and negative Filipino values and their implications to
economic development; and
c. Reflect on his or her selfhood in relation to his national identity.

Big Picture in Focus:

ULOa. Develop a Filipino identity;
ULOb. Identify positive and negative Filipino values and their implications to
economic development; and
ULOc. Reflect on his or her selfhood in relation to his national identity.

Metalanguage

In this section, the most essential terms relevant to the study of the political self
and to demonstrate ULO will be operationally defined to establish a common frame of
references to how the texts work in your chosen field or career. You will encounter these
terms as we go through the study and understanding of the Filipino identity which include
the strengths and weaknesses of the Filipino character. Please refer to these definitions
in case you will encounter difficulty in understanding the aspect of political self and the
relationship of self

Please proceed immediately to the “Essential Knowledge” part since the first
lesson is also definition of essential terms.

Essential Knowledge

To perform the aforesaid big picture (unit learning outcomes) for the 6th and 7th
weeks of the course, you need to fully understand the following essential knowledge that
will be laid down in the succeeding pages. Please note that you are not limited to
exclusively refer to these resources. Thus, you are expected to utilize other books,
research articles and other resources that are available in the university’s library e.g.
ebrary, search.proquest.com etc.

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32.THE POLITICAL SELF

DEVELOPING A FILIPINO IDENTITY:

Values, Traits, Community, and Institutional Factors

The Filipino culture is a mixture of both Eastern and Western

cultures. The beliefs and traditions of pre-colonial Philippines were
mainly an indigenous Malay heritage.
The Malays made a large contribution to Philippine history. The
Malay temperament is a basic factor of a Filipino personality. It can
be best described as “being nice and pleasant to others.”
Additionally, the important role of family in Filipino culture stemmed
from the strength of the Malay family clan that served as a strong
security unit.
When the Spaniards colonized the island, the Hispanic culture
influenced the natives. Christianity became the dominant religion,
and a Western-based social and political organization was
established in the Philippines.
The American shaped the modern Filipino culture, and this is
primarily manifested by the widespread use of the English language
in the Philippines today. It was from these influences that formed the
Filipino character. The brief occupation of the British (1762-1764)
and the Japanese (1942-1945), however, had no cultural influence
in the Philippines at all.
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32.1. Psychologist, educator, and (former) chairperson of the Commission on Higher
Education, Dr. Patricia B. Licuanan, wrote that the strengths and weaknesses
of the Filipino character are rooted in factors, such as:
1. The home environment 6. Religion
2. The social environment 7. The economic environment
3. Culture and language 8. The political environment
4. History 9. Mass media
5. The educational system 10. Leadership and role models.

Licuanan said that in the home environment, Filipino children are

taught to value family, and give it primary importance. The Filipino
social environment is characterized by depending on one another
to survive. This dependence on relationships and the struggle for
survival make Filipinos group-oriented (1994).

Meanwhile, Filipino culture and language depict openness to

foreign elements with no basic consciousness of our cultural core
(Licuanan,1994). The Filipino colonial mentality, such as the
importance of the English language in our educational system, the
wider following of Hollywood movies, foreign soap operas/TV shows,
and foreign songs/singers over Filipino movies, shows, and music, is
a manifestation of our attachment to foreign elements.

Licuanan added that our colonial history is regarded as the culprit

behind our colonial mentality. Unfortunately, most Filipino elites are
of no help in setting an example of overcoming colonial mentality
because they are even more Westernized in their ways. Present-day
media, on the other hand, reinforced these colonial influences
(1994).

The Philippine educational system is also instrumental in molding

the strengths and weaknesses of the Filipino character. Schools are
highly authoritarian. Early on, children learn that well-behaved and
obedient students are praised and rewarded. This teaches passivity
and conformity. The Filipino is also religious. Religion taught us
optimism and resilience; however, it also instilled in us a fatalistic
attitude. Since religious communities are also highly authoritarian,
this further reinforced our being passive and a conformist
(Licuanan,1994).
Several Filipino traits are rooted in our economic environment. The
hard life drove Filipinos to work hard and take risks, such as leaving
our families to work abroad. This further developed our ability to
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 survive. Unfortunately, our political environment and government
structures and systems are fraught with problems. For instance, the
fact that political power is mainly in the hands of the elite, and the
absence of a strong government presence enhances the Filipino’s
already extreme family centeredness (Licuanan,1994). The
economic and political environments are among the elements that
have developed the culture of corruption in the Philippines.
Meanwhile, how did mass media reinforce our colonial mentality?
What did you notice about the ads, music, movies, fashion, etc.
shown on TV, aired over the radio, printed in the
newspapers/magazines, or gone viral online? These were greatly
based on American pop culture. The emphasis on the superiority of
an imported brand or product through mass media is, in fact, part of
a Filipino’s daily life.
Filipinos highly respect authority, we lean on our leaders and role
models. Any person with authority is looked up to. Thus, when our
leaders violate the law and when there is lack of accountability for
leaders who break the law, the Filipino mindset is hugely affected in
a negative way (Licuanan,1994).
32.2 Strengths of the Filipino Character
The Filipino traits listed here is certainly not exhaustive, but these are mostly
what we have in common. The strong aspects of the Filipino character are:
 Pakikipagkapwa-tao
 Family orientation
 Joy and humor
 Flexibility, adaptability, creativity
 Hard work and industry
 Faith and religiosity
 Ability to survive

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Pakikipagkapwa-tao is demonstrated in the Filipino’s openness,
helpfulness, and generosity; in the practice of bayanihan or mutual
assistance; and the famous Filipino hospitality
(Licuanan,1994;Guevara& Gripaldo,2005). Filipinos also possess a
genuine love for family. This love is not just for one’s spouse and children
but also for parents, grandparents, aunts, uncles, cousins (even very distant
ones), and even ceremonial relatives. This love is shown through giving
honor and respect to parents and elders, care for the children, generosity
toward kin, and the personal sacrifices that a Filipino endures for the welfare
of the family (Manauat&Gripaldo, 2005). This strong family orientation
has given Filipinos a sense of belonging and security.

94
Filipinos are also cheerful and fun-loving. Our various fiestas and social
gatherings demonstrate the Filipino joy and humor. We can laugh at those
we love and hate, and we can make jokes about our good or bad fortune.
Even in the most trying times, Filipinos will always find a reason to smile or
laugh. This pleasant disposition has contributed to our ability to overcome
life’s challenges. Filipinos are also tremendous in adjusting and
adapting to any circumstances. We can improvise and make use of
whatever is at hand to create and produce. Our flexibility, adaptability, and
creativity are reasons many Filipinos thrive in various parts of the world
(Licuanan, 1994).

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 All these positive Filipino traits mentioned contribute to our ability to survive.
The salawikain or proverb “matutong mamaluktot habang maikli ang kumot”
aptly depicts our survival instinct. We can endure, make do, and get by on
so little while looking forward to the coming of better days. This trait is the
reason why Filipinos continue to carry on even through our harsh economic
and social circumstances (Tianco& Gripaldo,2005;Licuanan,1994).
32.3 Weaknesses of the Filipino Character
Aside from identifying the roots and strengths of the Filipino character, Dr. Patricia
B. Licuanan also pointed out our weaknesses. This is important because this
enables the Filipino to identify the areas that need improvement to grow and
develop as a person. An informed and improved Filipino will also result in a
stronger and more progressive nation.
Generally, these weaknesses are:
 Extreme personalism
 Extreme family-centeredness
 Lack of discipline
 Passivity and lack of initiative
 Colonial mentality
 Kanya-kanya syndrome
 Lack of self-analysis and self-reflection

96
Licuanan noted that Filipinos function in the world personally relating to things, events,
and people. We find it difficult to separate objective tasks from emotional involvement.
This is where the palakasan system springs from. Filipinos want to get special treatment
and will always look for “inside connections’ in most (if not all) of his or her transactions.
For example, family and friends are given preference in hiring, in the delivery of services,
and even in voting (Licuanan, 1994). Since personal contacts are involved, requests of
this nature also become difficult to turn down. Extreme personalism is another element
that has led to the prevalence of graft and corruption in the country.

The Filipino’s lack of discipline is characterized by our idiomatic expression “ningas

cogon”. Projects start out with full enthusiasm and interest, but no sooner has it started
that the enthusiasm and interest just as soon dies down (Licuanan, 1994).

97
Another related characteristic is “Filipino Time.” Filipinos are known to be always late –
we arrive late or we start late. Since global trends strictly follow schedules, this trait that
disregards the importance of time is adversely affecting Filipino productivity (Tan, 2016).

Filipinos have a very high respect for authority. Unfortunately, this has also led to
general passivity and lacking initiative. For instance, there is a strong reliance on
leaders and the government to solve the nation’s problems, but ordinarily, Filipinos
also do not feel the need to initiate or contribute to the solution. This trait is also
related to our lack of discipline. Look at our traffic problem. We expect the
government to solve the monstrous traffic jam; traffic rules and regulations are also
blatantly ignored every day.

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Generally, Filipinos love anything foreign. Foreign elements are adapted and
incorporated into our image, and in the process, we are also losing our cultural
identity. Licuanan noted that this colonial mentality is connected to our general
feelings of inferiority, where we think foreigners – especially Westerners, are
superior.

The kanya-kanya syndrome is related to the Filipino traits of extreme personalism

and extreme family-centeredness. Personal and in-group interests are supreme, and
the drive to fulfil these interests is completely insensitive to the common good. The
kanya-kanya syndrome has dampened our sense of community and cooperation,
and we trample on one another’s rights as a result. The expression crab mentality,
where we tend to pull others down to climb up, exemplifies the kanya-kanya
syndrome.

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Licuanan further observed that the joyful and fun-loving Filipino also has the tendency
to be superficial and somewhat flighty. This means that in times of crisis, either
personal or social, there is a general lack of analysis and reflection. A manifestation
of this lack of self-analysis and self-reflection is the expression that Filipinos are
“madaling makalimot” or have a short memory. This means, as a nation, we easily
forget the mistakes we have made; hence, we make the same mistakes again. This
is one reason traditional politicians or “trapos” are always re-elected into office.

The Filipino character is a contradiction. For example, our bayanihan culture

coexists comfortably with our kanya-kanya syndrome. Many of our strong points, in
fact, are linked to our weaknesses. Despite these weaknesses, however, there is still
much good in the Filipino character. What is important is that we know our values as
a nation because these help us grow and develop. We need to understand our
character as a Filipino because this is the first step toward creating the future we
want as an individual and as a nation.

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33.Filipino Traits and Values

Philosopher, professor, and author, Emerita Quito wrote that Filipinos are
fond of comparing themselves “unfavorably with Westerners by using
Western standards.”

According to Quito, if the ideal personality and activity is based on western

ideas (such as being a workaholic as a positive trait) then the Filipinos
stress-free mentality will fare poorly.

In contrast to western culture, Orientals “emphasize conformity with nature”

and are not inclined to exaggerate or overreact.

Moreover, if the basis for achievement by western culture is to amass

earthly wealth then Filipinos will again be ranked low because we look at
some considerations aside from wealth when pursuing our goals.

As pointed out by Quinto, setting a goal is not wrong in any culture. The
difference between cultures lies in what people consider important, as well
as the manner of pursuing these goals.
Western culture thrives on individuality and any threat to one’s
independence is a source of stress, hence, it must be removed. Filipinos,
on the other hand, thrive on maintaining a harmonious relationship. Any
disruption to this harmony is a stressor; hence, it must be avoided.

The table below shows some Filipino traits and how they are evaluated
based on Western and Oriental cultures

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 FILIPINO TRAITS WHY IT IS NEGATIVE IN WESTERN WHY IT IS POSITIVE IN ORIENTAL
AND VALUES CONCEPT CONCEPT

Hiya It stops one from taking action. It contributes to peace of mind.

It makes the person weak, timid, and Not trying to achieve makes for a less
meek. hurried and stressful life.

Ningas Cogon It makes a person an underachiever This trait makes for a peaceful and
because he/she cannot persevere in tranquil life because one is unruffled
seeing things (i.e., projects, tasks, or should things go wrong.
goals) to its fruition.

Being detached allows the person to

move on to some other activities
without feeling like an absolute failure.

Pakikisama Filipinos are said to turn a blind eye to In the Filipino context, pakikisama
the wrongdoing of others for the sake of means keeping a polite distance from
personal relationships (i.e., family, other people’s lives with whom we
friendships, co-worker) share the same space with to
maintain peace and harmony.

Patigasan It is about being stubborn and resisting A trait that makes us stand for what is
reconciliation. right and refuse to be intimidated or
forced to submission.
One stands his/her ground (on issues)
and wait for the other party to take the
first step at reconciliation.
Bahala It leaves everything to chance with the Putting faith on a Higher Being
help of a divine power. develops humility and gratefulness.

The idea that he/she is not alone in

the struggle strengthens the Filipino
psyche.

Kasi Disowns responsibility. Does not become overly stressed for

failing.
Puts blame on others (people, things,
circumstance). Failure is not personal because there
are other factors, not just “me.”

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 Will not stress out because of guilt
feelings or self-recrimination.

Saving face This is closely related to “hiya” and it It promotes mental therapy because it
encourages shirking from responsibility. allows the person to keep his/her
dignity.

Sakop Never learns to be independent. Promotes unity, especially in the

family.
Relies on family and relatives.
Prevents personal growth. Provides a sense of belongingness
Encourages partisanship. and security.

Bukas na Promote laziness Filipinos know how to keep things

(Mañana habit) stride rather than be stressed or
Will not act when a problem is still small, tensed.
thinking that it will go away by itself.
One learns to go with the flow and
take what comes naturally.

Utang na loob It makes the person overlook moral This trait personifies the Filipino
principles because he/she is beholden to saying, “Ang hindi marunong
those who gave him/her a favor. lumingon sa pinanggalingan ay hindi
makakarating sa kanyang
patutunguhan.”

Kanya kanya Seen as selfish with no regard for the This trait is still in a collective context.
world’s well-being Kanya-kanya means I take care of my
own (i.e., those that are important to
me); you take care of yours.

Family is central to the Filipino

psyche; thus, the family is always
given first priority before the self and
everyone else.

(Source: Otig, et.al. (2018). A Holistic Approach in Understanding the Self.)

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34.Establishing a Democratic Culture

34.1 Democracy is a government in which the supreme power is vested in and

exercised by the people directly or indirectly through a system of representation,
usually involving periodically held free elections. Although democracy has
several flaws, it also uniquely possesses a number of features that most people
– whatever their basic political beliefs –would consider desirable. For example:
 Democracy helps prevent cruel and vicious autocrats from
ruling.
 It fosters human development (i.e., health, education,
personal income, and any other indicators) more fully than do
other forms of government.
 Democracy helps protect fundamental individual rights and
interests.
 Democratic societies provide people the maximum
opportunity to take moral responsibility for their choices and
decisions.
 Democratic societies offer a relatively high chance of political
equality.
34.2 The Philippines is a republic with a presidential form of government
wherein power is equally divided among its three branches: executive,
legislative, and judicial. The government seeks to act in the best interests of its
citizens through this system of check and balance.
34.3 One basic corollary in a presidential system of government is the principle
of separation of powers wherein legislation belongs to Congress, execution to
the Executive, and settlement of legal controversies to the Judiciary.

104
 https://pia.gov.ph/branches-of-govt
34.4 The Legislative branch is authorized to make laws, alter, and repeal them
through the power vested in the Philippine Congress. This institution is divided into
the Senate and the House of Representatives.
The Legislative Branch enacts legislation, confirms or rejects Presidential
appointments, and has the authority to declare war. This branch includes Congress
(the Senate and House of Representatives) and several agencies that provide
support services to Congress.
34.5 The Senate is composed of 24 Senators who are elected at large by the
qualified voters of the Philippines.
34.6 The House of Representatives is composed of about 250 members
elected from legislative districts in the provinces, cities, and municipalities, and
representatives elected through a party-list system of registered national,
regional, and sectoral parties or organizations.
34.7 The party-list representatives shall constitute twenty per cent of the total
number of representatives including those under the party list. For three
consecutive terms after the ratification of this Constitution, one-half of the seats
allocated to party-list representatives shall be filled, as provided by law, by
selection or election from the labor, peasant, urban poor, indigenous cultural
communities, women, youth, and such other sectors as may be provided by law,
except the religious sector.

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 34.8 The Executive branch is composed of the President and the Vice President
who are elected by direct popular vote and serve a term of six years. The Constitution
grants the President authority to appoint his Cabinet. These departments form a
large portion of the country’s bureaucracy.
The executive branch carries out and enforces laws. It includes the President, Vice
President, the Cabinet, executive departments, independent agencies, boards,
commissions, and committees.
The President leads the country. He or she is the head of state, leader of the national
government, and Commander-in-Chief of all armed forces of the Philippines. The
President serves a six-year term and cannot be re-elected.
The Vice President supports the President. If the President is unable to serve, the
Vice President becomes President. He or she also serves a six-year term.
Cabinet members serve as advisors to the President. They include the Vice
President and the heads of executive departments. Cabinet members are nominated
by the President and must be confirmed by the Commission of Appointments.
34.9The Judicial branch holds the power to settle controversies involving rights
that are legally demandable and enforceable. This branch determines whether
or not there has been a grave abuse of discretion amounting to lack or excess
of jurisdiction on the part and instrumentality of the government. It is made up of
a Supreme Court and lower courts.
The judicial branch interprets the meaning of laws, applies laws to individual cases,
and decides if laws violate the Constitution. The judicial power shall be vested in one
Supreme Court and in such lower courts as may be established by law.
Each branch of government can change acts of the other branches as follows:
o The President can veto laws passed by Congress.
o Congress confirms or rejects the President's appointments
and can remove the President from office in exceptional
circumstances.
o The Justices of the Supreme Court, who can overturn
unconstitutional laws, are appointed by the President.
The Constitution expressly grants the Supreme Court the power of
Judicial Review as the power to declare a treaty, international or
executive agreement, law, presidential decree, proclamation, order,
instruction, ordinance or regulation unconstitutional.

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35. THE DIGITAL SELF

In this era, the Self adapts to the environment that is dominated by digital technology. To
satisfy individual dreams and desire outside of one’s inner self, things, products, or
services allow people to believe that they can change, enhance, or improve their self. And
so, if someone wants to be a celebrity, it is easy to get a picture of a celebrity and use it
as his or her profile picture. If one wishes to be in his or her most desirable place, it is
easy to photoshop the picture to make it appear that he or she is in a particular place
even if he or she has never been there before. One’s digital self consists of how one
expresses himself or herself in various online platforms.

Among the Filipino youth, the use of digital technology has now become part of the self-
the digital self. The digital self is the aspect of the self that is expressed or shared with
others through on line interactions on the internet, specifically in social networking sites.
On such sites, users normally disclose personal information about themselves such as
their name, age, birthdate, address, and contact details. Some users also provide very
personal information about themselves such as their likes and dislikes, hobbies, favorite
food, favorite movies, places they have visited, relationship status, thoughts and feelings,
and important events in their lives. This sharing of personal information on social
networking sites may be related to the strong desire of adolescents for social approval
and acceptance. Similar can be said about adults (Monilla & Ramirez,2018).

Self -presentation refers to an individual’s attempts, both conscious and unconscious,

to control how he or she projects himself or herself in social interactions. Some forms of
self-presentation may be authentic, but some may be tactical or selective. However, most
people strive to create images that are positive. Thus, individuals use several methods to
create positive impressions of them. Some individuals try to alter their appearances
through what they post on social networking sites such as facebook, Instagram, and
Twitter by using photo editing tools. The desire to impress other people on social media
may lead to showing off one’s work, achievements, and material possessions in a virtual
place.

Nevertheless, the desire to create positive impressions and to be “liked” by others may
lead to consequences that can be risky to one’s security and mental health, such as
identity theft, cyberbullying, gossiping as well as anxiety and depression. Thus,
individuals should be very careful with what they post or share on social networking sites.
People should still be mindful of their privacy using social networking sites.

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35.1 WHAT NOT TO POST ONLINE

Below are some of the information, activities, thoughts, opinions, and feelings that must
be kept private or personal from the cyber space (Corpuz, Estoque & Tabotabo,2019).

1. Sexy or revealing pictures.

2. Pictures or videos showing private moments with loved ones.
3. Pictures or videos showing bad habits.
4. Negative comments on another person’s attitudes.
5. Posts announcing conflicts with other people.
6. Posts of the results of a particular competition with the names of defeated
participants.
7. Comments showing strong opposition to certain issues.
8. Comments with foul, vulgar, indecent, and offensive words.
9. Pictures or videos revealing one’s financial status.
10. Pictures or videos showing family trips.
11. Pictures or videos displaying one doing good deeds.
12. Pictures or videos in hospitals.
13. Posts of every single thing you do.

35.2 ARE YOU A RESPONSIBLE NETIZEN?

With the rampant use of the internet, specifically social media, there are issues that need
to be recognized and thus be addressed. Here are some of the issues that one needs to
address if one wants to be seen as a responsible netizen.

1. Sharing Fake News .

“Think before you click.”
Verify first the truthfulness of the online articles.

2. Cyberbullying (Ex. Bashing)

3. Sharing viruses (Ex.pornographic content)

As a responsible netizen, you should know what behaviors are accepted online and
what behaviors you need to avoid. With everyone having social media accounts,
everyone should be responsible in making use of social media for its positive aspects
and not otherwise. A netizen should be responsible for whatever he or she shares
online and must always ensure that he or she will not post malicious content that may
damage other people in anyway (Corpus,Estoque & Tabotabo,2019).

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 Self Help: You can also refer to the sources below to help you further
understand the lesson:

About the Philippine Government. Retrieved from: https://www.gov.ph/philippine-

government#:~:text=The%20Philippines%20is%20a%20republic,executive%2C%20legi
slative%2C%20and%20judicial.&text=The%20Legislative%20branch%20is%20authoriz
ed,vested%20in%20the%20Philippine%20Congress.

Otig, Vergie; Gallinero, Winston; Bataga, Noemi; Salado, Fritzie; Visande, Josephine.
(2018). A holistic approach in understanding the self. Malabon City: Mutya Publishing
House, Inc.
*Go-Monilla,Ma.Joycelyn A. & Ramirez, Normaliza C. (2018). Understanding the self.
Quezon City :C & E Publishing, Inc.

*Alata,E.J.P., Caslib,B.N., Serafica, J.P.J.& Pawilen,R.A. (2018).Understanding the self.

Quezon City: Rex Printing Company,Inc.

* Corpuz, R.M., Estoque, R.S.,& Tabotabo,C.V. (2019). Understanding the self. Quezon
City: C &E Publishing, Inc.

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Let’s check
Activity 1. Identify what Filipino trait/attitude is being asked in each statement by choosing
the correct answer from the word bank. Write the answer on the space provided.

Esteem Needs Hardwork and Industry Patigasan

Bahala na Joy and Humor Crab Mentality
Utang na Loob Colonial Mentality Extreme Personalism
Palakasan System Pakikisama

_______________1. It involves self-respect, including such feelings as confidence,

competence, achievement, mastery, independence, and freedom.
_______________2. It is a Filipino trait that keeps a polite distance from other people’s
lives with whom we share the same space with to maintain peace and harmony.
_______________3. A trait that makes us stand for what is right and refuse to be
intimidated or forced to submission.
_______________4. This trait personifies the Filipino saying, “Ang hindi marunong
lumingon sa pinanggalingan ay hindi makakarating sa kanyang patutunguhan.”
_______________5. This is demonstrated when Filipinos become cheerful and fun-
loving, especially during fiestas and any other social gatherings.
_______________6. This involves personal contacts, which make requests become
difficult to turn down and may lead to the prevalence of graft and corruption in the country.
_______________7. This trait is connected to our general feelings of inferiority, where
we think foreigners-especially Westerners, are superior.
_______________8. This refers to the tendency to pull others down to climb up.
_______________9. This trait is demonstrated in our willingness to take risks and work
in other countries.
______________10. It leaves everything to chance with the help of a divine power.

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Let’s analyze
Activity 1. In this activity, you are required to elaborate your answer to each of the
questions below.

1. Give the Filipino traits that you possess. Identify and explain at least (2) strengths
and (2) weaknesses of such traits that you have.

Strengths
1.1.___________________________________________________________________
____________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Weaknesses
1.2.___________________________________________________________________

______________________________________________________________________
______________________________________________________________________

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In a Nutshell

Activity 1. Fill in the 3, 2, 1 Countdown Chart below.

3, 2, 1 Countdown Chart

3 Things I
learned

2 Ways where I
can use what I
learned

1 Question
answered
during the
discussion

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Question & Answer (Q&A)
You are free to list down all the emerging questions or issues in the provided
spaces below. These questions or concerns may also be raised in the LMS or other
modes. You may answer these questions on your own after clarification. The Q&A portion
helps in the review of concepts and essential knowledge.

Questions Answers

1.

2.

3.

4.

5.

Keywords
 Democracy
 Democratic Culture
 Executive
 Filipino character
 Filipino identity
 Filipino Traits and Values
 Judiciary
 Legislative
 Republic
 System of check and balance.
 Presidential system of government
 Principle of separation of powers

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Big Picture D

Week 8-9: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to:
a. Enumerate various metacognition and studying techniques;
b. Understand how the human brain works during learning;
c. Discuss various sources of stress;
d. Compare and contrast the different coping strategies; and
e. Apply positive coping strategies.

Big Picture in Focus:

ULOa. Enumerate various metacognition and studying techniques;
ULOb. Understand how the human brain works during learning;
ULOc. Discuss various sources of stress;
ULOd. Compare and contrast the different coping strategies; and
ULOe. Apply positive coping strategies.

Metalanguage

In this section, the most essential terms relevant to the study of caring and
managing of the self and to demonstrate ULO will be operationally defined to establish a
common frame of reference as to how the texts work in your chosen field or career. You
will encounter these terms as we go through the study and understanding of the Self.
Please refer to these definitions in case you will encounter difficulty in understanding the
self and how to care and manage the self.

Please proceed immediately to the “Essential Knowledge” part since the first
lesson is also definition of essential terms.

Essential Knowledge

To perform the aforesaid big picture (unit learning outcomes) for the 8th and 9th
weeks of the course, you need to fully understand the following essential knowledge that
will be laid down in the succeeding pages. Please note that you are not limited to
exclusively refer to these resources. Thus, you are expected to utilize other books,
research articles and other resources that are available in the university’s library e.g.
ebrary, search.proquest.com etc.

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36.MANAGING AND CARING FOR THE SELF
36.1 Learning is an active process of engaging and manipulating objects, experiences,
and conversations to build mental models of the world. It builds on prior knowledge
and involves enriching, building on, and changing existing understanding, where
“one’s knowledge base is a scaffold that supports the construction of all future
learning.”

36.2 Learning occurs in a complex social environment; thus, it should not be limited to
being examined or perceived as something that happens on an individual level. It is
necessary to think of learning as a social activity, involving people, the things they
use, the words they speak, the cultural context they are in, and the actions they take,
and that knowledge is built by members in the activity.

36.3 Learning is situated in an authentic context, and this provides learners the
opportunity to engage with specific ideas and concepts on a need-to-know or want-
to-know basis. It requires learners’ motivation and cognitive engagement to be
sustained when learning complex ideas because considerable mental effort and
persistence are necessary. This shows learning does not come easy. You as a
learner need to take an active part in the process.

36.4 What happens during learning?

 Brain and behavior changes
 The nervous system is one of the most important systems in
our body because it is the main control and coordinating
system of the body. It manages the voluntary and involuntary
body processes, especially during learning.
 The nervous system is divided into two major systems, the
central nervous system and the peripheral nervous system.
Both systems are responsible for transmitting and receiving
information throughout our body.

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117
118
36.5 Metacognitive Teaching Strategies. Helping students learn how to learn. Teaching
metacognitive strategies can improve learners’ performance at school. This makes it a
good, evidence-based target for intervention.
36.6 Metacognition is the ability to think about and regulate one’s own thoughts.
It is “thinking about thinking”, but metacognition also encompasses
the regulation of these thoughts – the ability to change them. It is a step further
than simple awareness of thought processes, incorporating the ability to alter
thoughts and behaviours.

36.7 Metacognitive Awareness Inventory. There are two processes going on

around learning how to learn. Most often students (and adults) are unware of what
they are and what is required to improve them.

36.8 Knowledge of Cognition (Declarative, Procedural, and Conditional)

o Awareness of factors that influence your own learning
o Knowing a collection of strategies to use for learning
o Choosing the appropriate strategy for the specific learning
situation

36.9 Regulation of Cognition

o Setting goals and planning
o Monitoring and controlling learning
o Evaluating own regulation (assessing if the strategy you are using
is working or not, making adjustments and trying something new)

In 1994, Schraw and Dennison created the Metacognitive Awareness

Inventory (MAI) specifically for adult learners to bring awareness of
metacognitive knowledge and metacognitive regulation (which they
referred to “Knowledge of Cognition Factor” and “Regulation of
Cognition Factor” respectively).

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37. SELF EFFICACY

Self-efficacy refers to your belief in your capacity to perform necessary actions to

produce specific performance goals. It is the reflection of your confidence in the ability to
exert control over your own motivation, behavior, and social environment.

The concept of self-efficacy is central to psychologist Albert Bandura’s social cognitive

theory, which emphasizes the role of observational learning, social experience,
and reciprocal determinism in developing a personality.

According to Bandura, a person’s attitudes, abilities, and cognitive skills comprise

what is known as the self-system. This system plays a major role in how we perceive
situations and how we behave in response to different situations. Self-efficacy is an
essential part of this self-system.

People with a strong sense of self-efficacy:

 Develop deeper interest in the activities in which they participate
 Form a stronger sense of commitment to their interests and activities
 Recover quickly from setbacks and disappointments
 View challenging problems as tasks to be mastered.

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  People with a weak sense of self-efficacy:
 Avoid challenging tasks
 Believe that difficult tasks and situations are beyond their capabilities
 Focus on personal failings and negative outcomes
 Quickly lose confidence in personal abilities

 Four Sources of Self-Efficacy are: Enactive Mastery Experiences, Vicarious

Experiences; Social Persuasion; and Physiological and Emotional States.

The term self-concept is a general term used to refer to how someone thinks about,
evaluates or perceives themselves. To be aware of oneself is to have a concept of
oneself.
Self-esteem refers to a person’s overall sense of his or her value or worth. It can be
considered a sort of measure of how much a person “values, approves of, appreciates,
prizes, or likes him or herself.”

38. GOAL SETTING

Success does not happen. It is not enough to have goals or ambitions. Success is the
outcome of hard work and determination that must be shaped over a long process.
Abraham Maslow and others have pioneered studies on needs, goals, and motivation.

38.1 GOALS

Motivation directs a person’s behavior toward a particular goal. A goal is the object
toward which the behavior is directed, usually within a specified period of time. Within the
context of industrial/organizational psychology, goal is defined simply as what the
individual is consciously trying to do. For Edwin Locke and Gary Latham (2006), goals
direct attention, effort, and actions. Goals motivate people to develop strategies that will
enable them to perform better. Goals can be classify into two categories: short-term
goals and long-term goals.

38.2 SMART is an acronym that you can use to guide your goal setting.
To make sure your goals are clear and reachable, each one should be:
Specific (simple, sensible, significant).
Measurable (meaningful, motivating).
Achievable (agreed, attainable).
Relevant (reasonable, realistic and resourced, results-based).
Time bound (time-based, time limited, time/cost limited, timely, time-sensitive).

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https://www.globalsignin.com/blog-events/examples-of-smart-goals-for-event-
planners/

39. THE THEORY OF HUMAN MOTIVATION

MASLOW’S HIERARCHY OF NEEDS

Maslow's Hierarchy of Needs is a theory by Abraham Maslow, which puts forward

that people are motivated by five basic categories of needs: physiological, safety,
love, esteem, and self-actualization.

Maslow first introduced his concept of a hierarchy of needs in his 1943 paper "A
Theory of Human Motivation" and his subsequent book Motivation and Personality.
This hierarchy suggests that people are motivated to fulfill basic needs before moving
on to other, more advanced needs.

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https://www.simplypsychology.org/maslow.html

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 MASLOW’S HIERARCHY OF NEEDS IF NOT SATISFIED

Physiological Needs feel sick, irritated, uncomfortable

(A need that must be met every day) pathological, we can eat, drink too much
or engage in hoarding behaviors
will cause death

Safety Needs can affect our perception, e.g., paranoia

can lead to neurosis, insecurity
if pathological, can develop phobias, such as
agoraphobia

Belonging – Love Needs become increasingly susceptible to loneliness

and social anxieties
if pathological, can lead to antisocial behavior

Esteem Needs low self-esteem

Two forms: inferiority complex
1. Lower-form needs: if pathological, can lead to depression
Such a respect from others, for status, fame,
glory, recognition, attention, reputation,
appreciation, dignity, even dominance
2. Higher form needs:
Involves self-respect, including such feelings
as confidence, competence, achievement,
mastery, independence, and freedom
Self-Actualization Needs can cause feelings of lack of meaning in life
if pathological, meta-pathologies, such as
boredom, cynicism, alienation (feeling
isolated, detached, lack of sympathy,
estrangement)
Source: https://www.benchmarkinstitute.org/

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40. STRESS

40.1 Stress is a feeling of emotional or physical tension. It can come from any event or
thought that makes you feel frustrated, angry, or nervous. It is your body's reaction to a
challenge or demand. In short bursts, stress can be positive, such as when it helps you
avoid danger or meet a deadline.

Not all stress is bad for you, in fact we all tend to perform better when we are under a
short stress burst, where we feel we have control and there is an end in sight.
However, prolonged stress especially when the sufferers feels or believes they have
no control tends to become a vicious cycle that feeds itself, progressively increasing
perceived stress.
Our body always works towards psychological calm or homeostasis, yet also requires
physiological arousal to ensure optimum functioning, especially the heart and
muscles. Stress can be divided into three categories, eustress, neustress and
distress.
1. Eustress is a positive form of stress, usually arises in any situation which a person
finds motivating or inspiring, examples could be meeting a role model, or someone
famous or falling in love! Eustress situations are normally enjoyable and not harmful
psychologically or physiologically.
2. Neustress is neutral and has no consequential effect, its neither considered good
nor bad. News of an earthquake in Chile or Haiti may fall into this category. Although
the events themselves are stressful, its impact on an individual removed from the area
tends to be neutral.
3. Distress is the most common type of stress, having negative implications. Although
eustress and distress can both be equally taxing on the body, and are cumulative in
nature, dependent on the person’s methods of coping or adapting to a change causing
it, the body itself cannot physically discern between distress or eustress.
Distress is normally abbreviated as stress. Distress can be further divided into
acute stress and chronic stress. Acute stress appears and disappears over a short
period of time and can be intense, while chronic stress may not appear to be intense
but lingers for a much longer period of time.

125
Meditation is the most effective method to deal with any type of stress, helping develop
a healthy and creative psychology. In a period where depression and other mental
illnesses are fast becoming a common factor affecting young and old, meditation
offers a non-toxic and effective solution.
Stress refers to events that are perceived as challenging, damaging, or threatening to
one’s physical or psychological well-being.
In order to deal with frustrations, conflicts, and stress, people sometimes use
unconscious strategies called defense mechanisms in order to cope with the pain and
deal with stress.
Psychologist Hans Selye suggests that the body goes through three stages of
physiological reactions during stressful events: alarm, resistance, and exhaustion.
Cognitive psychologist Richard Lazarus suggests that the way people think about and
appraise a stressor is a major factor in how stressful that particular stressor becomes.
People cope with stress through problem-focused coping and emotion-focused
coping. Problem-focused coping method involves an attempt to change or eliminate
sources of stress. Examples of this coping method are confrontation, seeking social
support, and undertaking careful and deliberate problem solving. Emotion-focused
coping method is aimed at controlling the negative emotional consequences of
stressors. Examples of this coping method are self-control (keeping feelings to
oneself), distancing (not thinking about the stressor), accepting responsibility
(attributing the stress as one’s creation), and wishful thinking (thinking that the
situation will pass).

126
People who are high in self-compassion treat themselves with kindness, care, and
understanding when they experience stressful events or situations.

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 41. SELF-CARE THERAPY

A positive way to counter stress in self-care therapy. Nancy

Apperson (2008) of Northern Illinois University has provided
steps for self-care.

1.Stop, breathe, and tell yourself: “This is hard and I will get through this 1 step at a
time.” During an unexpected event or crisis, we are faced with dealing with a new reality
and it takes time to incorporate what happened into our every day lives. Identify the steps
you need to take first, write them down, and focus on each step one at a time…if you look
at everything you have to do, you will become overwhelmed. Remember you can only do
1 thing at a time and focus exclusively on that 1 thing.

2.Acknowledge to yourself, what you are feeling. All feelings are normal so accept
whatever you are feeling. Once you recognize, name, and accept your feelings, you feel
less out of control. You can then find a comfortable place to express your feelings. During
periods of extreme stress and grief, it is very hard to hold back your feelings, particularly
your tears and anger. This is normal so describe this as grieving or sadness or
anger…you are not falling apart…you are grieving or feeling angry-sadness. It is
important during this time of intense feelings to own your feelings and NOT hurt yourself
or lash out at someone else.

3.Find someone who listens and is accepting. You do not need advice. You need to
be heard. Sharing our story is how we begin to accept whatever happened and integrate
it into our new reality. It may be that you just need to let go of your expectations of how
things should be and talking about your feelings and beliefs is the beginning of that
process.

4.Maintain your normal routine as much as possible. Making everyday

decisions…deciding to get dressed, do the dishes, or go to work, for example, gives you
a sense of control and feels comforting as it is a familiar activity. Be realistic with what
you can do and remember everything right now will take you longer to do. Avoid making
major decisions based on the stress you feel right now.

5.Allow plenty of time for a task. You will not be as productive as you normally are.
Accept how much you are able to do right now and recognize it will not be this way forever.
During periods of extreme stress, prolonged stress or after a crisis, your ability to
concentrate and focus on tasks is diminished and it will take time for your concentration
to return so give yourself extra time and be gentle and accepting of yourself and what you
can do.

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41.1 Take Good Care of Yourself. Remember to:
1.Get enough rest and sleep.
Sleep at least 6 hours and not more than 9 hours.
Sleep is how our body heals and strengthens our immune system.
2.Eat regularly and make healthy choices.
Skipping meals, particularly breakfast, contributes to fatigue, mood swings, and poor
concentration. Healthy choices (foods not high in simple sugars) maintain your blood
sugars and therefore your energy and concentration.
3.Know your limits and when you need to let go.
Resist the urge to fix the unfixable or try to control the uncontrollable. Sometimes a mantra
helps…”It is what it is, I just need to accept it.” For things within your control, remember
change takes time. If you are holding on and need to let go, write it in a journal.
4.Identify or create a nurturing place in your home.
A rocking chair, a nice view, and soothing music are important components to a nurturing
place. It is like giving yourself a hug. Music and nature sounds nurture our being and lifts
our spirits.
5.Practice relaxation or meditation.
Time spent in meditation or prayer allows your mind and body to slow down and let go of
the stress.
6.Escape for a while through meditation, a book, a movie, or taking a short trip.

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41.2 BENEFITS OF SELF-CARE ( Corpuz,Estoque&Tabotabo, 2019):

1.Enhanced Productivity- When a person distances himself or herself from vices like
drinking liquor, smoking, and gambling, he or she will have more time to focus on his or
her goals in addition to improving his or her physical well-being.

2.Improved Vitality- Physical care activities like exercising, eating the right food, drinking
enough water, and getting enough sleep increase resistance to diseases. Unhealthy
habits make a person vulnerable to diseases.

3.Enhanced Self-Esteem- Avoiding self-berating is very important. Negative self-talk is

damaging to how one perceives himself or herself and may lead to anxiety and stress. It
is important for a person to discover and accept who he or she really is and be proud
about himself or herself.

4.Increased Self-Knowledge- After a person discovers and accepts who he or she is, it
is important for him or her to know what he or she wants and what he or she loves to do.
With this, one will be able to live life to the fullest according to the purpose he or she has.

5.Mindfulness and Compassion- Knowing and being good to oneself stems from
goodness and compassion one directs towards other people.

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Let’s check

Activity 1. Label the human brain with its correct parts.

Activity 2. Write at least one function of each part of the brain.

STRUCTURE FUNCTION

Cerebrum

Cerebellum

Brain Stem

Thalamus

Hypothalamus

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 Activity 3.

Identification. Identify the term being referred to in each item.

_______________1. It refers to events that are perceived as challenging, damaging, or

threatening to one’s physical or psychological well-being.
_______________2. It occurs when people experience positive events but requires them
to adjust.
_______________3. It refers to your belief in your capacity to perform necessary actions
to produce specific performance goals.
_______________4. He is best known for his social learning theory and the concept of
self-efficacy.
_______________5. It is used to describe a person’s overall sense of self-worth or
personal value.
_______________6. Any situation, activity or individual that gives you mental or
emotional strain.
_______________7. It refers to the strategies you use to deal with real or imagined
problems to protect yourself against negative emotions.
_______________8. It occurs when a person needs to choose between two or many
options.
_______________9. It refers to all activities that a person does to maintain and improve
his or her physical, psychological, emotional, social, and spiritual well-being.
_______________10. It is a constant and transformational process that leads to personal
growth and development.

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 Let’s Analyze

Activity 1. List down your goals. Make a 5-year plan on how to achieve your goals using
the matrix below:

GOALS ACTION TIME-TABLE

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Activity 2. Stress Test. The test is design to help you recognize the symptoms of stress
and discover your stress level. Indicate your responses by checking the appropriate
column that corresponds to your choice using the following scale:

Rating Description
0 I never experience this symptom at all.
1 I almost never (perhaps once a month) experience this symptom.
2 I sometimes experience this symptom (more than once a month).
3 I fairly often experience this symptom (once a week).
4 I very often experience this (more than once a week).

Symptoms Very Fairly Some- Almost Never

often often times never
4 3 2 1 0

1. Headache

2.Stiffness in neck, shoulders, arms, jaw,

stomach, or legs

3.Coldness of feet or hands

4.Excessive perspiration

5.Nausea or dizziness

6.Chest or increased heartbeat

7.Difficulty in breathing

8.Diarrhea or constipation

9.Allergies and rashes

10. Difficulty in falling or staying asleep.

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11.Loss of appetite

12.Absenteeism and tardiness

13.Moodiness, irritability, or anger

14.Worry, anxiety, or restlessness

15.Sadness or depression

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3. Develop your own self-care plan. A self-care plan can help you manage your
stress, enhance your health and well-being, and improve your academic
performance. In your self-care plan, include the things you need to do and need
to avoid. Specifically, make your self-care plan in the following six dimensions:

My Self-Care Plan

Physical Cognitive
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________

Emotional Social
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________

Moral Spiritual
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________

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In a Nutshell
Activity 1. Reflect
Write an essay on the three important things you discovered about yourself and learned from
each self-assessment activity. What are your insights on the results of the activities?

My Reflection

137
In a Nutshell

Activity 2. Fill in the 3, 2, 1 Countdown Chart below.

3, 2, 1 Countdown Chart

3 Things I
learned

2 Ways where I
can use what I
learned

1 Question
answered
during the
discussion

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Question & Answer (Q&A)
You are free to list down all the emerging questions or issues in the provided
spaces below. These questions or concerns may also be raised in the LMS or other
modes. You may answer these questions on your own after clarification. The Q&A portion
helps in the review of concepts and essential knowledge.

Questions Answers

1.

2.

3.

4.

5.

Keywords
 Distress
 Eustress
 Goals
 Learning
 Maslow's Hierarchy of Needs
 Metacognition
 Metacognitive Teaching Strategies
 Neustress
 Stress
 Self-Care
 Self-Efficacy
 Motivation

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 Self-Help: You can also refer to the sources below to help you further
understand the lesson:

Alata, Eden; Caslib, Bernardo; Serafica, Janice; and Pawilen R.A. (2018). Understanding
the self. 1st edition. Rex Bookstore. Manila, Philippines.

About the Philippine Government. Retrieved from: https://www.gov.ph/philippine-

government#:~:text=The%20Philippines%20is%20a%20republic,executive%2C%20legislative%2C%20and
%20judicial.&text=The%20Legislative%20branch%20is%20authorized,vested%20in%20the%20Philippine
%20Congress.

Bai, X., & González González, O. R. (2019). A comparative study of teachers’ and students’
beliefs towards teacher- centered and learner-centered approaches in grade 12 english as a
foreign language class at one governmental senior secondary school in Shaan’xi province,
china.Scholar : Human Sciences, 11(1), 37. Retrieved from
https://search.proquest.com/docview/2384106755?accountid=31259.

Corpuz, R.M., Estoque,R.S.& Tabotabo,C.V. (2019). Understanding the self. Quezon

City: C & E Publishing, Inc.

Go-Monilla, Ma.Joycelyn A. & Ramirez, Normaliza C. (2018). Understanding the self.

Quezon City: C & E Publishing, Inc.

Lanuza, G (2004). The constitution of the Self. In David, R. (Ed) Nation, Self and
Citizenship: An invitation to Self :Philippine Sociology

Matsuyama, Y., Nakaya, M., Okazaki, H., Lebowitz, A. J., Leppink, J., & Cees van, d. V. (2019).
Does changing from a teacher-centered to a learner-centered context promote self-regulated
learning: A qualitative study in a japanese undergraduate setting. BMC Medical Education,
19doi:http://dx.doi.org/10.1186/s12909-019-1550-x.

McLeod, Saul. (2018). Jean Piaget’s theory and stages of cognitive development.
Retrieved from: https://www.simplypsychology.org/piaget.html

140
Otig, Vergie; Gallinero, Winston; Bataga, Noemi; Salado, Fritzie; Visande, Josephine.
(2018). A holistic approach in understanding the self. Malabon City: Mutya
Publishing House, Inc.

Thomas, L. (2019). Natural family planning: advantages and disadvantages. Retrieved

from: https://www.news-medical.net/health/Natural-Family-Planning-Advantages-
and-Disadvantages.aspx

Wu, P. (2019). The textbook's design principles of competency-based integrated life

curriculum.JiaoyuYanjiuYuekan = Journal of Education Research, (303), 12-24.
doi:http://dx.doi.org/10.3966/168063602019070303002.

141
 Course Schedule

This section calendars all the activities and exercises, including readings and
lectures, as well as time for making assignments and doing other requirements, in a
programmed schedule by days and weeks, to help the students in SDL pacing, regardless
of mode of delivery (OBD or DED). Note: reading assignments can be calendared for 3
days or for a week with performance tasks (essay or reflection paper).

(Start of Classes: August 17, 2020)

Activity Date Where to submit

Big Picture A: Let’s Check Activities August 22, 2020 CC’s email

Big Picture A: Let’s Analyze Activities August 28, 2020 CC’s email

Big Picture A: In a Nutshell Activities September 2, 2020 LMS

First Exam

Big Picture B: Let’s Check Activities Sept. 12, 2020 CC’s email

Big Picture B: Let’s Analyze Activities Sept. 15, 2020 CC’s email

Big Picture B: In a Nutshell Activities Sept. 17, 2020 LMS

Second Exam

Big Picture C: Let’s Check Activities Sept. 26, 2020 CC’s email

Big Picture C: Let’s Analyze Activities Sept. 30, 2020 CC’s email

Big Picture C: In a Nutshell Activities October 1, 2020 LMS

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 Third Exam

Big Picture C: Let’s Check Activities October 10, 2020 CC’s email

Big Picture C: Let’s Analyze Activities October 13, 2020 CC’s email

Big Picture C: In a nutshell Activities October 14, 2020 LMS

Final Exam

Please note that this schedule may change from time to time. It is advisable that you
always keep in contact with your teacher for updates and always check your LMS or
Group Chatrooms.

Online Code of Conduct

 All teachers/Course Coordinators and students are expected to abide by an honor

code of conduct, and thus everyone and all are exhorted to exercise self-management
and self-regulation.
 Faculty members are guided by utmost professional conduct as learning facilitators in
holding DED conduct. Any breach and violation shall be dealt with properly under
existing guidelines, specifically on social media conduct (OPM 21.15) and personnel
discipline (OPM 21.11).
 All students are likewise guided by professional conduct as learners in attending DED
courses. Any breach and violation shall be dealt with properly under existing
guidelines, specifically in Section 7 (Student Discipline) in the Student Handbook.
 Professional conduct refers to the embodiment and exercise of the University’s Core
Values, specifically in the adherence to intellectual honesty and integrity; academic
excellence by giving due diligence in virtual class participation in all lectures and
activities, as well as fidelity in doing and submitting performance tasks and
assignments; personal discipline in complying with all deadlines; and observance of
data privacy.
 Plagiarism is a serious intellectual crime and shall be dealt with accordingly. The
University shall institute monitoring mechanisms online to detect and penalize
plagiarism.
 All borrowed materials uploaded by the teachers/Course Coordinators shall be
properly acknowledged and cited; the teachers/Course Coordinators shall be
professionally and personally responsible for all the materials uploaded in the online
classes or published in SIM/SDL manuals.

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 Teachers/Course Coordinators shall devote time to handle DED courses and shall
honestly exercise due assessment of student performance.
 Teachers/Course Coordinators shall never engage in quarrels with students online.
While contentions intellectual discussions are allowed, the teachers/Course
Coordinators shall take the higher ground in facilitating and moderating these
discussions. Foul, lewd, vulgar and discriminatory languages are absolutely
prohibited.
 Students shall independently and honestly take examinations and do assignments,
unless collaboration is clearly required or permitted. Students shall not resort to
dishonesty to improve the result of their assessments (e.g. examinations,
assignments).
 Students shall not allow anyone else to access their personal LMS account. Students
shall not post or share their answers, assignment or examinations to others to further
academic fraudulence online.
 By handling DED courses, teachers/Course Coordinators agree and abide by all the
provisions of the Online Code of Conduct, as well as all the requirements and
protocols in handling online courses.
 By enrolling in DED courses, students agree and abide by all the provisions of the
Online Code of Conduct, as well as all the requirements and protocols in handling
online courses.

Monitoring of OBD and DED

 The Deans, Asst. Deans, Discipline Chairs and Program Heads shall be responsible
in monitoring the conduct of their respective DED classes through the LMS. The LMS
monitoring protocols shall be followed, i.e. monitoring of the conduct of Teacher
Activities (Views and Posts) with generated utilization graphs and data. Individual
faculty PDF utilization reports shall be generated and consolidated by program and by
department.
 The Academic Affairs and Academic Planning & Services shall monitor the conduct of
LMS sessions. The Academic Vice Presidents and the Deans shall collaborate to
conduct virtual CETA by randomly joining LMS classes to check and review online the
status and interaction of the faculty and the students.
 For DED, the Deans and Program Heads shall come up with monitoring instruments,
taking into consideration how the programs go about the conduct of DED classes.
Consolidated reports shall be submitted to Academic Affairs for endorsement to the
Chief Operating Officer.

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Course prepared by:

MARIA CAROLINA LEE-NUÑEZA,MAIC

Course Coordinator/Faculty

JUSTICE M. PAGENTE, MA
Course Coordinator/Faculty

NEOFENHAE JERILYN L. MADULARA,Lpt

Course Coordinator/Faculty

Course reviewed by:

MARCK LESTER L. NAVALES, CPA, MBA

Assistant Dean

Approved by:

GINA FE G. ISRAEL, EdD

Dean of College

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