Course PACK in 

UNDERSTANDIN
G THE  SELF  
(GENPSYCH101)

This is a property of Holy Cross of Davao College. No part of this course pack may be
reproduced or photocopied   without a written consent from authorized school
administrators. 
Table of Contents 
Page  
Course Information 1 Module 1: Introduction to Understanding the
Self / Defining the Self 3 Lesson 1: The Self from Philosophical
Perspectives 4 
Lesson 2: The Self, Society, and Culture 11 Lesson 3: The Self
as Cognitive Construct 16 Lesson 4: The Self in Western and
Eastern Thoughts 21 
Module 2: The Biological Dimensions of the Self 28 Lesson 1: The Physical
Self 29 Lesson 2: The Sexual Self 33 
Module 3: The Evolving Features of the Self 1 47 Lesson 1: The
Material/Economic Self 48 Lesson 2: The Spiritual Self 53 
Module 4: The Evolving Features of the Self 2 58 Lesson 1: The Political
Self 62 Lesson 2: The Digital Self 69 Lesson 3: The Future Self 75
Course Information 
Course Code: GenPsych 101 Units: 3 units 
Course Prerequisites: None Number of Hours: 54 hrs.
Course Description: 
The meaning of gender today will be explored in this course. It examines
gendered power  dynamics and the intersection of gender with other social
distinctions such as 'race,' class, and  sexuality. A range of theoretical views
will be applied to several current substantive  challenges. Likewise, this
course critically examines the social and political constructions of  gender
over time and across various social categories. Moreover, this course
focuses on the  constraints that the social construction of gender imposes
on both men and women in our  gender-stratified society. This course
emphasizes developing a critical, empirically based  understanding of the
structural and historical foundations affecting men and women in society 
Course Outline: 
I. The Self from Philosophical Perspectives 
II. The Self, Society, and Culture 
III. The Self as Cognitive Construct 
IV. The Self in Western and Eastern Thoughts 
V. The Physical Self 
VI. The Sexual Self 
VII. The Material/Economic Self 
VIII. The Spiritual Self 
IX. The Political Self 
X. The Digital Self  XI. The Future Self  

Learning Outcomes: 
At the end of the semester, students shall be able to: 

A. Cognitive 
1. Analyze “texts” (written, visual, oral, etc.) critically 
2. Use basic concepts across the areas of knowledge 
3. Demonstrate critical, analytical, and creative thinking 
4. Apply different analytical modes in problem-solving 

B. Affective 
1. Appreciate the complexity of human behavior 
2. Interpret the human experience from various perspectives 
3. Take responsibility for knowing and being Filipino 
4. Reflect critically on shared concerns 
5. Advocate respect for human rights

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C. Psychomotor 
1. Demonstrate proficient and effective communication (writing,
speaking, and use ofnewtechnologies) 
2. Work effectively in groups 
3. Use current technology to assist and facilitate
learning and research 4. Organize one’s self for
lifelong learning 

Grading System: 
Prelim Grade 
Quizzes, Assignment, Outputs 50%  
Prelim Exam 25% 
Midterm Exam 25% 
100% 
 Tentative Final  
Grade 

Quizzes, Assignment, Outputs 50% 

Semi Final Exam 25% 
Final Exam 25% 
100% 

Midterm Grade + Tentative Final Grade 

2 

Guidelines: 

1. Students can take this course either online or offline. 

2. Online and offline students are given the Google classroom code
upon enrollment. 3. Online classes are synchronous and
asynchronous. 
4. Synchronous classes are held one hour per week through Google Meet.
The rest of the  week is allotted for asynchronous instruction. 
5. Those who opted for offline instruction must enroll in the Google
classroom to meet their  instructor and specific instructions. 
6. Offline students must take the significant examinations online together
with the online  students as scheduled. 
7. Offline students are required to submit their activities/outputs one
week before the  significant examinations.

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Module 1  
Introduction to Understanding the Self /

Defining the Self 

 Module Overview 

This module deals with the basic concepts and principles of the Self. It
includes the factors that  contribute to one’s being, philosophical and
theoretical explanations about the self across  various philosophers, and the
grounds of other fields of knowledge about the Self.  

Module Objectives/Outcomes 

1. To introduce the definition, concept, and processes involving the Self

with different disciplinal perspectives. 

Lessons 
Lesson 1: The Self from Philosophical Perspectives  
Lesson 2: The Self in Society and Culture  
Lesson 3: The Self as Cognitive Construct 
Lesson 4: The Self in Western and Eastern Thoughts 

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Lesson 1 
The Self from Philosophical Perspectives 
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_______________ Objectives: 

1. define and analyze diverse philosophical viewpoints on the self; 

2. compare how the self is portrayed throughout different
philosophical schools; and 3. exhibit critical and reflective thought in
assessing one's growth and understanding one's self according to
philosophies. 
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Introduction 

  
Introduction  
Answer this question: 
Everyone is tasked to discover the “self.” It is a very  challenging mission for us in our pursuit of a better 
understanding of our self. In uncovering the mysteries of  the topic, we may be unconscious of the things we dealt 
with every day. Many scholars in various fields have  different views of the self and its nature. Contemporary 
literature has also viewed different dimensions of the self.  The only question is: have you indeed discovered your 
self?  

WHO AM I? 

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ANALYSIS  
  

How did you answer the above question? Did you find it simple or difficult
to answer?
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ABSTRACTION 
 
Since all areas of study began as philosophical discourses,
philosophy is often the basis  of all disciplines. Philosophers throughout
history have attempted to explain natural and social  phenomena by
explaining how the universe works and the elements that contribute to such 
occurrences. As a result, it was unavoidable that they would develop
diverse definitions of what  it is to be the Self. The self is a unitary entity
related to consciousness, awareness, and agency.  Different philosophers
have proposed increasingly specific features of the Self, and these 
definitions have developed through time from pure abstractions to
scientifically supported  explanations. 

The Greeks were the first to question actively the myths and move
away from them in  their effort to comprehend reality and answer recurring
issues of inquiry, such as the question  of the Self. 
Philosopher  Orientation  Description

Socrates  Idealism ∙ Self-knowledge is the ultimate virtue;  knowledge is the embodiment of good, 
whereas ignorance is the personification of  evil. It will lead to ultimate
happiness since it  is the highest virtue. A life that has not been  analyzed
isn't worth living. 
∙ The worst thing that can happen to anyone  is to live but die on the inside
because  knowing oneself is our ultimate mission. 
∙ Every man is made up of a body (imperfect  and transient) and a soul
(perfect and  permanent). This simply implies that every human being is
dualistic. He is made up of  two distinct elements of his personality.
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Plato  Idealism ∙ Moral virtue is intellectually grounded and  leads to happiness. 

∙ Knowledge and wisdom lead to virtue, which  leads to happiness. 
∙ The rational soul (intellect), spirited soul  (emotions), and appetitive soul are the
three  components of the soul (desires). 
∙ The way to achieve justice in a human being  is for the three elements of the
soul to  operate in unison. When a person's soul  reaches the ideal state, it
becomes just and  virtuous.

Augustine  Platonism ∙ All knowledge leads to God. 

∙ Those who are pure in their heart can only see God. 
∙ Love and faith in God and understanding His  Gospel will ultimately lead to
happiness. ∙ An aspect of man stays in the world and is  
imperfect and continuously desires to be  with God and others can reach
immortality.

Thomas Idealism,   ∙ Man is made up of two components: matter  and form. The standard material
Aquinas  Empiricism that makes  up everything in the cosmos is the matter or  "hyle" in Greek. The
human body is a  component of this. The essence of material  or entity is
referred to as "morphe" in Greek. 
∙ The soul is what gives meaning to the body  and identifies us as human
beings.

Rene   Rationalis ∙ Cogito ergo sum means “I think therefore I  am.” 

Descartes m ∙ The mind and soul can exist without the  body. 
∙ The body is not anything else but a machine  that is connected to the mind.

David Hume  Empiricism ∙ All knowledge passes through the senses. ∙ Men can only attain knowledge
by  experience. 
∙ The self is nothing else but a bundle of  impressions. Impressions are the
primary objects of our experience or sensation. 

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Immanuel   Rationalism,   ∙ There is an inner self and an exterior self. •  The inner self contains
Kant Empiricism rational reasoning  and a psychological condition. 
∙ The outward self is composed of the body  and physical mind, where
representation  occurs. 
∙ The self is more than just a personality trait.  It is the place where all
human beings  acquire information.
 Gilbert Ryle Behaviorism,   ∙ I act; therefore, I am. 
Empiricism ∙ The mind is not the seat of self. 
∙ It is not a separate, parallel thing to our  physical body. 
∙ The mind is a category mistake brought  about by chronic use. The
only way it can  affect the other is through the external world. 

Maurice Merleau Phenomenolog ∙ We are our bodies. 

Ponty y ∙ Our bodily experiences do not detach the  subject/object, mind/body, 
rational/irrational. 
∙ Our living body, thoughts, emotions, and  experiences are all one. 

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A. How Do I See Myself? 

Empiricism and rationalism are two philosophical perspectives that

describe the self in  philosophy. There is no such thing as intrinsic
knowledge in empiricism; instead, knowledge is  gained from experience.
Empiricism relies on sensory and physical reactions to explain the  self. We
know things because we have had firsthand experience with them through
our five  senses. There is intrinsic knowledge in rationalism; the difference is
that they pick different  objects of innate ability. Rationalism explains the self
from the perspective of what is desirable  and proper, rather than what our
senses or bodies tell us. Logic and reasoning lead us to our  conclusions.
Some philosophers have reproduced empirical conceptions of the Self,
while  others have explained the self via a logical perspective. Check from
the box next to each  statement to show whether you agree or disagree. 

Agree Disagree 

1. My life choices are based on what I have actually  

experienced.  
2. My views about the world are dependent on what I have  
actually witnessed. 
3. I am likely to buy a brand that I have already used, and not  
based on referrals. 
4. I would rather remain in my comfort zone than try something  
new. 
5. Most of the time, I make choices based on the present  
rather than the future. 
6. I am likely to hold on to what I have now, even if there is a  
greater option in the future. 
7. For me, happiness is tangible. 

B. In your own words, state what the “Self” is for each of the
following philosophers. After  doing so, explain in the last part your
concept of the “Self.” (5 points each)
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Philosopher  Concept of the Self

Socrates 

Plato 

Augustine

David Hume

Immanuel  
Kant

Your  
concept

(The Scoring Key for Activity A above) 

Scoring Key:

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If most of your answers “Agree,” then you are an empiricist. If
most of your answers  “Disagree,” then you are a rationalist.  

Job well done! Congratulations, and you may proceed on the next

part of the module.

 __________________________________________________________

_______________ References 

Alata, Caslib Jr., Serafica, & Pawilen (2018). Understanding the Self by
Rex Book Store, Inc.  Macayan, J., Pinugu, J., Castillo, J. (2018).
Understanding the Self by C&E Publishing, Inc. Self and Identity:
https://nobaproject.com/modules/self-and-identity 
What Philosophy says about the Self:
https://utsged101portfolio.wordpress.com/section-2- what-philosophy-
says-about-the-self/ 
Identity vs. Self: https://utsged101portfolio.wordpress.com/section-1-social-
environmental and-other-life-factors-s-e-l-f/  
What is the Self? https://www.youtube.com/watch?v=zGv1Nay2z-U  
How to Know Yourself: https://www.youtube.com/watch?
v=4lTbWQ8zD3w  Who Am I?
https://www.youtube.com/watch?v=UHwVyplU3Pg;  
https://www.youtube.com/watch?v=oocunV4JX4w&t=8s

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Lesson 2 
The Self, Society, and Culture 
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Learning Outcomes: 
1. examine the different sociological and anthropological concepts,
influences, factors, and forces that shape the self; 
2. contrast how the Self has been characterized across sociological
and anthropological perspectives; and 
3. demonstrate critical and insightful thought in analyzing the
development of oneself and in knowing oneself according to
sociological and anthropological perspectives. 
__________________________________________________________________________ 
Introduction 
  
In this lesson, we will be asked what the relationship between
external reality and the  Self is. How does your self influence by your
family, community, the school of your choice, or  the society as a whole?
With this, let us start with the activity below.  

ACTIVITY  
 
Answer the following questions:  

1. What are the influences of the following in your development as an individual? 

a. Family 
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b. Friends 
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c. Community 
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d. School 
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ANALYSIS  
 
Which of the factors above has contributed significantly to your
development, especially the Self?  
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ABSTRACTION 
  
With the advent of the social sciences, new approaches and
paradigms for reexamining  the real essence of the self became feasible.
Thinkers just grew tired of debating the long running conflict between a
person's body and soul or mind and body relationship. The  conversation
eventually moved on to another level of debate. The link between the self
and the  outside world is one component of self-analysis. Without
assistance, human beings will not  evolve into human beings. We may be
endowed with intelligence and the ability to reason. Still,  our growth and
development, and, as a result, our identities, are products of our
interactions  with the outside world. The self must be viewed as a fluid entity
that is constantly changing, in  continual conflict with external reality, and
flexible in its interactions with society. The self is  always involved in social
life, and various factors influence its identity. After considering these  points,
one should conclude that the self is genuinely complex.  
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Membership primarily impacts our growth into important social
groups that form many  parts of our self, such as our belief system, values
orientation, and outward conduct. We are,  after all, born into a family. We
judge ourselves at the end of our life based on our contribution  to society,
the value of our social interactions, and how we have impacted the lives of
those we  have personally encountered. Our family surrounds us at the start
of our lives. It is the most  pervasive and essential social group that
influences our development. The ideals we adhere  to while making choices
and decisions and our habits and consistent conduct have been  created in
the setting of our different families. Our parents are our first instructors; it is
from  them that we form our first perceptions of the world beyond our homes
and our first barometer  in deciding which actions are acceptable and
rewarded and which are not and punished. Our  siblings become our first
friends and playmates as our family grows; if our parents set the  standards
to which we should adapt, our relationship with our siblings harnesses our 
socialization skills, such as playtime moments, hobbies. Even when we
argue with them, we  use our experiences in conflict resolutions throughout
our lives. Our consistent familial  experiences shape our social self. 

The school, in addition to the family, is an essential element of our

social identity. As we  are exposed to more individuals and a formal set of
norms, our global perceptions broaden.  Nonetheless, we are required to
satisfy a specific accomplishment criterion, typically in a  collaborative
learning environment. We use the information we've gained from our
mentors and  the socializing skills we've learned from our families to form
bonds with our classmates. The  knowledge we get from books, our
mentors' lectures, and our classmates' insights is digested  and ingested in
the deeper depths of our being. Collaborative learning conditions shape our 
understanding of the world as we exposed ourselves to the perspectives of
our learning peers.  The values of social harmony, emotional sensitivity to
the needs of others, and behavior  concerning others' personal spaces in
our environment are just some of the learning insights  that become
embedded in our social self. We spend about a third of our lives as students
in  educational institutions, and our school experiences form our social self
as we progress through  the phases of development. 

Our social selves are shaped significantly by our communities.

According to  anthropological and sociological research, our groups and
cultures impact our cultural ideas  and behaviors. Values like trust in God,
respect for the old, task tenacity and devotion, and  love for our nation are
frequently the result of our social environments and societal  expectations.
Religion, politics, the media, education, and government are all social
institutions  that directly influence our lives since we are continuously
exposed. As we think, enjoy, and  conduct according to norms set by our
micro and macrosystems, our social self inevitably  charges as we accept
and finally integrate views espoused by society. 

The Intersection of Culture and Society 

Culture and society may appear to be the same thing as an uninformed
person. Even  though they are linked and interconnected, they are not the
same thing. Without the other,  neither can exist. They differ considerably
because of several differences. Culture is regarded as a tradition that
fosters continuity and cohesiveness among individuals who have common 
interests. Throughout history, culture has been interpreted in various ways,
and it continues to 
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do so now. Many sociologists and specialists believe that culture is the
characteristics of a  population's beliefs, values, and behavior. 

On the other hand, society may be seen as a larger social group with
structured  collaboration and a sense of being linked to one another in a
certain way. It is this sense of  belonging that gives each member of a
society a sense of belonging. If we wish to understand  society and
sociology, we must analyze the total of individuals and their relationships.
And it is  now quite acceptable to believe that the link between culture and
society exists. 

Every society has a culture. 

Culture has a direct impact on society because it influences how
people react to new  ideas and changes. It's as if society is what we see
from the outside, while culture is what we  perceive from within. Many
ordinary people now feel that culture reflects how people live and  manage
their lives. Arts, social norms and standards, social structure, technology,
religion, and  education should be included. According to what we know so
far, society refers to any collection  of individuals who share similar
geographic, biological, and cultural traits, as well as a standard 
system of conduct and activity. One civilization must be self-sufficient for the
culture to continue  to exist after the time of sufficiency has expired. As a
result, society cannot be divorced from  its own culture merely because it
creates it. Both culture and society are just too vast and  complex to be
explained in simple terms. We have a good sense of who we are and where
we  come from – that is what makes us unique. 
Answer the following questions: 

1. What beliefs and values do you see as beneficial to your “self”?

Why?
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2. What beliefs and values do you see as unfavorable to your “self”?

Why?
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3. What are your insights about your social self do you

have at this point?14 | P a g e 
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My Social Self Map 

Create a concept map of our social self that explains how our
development is shaped  by the different social factors and how we
contribute to shaping or changing these social  factors. You may use any
mode or platform for this output to be accomplished. 
Keep it up! You are on your way to the third part of the module. 

___________________________________________________________
_______________ References 
Alata, Caslib Jr., Serafica, & Pawilen (2018). Understanding the Self by
Rex Book Store, Inc.  Macayan, J., Pinugu, J., Castillo, J. (2018).
Understanding the Self by C&E Publishing, Inc. The Connection Between
Culture and Society: http://www.migrationnavigator.org/connection culture-
society/ 
The Social Self: https://utsged101portfolio.wordpress.com/section-2/ 
Culture and Society: https://www.youtube.com/watch?v=OUg2TQ27cTM 

Lesson 3
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The Self as Cognitive Construct 
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Learning Outcomes 
1. examine the different psychological concepts, influences, factors,
and forces that shape the self; 
2. contrast how the self has been characterized across psychological
perspectives; and 3. demonstrate reflective thought in analyzing the
development of one’s self and in knowing one’s self. 
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Introduction 
  
Psychological inquiries into the self constitute a wide range of
schools of thought, each  with its history and applications in practice.
Subjectivity, identity, personality, and awareness  are all discussed. In
psychology, as in philosophy, the ontology of the self is widely disputed, 
although arguments are frequently joined as assertions of viewpoints
favoring study lines.  Psychology focuses on how people acquire and retain
self-awareness and self-perceptions in  behavior and mental health.
Regardless of their differences, all theories mention the self's  reflexivity,
formation as personal responses to reality, and the involvement of the
social  environment. The least contentious topic is knowledge of oneself as
an immediate subject of  experience and the agent of one's actions, which is
dependent on brain processes and is  connected to sensory perception. 

Introduction 
 
This exercise is divided into two sections that compare how we view
ourselves to how others  see us based on how we show ourselves to them.
For the first part, list ten to fifteen attributes  or characteristics that you
believe characterize who you are with the human figure representing you. 
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For the second part, let your classmates write their idea about you  based
on “What you see or hear me say, who do you believe I am?” For  two to
three minutes, pass your paper around without looking at who is  writing on
it. Fill in the blanks on your classmates' papers with only the  facts that you
notice about them. Use no foul language, and don't  write your name. 

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ANALYSIS 
  
What are your insights about the outcomes of the activity? How do
you feel about your  self? 
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ABSTRACTION 
 
In psychology, the self refers to a person's sense of being a single, unitary,
autonomous  entity different from others and experienced consistently
throughout time and space. The  awareness of one's physique, inner
character, and emotional life is part of one's self experience. People have
two ways of experiencing themselves. The first is as a conscious  agent
who influences and is affected by the world. This self is commonly referred
to as the "I,"  which focuses on how individuals see doers. The second is as
a subject of contemplation and  
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assessment. People who have this sort of self concentrate on their physical
and psychological  characteristics to consider the constellation of abilities,
qualities, attitudes, views, and feelings they may possess. Like me is a term
used to describe this sort of self. It focuses on how  individuals monitor and
consider their competence and character from the outside looking in, 
similar to how people observe and contemplate the competence and
character of others. 
In the argument over the self, William James (1890) proposed the
difference between  "Me" and "I." Comprehending the self as an object of
experience is one thing, but understanding  the self as a subject of
experience is quite another. However, its meaning differs in cognitive 
science, especially what one understands as the self as subject, or “I.” He
distinguished  between two self-understandings: the self as "Me" and "I."
This difference has lately resurfaced  in cognitive research, particularly in
experimental investigations on the phenomenal self's  foundations. The goal
is to stand back from cognitive science and pinpoint the difference  between
"Me" and "I" in the perspective of consciousness. Initially, this difference
was founded  on the assumption that the former (“Me”) corresponded to the
self as an experienced object  (self as object). The latter (“I”) reflects the self
as a subject of experience (self as subject) (self  as subject). 

The picture we have of ourselves is referred to as self-concept. How does

one's self image develop and develop throughout time? This image sets in a
few ways, but is primarily  impacted by our encounters with key individuals
in our life. Self-concept is considered as our  impressions of our conduct,
talents, and distinctive characteristics—a mental image of who we  are as a
person. For example, beliefs like "I am a nice friend" or "I am a
compassionate person" are part of a more significant self-concept. When
individuals are younger, and still in the self discovery and identity
development stage, their self-concept is more flexible. But as people  grow
older, their self-perceptions become more intricate and structured as they
better  understand who they are and what matters to them. Self-concept is
an overall notion about  who we are on all levels—physically, emotionally,
socially, spiritually, and in other ways (Neill,  2005). Based on the
knowledge we have about ourselves, we create and manage our self-

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concept as we mature. It is multifaceted and may be divided into these
distinct elements. Many  ideas exist to explain what self-concept is and how
it evolves. 

Carl Rogers, a well-known psychologist, thinker, and clinician,

proposed a theory on  how one's self-concept impacts and serves as the
framework for one's personality. Our  personality is influenced by the picture
we have of ourselves, and our actions, when paired with  our personality,
form a feedback loop into our image of ourselves. Rogers thought that our 
quest for self-actualization drives our personality. This is the state in which
we have realized  our entire potential, and our self-concept, self-worth, and
ideal self have all merged. Our  personalities and self-concepts evolve in
different ways, resulting in the distinct persons we  are. We all aspire for
self-actualization, according to Rogers, with some of us succeeding better 
than others. What steps do people take to achieve self-actualization and
congruence? With  this, it has to do with how someone "maintains" their
sense of self. 

Along with Abraham Maslow, Rogers focused on the possibility for

healthy people to  evolve, and he made foremost contributions to our
understanding of the self and personality.  Both Rogers' and Maslow's
philosophies emphasize individual choices rather than biological 
determinism. They stressed the importance of free will and self-
determination, with everybody  aspiring to be the greatest person possible. 
 As a social theoretical framework, symbolic interactionism assumes
that our social  reality is built via the ordinary actions of everyday social
interaction. Individuals as participants  in social groupings create symbolic
and shared meanings via repeated acts of interaction. On  the other hand,
symbolic interactionism does not reject uniqueness; it concerns how
different  meanings are adapted and understood via social practice.
Extended encounters are often  studied using a variety of qualitative
methods, such as ethnography or participant observation.  Geographers'
interest in symbolic relations grew in tandem with their rising interest in 
humanistic philosophies, cultural theory, and social theory. Social
interactionist methods, which  examine the intricate interactions between
individuals and societies, peoples, and places, have  inspired post-positivist
geographies. The interest in symbolic interactions in landscape derives 
from a larger concern with symbolic social activities, especially how the
"symbolic" influences  understandings of and meanings found in diverse
social settings. 
Do some study and make a list of 10 things you can do to improve
your self-esteem or  self-concept. Make sure to credit your sources.
Examine which of those suggestions is most  likely to backfire, make
someone arrogant or narcissistic, and then modify them. The remarks  are
both beneficial to the person and society as a whole.

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Congratulations! Keep up the excellent work. 

___________________________________________________________
_______________ References 

Alata, Caslib Jr., Serafica, & Pawilen (2018). Understanding the Self by
Rex Book Store, Inc.  Self Definition:
http://psychology.iresearchnet.com/social 
psychology/self/#:~:text=In%20psychology%2C%20the%20notion
%20of,inner%20chara cter%20and%20emotional%20life.  
The Self in the Context of Consciousness:  
https://www.frontiersin.org/articles/10.3389/fpsyg.2018.01656/full 
What Is Self-Concept? https://www.verywellmind.com/what-is-self-
concept-2795865 What is Self-Concept Theory? A Psychologist
Explains: https://positivepsychology.com/self concept/ 
Rogers’ Humanistic Theory of Personality:
https://courses.lumenlearning.com/boundless
psychology/chapter/humanistic-perspectives-on-personality/ 
Symbolic Interactionist Theory:
https://courses.lumenlearning.com/alamo
sociology/chapter/reading-symbolic-interactionist 
theory/#:~:text=Mead's%20student%2C%20Herbert%20Blumer%2C
%20coined,interpre ted%20by%20a%20person%20when
20 | P a g e 
Lesson 4 
The Self in Western and Eastern Thoughts 
__________________________________________________________________________ 

Learning Outcomes 
1. examine the different Western and Eastern concepts, influences,
factors, and forces that shape the self; 
2. compare how the self has been symbolized across Western and Eastern
perspectives; and 
3. show profound thought in analyzing the progress of one’s self
and in knowing one’s self 
_________________________________________________________________________ 

Introduction 
  
Diverse cultures and surroundings tend to produce different self-
perceptions. The  Eastern-Western dichotomy, in which Eastern
symbolizes Asia and Western represents  Europe and North America, is
one of the most frequent cultural and racial differences. It must  be noted
that when notions were accepted and employed in the social sciences, this
distinction  and the nations included were politically colored. Furthermore,
while geographically  neighboring countries may have commonality, other
variables cause variances. Each area in  the Philippines may have a
similar or different perspective of the Self. 

ACTIVITY  
 
Write the top five differences between Western and Eastern society,
culture, and  individuals in the table below. Cite your sources. 

21 | P a g e 
Western  Eastern

ANALYSIS  
  
Aside from the differences, are there similarities you
also found based on  your findings on the above activity? 
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ABSTRACTION 
 
The Confucian Self-cultivation 

Self-cultivation, also known as personal cultivation, is the deliberate growth

of one's  mind or abilities. The development, integration, and
synchronization of mind and body are known as self-cultivation. It is linked
to endeavors to move beyond normal states of being and the continuous
enhancement and polishing one's capacities and potentials. Self-cultivation
is  a Confucian philosophy-based psychological process that refers to the
activity and effort of  maintaining the balance between one's inner and
exterior selves and oneself and others. 

22 | P a g e 
  

Confucianism is a traditional Chinese religious system that

emphasizes human ethics  and morals. It is debatable if it is simply a
philosophy or incorporates religion. For living a  tranquil existence,
Confucianism believes in ancestor worship and human-centered qualities. 
“Do not do unto others what you would not want others to do unto you,”
says Confucianism's  golden rule. Confucianism's central premise is the
necessity of having a solid moral character,  which may subsequently
influence the surrounding environment through the concept of  "cosmic
harmony." Confucius felt that education was critical in developing noble
character. He  believed that individuals are inherently good but that they
may have deviated from acceptable  behavior. Confucianism's rituals
fostered this respectful attitude and foster a sense of  togetherness among
a group. 

The Daoist Tradition of Personhood

23 | P a g e 
Confucius believes that humanity has unique and superior qualities
and that moral  consciousness and the ability to create civilization make
human beings different from other  forms of existence. Daoism perceives
humans as natural beings. Due to their different  interpretations of
humanity's role in the universe and the effects of civilization, the Daoist
sense  of personhood differs from the Confucian self even though both
perceive the person as the  micro-body of the universe. For Laozi, the
person is a natural being, and the highest level of  personal achievement is
to go back to the source of life and follow nature's way. Different from  the
Confucian view of humans’ occupying a superior position in the universe,
Laozi lists  humanity along with three other important aspects: heaven,
earth, and Dao: “Human follows  the way of the earth; the earth follows the
way of the heaven; the heaven follows Dao; Dao  follows the way of
nature.” Here, humanity is not more valuable than other aspects, but must 
be in unity with nature. The literal translation of the Chinese for nature is
“self-so” or “self-so ness.” To borrow a phrase from contemporary chaos
and complexity theory, it is self 
organization. This self-so-ness is the Daoist key to everything.  

The Buddhist Teachings of the Self 

The Buddha preached a theory known as anatta, which is commonly

translated as "no self," or the idea that the sensation of having a
permanent, independent self is a mirage. This  is not anything we've seen
before. Is it true that I am not myself? If not, who is currently reading this
article? To add to the perplexity, the Buddha forbade his pupils from
pondering on their  selves. If you're still perplexed, the Buddha isn't arguing
whether you "have" or "don't have" a  "self," but rather that such intellectual
analysis isn't the route to knowledge. Also, observe how  the statement "I
have no self" implies a self that does not have a self. As a result, the
essence  of the no-self cannot be comprehended rationally or articulated
with words. You will  misinterpret everything else about Buddhism if you do
not understand "anatta." Yes, it is that  crucial. Let's take a closer look at
the no-self. Essentially, "anatta" teaches that there is no  permanent,
everlasting, unchanging, or independent "self" occupying or living "our"
bodies or 24 | P a g e 
lives. Anatman contrasts the Vedic teachings of the Buddha's time, which
taught that everyone has an atman, or an everlasting, unchanging soul or
personality. 
However, it must be emphasized that these are general
commonalities between Western cultures compared to Asian or Oriental
cultures. In the case of the Philippines, we  can also consider the
colonization experience for differences and similarities with our Asian 
neighbors. We might also find variation among provinces and regions due
to geographical  conditions. Various Western and Asian perceptions may
be blurred or highlighted by social  media, migration, and intermarriages.
Whereas conflict is inevitable in diversity, peace is also  possible by
understanding each of us.  
A. Can you support the statement in the picture below?

25 | P a g e 
 ___________________________________________________________
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B. In a long bond paper, create a representation, diagram, or concept map of

the Self according to Filipino culture. Provide a brief explanation of your
output. You can also cite books and research about Filipino culture, self,
and identity to further elaborate on the topic. 
 Good job! You have done great in this module. You may now
proceed to our  second module. 

_____________________________________________________
_______________ References 

Alata, Caslib Jr., Serafica, & Pawilen (2018). Understanding the Self by
Rex Book Store, Inc.  Confucius: https://iep.utm.edu/confuciu/ 
Confucianism:  
https://www.nationalgeographic.org/encyclopedia/confucianism/#:~:text=

Confucianism%20is26 | P a g e 

%20an%20ancient%20Chinese,Confucian%20philosopher%20after
%20Confucius%20hims elf.  
The Confucian Tradition of Self-Cultivation:  
https://link.springer.com/content/pdf/10.1007/BF03396962.pdf 
The Daoist Tradition of Personhood:  
https://link.springer.com/content/pdf/10.1007/BF03396962.pdf 
Buddhist Teachings on the Self: https://www.learnreligions.com/self-
no-self-whats-a-self 450190 
The Not-Self Doctrine: https://plato.stanford.edu/entries/mind-indian-buddhism/#1.1 

Module 2 
The Biological Dimensions of the

Self 
Module Overview 
This module deals with the biological dimensions of the Self: the physical
and the sexual. There  will be discussions on the biological and
environmental factors that shape the physical 

27 | P a g e 
characteristics of the self. On the one hand, a discussion also on the sexual
aspects and  behavior concerning one’s self.  

Module Objectives/Outcomes 

1. To introduce the physical and sexual characteristics that symbolize one’s self. 

Lessons 
Lesson 1: The Physical Self  
Lesson 2: The Sexual Self  

Lesson 1 
The Physical Self 
_____________________________________________________
_______________ Learning Outcomes 
1. identify and explain the biological and environmental factors that
shape the physical  self; and 
2. explores socio-cultural issues associated with physical well-being. 
_____________________________________________________________________ 

ACTIVITY  
  
This lesson will bring us to another aspect of the Self. The Physical
Self is the tangible aspect and the substantial part of our personhood that
can be observed and examined.  

ACTIVITY  
 
Answer the following questions as honestly as you can. 

1. How do you perceive beauty? 

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______ 

28 | P a g e 
2. For you, what is a beautiful person? 
 ______________________________________________________
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______________________________________________________
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______________________________________________________
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______________________________________________________
______ 

3. Do you consider your self beautiful? 

______________________________________________________
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______________________________________________________
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______________________________________________________
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______________________________________________________
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______________________________________________________
______ 

ANALYSIS  
How do our physical surroundings or environment affect our physical
attributes and  perception of beauty? 
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_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________ __________________________ 

ABSTRACTION 
 
The body, this amazing container and complex, highly tuned system
through which we  interact with our surroundings and other creatures, is
referred to as the Physical Self. The  Physical Self is the physical, solid
element of a person that can be viewed and studied firsthand.  However, in
terms of science, this crucial part of our Self appears to have been lost
somewhere  between Eastern detachment and Western self-importance, to
the point that there isn't enough  theoretical research on the subject.
However, the debate over the physical self has found a  home in many
schools of psychology, such as psychoanalysis, behaviorism, and
humanism,  with some of its most passionate proponents and followers
grappling with the subject in differing  degrees. According to William James,
the body is the first source of feeling and is required to  develop a
personality. The body, according to James, is an expressive instrument of
indwelling  awareness, and excellent physical health is something that wells
up from every aspect of a  muscularly well-trained human being and
satisfies the indwelling soul in him. 

29 | P a g e 
The Physical Self: Achieving Physical Well-being 

There is nothing wrong with enhancing our physical self. What is

problematic is when  we focus too much on physical beauty and disregard
everything else. How do we take care of  our self and our physical bodies?
Here are just some tips: 

1. Healthy eating. We need to have the right combination of food to

ensure our health  and sustenance. Having the proper diet will result in
healthy skin, ideal weight, and better  stamina. 

2. Embracing a healthy lifestyle. Avoiding drinking, smoking, and

other unhealthy habits  would reduce the risk of illness and diseases and
make your immune system stronger. Physical  activities such as simple
walking, jogging, going to a fitness gym, and do sports would also 
contribute to a healthier body. 

3. Having proper hygiene. Taking care of our body by maintaining a

hygiene regimen  can also help us feel good. 

4. Lastly, confidence in ourselves is our best make-up. Being secure

in ourselves,  embracing a positive outlook toward various situations and
problems, and loving and accepting  who we are will undoubtedly result in
optimal physical well-being.

30 | P a g e 
Your Physical Self Through the Years 

Create a collage using your pictures to show how you developed

from the time you were  born or a kid/child up to the present. You may add a
caption to tell a story about your  development. Focus on the physical
changes manifested while you were growing up. Use a  long bond paper for
your output. 
Well done on the first part of the module. Now, let us proceed to the next lesson. Keep it up! 

_________________________________________________________
_______________ References 

Alata, Caslib Jr., Serafica, & Pawilen (2018). Understanding the Self by
Rex Book Store, Inc.  Macayan, J., Pinugu, J., Castillo, J. (2018).
Understanding the Self by C&E Publishing, Inc. The Physical Self:
https://utsged101portfolio.wordpress.com/section-1-the-physical-self/ The
Concept of Physical Self in Psychology: https://www.all-about-
psychology.com/the concept-of-physical-self-in-psychology.html
31 | P a g e 
Lesson 2 
The Sexual Self 
__________________________________________________________________________ 

Learning Outcomes 
1. discuss and elaborate concepts associated with the sexual self; 
2. identify elements that give to one’s sexual development; and 
3. explain how one can manifest responsible sexual behavior. 
____________________________________________________________________ 

Introduction 
  
This topic focuses on the sexual self, one of the essential parts of
human growth. It  emphasizes the biological and environmental influences
confronting sexual development. 

ACTIVITY  
 
Fill out the table below by listing the common secondary sexual male and
female  characteristics.  
Male Secondary Female Secondary Sexual  
Sexual  Characteristics
Characteristics

32 | P a g e 
ANALYSIS 
When do we usually observe the changes listed above for males and
females? 
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___________________________________________________________
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___________________________________________________________
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___________________________________________________________
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___________________________________________________________
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___________________________________________________________
_______________
___________________________________________________________
_______________ 

ABSTRACTION 
  
Your sexual sensations, thoughts, desires, and acts toward other
people are all part of  your sexuality. Other individuals might be physically,
sexually, or emotionally appealing to you,  and these qualities are a
component of your sexuality. Sexuality is unique and personal to each 
individual, and it is an integral part of who they are. It can be a liberating,
exciting, and positive  experience to discover your sexuality. 

The people's sexual interest in and attraction to others and their

ability to have erotic  experiences and reactions are referred to as human
sexuality. Sexual orientation refers to a  person's emotional and sexual
attraction to other sexes or genders, influencing their sexuality.  33 | P a g e 
Thoughts, dreams, wants, beliefs, attitudes, values, actions, practices, roles,
and relationships  are examples of how sexuality may be experienced and
expressed. These might take the form  of biological, physical, emotional,
social, or spiritual manifestations. The biological and physical  elements of
sexuality are primarily concerned with human reproductive processes, such
as the  human sexual response cycle and the universal biological urge.
Bonds between persons  exhibited through powerful sentiments or physical
expressions of love, trust, and caring are  examples of emotional elements
of sexuality. Spirituality is concerned with an individual's  spiritual
connection with others via sexuality, whereas social features are concerned
with the  influence of human society on one's sexuality. Cultural, political,
legal, intellectual, moral,  ethical, and religious factors influence and are
influenced by sexuality. 

A biological characteristic that separates males from females at birth

is the sexual genital  (penis for males, vagina for females). Furthermore,
visible changes in the human body, often  known as secondary sexual
characteristics, begin throughout puberty. Sexual desires  increased
sensitivity to sexual stimuli, and sexual arousal is common when
physiological  changes in the adolescent's reproductive system are
activated. To satisfy sexual urges,  humans are inclined to participate in
sexual behaviors. The sexual behaviors they experience,  however, may
differ. To make appropriate judgments, a person should be aware of their 
sexuality and sexual characteristics. Adolescents must understand the
significance of making  well-informed decisions. 

Sex refers to the physiological distinctions between male and female

bodies, as well as  other intersex bodies. Primary sex traits (those linked to
the reproductive system) and  secondary sex characteristics (those not
related to the reproductive system) are both included  in sex (those not
directly related to the reproductive system, such as breasts and facial hair). 
In humans, a child's biological sex is established at birth based on
chromosomes, gonads,  hormones, internal reproductive architecture, and
genitalia, among other things. In Western  medicine, biological sex has
historically been a binary, split into male and female. However,  between 1.0
and 1.7 percent of infants are born intersex, with sex features
(chromosomes,  gonads, or genitals) that make it impossible to distinguish
them as male or female. Many people  see sexes as a continuum rather
than two mutually exclusive categories due to many kinds of  intersex
disorders (which are common than researchers initially assumed). 
 A person's sex, as defined by biology, does not necessarily correlate
to their gender.  The terms "sex" and "gender" must not often be used
interchangeably. The term "gender"  refers to the social and cultural
differences between male, female, or intersex. Typically, boys  (gender) are
assigned to infants born with male sex traits (sex), whereas girls (gender)
are  allocated to babies born with female sex characteristics (sex) (gender).
Many infants born  intersex are forced designated as either boys or girls and
even surgically “corrected” to match  a specific gender. Our culture functions
on a binary paradigm when it comes to gender (in other  words, perceiving
gender as just having two possibilities). Gender, according to scholars, is a 
social construct, meaning that it does not exist naturally but is produced by
cultural and societal  conventions. A person's feeling of self as a member of
a specific gender is defined as gender  identity. Cisgender people identify
with a role that corresponds to the sex assigned to them at  birth (for
example, if they were born with male sex traits, were given the name boy,
and still  identify as a boy or man).
34 | P a g e 
Transgender people identify with a role other than their biological sex
(for example, they  were born with male sex characteristics, were assigned
as a boy, but now identify as a girl,  woman, or another gender entirely). The
word "transgender" refers to various identities,  including agender,
genderfluid, genderqueer, two-spirit (for many indigenous people), 
androgynous. Because "sex" relates to biological or physical differences,
sex traits will not  significantly alter human civilizations. People of the
feminine sex, for example, will ultimately  menstruate and grow breasts
capable of lactation, regardless of culture. Gender  characteristics, on the
other hand, might change substantially amongst civilizations. Wearing a 
dress or skirt, for example, is considered feminine (or a female gender
characteristic) in  American society. Dresses or skirts (also known as
sarongs, robes, or gowns) are considered  masculine in many Middle
Eastern, Asian, and African civilizations. Similarly, a Scottish man  wearing
a kilt does not seem feminine in his society. 

Biological sex is determined by a physical characteristic and is

assigned at birth.  Gender, on the other hand, is an individual's taught and
accepted identity. Gender roles relate  to how men and women are
expected to behave in society. Everyone has a fundamental  understanding
of gender roles: males are strong and dominating, while women are
thought  weak and timid. One's sense of self is shaped by sexual identity
and gender orientation.  Individuality is how a person exhibits his or her
sexuality; their sexuality notions shape one's  ideas and behavioral lifestyle. 
Puberty is the time when young boys and girls go through the
process of sexual  development. Puberty is a set of physical phases or
processes that lead to the development of  secondary sex characteristics or
physical traits associated with adult males and females and the
accomplishment of fertility (such as the growth of pubic hair). While puberty
entails a  sequence of biological or physical changes, it can also impact
adolescents' psychological and  emotional development. The beginning of
puberty differs from person to person. Girls typically  reach puberty between
the ages of 10 and 14, while boys reach puberty between 12 and 16. 
Adolescent females are reaching puberty at a younger age than has ever
been reported before.  Dietary and other environmental factors might cause
this shift.

35 | P a g e 
Boys and girls go through a similar pattern of bodily changes during
puberty, with a  usually predictable sequence of occurrences. Breast growth
(breast buds) is the earliest  indication of puberty in most girls, around 11
years. Pubic hair growth generally begins following  breast development in
girls, followed by hair growth in the armpits. However, a small  percentage
of females grow pubic hair before they develop breasts. Menstruation
(having  periods) generally begins later than the other physical changes,
about two-and-a-half years  after puberty. Once a female starts having
menstrual cycles, a consistent pattern of ovulation,  which corresponds to
the accomplishment of fertility, generally emerges quickly (the onset of 
menstruation or first period is known as menarche). Girls who start
menstruating later in life  (after the age of 13) have decreased rates of
regular ovulation in the years after they start  menstruating. According to
studies, half of the adolescent females who start menstruating after  13 will
not ovulate consistently for the following four and a half years. The first
change seen in  males at the start of puberty is an increase in the size of
their testicles. The enlargement of the  testicles in boys occurs around 11
and a half years and lasts about six months. The penis  grows in size in
tandem with the testicles' development. The growth of pubic hair usually
always  precedes the enlargement of the testicles and penis. The
development of pubic hair and hair  in the armpits is the following stage.
The voice then grows more profound, and the muscles  grow larger. The
growth of facial hair is generally the final phase. When a spike in
testosterone  promotes the creation of sperm in males towards the start of
puberty, fertility is attained. 

The Human Sexual Behavior 

Sex, like food, is an essential component of our life. The apparent

persistence of the  species is the rationale from an evolutionary standpoint.
Human sexual activity, on the other  hand, is about much more than
reproduction. Human sexuality can have erotic or sexual  thoughts and
experiences, and it relates to a person's sexual interest in and attraction to
others.  Sexuality is distinct from biological sex because it relates to sexual
desire and feelings. 

Biological sex, on the other hand, describes how one's anatomy,

physiology, hormones,  and genetics are categorized (typically male,
female, or intersex). Gender identity, a person's  perception of gender, and
socio-cultural categorization (i.e., man, woman, or another gender)  based
on biological sex are distinct from sexuality (i.e., male or female). It differs
from 
influences, sexual orientation, or emotional and sexual attraction to a
specific sex or gender.  Thoughts, dreams, wants, beliefs, attitudes, values,
actions, practices, roles, and relationships  are examples of how sexuality
may be experienced and expressed. These take biological,  physical, and
emotional forms and socio-cultural forms that deal with the impact of
human  society and culture on one's sexuality. Some experts believe that
sexual behavior is primarily  influenced by heredity, while others feel that
the environment largely shapes it. Human  sexuality is influenced by
cultural, political, legal, and philosophical elements of life and morality,
ethics, theology, spirituality, and religion. 

The Human Sexual Response

36 | P a g e 
The sexual response cycle illustrates the physical and emotional
changes when a  person is sexually aroused and engages in sexually
stimulating activities, such as intercourse  and masturbation. Understanding
how your body reacts during each phase of the cycle might  help you
improve your relationship and pinpoint the source of any sexual issues.
There are four  stages to the sexual response cycle: excitation, plateau,
climax, and resolution. These stages  affect both men and women.
However, the timing is generally different. It's unusual, for  example, that
both lovers would have an orgasm at the same moment. Furthermore, the 
strength of the response and the time spent in each phase differs from one
individual to the  next. Understanding these distinctions may aid couples in
better understanding one another's  bodies and responses, therefore
improving the sexual experience. 

1. Excitement: The First Phase 

The following are some of the features of the excitement phase, which can
last anywhere from  a few minutes to many hours: 
• Muscle tenseness rises. 
• Breathing quickens, and heart rate quickens. 
• It's possible that your skin will get flushed (blotches of redness
appear on the chest  and back). 
• Nipples stiffen or become erect. 
• Increased blood flow to the genitals causes enlargement of the
woman's clitoris and  labia minora (inner lips) and erection of the
man's penis. 
• The lubrication of the vaginal canal commences. 
• The woman's breasts enlarge, and her vaginal walls become larger. 
• The man's testicles enlarge, his scrotum tightens, and a lubricating
substance is  secreted. 

2. Plateau: The Second Phase 

The plateau phase, which lasts until the onset of orgasm, includes the
following general  characteristics: 
• The first phase's modifications are accelerated. 
• The vaginal walls turn a dark purple as the vagina continues to
expand due to  increased blood flow. 
• The clitoris of the woman becomes extremely sensitive (perhaps
painful to the touch)  and retracts behind the clitoral hood to prevent
direct stimulation from the penis. • The testicles of the male tighten. 
• Your heart rate and blood pressure are all rising. 
• Muscle spasms can start anywhere, including the
feet, face, and hands. • Muscle tenseness rises. 

3. Orgasm: The Third Phase 

The climax of the sexual response cycle is orgasm. It is the shortest of the
stages, lasting only  a few seconds on average. The following are some of
the general features of this phase: • Muscle contractions that are not
voluntary begin.

37 | P a g e 
• With a fast oxygen intake, blood pressure, pulse rate, and
respiration are at their  maximum levels. 
• Muscle spasms in the feet 
• Sexual tension is released abruptly and forcefully. 
• The vaginal muscles contract in women. The uterus also has
regular contractions. • Ejaculation of semen is caused by rhythmic
contractions of the muscles at the base of  the penis in men. 
• A rash or "sex flush" may develop all over the body. 

4. Resolution: The Fourth Phase 

The body gradually recovered to its average level of functioning,

swelled throughout  resolution, and erect bodily parts restored to their
former size and color. This stage is  characterized by a general sense of
well-being, increased closeness, and, in many cases,  exhaustion. With
more sexual stimulation, some women can quickly return to the climax
phase  and have several orgasms. Men require a refractory period following
orgasm, during which they  are unable to achieve orgasm again. The length
of the refractory period varies amongst men  and typically grows longer as
they get older. 

Sexual Problems 

Sexual dysfunction can manifest itself at any point in the sexual

response cycle. It keeps  you from getting pleasure out of sexual activities.
Excitement, plateau, climax, and resolution  are the classic stages of the
sexual response cycle. The excitement phase of the sexual  response
includes both desire and arousal. It's crucial to remember that women don't
always  go through these stages in the same sequence. 

In general, there are four types of sexual dysfunction: 

• Sexual desire or interest disorders: a lack of sexual desire or interest. 
• Arousal problems are characterized by the inability to feel
physically aroused or  enthusiastic during sexual engagement. 
• Orgasm disorders: orgasm is delayed or absent (climax). 
• Pain disorders: discomfort during sexual activity. 

Sexual disfunction may influence people of any age, but it is more

predominant in those  over the age of 40 since it is frequently linked to a
decline in health that comes with aging. 

In males: 
• Inability to establish or maintain a sufficient erection (hard penis) for
intercourse in  males (erectile dysfunction). 
• Ejaculation is absent or delayed despite adequate sexual
excitement (retarded  ejaculation). 
• Inability to control ejaculation timing (early or premature ejaculation). 

In females: 
• The inability to have an orgasm.
38 | P a g e 
• Vaginal lubrication is insufficient before and during intercourse. 
• Inability to relax the vaginal muscles to the point where intercourse is possible. 

Both men and women have: 

• A lack of desire or fascination with sex. 
• An inability to provoke arousal. 
• Discomfort during sexual intercourse. 

What causes sexual disfunction? 

∙ Physical causes: A variety of physical and medical disorders is, in effect,

caused by sexual dysfunction. Diabetes, heart illness, vascular (blood
vessel) disease, neurological problems, hormonal imbalances, chronic
diseases such as kidney or liver failure, alcoholism, and drug misuse
are examples of these ailments. Furthermore, certain medicines,
particularly antidepressants, have adverse effects that might impair
sexual performance. 

∙ Work-related stress and anxiety, concerns about sexual performance,

marriage or relationship issues, depression, feelings of guilt, concerns
about body image, and the consequences of prior sexual trauma are all
psychological reasons. 

The Cost of Sexual Preferences 

 The act in which the male organ (penis) enters the female's
reproductive system is  sexual intercourse (copulation). The sensations
experienced by adolescent couples during  sexual intercourse are
sometimes overwhelming. Pregnancy is more likely if the woman is  fertile
during intercourse, and it lasts around nine months until the kid is born.
Having a kid  includes a great deal of responsibility and should not be done
on the spur of the moment. The  physical hazards of early pregnancy, such
as miscarriage, mental stress, and health concerns  to both the mother and
the child, may influence an adolescent's development. Aside from 
pregnancy, impulsive and irresponsible sexual intercourse increases the
chance of contracting  sexually transmitted illnesses (STDs). Acquired
Immune Deficiency Syndrome (AIDS), usually  caused by the human
immunodeficiency virus (HIV), is the most dangerous sexually  transmitted
illness. Contact with damaged skin, wounds, mucous membranes, HIV-
infected  blood, or blood-contaminated bodily fluids can spread the virus 

Sexually Transmitted Diseases 

Through sexual contact, sexually transmitted diseases (STDs) or

sexually transmitted  infections (STIs) are spread from one person to
another. Vaginal, oral, and anal sex are the  most common forms of contact.
However, they can occasionally spread by another close  physical touch.
This is because some STDs, such as herpes and HPV, are transferred
through  skin-to-skin contact. 

The following are the symptoms:

39 | P a g e 
• Painful or frequent urination  
• Strange discharge from the penis or vaginal area  
• Sores or warts on the genital area 
• In the genital region, itching and redness 
• Sores or blisters around or around the mouth 
• Disturbing vaginal odor 
• Itching, discomfort, or bleeding in the anal region 
• Pain in the abdomen 
• Fever 
How are sexually transmitted diseases (STDs) detected? 

If you are sexually active, you should talk to your health care provider
about your risk  for STDs and whether you need to be tested. This is
especially important since many STDs do  not usually cause symptoms. 

Some STDs may be diagnosed during physical or microscopic

examination of a sore or  fluid swabbed from the vagina, penis, or anus.
Blood tests can diagnose other types of STDs. 

What are the suggested treatments for sexually transmitted

diseases (STDs)?40 | P a g e 

Antibiotics can treat STDs caused by bacteria or parasites. There is

no cure for STDs  caused by viruses, but medicines can often help with the
symptoms and lower your risk of  spreading the infection. 
 Correct usage of latex condoms significantly reduces but does not
reduce the threat of  having or propagating STDs. The most consistent way
to prevent infection is not to have anal,  vaginal, or oral sex. There are also
available vaccines to prevent HPV and hepatitis B. 

Everyone must make responsible decisions regarding sexuality and

sexual behavior.  One could remind of the following insights: 

• Self-respect for one's own body. It entails taking care of one's

physique and refraining  from engaging in behaviors that diminish
one's value and esteem. 
• Maturity of thinking and action. It means being objective,
reasonable, and calm rather  than getting carried away by one's
emotions. 
• Following one's particular ideas and ideals. Everyone, especially
adolescents, should  be guided by their values and sense of self-
worth. 
• Having a forward-thinking attitude. Rather than focusing on the
now, a person should  continually consider the potential implications
of their current activities in the future. 

Natural and Artificial Methods of Contraception 

1. Natural Methods 

Natural family planning methods do not include introducing any

chemicals or foreign  bodies into the human body. People who are
extremely mindful of their religious views are more  likely to utilize natural
birth control methods. Some people choose natural techniques since  they
are less expensive. 

Abstinence 
∙ This natural method entails refraining from sexual contact and is the most
effective  natural birth control method with an ideally zero percent fail
ratio. 
∙ It is also the most efficient method to avoid sexually transmitted
infections. ∙ However, most people find it challenging to comply with
abstinence, so only a few use  this method. 

Calendar Method 
∙ Also called the rhythm method. This natural method of family planning
includes ceasing sexual contact when the female is fertile. 
∙ According to her monthly cycle, the woman is most likely to conceive 3 or
4 days before and after ovulation. 
∙ When a woman keeps track of her menstrual cycle for six months, she
may calculate her safe days. 

Basal Body Temperature 

∙ The woman’s temperature at rest is the basal body
temperature (BBT).41 | P a g e 
∙ The woman’s BBT falls at 0.5⁰F before the day of ovulation. It increases to
a full degree  during ovulation because of progesterone and retains its
level throughout the menstrual  cycle, which is the starting point for the
process. 
∙ The woman must take her temperature every morning before any activity is
done. If she  notices a slight movement (decrease and then increase) in
her temperature thus, this is  a sign that she has ovulated. The woman
must abstain from sexual contact for the next  three days. 

Coitus Interruptus 
∙ It is one of the oldest methods of contraception. 
 ∙ The couple still proceeds with the coitus (sexual intercourse), but the
man withdraws  when he ejaculates to send the spermatozoa outside
the female organ. ∙ The weakness of this manner is the pre-ejaculation
fluid that contains a few  spermatozoa that may cause fertilization. The
coitus interruptus is only 75% effective. 

Hormonal Injections 
∙ Once every 12 weeks, a hormonal injection consists of
medroxyprogesterone  progesterone is given. 
∙ The injection prevents ovulation and causes variations in the endometrium
and the  cervical mucus parts. 
∙ After administering, the spot should not be massaged so it could absorb slowly. 

2. Artificial Methods 

Oral Contraceptives 
• Oral contraceptives, sometimes known as the pill, include synthetic
estrogen and  progesterone.  
• It is advised that a woman take the first tablet on the first Sunday
after the start of a  monthly flow, although she may begin taking the
pill as soon as it is prescribed. • Inform the lady that the pill will not
affect her for the first seven days. Therefore the pair  will need to
utilize another contraceptive technique for the first seven days. • If a
woman forgets to take the pill one day, she must take it as soon as
she recalls,  then continue to use the contraception as usual. 
• If a woman misses the pill for more than one day, she and her
partner should consider  using an alternative form of contraception to
avoid ovulation. 

Intrauterine Device (IUD) 

An IUD is a tiny, T-shaped device placed into the uterus via the
vaginal canal to prevent  conception by generating a local sterile
inflammatory state that inhibits implantation. 

Chemical Barriers

42 | P a g e 
• Chemical barriers such as spermicides, vaginal gels, and creams,
glycerin films are  also used to kill sperm before they reach the cervix
and reduce the pH level of the vagina  to make it unsuitable for
sperm. 
• Chemical barriers cannot prevent sexually transmitted illnesses, but
they may be  bought without a prescription.  
• Chemical barriers have an optimum failure rate of 80%. 

Male Condoms 
∙ The male condom is an artificial rubber casing put on the erect penis
before vaginal  penetration to catch the sperm when ejaculating. 
∙ It can avoid sexually transmitted illnesses and can be bought over
the counter without  any prescription required. 
∙ It has an ideal fail rate of 2% and a typical failure rate of 15% due to
sometimes a  break in the sheath’s leaking. 
∙ The condom is removed to be disposed of after sexual intercourse. 

Female Condoms 
∙ These are also latex rubber coverings that are specially created for
females and pre lubricated with spermicide. 
 ∙ It has an inner ring covering the cervix and an outer, open ring
against the vaginal  opening. 
∙ These are disposable and require no prescription. 

3. Surgical Methods 

Surgical birth control is one of the most effective techniques of birth

control. The two  surgical techniques may be utilized by either a man or a
woman, and they assure that  conception is prevented for the rest of the
client's life. 

Vasectomy 
• Males get vasectomy surgery, which involves a tiny incision on
either side of the  scrotum. 
• The vas deferens are then tied, seared, sliced, or blocked to
prevent sperm from  passing through. 
• Because this treatment is performed under local anesthetic, inform
the patient that he  may experience some local pain following the
operation. 

Tubal Ligation 
• Tubal ligation is a technique that involves occluding the fallopian
tubes in women by  cutting, cauterizing, or blocking them to prevent
sperm and ova from passing through.  • The operation is done by a
tiny incision under the woman's umbilicus after  menstruation and
before ovulation. 
• Following 2 to 3 days after the procedure, the lady can resume

her sexual activity.43 | P a g e 

What are your insights on the following issues? 

Beauty Pageants Objectify Women 

___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_____  

Male and Female Sex Change 

___________________________________________________________
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___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_____ 
Same-sex Marriage 
___________________________________________________________
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___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_____ 

Abortion 
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_____ 

Divorce 
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_____  

Do you agree or disagree with legalizing marriage among

homosexuals and transgender people? Why? 
___________________________________________________________
_______________
___________________________________________________________
_______________
44 | P a g e 
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________ 

Creative Work 

Propose a program in school or community that will raise the students'

awareness and help  eliminate sexually transmitted diseases, especially
among the youth. Outline the details of your  awareness program in a long
bond paper. 
 Congratulations! You have finished this module, and you may
proceed to the next part  of the subject. 
___________________________________________________________
_______________ References 

Alata, Caslib Jr., Serafica, & Pawilen (2018). Understanding the Self by
Rex Book Store, Inc.  Macayan, J., Pinugu, J., Castillo, J. (2018).
Understanding the Self by C&E Publishing, Inc. The Sexual Self:
https://utsged101portfolio.wordpress.com/section-2-the-sexual-self/
Sexuality explained:
https://www.betterhealth.vic.gov.au/health/HealthyLiving/Sexuality
explained 
Defining Sex, Gender, and Sexuality:
https://courses.lumenlearning.com/boundless
psychology/chapter/introduction-to-gender-and-sexuality/ 
What is puberty? https://www.medicinenet.com/puberty/article.htm 
Sexual Behavior: https://courses.lumenlearning.com/wmopen
psychology/chapter/introduction-to-sexual-behavior/ 
Your Guide to the Sexual Response Cycle: https://www.webmd.com/sex
relationships/guide/sexual-health-your-guide-to-sexual-response 
cycle#:~:text=The%20sexual%20response%20cycle%20has,orgasm
%20at%20the%20same %20time.  
Sexual Dysfunction: https://my.clevelandclinic.org/health/diseases/9121-
sexual dysfunction#:~:text=Sexual%20dysfunction%20generally%20is
%20classified,absence%20of %20orgasm%20(climax).  
Sexually Transmitted Diseases: 
https://medlineplus.gov/sexuallytransmitteddiseases.html#:~:text=Sexually
%20transmitted%2 0diseases%20(STDs)%2C,%2C%20oral%2C%20and
%20anal%20sex. Family Planning Methods: https://nurseslabs.com/family-
planning methods/#natural_family_planning

45 | P a g e 

Module 3 
The Evolving Features of the Self

1
Module Overview 

This module deals with the economic and spiritual aspects of the
self. The first part  will look into the influence of our material
wants and how it affects us. In the second  part, our spiritual
dimension and our belief in supernaturals shape our current self. 

Module Objectives/Outcomes 

To discuss how material factors within one’s environment shape the self.
Moreover, the module  aims to provide a deeper reflection of the spiritual
perspective of the self.  

Lessons 
Lesson 1: The Material Self  
Lesson 2: The Spiritual Self
46 | P a g e 
Lesson 1 
The Material / Economic Self 
__________________________________________________________________________ 

Learning Outcomes 
1. explain the association of self and possessions; 
2. relate the role of consumer culture to our self and identity; and 
3. appraise one’s self based on the description of the material self.  
__________________________________________________________________________ 

Introduction 
 
People are likely to purchase products that they feel can relate to
their personality.  Material possessions signify some aspects of our self and
identity. Possessions, gadgets,  properties, and other belongings tell a lot
about their owners. They were purchased because  the buyers feel a
personal association with these things. Thus, one’s sense of self and
identity  leads them to choose items for acquisition and make economic
decisions that will suffice for 
individual and social needs.  

This topic focuses on how people maintain extensions of themselves

through material  possessions and the maintenance of lifestyles. In the
context of society's values as needs and  wants, this also discusses how
individuals acquire goods, the factors that shape their economic  decisions,
and what these things say about one’s sense of self. 

ACTIVITY  
  
Agree or Disagree. If you feel the statement is true, write “Agree”; if not, write “Disagree.” 

________________________ 1. Our material possessions provide

indications to our self and  identity. 
________________________ 2. People add meanings to
their possessions. ________________________ 3.
Needs and wants are different. 
________________________ 4. Possession of products
emphasize our social class. ________________________ 5. Our
material possessions show our values. 

47 | P a g e 
ANALYSIS  
Nowadays, how does our society value needs and wants? In what way do
people identify needs  from wants? 
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________ 

ABSTRACTION 
 
We live in a society where deals and buying sprees are
commonplace. From a simple  spoon and fork to running a restaurant, we
are offered a broad range of items to choose from.  Promotions for product
purchases may be found almost anywhere, even online.  Advertisements for
products imply that they will make us feel better or look better. A part of us 
yearns for that thing. What makes us crave such things is that they
correspond to who we are.  What we desire and already have has
something to do with ourselves. "We view our things as  aspects of our self,"
Belk (1988) said. What we have and possess makes us who we are. Self 
identity is inextricably linked to what we have and own. We need to connect
with and possess  another element of ourselves, the material self. With
these, it can be said that the material  things that we have spoken
something about ourselves. Possession of these material things  gives
status in society. People can tell whether the owner is part of a wealthy
family or middle  class. One's possessions, properties, and even gadgets
are perceived as personal choices that  define people to a certain extent.
Thus, one's material and economic self is an extension of his  social
identity. 

48 | P a g e 

The Material  Self by William  James 

According to William James, the material self refers to the items,

places, or even persons  labeled "my." These possessions are seen as
extensions of people's identities. For example,  your clothing represents
some elements of your personality, and you refer to them as "my 
wardrobe." James defined the body as the material self's most profound
component. In  addition, you regard some bodily areas as being more
private or personally yours than others.  The second consideration is your
clothes, which both protect and projects your body. Your  family follows this;
you are related to them by blood, and you share their glory as well as their 
humiliation. The next stop is your house, which has shaped many elements
of your life, is where  you feel most at ease, and is intimately tied to your
identity. Then there are other things like  electronics, vehicles, collections,
and so on. 
The self, according to William James, is all that a person perceives to
be his or hers,  including not just his or her body and belongings, but also
his or her reputation and views. As  a result, the self is defined as the
tangible representation of one's identity. Our identities are  determined by
our clothes, homes, automobiles, and even our pets. It reflects one's social 
position, and the more expensive and exquisite things are, the more
pleasing others will be. 

People value material goods more than life's essentials in our

modern society, such as  family, friends, and even peace of mind. People
make snap judgments based on your clothing  brand, and we are
preoccupied with whether the shoes we are wearing are authentic or 
counterfeit. These material things became our primary priorities, and
unfortunately, that is how  our lives have turned out. 

It is critical to have a clear set of priorities to avoid becoming

entangled in this world of  materialistic individuals. It doesn't matter what
you wear, and you don't need to spend a lot of  money to fit in with a group.
You will discover your folks if you are genuine, including your  financial
skills, since it is challenging to be pompous and project a false self-image
for others  to adore you. You can work hard to achieve financial security and
realize all of your ambitions, 

49 | P a g e 
including material possessions, as long as you don't lose sight of the true
meaning of life and  your reason for being here in this world. 
List down at least ten (10) material things that you have. Tell whether they
are wants or needs.  Lastly, write their significance.
Material Wants / Significanc
Things  Needs  e

1.

2.

3.

4.

5.

6.

7.

8.
9.

50 | P a g e 
10.

Collage Making: Make a collage of your most cherished belongings,

including your present  wardrobe. Symbols or photos of your prized items
are acceptable. Include a brief explanation  of why you value each thing. 
Congratulations for making it through this far of the subject course. 
_________________________________________________________________________ 

References 
Alata, Caslib Jr., Serafica, & Pawilen (2018). Understanding the Self by
Rex Book Store, Inc.  Macayan, J., Pinugu, J., Castillo, J. (2018).
Understanding the Self by C&E Publishing, Inc. Material Self:
https://theselfcom.wordpress.com/2018/12/07/reflection-material-self/The 
Material/Economic Self: https://utsged101portfolio.wordpress.com/section-
3-the-material economic-self/

51 | P a g e 
Lesson 2 
The Spiritual Self 
__________________________________________________________________________ 

Learning Outcomes 
1. explore the spiritual aspect of the self and identity; 
2. demonstrate critical, reflective thought in integrating the spiritual part
of self and identity; 3. identify the different forces and foundations that
impact the development of the spiritual aspect of self and identity; and 
4. examine one’s self-esteem concerning the spiritual aspect of self. 
____________________________________________________________

______________  Introduction 

  
We live in this present society where there are various forms of
religion. The choice of  religious belief lies within the spiritual self. However,
the choice may be influenced by society  and its culture. Furthermore, this
lesson will also tackle the concept of spirituality, how it differs  from religion,
the elements that develop one's spirituality, and its influence on oneself will
also  be discussed in this lesson. Finally, one's spiritual self is linked to
one's relationship with a  higher being and other people's relationship with
nature. 

ACTIVITY  
 
Illustrate: Make a poster about the instance or situation that made you
believe in the existence  of a higher being. Place it in a long bond paper. 

52 | P a g e 
ANALYSIS  
Reflection: Try to recall the first time you realized that there is a higher
being than yourself.  What made you consider that there is a supernatural
being? 

___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________ ______________________  

ABSTRACTION 
 
According to William James' book, The Principles of Psychology, the
Spiritual Self is  one of the four elements of the "self" (1890). The spiritual
self is the most personal, subjective  aspect of oneself. Because the
satisfaction felt while thinking about one's ability to reason and  discern, of
one's moral sensitivity and conscience, and our unconquerable will is purer
than  all other feelings of satisfaction, it is the most personal form of the
self. The manifestations of  religion, its ideas, and its activities reveal the
ability to utilize moral sensitivity and conscience.  Cultural rituals and rites,
likewise, are expressions of what people believe in. Furthermore, the 
spiritual self is on a quest to discover the purpose of life. 
53 | P a g e 
Spirituality 

• The term "whole person" is generally connected with the notion that
humans have  physical and psychological elements. The spiritual
component of being human, on the  other hand, is just as essential
as the two preceding aspects. 
• The spiritual self, which emphasizes the mind-body-spirit link, is a
continuing, personal  life journey shaped by one's belief in a higher
being, culture, relationships, nature, and  the search for purpose in
one's life. 

What do these concerns on our spirituality? 

• Spirituality is concerned with issues such as meaning and purpose

that extend beyond  the physical facts of life. People are unavoidably
designed to make life-changing  discoveries as they grow older, and
these discoveries aren't necessarily about visible  events or
environmental encounters. 
• Spirituality is concerned with a person's relationships with other
people, nature, and  sanctity, and divinity, among other things.
Relationships with people, other living forms,  or a higher entity are
formed and maintained in the quest to apply meaning to one's 
existence. 
• Spirituality is concerned with the holy and the sublime. There is a
general idea that a  force is more significant than an individual in this
enormous world. 

• However, spirituality is not something that people are born with.

One acquires  throughout one's life due to various personal, societal,
and environmental  circumstances. Thus, spirituality is linked to
religiosity in this sense, and the two terms  are often used
interchangeably.  

Religiosity

54 | P a g e 
∙ Adherence to a belief system and behaviors connected with a
tradition in which there  is consensus on what is believed and
practiced is characterized as religiosity. It is a  formal commitment to
the ideas, ideals, and practices of a particular religious group. It 
entails certain behaviors, prohibitions (what should not be done and
avoided), and  membership in a group with similar ideas and
practices. As one grows older, however,  he or she begins to ask
questions founded in religious beliefs, gradually coming to 
realizations and insights until his or her search for meaning and
transcendence extends  beyond his or her religious beliefs. 
∙ There are differences between religiosity and spirituality: 
If religious faith is collective, spirituality is personal. Religious
devotion, conservatism,  and skepticism are expressed in religious
organizations' religiosity, beliefs, and  behaviors. The spiritual
qualities are the desire for a spiritual journey, ecumenical 
worldviews, compassion, service, and inner serenity. Even if a
person does not follow  any religion, he or she might be spiritual.
Spiritual role models may be found anywhere.  They serve as role
models for responders in spiritual traits like compassion, self-control, 
and faith. As a result, a person might be spiritual yet not religious. 
The Major World Religions and their Beliefs 
Christianity and its Beliefs 

An arrow of God reaches down to a hand representing a human

connecting with God in  this illustration of Christianity. Christians believe in a
single, everlasting God who created  everything. He is regarded as a loving
God who, in this life, provides everyone a personal  contact with himself.
Jesus Christ did not describe himself as a prophet pointing to God or as 
55 | P a g e 
a teacher of enlightenment throughout his time on Earth. Instead, Jesus
claimed to be God  manifested as a human being. He performed miracles,
pardoned people's sins, and promised  eternal life to anybody who believed
in him. Jesus' followers regard the Bible as God's written  word to humanity.
To add, giving a historical account of Jesus' life and miracles, the Bible 
reveals his persona, love, truth, and how one might know and relate to God
in the same way  that one could learn and link to a friend. Christians believe
that everyone, including themselves,  is guilty of sin. They regard Jesus as
their Savior, the Messiah foretold by all the Old Testament  prophets in the
Bible. They believe that Jesus Christ died on the cross to compensate for all
of  humanity's sins out of love for us. Christians believed that Jesus
resurrected from the grave  three days later his death, demonstrating his
divinity. 

Islam and its Beliefs 

With one arrow aiming at a transcendent God, an illustration of Islam

depicts the  connection with God as one of service to that God. Muslims
believe in a single, all-powerful  God, Allah, who is immensely superior to
and transcendent of humanity. Allah is revered as  the universe's creator
and the source of all good and evil. Everything that occurs is the result  of
Allah's will. He is a powerful and stern judge who will be compassionate to
followers if their  life's good acts and religious devotion are sufficient. The
connection between a follower and  Allah is that of a servant. Though a
Muslim reveres numerous prophets, Muhammad is the last  prophet, and
his words and actions constitute the authority of that individual. To be a
Muslim,  one must perform the following five Islamic obligations: 1. Recite a
creed about Allah and  Muhammad five times a day; 2. Give to the poor; 4.
Fast from eating, drink, sex, and smoking  for one month each year from
dawn to sunset; 5. One should make a pilgrimage to Mecca once  in a
lifetime to worship in the shrine. A Muslim expects to join Paradise after
death, depending  on his or her devotion to certain obligations. If they do
not, they will spend eternity in hell. For  many people, Islam fulfills their
religious and deity expectations. Islam says that virtuous acts  and
regulated religious procedures are used to worship a single ultimate god.
After death, a  person's religious commitment determines whether they are
rewarded or punished. Giving  one's life for Allah, according to Muslims, is a
definite method to reach Paradise. 

Buddhism and Its Beliefs 

Buddhism is represented by a universal symbol of "nill," a circle with

a diagonal line  through it, indicating that Buddhists do not believe in any
God. Buddhists believe in no gods or  God. Non-Buddhists frequently
misunderstand Buddhists as worshiping the Buddha. The  Buddha
(Siddhartha Gautama), on the other hand, never claimed to be a god. On
the other  hand, Buddhists saw him as having achieved what they, too, are
seeking: spiritual  enlightenment and freedom from the ceaseless cycle of
life and death. Most Buddhists believe  that a person has many
reincarnations, each of which includes pain. A Buddhist tries to put a  stop
to these reincarnations. These rebirths, according to Buddhists, are caused
by a person's  desires, aversions, and delusions. As a result, a Buddhist's
objective is to cleanse one's heart 56 | P a g e 
and let go of all impulses for physical pleasures and attachment to oneself.
Buddhists embrace  a set of religious precepts that include self-control,
fasting, and focused meditation. When a  Buddhist meditates, it is more of
self-discipline than praying or focusing on a god. Nirvana can  be attained
via practiced meditation, which involves "blowing out" the flame of desire. 

Hinduism and Its Beliefs 

Hinduism illustration with arrows going in all directions to symbolize

God's limitless  incarnations. Hindus worship Brahman, the ultimate being of
oneness, through an endless  number of gods and goddesses. These many
deities manifest themselves as idols, temples,  gurus, rivers, animals, etc.
Hindus believe that their activities in a former life shaped their  current
situation. As a result, Hinduism may give an explanation for pain and evil in
this world.  If a person's previous activity was bad, they might well face
enormous difficulties in this life.  Because of their immoral acts, generally
from a past incarnation, people deserve suffering,  sickness, poverty, or
calamity like floods. The objective of a Hindu is to get rid of the law of 
karma which is to be free of endless reincarnations. Only the soul that
matters which one day  be free of the reincarnation cycle and at peace.
Hinduism gives people the freedom to choose  how they want to progress
toward spiritual perfection. There are three options for breaking the  karma
cycle: 1. Be devoted to any Hindu deity; 2. Grow in knowledge via Brahman
(oneness)  meditation, realizing that life's circumstances are not factual, that
selfhood is a delusion, and  only the Brahman is real; 3. Participate in
different religious ceremonies and rites. Buddhism  offers what most major
faiths do: practices, ideals, and directions that one might choose to  follow. 

Jewish Faith and God 

The Jews believe in God (Yahweh), who created the universe and
with whom each Jew  can have a unique and intimate connection. They
think that God is still at work in the world,  influencing everyone's actions. A
covenant bond exists between Jews and God. In return for  God's numerous
good actions toward the Jewish people, which he has done and continues
to  do. The Jews strive for holiness in all areas of their existence. Jews
believe that God picked  the Jews to be His chosen people to serve as an
instance of righteousness and ethical conduct 
to the rest of the world. Jewish life is very much a communal life, and Jews
must participate in  many activities. Jews also have a strong sense of
belonging to a global community and have  a strong relationship with other
Jews worldwide. Many aspects of Jewish religious life revolve  around the
home and family. Almost anything a Jew does can be considered an act of
worship.  Because Jews established a covenant with God to follow His
rules, honoring that covenant and  doing things in ways that please God is
an act of worship. 

Furthermore, Jews strive to follow the letter of the law, which is the
particulars of each  of the Jewish commandments - and the spirit of the law.
A devout Jew seeks to incorporate  holiness into all they do as a gesture of
gratitude and honor for everything God has done. For 57 | P a g e 
someone like this, their entire existence becomes an act of devotion. Being
a community  member who observes rituals and regulations helps keep a
group of people together, and it's  worth noting that the Jewish communities
who have avoided assimilation the most rigidly follow  the rules - sometimes
referred to as ultra-orthodox Jews. 

Discovering Life's Meaning 

 Some qualities associated with people who have vital well-being and have high life satisfaction: 

a. Effective Self-perception - being able to change their attitudes about

themselves and  engaging in self-monitoring to minimize negative
attitudes. 
b. Realistic Self-esteem and Self-acceptance - self-evaluation, self-respect,
and respecting  yourself. 
c. Control of Behavior - behavior awareness and regulation. 
d. True Perception of the World - harboring healthy perceptions of your
environment and  your place within it. 
e. Sustaining Relationships and Affection - manifesting empathy and
sharing of positive  emotions with others. 
f. Self-direction and Productivity - making sure our goals and behaviors
align with our core  values and conscious beliefs. 

Manifesting these qualities promotes healthy well-being and increases

our life satisfaction,  which results in positive mental health and healthy
dispositions. Within the context of our  spirituality, being aware of our
purpose in life, accepting our limitations and celebrating our  strengths,
enabling love and concern for others, and engaging in behaviors that
embody all  these will lead us to have vital well-being and quality life
satisfaction. In our search for the  sacred, transcendence, and establishing
a relationship with God, we must start with being the  best version of
ourselves. It doesn't mean achieving perfection in our lives but making the
most  of what life offers. 
Answer the following questions: 

1. What is the initial thought that comes to your mind when you are going
through a difficult time? Explain.

58 | P a g e 
_______________________________________________________
_______________
_______________________________________________________
_______________
_______________________________________________________
_______________
_______________________________________________________
_______________
_______________________________________________________
_____ 

2. Ask over yourself this question: How am I of value to others and God?
__________________________________________________________
____________
__________________________________________________________
____________
__________________________________________________________
____________
__________________________________________________________
____________
__________________________________________________________
__ 

Your Expression of a Spiritual Self 

 Illustrate your expression or a reflection of your spiritual self. Be
creative. Place it in a  long bond paper. 
Congratulations once again for making it through this part. Catch you up
on the next part of  the course. 

References 

Alata, Caslib Jr., Serafica, & Pawilen (2018). Understanding the Self by Rex
Book Store, Inc.  Macayan, J., Pinugu, J., Castillo, J. (2018). Understanding
the Self by C&E Publishing, Inc. The Inner Soul:
https://utsged101portfolio.wordpress.com/section-1-the-inner-soul/
Connecting with the Divine:
https://www.everystudent.com/features/religions-of-the-world.html Jewish
beliefs:
https://www.bbc.co.uk/religion/religions/judaism/beliefs/beliefs_1.shtml
https://www.youtube.com/watch?v=m6dCxo7t_aE 
https://www.youtube.com/watch?v=ge071m9bGeY 
https://www.youtube.com/watch?v=CL--1Z_g4DE
59 | P a g e 

Module 4 
The Evolving Features of
the Self 260 | P a g e 
Module Overview 

This module deals with the other emerging facets of the self: the
self's political, digital,  and future perspective. 

Module Objectives/Outcomes 

To explore the other features of the self. Further, this also aims to make
learners appreciate  being a more responsible citizen of the society and
realize the role of self-determination in  developing oneself.  

Lessons 
Lesson 1: The Political Self  
Lesson 2: The Digital Self 
Lesson 1 
The Political Self 
_____________________________________________________
_______________ Learning Outcomes 
1. Explore the political aspect of the self and identity; 
2. Demonstrate critical, reflective thought in integrating the political
element of self and identity; 
3. Develop a Filipino identity; and 
4. Reflect on your selfhood concerning your national identity. 
__________________________________________________________________________ 

Introduction 
 
What distinguishes a true Filipino? Are physical features like black
hair, a flat nose, and a dark complexion enough to identify someone as a
Filipino? Is it a person's language, birthplace, and ethnicity, or is it
 something else? What would you say if you had to identify yourself as a
Filipino to someone of another ethnicity and they asked who Filipinos are?
The essence of politics, components of active citizenship, and how they
shape one's political self are discussed in this lesson. It explains how to get
actively involved in political and communal matters and how they are
essential in developing one's identity. 

ACTIVITY  
  
61 | P a g e 

Who is a Filipino? 

Make a collage of illustrations that show what being a Filipino is all about. The scoring guide is based on creativity
which includes the choice of pictures that describes a Filipino. 

Analysis 

1. How do the pictures remind you of being a Filipino? 

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________ 

2. How broad are the effects of being Filipino in your selfhood? 

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________ 

ABSTRACTION 
  
Active Citizenship 
The organized involvement with political processes and daily forms of participation in society is considered active
citizenship. It may also be defined as the process of sharing decisions that have an impact on our lives. Citizenship is
based on the right to participate. Participation in formal and informal political activities is based on cognitive and
behavioral involvement. Different people demonstrate various levels of active citizenship; some are more engaged in
getting their opinions known than others. Democracy is a practice of active citizenry. Democracy should be
considered more than just a system of governance. It is a community structure that allows citizens to use their
voluntary freedom to make informed decisions that will enable them to be heard. Citizenship is viewed as a social
concept. It promotes social 
62 | P a g e 
Commented [GEA1]: where is the scoring guide?

connectedness and a sense of belonging. An essential objective of active

citizenship is to affect and alter society as a whole. A sense of community
is also linked to active citizenship. People, particularly teenagers, engage in
community activities to feel belonging to a particular group. Active
citizenship may help people express their ethnic pride and give voice to
their social group's problems. For the younger generation, active citizenship
can help them develop socially. Engaging in such activities may also help
the younger generation improve their efficacy and competency since
society's “future leaders.” Youth involvement in nation-building activities
improves their value orientation. Integrity, compassion, and a sense of
justice are essential aspects of a country's overall growth. Active citizenship
enables a person to embrace their uniqueness by their choices and the
behaviors they exhibit. Individuals' political selves are shaped by a variety
of personal and environmental variables. Youth engagement in political
discourse and social activities can cause cultural and political paradigm
shifts that future generations will feel. As a result, the future has already
begun. 

External and personal influences shape the Self, which is a dynamic

construct. Active citizenship celebrates a person's uniqueness via the
choices they make and the actions they exhibit. Individuals' political selves
are shaped by a variety of personal and environmental variables. Our
political identity does not begin when we turn 18; our knowledge of
community problems, along with active citizenship, may contribute to the
ideal development of strong, intellectual, and enthusiastic community
leaders and young participants. 
Politics, Citizenship, and the Self 
People are inherently compelled to engage in a political system as
social citizens as members of society. Politics is studying the acts and
behaviors involved in gaining and wielding power in a country or
community. It is also defined as how power is distributed in a company and
how personal ties between coworkers influence it. According to Aristotle,
“Man is, by nature, a political animal.” This is because man is a social entity
who is naturally pulled to various political activities to meet his social
requirements. Man's ingestion of politics entails numerous things:

63 | P a g e 
1. Politics is all about power. Within societies, power imbalances
may be seen. Those in positions of authority have clout. 

2. Politics operates within a specific social, economic, and cultural

framework. The state's culture influences the character of politics
and political systems. Their geographical location and ideology
influence advocates' political assertions. 

3. Politics is both personal and political. Own decisions are a

reflection of one's politics; the two are indistinguishable. 

4. Politics and society are inextricably linked. Politics pervades

society's structure and consequently impacts citizens' ideas, ethics,
and conduct. 

However, one's political self is molded by more than just one's

political ideas or allegiance. One's feeling of responsibility should be
demonstrated through advocating for specific causes through active
political participation. This corresponds to the idea of active citizenship. 
Attributes of being a Filipino 

The Philippines, like every other nation, has its own set of values
and stereotypes. We Filipinos are certain that our nation possesses the
greatest values on the planet. Even though numerous nations have
colonized us, many of our forefathers' basic beliefs have survived and are
still respected today. Filipinos aren't perfect, but we have certain
outstanding features and qualities that we should all be proud of. Some of
the most well-known characteristics of Filipinos are listed below. 

Filipino Hospitality 

This is one of the most well-known Filipino characteristics. Foreign

visitors to the Philippines fall in love with the genuine welcome they
receive. It's a different sort of value system that's been around for millennia.
Here are some examples of Filipino hospitality, which is shown not just to
foreign visitors but also their fellow countrymen: 
• When a visitor pays a visit to a friend's home, the host extends a
warm welcome. The host will quickly seat their visitor and begin
preparing a meal or snack, as well as beverages. The host will
demand that the guest does not leave the house hungry. • People
who are staying the night offer their guest rooms to guests. 
• The meals served to visitors are exceptional. A kind host always
finds a way to provide delicious meals that her guests will like. 

Filipino Brand of Respect to Elders

64 | P a g e 
Respect is something that Filipino individuals of all ages have
noticed, not just younger people. 
• When children respond to their elders, they say "po" and "opo,"
which both indicate "yes." 
• Children and young people can also respect their elders by placing
their hands on their foreheads. 

Strong Family Ties/Relationships 

Filipinos place such a high emphasis on their families that they tend
to pass on their genes from generation to generation. 
• Families attend church and pray together because religion is
important to them and helps them form strong bonds, putting God at
the center of their lives. 
• Families make an effort to spend quality time together, particularly
after a long day at work. Simple events at home such as watching
television or having a family meal will be cherished and emphasized
by everyone. 

Generosity and Helpfulness 

Filipinos are known for their generosity. We always contribute to

what we have with others around us, even if we have very little. On the
other hand, various dishes are mainly made for everyone for special events
like birthdays or "fiestas" and these occasions where people from distant
areas come to your home to celebrate with you. Our friends, relatives,
friends of friends, and even strangers can congregate with you, and they
are always eager to share food and provide a helping hand. When a
neighbor is in need, Filipinos are always willing to give a hand. 
Strong Work Ethics 

Filipinos are hardworking people that are prepared to work almost

the entire day to feed their families. Filipinos are like that. 
A farmer is an example of someone who works hard. Filipinos are
continuously looking for new ways to make a livelihood, such as starting a
small company from home where they sell meals or other goods for the
ease of others. 

Love and Caring 

Filipinos are considered or known for being romantic when it comes

to love and are considered the most loving people in the Asian continent
and on the planet. Filipino women are highly passionate and loving, which
makes foreigners desire to marry them. Typically, men will send their
partner flowers and chocolates, take her to a beautiful location, text her
with lovely quotations, and regularly tell her how precious she is to them.
Women usually prepare dinner65 | P a g e 
before their husband arrives home. They are affectionate and appreciate
their marriages, and they are always loyal to their spouses. Filipino
spouses truly adore one another. 

How to be a Good Filipino 

1. Be an active Filipino citizen 
2. Study the Philippine history 
3. Support local products 
4. Speak the Filipino language 
5. Do not spread fake news and be democratic in engaging with dissent 
Answer the following questions: 

Are you happy being a Filipino? Do you think of optimism or pessimism

about being a Filipino? Explain. 

___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________ 

Discuss how being a Filipino affects your “self.” How can becoming a better
Filipino influence your duty to becoming a better version of yourself? 

___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________

66 | P a g e 
Keep it up to proceed to the next topic on the self in the digital world. 

________________________________________________________
_______________ References 

Alata, Caslib Jr., Serafica, & Pawilen (2018). Understanding the Self by
Rex Book Store, Inc. Macayan, J., Pinugu, J., Castillo, J. (2018).
Understanding the Self by C&E Publishing, Inc. The Political Self:
Developing Active Citizenship:
https://utsged101portfolio.wordpress.com/section-1-the-political-self-
developing-active citizenship/ 
Pinoy Life: Classic Filipino Traits and Characteristics:
https://owlcation.com/social sciences/Filipino-Traits-and-Characteristics 
Political Self: https://www.youtube.com/watch?v=Jhp08-Fjht8

67 | P a g e 
Lesson 2 
The Digital Self 
___________________________________________________________

_______________ Learning Outcomes 

 1. explore the digital aspect of the self; 
2. explain the impact of the Internet on sexuality and gender; and 
3. demonstrate critical, reflective thought in integrating the digital
aspect of self and identity. 
__________________________________________________________________________ 

Introduction 
  
More individuals use the Internet for study, entertainment,
commerce, communication,  and other purposes these days. The Internet
has unquestionably aided everyone. In  cyberspace, on the other hand,
people assume multiple identities. When people are online and  offline, they
behave differently. The influence of technology on society is explored in
this  lesson. It emphasizes how individuals may become digital citizens,
maintain relationships, form  partnerships with others, and build digital
identities via technology while also detailing ethical  technology use. 

ACTIVITY  
 
68 | P a g e 
Agree or Disagree. If you reflect on the statement, if it is correct, write the
word “Agree”; otherwise, write “Disagree.” 

__________________ 1. Everyone has access to technology. 

__________________ 2. The millennial generation is known for
their technological  savviness. 
__________________ 3. Technology is an inevitable aspect of life. 
__________________ 4. Technology and internet are one
and the same. __________________ 5. Technology has
both positive and negative effects. 

ANALYSIS  
How would you like people to see you online? What are the expectations of
everyone whenever  they post something on their social media account? 
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________ 
ABSTRACTION 
 
The Development of the Digital Self 

The digital self evolved from Russell Belk's pioneering phenomena of

the "extended self"  in 1988. He felt that our belongings play an essential
role in shaping and reflecting our  identities. He thought we utilized and
viewed external goods like clothes, jewels, vehicles, and  other things as
part of us back then. Consider whether you could survive without your 
smartphone or laptop. However, academics no longer consider just material
possessions to be  a component of our extended self. Our digital
belongings, such as photographs, videos,  statuses, messages, and emails,
are now widely recognized as critical in defining our digital  selves. 

69 | P a g e 
Why do we have a Digital Self? 

The concept of the Digital Self is a fascinating and relatively recent

issue in consumer  behavior research. According to researchers like Stone
(1996) and Hemetsburger (2005), the  digital web allows us to experiment
with multiple personas that aren't our real-life identities.  However, why
would we opt to do this in the first place? We were particularly curious
about 
why we express ourselves the way we do online, and we wanted to offer the
most frequent  reasons: 

According to the study, we want to live up to others' expectations:

more than half of  women would modify their social media photographs to
make them seem better and fit the  standards set by the media and
publications. 
- We want to improve our self-esteem: individuals post photographs
and status updates  on social media in the hopes of receiving "likes" and
good comments, which boosts their egos. 

To experience a feeling of belonging: Some of us want to blend in

with the crowd and  upload "on trend" items - who hasn't seen how many
people share photographs of their meals  on social media? It appeared out
of nowhere. 

- A greater sense of freedom: Unlike in real life, digital platforms

allow us to express  ourselves in whatever manner we choose without being
physically judged. - Striving to be our ideal selves: Digital Apps like
Facetune, which allow us to alter our  looks in photographs (via teeth
whitening, skin smoothing, and body shape manipulation),  enable
customers to represent their ‘ideal' selves online and, as a result, feel better
about  themselves. 

A frequent misunderstanding is that you don't have an online identity

if you use the  Internet for specific purposes and don't have social media
accounts (or any accounts, for that  matter). The truth, however, is
somewhat different. You have an online identity if you use the  internet,
whether you realize it or not. A social network profile, a forum account, a
video game 
70 | P a g e 
character, or even a shopping cart can be considered an online identity. It
might be a social  identity linked to an online community or a basic account
or data associated with online  services. If you're searching for a more
precise and detailed description of online identity,  consider the following:
On the Internet, every piece of information (no matter how little) about  a
person may be found. 

What is your identity on the Internet?   

Identity has various definitions, but without going too philosophical,

we can summarize  it as: you are who you are and what you do. Your
identity is the total of your traits, such as  where and when you were born,
the schools you have attended, and so on. Some of these  features are
constant, such as your birthday, while others, such as your hair color, vary
with  time. Similarly, your online identity is the totality of your features and
interactions when you use  the Internet. Each website you visit will have a
distinct image of who you are and what you do  since you engage differently
with each one. Because none of the other representations of you  provide a
complete and accurate picture of who you are, they are sometimes referred
to as  partial identities. Your digital identity is not equal to your physical
identity because the qualities  you represent online differ from those in the
physical world. Because each visit sees you and  your traits differently,
every website you engage with has its concept of your identity. For 
example, whether you are at the keyboard or someone else is using your
account, Amazon  has created a partial identity based on your buy goods.
Yahoo Finance has made a partial  identity for you based on the stocks
you're interested in, whether or not you own them. Even if  they combined
your partial identities, neither of them would have your whole identity. As a 
result, you have one full identity and several partial identities. Some
information connected with  a partial identity is under your control; however,
other information may be beyond your control  or even invisible to you.  
Because they are the sites where we "showcase" our life
experiences, social media  platforms are becoming increasingly important in
our lives. They also represent a wide range  of perspectives on our place in
virtual and real social life. Both of these elements influence how  people
respond in social situations. In today's world, social media is becoming
increasingly  important, and it has a more significant influence on society
than conventional media. Identity 
71 | P a g e 
expression, exploration, and experimentation are all possible on social
media, a natural part of  the human experience. In real life, agencies supply
names for various industries that inspire  internet communities and the
interactions they have amongst themselves. Understanding the  motivations
of agencies is critical to comprehending group interactions on social media
sites.  It allows people to show themselves to others and choose how they
want to be seen, connect,  engage with others, and participate in their
chosen activities. Individuals may choose whether  or not to use their real
identities while communicating online, and they can proceed to make as 
many profiles as they want. Thanks to the internet world, we now have more
chances to  express our individuality in any way we desire. But we must all
remember: how would we feel  if we go to such lengths to express
ourselves differently online that we forget or, worse, despise  reality? 

Managing Responsible Online Behavior 

It is critical to managing one's online activity in today's technical and internet

environments.  Several people have been harmed as a result of reckless
internet conduct. What are some  ways to demonstrate appropriate internet
behavior? Here are some recommendations: 

a. Don't post or send anything embarrassing; 

b. Avoid posting statements when experiencing strong emotions; 
c. Don't hang out with the "wrong crowd" online; 
d. Don't hang out with the "wrong crowd" offline; 
e. Be careful about over-sharing, especially confidential information that
may be used  irresponsibly; and  
f. Respect other people in the online community. 
Instructions: Rank the following social media (Column A) and technology
tools (Column B) that  you frequently use (1 = least used and 5 = most
commonly used). Please put it in the space  provided.
Column A  Column B

Facebook  Computer 

Twitter  Cellphones 

Instagram  Television 

Messenger  Radio 

Viber  IPad / Tablet 

72 | P a g e 
After the rankings above, answer these questions: 

How do social media and technology tools influence your daily life? As a
student? As a member  of your family? 
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________ 

How can you anticipate how technology will affect your life in the future?
What role do you see  your self play in the coming future? 
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________ 

How does technology define your sense of self? As a student and as a

netizen?
____________________________________________________________
______________
____________________________________________________________
______________
____________________________________________________________
______________
____________________________________________________________
______________
____________________________________________________________
______________
____________________________________________________________
______________
____________________________________________________________
______________  
You are almost there, so keep it going! 
___________________________________________________________
_______________ References 

Alata, Caslib Jr., Serafica, & Pawilen (2018). Understanding the Self by
Rex Book Store, Inc.  Macayan, J., Pinugu, J., Castillo, J. (2018).
Understanding the Self by C&E Publishing, Inc.
73 | P a g e 
The Digital Self: Uncovering Digital Citizenship 
https://utsged101portfolio.wordpress.com/section-2-the-digital-self-
uncovering-digital citizenship/ 
The Digital Self: Why do we express ourselves on Social Media as we do? 
https://sensum.co/blog/the-digital-self-why-do-we-express-ourselves-on-
social-media-like-we do 
Understanding your Online Identity: An Overview of Identity 
https://www.internetsociety.org/wp-content/uploads/2017/11/Understanding-
your-Online Identity-An-Overview-of-Identity.pdf 
What is Online Identity? https://www.cactusvpn.com/beginners-guide-to-
online-privacy/online identity/ 
https://www.youtube.com/watch?v=LDcm6twPEJA 
https://www.youtube.com/watch?v=uquRzrcwA18 

Lesson 3 
The Future Self 
__________________________________________________________________________ 

Learning Outcomes 
1. use Bandura’s self-efficacy theory; 
2. design personal goals adapting Locke’s goal-setting theory; 
3. create action plans that will benefit you in preparing for the future;
and 4. synthesize and evaluate the different aspects of the future self
necessary in the preparation of one’s future. 
___________________________________________________________

_______________ Introduction 

  
 We all have various ideas on what the future holds for us. In this
lesson, we'll look at  Bandura's self-efficacy for self-evaluation, Locke's
goal-setting for personal goal-setting, and  Philip Zimbardo's time
perspective, which explains how people categorize and analyze their 
experiences into the past, present, and future outcomes influenced by
personal, social, and  institutional aspects. 

ACTIVITY  
 
Can you describe who are you or what would you become: 
74 | P a g e 
a) in five years? 
_______________________________________________________
_______________
__________________________________________________________
____________
__________________________________________________________
____________
__________________________________________________________
____________ b) in ten years? 
_______________________________________________________
_______________
_______________________________________________________
_______________
_______________________________________________________
_______________
_______________________________________________________
_______________ 

c) in twenty years? 
_______________________________________________________
_______________
_______________________________________________________
_______________
_______________________________________________________
_______________
_______________________________________________________
_______________ 

ANALYSIS 
  
Based on the answers above, what are your motivations for your
envisioned self? 
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________
___________________________________________________________
_______________ 

ABSTRACTION 
 
Albert Bandura’s Self-Efficacy  

75 | P a g e 
Albert Bandura researched teenage violence and developed an
interest in vicarious  learning, modeling, and imitation due to his research.
Observational learning, imitation, and  modeling were all important aspects
of his social learning theory. His method included a  constant interplay of
actions, cognitions, and the environment. 

The Bobo doll research by Bandura was noteworthy because it

contradicted  behaviorism's assertion that all behavior is guided by
reinforcement or rewards. The youngsters  were neither encouraged nor
rewarded for abusing the doll; they copied what they had seen.  He coined
the phrase "observational learning" to describe the process and defined the 
characteristics of efficient observational learning as "attention, memory,
reciprocation, and  incentive." His work stresses the relevance of social
factors while simultaneously emphasizing  the value of individual control. 

Why Believing in Yourself Matters 

Do you believe you can overcome a problem and achieve your

objective, or do you give  up in defeat? A person's self-efficacy is their
confidence in their ability to accomplish in a given  scenario. According to
psychologist Albert Bandura, these ideas predict how individuals think, 
behave, and feel. Self-efficacy may influence how you feel about yourself
and whether or not  you achieve your life objectives. Albert Bandura's social
cognitive theory stresses the  significance of observational learning, social
experience, and reciprocal determinism in  developing a personality. The
notion of self-efficacy is essential to that theory. Self-efficacy,  according to
Bandura, is a component of the self-system, which includes a person's
attitudes,  abilities, and cognitive capabilities. This scheme has a significant
impact on how we perceive  circumstances and how we respond to them.
This self-system is incomplete without self 
efficacy. Self-efficacy also influences what objectives we set for ourselves,
how we achieve  them, and how we evaluate our success. 

How Does Self-Efficacy Develop? 

Early in life, we develop our self-efficacy by coping with a wide

range of events, activities, and circumstances. On the other hand, self-
efficacy development does not stop in adolescence and continues
throughout life as people gain new abilities, experiences, and
understanding. According to Bandura, there are four primary foundations
for self-efficacy: 
 Mastery Experiences 

"Mastery experiences are the most active way of building a strong

sense of effectiveness," Bandura stated. Our feeling of self-efficacy grows
as we complete a task effectively. Failure to effectively cope with a task or
problem, on the other hand, can erode and diminish self-efficacy.

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Social Modeling 
Another significant element of self-efficacy is seeing other
individuals complete a task. "Seeing others like oneself accomplish via
continuous effort enhances viewers' views that they, too, possess the ability
to master equivalent tasks to succeed," according to Bandura. 

Social Persuasion 

According to Bandura, people may be convinced to believe that they

have the talents and ability to succeed. Consider a moment when someone
said something encouraging and good to you to achieve a goal. Receiving
vocal support from others assists people in overcoming self-doubt and
focusing instead on completing the task at hand. 

Psychological Responses 

Self-efficacy is also influenced by our emotions and emotional

reactions to events. Moods, emotional states, bodily responses, and stress
levels may influence how people see their skills in a given scenario. In
these conditions, a person who feels highly apprehensive before speaking
in public may acquire low self-efficacy. 

Evaluating the Self-Efficacy Strength 

Several different scales are used to evaluate levels of self-efficacy,

including the General Self-Efficacy Scale (GSE) and the Self-Efficacy
Questionnaire. 

For a quick, informal assessment of your self-efficacy levels, consider the

following questions: ∙ Do you feel like you can handle problems if you are
willing to work hard? ∙ Are you confident in your ability to achieve your
goals? 
∙ Do you feel like you can manage unexpected events that come up? 
∙ Are you able to bounce back fairly quickly after stressful events? 
∙ Do you feel like you can come up with solutions when you are
facing a problem? ∙ Do you keep trying even when things seem
difficult? 
∙ Are you good at staying calm even in the face of chaos? 
∙ Do you perform well even under pressure? 
∙ Do you tend to focus on your progress rather than getting
overwhelmed by all you still have to do? 
∙ Do you believe that hard work will eventually pay off? 

Edwin Locke’s Goal-Setting Theory 

The consequences of setting objectives on future performance are

referred to as a goal setting theory. According to Edwin Locke, individuals
who established particular, challenging goals outperformed those who set
generic, simple goals. Clarity, challenge, commitment, feedback, and task
complexity are five essential elements of goal-setting outlined by Locke.
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The mere act of setting a practical objective improves your chances of
achieving it. Several key features for setting effective goals are listed
below. 

Effective goal-setting principles: 

1. Clarity. A goal that is well-defined and measurable is more likely
to be achieved than one that is vague. To put it another way, be precise!
The most successful goals are those that have a set deadline for
fulfillment. 
2. Challenge. To inspire you to work toward the objective, it must be
of a reasonable difficulty level. 
3. Commitment. Make a concerted effort to achieve this aim. If you
share your objective with someone else, you'll be more likely to stick to it. 
4. Feedback. Create a system for receiving updates on your
progress toward a goal. If reducing 30 pounds in four months becomes
too difficult, changing the difficulty of your objective halfway through the
timetable is preferable to quitting up completely. 
5. Task difficulty. If a goal is challenging, make sure you give
yourself enough time to surmount the necessary learning curve. To put it
another way, if a goal is challenging, make sure you leave yourself
enough leeway to increase your chances of success. 
Setting a goal is a fantastic approach to keep motivated and
encourage accomplishment. Many of us, however, create objectives that
are useless in motivating us to achieve our best. Consider your aims
carefully while assisting a young person with a project or improving an
element of your everyday life. Ensure that each objective considers some
of the criteria listed above: clarity, challenge, commitment, and feedback. 

Time Perspective Theory of Philip Zimbardo 

Philip Zimbardo's Time Perspective Theory (1999) describes how

individuals imagine their experiences. In a word, his theory describes how
people are affected by personal, societal, and institutional variables to
classify, categorize, and evaluate their human experiences into the past,
present, and future periods. The idea also cautions against making
judgments based just on a single time frame. As a result, planning and
goal-setting should be founded on lessons acquired in the past and
contextualized by the present, allowing future growth and development.
The five-time perspectives, according to the theory, are the following: 

1. Present Hedonistic people are risk-takers who are motivated by

sensory, tangible elements and pleasure feelings. They frequently
ignore the negative implications of their acts because they are more
concerned with the process than with the end, and they are often
emotional and volatile. 
2. Today's fatalistic folks believe that they have little control over their
life and that whatever they do, there are things that will not turn out
the way they want them to. 3. People who have had previous positive
experiences are more prone to stay in their comfort zones, persuaded
by what has worked in the past.

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