UNDERSTANDING THE SELF

General Education Courses

Module 1

Understanding the

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 UNDERSTANDING THE SELF
Module 1
NORTHWESTERN MINDANAO STATE COLLEGE
OF SCIENCE AND TECHNOLOGY

SCHOOL OF ARTS AND SCIENCES

VISION
An ecologically responsive University in Southern Philippines that
fosters a culture of innovation and sustainability on the quality of lives
in the community it serves.

MISSION
The University shall primarily provide advanced education, higher
technological, professional instruction and training in the fields of
UTS MODULE

agriculture, fisheries, engineering, information and communication

technology, arts and sciences, education, business administration and
management, health sciences and other relevant fields of study.
It shall also undertake research, extension services and production
activities in support of the socioeconomic development of the Province
of Misamis Occidental, and provide progressive leadership in its areas
of specialization.

SAS GOAL GEC OBJECTIVES

To prepare leaders in ✓ Apply higher levels of thinking and
the community that comprehension across the domains of
knowledge for a proficient and effective
acknowledge unity in
use of communication and new
diversity for a
technologies.
productive and highly ✓ Appreciate the complexity of the human
interactive citizenry. condition to generate innovative
practices and solutions in the
contemporary world to contribute
personally and meaningfully to the
country’s development.
✓ Create solutions to the problems in
various field with the use of current
technology to assist and facilitate
learning and research for one’s basic
work-related skills and knowledge.

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CONTENTS Module 1

VISION, MISSION, SAS GOALS & OBJECTIVES . . . . . . . . . . . . . . . . I

GUIDELINES FOR FLEXIBLE LEARNING . . . . . . . . . . . . . . . . . . . . . 4
COURSE OVERVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
GRADING SYSTEM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
STUDY SCHEDULE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
INSTRUCTORS’ CORNER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
INSTRUCTORS’ MESSAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Lesson 1 The Philosophical Perspectives . . . . . . . . . . . . . . 12

(Socrates, Plato, Aristotle, Hume,
Descartes, Kant, Lock, Freud,
Ponty, Churchland)

Lesson 2 Sociological Views of the Self . . . . . . . . . . . . . . . . 21

(The Self as a Product of Modern Society)

Lesson 3 Anthropological Views of the Self . . . . . . . . . . . . 25

(The Self and the Person
the Contemporary Anthropology)

Lesson 4 Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
(The Self as a Cognitive Construction)

Lesson 5 Western and Eastern Concept of the Self . . . . . . 36

(The Self in Western and Eastern thought)

REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

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GUIDELINES FOR FLEXIBLE LEARNING

(Excerpt from Learning Modalities for First Trimester)

• Students will be given four (4) sets of learning materials, i.e. one set
per month. Prior to the giving of the next set, the students will have to
submit first the answers of the previously given set of learning
materials.
• All learning kits are placed in drop boxes and shall be acquired to
identified areas/cities/municipalities where the majority of students
enrolled are coming from such places. Retrieval of activity sheets shall
also be done in the same manner.
• The students’ questions and concerns will ONLY be accommodated
by their instructors/professors during this specified consultation
schedule:
Mondays and Tuesdays- 1st year & 3rd year
Thursday and Fridays – 2nd year and 4th year
• There will only be two (2) major examinations- Midterm and Final,
which will be conducted every after two (2) months or every after (2)
answered modules.
• Flexible Learning will be applied most fully. For instance, if the
student fails to finish the required tasks and activities following the
given deadline, the student will be given all the chances to comply
with the requirements for one (1) year.
• Face to Face interaction shall ONLY be adopted during the normal
circumstance where there is no danger of Covid19.

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Course Module
Course Code: Soc. Sci. 11 Credit: 3 Units
Trimester: 1st Trimester, A.Y. 2020 – 2021 Pre-requisite: None
No. of Hours: 54

Course Description

The course deals with the nature of identity, as well as the factors and forces that
affect the development and maintenance of personal identity. This is intended to facilitate
the exploration of the issues and concerns regarding self and identity to arrive at a better
understanding of one's self.
The first part seeks to understand the construct of the self from various disciplinal
perspectives: philosophy, sociology, anthropology, and psychology as well as the more
traditional division between the East and West each seeking to provide answers to the
difficult but essential question of "What is the self?" And raising, among others, the
question: "Is there even such a construct as the self?" The second part explores some of
the various aspects that make up the self, such as the biological and material up to and
including the more recent Digital Self. The third and final part identifies three areas of
concern for young students: learning, goal setting, and managing stress. Topics on Family
Planning and Population Education are also included.

Course Outcomes

At the completion of this course, students must have:

CO1: Assessed self through various disciplinal perspectives and how these affects
in shaping identity.
CO2: Demonstrated critical and reflective thought on discovering the aspects of the
self and identity as a product of bioecological and sociocultural interactions
over time.
CO3: Applied and honed skills in managing and caring for the self.

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Course Requirements

Each student is required to:

✓ submit individual/group activities/assignments
✓ submit research outputs
✓ pass the 2 major exams

Grading System

Student Grade =Midterm Grade + Final Grade

2
Components of Student Grade:
40% Major Examinations
40% Outputs (Portfolio/Projects/Assignments/Other Requirements
20% Research Paper/Practicum/Actual Performance /Demonstration

Important Notes

• You are only allowed to contact your respective instructor during their
consultation hours and/or working hours. If beyond, you will no longer be
entertained. This is to ensure that the instructor’s working and leisure hours are
respected.
• You can contact your respective instructors either through email or text,
provided that you follow the format below. Be respectful at all times when
communicating with them.
Name:
Course & Year:
Block Section:
Message/Queries:
• Never share or post the learning materials without the instructor’s
consent.
• Whether in the physical classroom or online, academic integrity is highly
encouraged.

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Study Schedule

Week Date Topic/s Activity

MODULE 1
1 Sept. 1 - 4 Series of Orientation via Facebook Live
2 Sept. 7 – 11, 2020 Philosophical Perspectives 1
3 Sept. 14 – 18, 2020 Sociology and Anthropology 2, 3
4 Sept. 21 – 25, 2020 Psychology 4
Sept. 28 – Oct. 2, Western and Eastern Concept of the
5 2020
5
Self
MODULE 2
The Physical Self,
6 Oct. 5 – 9, 2020 6, 7
The Sexual Self
The Material/Economic Self,
7 Oct. 12 – 16, 2020 8, 9
The Spiritual Self
Prelim Examination
8 Oct. 19 – 23, 2020 The Political Self 10
9 Oct. 26 -30, 2020 The Digital Self 11
MODULE 3
Research Paper Submission
10 Nov. 3 – 6, 2020 Learning to be a Better Student 12
11 Nov. 9 – 13, 2020 Setting Goals for Success 13
12 Nov. 16 – 20, 2020 Taking Charge of One’s Health 14
Final Examination

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Instructors’ Corner
Hi! You can call me Miss Vhen.
Personal Information
Name: Vhenlea Jay B. Jumamil
Age: 27 Civil Status: Married
Educational Background: Bachelor of Science in Psychology (2014)
Contact Information
Contact Number: 09771141626
Email Address: [email protected]
Home Address: P3 Labuyo, Tangub City, Misamis Occidental
Consultation Hours: Monday & Tuesday (8:30 am – 10:30 am)
Thursday & Friday (1:30 pm – 3:30 pm)

Hello! I am Miss Weenlove.

Personal Information
Name: Weenlove Russelle Sugabo – Bolivar
Age: 28 Civil Status: Married
Educational Background: Bachelor of Science in Psychology (2017)
Contact Information
Contact Number: 09563306724
Email Address: [email protected]
Home Address: Labuyo, Tangub City, Misamis Occidental
Consultation Hours: Monday & Tuesday (8:30 am – 10:30 am)
Thursday & Friday (1:30 pm – 3:30 pm)

Hi! Call me Sir Gil Jay.

Personal Information
Name: Gil Jay C. Villamor
Age: 25 Civil Status: Single
Educational Background: Bachelor of Science in Psychology (2017)
Contact Information
Contact Number: 09383022093
Email Address: [email protected]
Home Address: P2 Gala, Ozamiz City, Misamis Occidental
Consultation Hours: Monday & Tuesday (8:30 am – 10:30 am)
Thursday & Friday (1:30 pm – 3:30 pm)

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Instructors’ Corner
Hi! You can call me Miss Lucy.
Personal Information
Name: Lucy Mae T. Daomilas
Age: 26 Civil Status: Single
Educational Background: MAED in Guidance & Counseling (2019)
Contact Information
Contact Number: 09291082809
Email Address: [email protected]
Home Address: Tinago, Ozamiz City
Consultation Hours: Monday & Tuesday (8:30 am – 10:30 am)
Thursday & Friday (1:30 pm – 3:30 pm)

Hello! I’m Miss Jannah.

Personal Information
Name: Jannah F. Panaguiton
Age: 23 Civil Status: Married
Educational Background: Bachelor of Science in Psychology (2018)
Contact Information
Contact Number: 09122864810
Email Address: [email protected]
Home Address: Purok 5, Viray Molicay, Ozamiz City
Consultation Hours: Monday & Tuesday (8:30 am – 10:30 am)
Thursday & Friday (1:30 pm – 3:30 pm)

Hi! Call me Sir Aldrin.

Personal Information
Name: Aldrin L. Panaguiton
Age: 24 Civil Status: Married
Educational Background: Bachelor of Science in
Psychology (2017)
Contact Information
Contact Number: 09102993146
Email Address: [email protected]
Home Address: Purok 5, Viray Molicay, Ozamiz City
Consultation Hours: Monday & Tuesday (8:30 am – 10:30 am)
Thursday & Friday (1:30 pm – 3:30 pm)

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Message from the UTS Instructors

Hello Students!
Knowing oneself is significant towards being successful in life, work,
and relationship. The issues of self and identity are very critical in the
adolescent stage, to you. Individual identity influences everything we do and
our environment.
This module aims to help you deepen your understanding on the
nature of identity including factors that influence and shape personal identity.
You will explore how you see yourself through different lenses. This will help
you develop a holistic understanding of the self. This course includes a self-
care component that focuses on self-awareness, self-regulation, and
reflexivity. Exercises and assessment tools are also prepared to assess your
learnings of the course. A separate activity sheet per module is included in
the provided learning kit.
We the instructors hope for you our dear students to engage on a
journey of learning the notion of the self in conceptual and experiential ways.
At the end of the course, you will immerse a broader sense of awareness and
care for yourself and for the others as we interact in the lifeworld in which we
are embedded.

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MODULE 1
The Self from Various Perspectives

Introduction

How well do you know yourself? Are you aware of your talents?
Weaknesses? Strengths? According to Aristotle, “knowing yourself is the
beginning of all wisdom”, thus it is very important for individuals to gain insights
about his or herself. Knowing oneself means understanding your qualities and
shortcomings, your interests and fears, your wants, and dreams. It means
monitoring your erraticism and mannerism, your preferences and your resiliencies
and limitations. Knowing yourself means knowing your reason throughout
everyday life.

Intended Learning Outcomes

At the completion of this module, students must have:

ILO 1: Discussed the different representations and conceptualizations of the
self from various disciplinal perspectives.
ILO 2: Examined the different influences, factors and forces that shape the self.
ILO 3: Shown similarities and differences on how the self has been represented
across the different disciplines and perspective.
ILO 4: Demonstrated critical and reflective thought in analyzing the
development of one’s self and identity by developing a theory of the self.

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The Philosophical Perspectives

Lesson Objectives:

• Discussed the representation and conceptualization of the self from different

philosophical perspectives.
• Synthesized the different explanations of the self from various philosophers
into one single definition.

Lesson 1: The Physical Self

How did philosophers view the self? One aspect that separates us from other
animals is our capacity to think critically. We think, we learn, we apply it on our daily
lives, and we apply those learnt ideas. Hence, the essence of philosophy.
In its etymological sense, Philosophy accounts for the ‘love of wisdom’.”
Philosophical methods include questioning, critical discussion, rational argument and
systematic presentation. It was originally used to mean as “the pursuit of knowledge
for its own sake.”
The need to understand the “self” did not escape the philosopher’s curious
mind. Thus, here are the most relevant philosophical views that will give you a
historical framework in your quest of understanding yourself.

What is Self?
The self is either the cognitive or the affective representation of the individual.
* Cognitive – relating to of involving conscious intellectual activity.
* Affective – relating to or arising from feelings influenced by emotions.

LEXICAL Definition of self

• the entire person of an individual
• an individual's typical /temporary character or behavior
• the union of elements (as body, emotions, thoughts, and sensations) that
constitute the individuality and identity of a person
• material that is part of an individual organism
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Philosopher Contributions in Understanding the Self

• Best known for his Socratic Method – asking a
Socrates
series of questions to determine underlying beliefs
and the extent of knowledge to guide the person
toward better understanding.
• For Socrates, life is not worth living if it not
examined. For him, the Soul is synonymous with
the Self. He believes that human beings have
immortal soul that lives within the physical body.
• Ideas of the self:
“The unexamined life is ✓ Soul is immortal
not worth living” ✓ The care of the soul is the task of
philosophy
✓ Virtue is necessary to attain happiness
• Kinds of existence:
✓ Visible – changes
✓ Invisible – remains constant
• Believed that the goal of life is to be happy.
• Virtue - moral excellence; an individual is
considered virtuous if his/her character is made up
of the moral qualities that are accepted as virtues,
i.e. courage, temperance, prudence and justice.
• “When the soul and body are together nature
assigns our body to be the slave and to be ruled
and the soul to be ruler and master.”
• The virtuous man is a happy man, and that virtue
alone is the one and only supreme good that will
secure his/her happiness.

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Plato • Theory of Forms (the physical world is not really
the “real” world because the ultimate reality exists
beyond the physical world.
• Posited that the soul is indeed the most divine
aspect of the human being.
• The true self of human beings is the reason or the
intellect that constitutes their soul and that is
separable from their body.
• The self is the aspect of human beings by which
“The self is an Immortal the forms (ideas) are known.
Soul” • Three elements of the soul according to Plato:
1. Reason/Rational Soul (Reasoning) is the
ability of the self to think critically, and
make wise decisions.
2. Physical Appetite/Appetitive Soul
(Sensual) is the basic needs of a person,
hunger, thirst and sexual desires.
3. Spirit or Passion/Spirited Soul (Feeling)
is composed of the basic emotions that the
self-encounters.

• For Aristotle, the main goal of the self is to live a

Aristotle
good, flourishing and fulfilling life.
• Aristotle undeniably diverged from Plato in his
view of what a human being most truly and
fundamentally is.
• Aristotle, for his part, insisted that the human
being is a composite of body and soul and that
the soul cannot be separated from the body.
• Aristotle’s philosophy of self was constructed
“The Soul is the Essence in terms of hylomorphism in which the soul of a
of the Self” human being is the form or the structure of the

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• human body or the human matter, i.e., the

functional organization in virtue of which
human beings are able to perform their
characteristic activities of life, including growth,
nutrition, reproduction, perception, imagination,
desire, and thinking.
• Hylomorphism: from
Greek hylē, “matter”; morphē, “form”.
in philosophy, metaphysical view according to
which every natural body consists of
two intrinsic principles, one potential, namely,
primary matter, and one actual, namely,
substantial form. It was the central doctrine
of Aristotle’s philosophy of nature.

St. Augustine • Adopted Plato’s view of the self as an immaterial

(but rational) soul. His concept of self was the
inner, immaterial “I” that had self-knowledge and
self-awareness. All knowledge leads to God.
• Aspects of the self/soul:
✓ It is able to be aware of itself.
✓ It recognizes itself as a holistic one.
✓ It is aware of its unity.
• Believed that the human being who is both soul
and body is meant to tend to higher, divine, and
“The Self has an heavenly matters because of his/her capacity to
Immortal Soul” ascend and comprehend truths through the mind.
• The body is united with the soul as a whole, and
not separated. He is the one who said “I am
doubting, therefore I am”
• Human beings were both a soul and body, and the
body possessed senses such as imagination,
memory, reason and mind through which the soul
experienced the world.

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• His method was called

Rene Descartes
hyperbolical/metaphysical doubt, also
sometimes referred to as methodological
skepticism.
• Two dimensions of the self
✓ The self as a thinking entity
✓ The self as a physical body.
• “Cogito ergo sum” – “I think, therefore I am”
means that a rational thinking person and being
self-conscious is the proof that there is a self.
“I think, therefore I am” • Claims about the self are:
✓ It is constant, it is not prone to change and
is not affected by time
• Only the immaterial soul remains the same
throughout time; the source of our identity.

John Locke • Conscious awareness and memory of precious

experiences are the keys to understanding the self.
• He said that the fact that the person is a thinking
entity, reasonable and reflecting on its identity,
then there is a self.
• Believed that the “self” is identified with
“The Self is consciousness and this “self” consists of sameness
consciousness” of consciousness.
• Human mind at birth is a tabula rasa, which means
that knowledge is derived from experience.

• There is no self if a person carefully examines

David Hume
himself through the method of introspection.
• The self is just a result of the humanistic
imagination and thoughts, that build up a person’s
characteristics.
• Empiricism – the idea that the origin of all
“There is no Self” knowledge is sense experience

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• Identified bundle theory wherein he describes the

self or person as a bundle or a collection of
different perceptions that are moving in a very fast
and successive manner.
• “All knowledge is derived from human senses”.
• Divided mind’s perceptions into two groups:
✓ Impression – directly experienced; they
result from inward and outward sentiments.
✓ Ideas – less forcible and less lively
counterparts of impressions.
Immanuel Kant • View self as transcendental – self is related to a
spiritual or nonphysical realm.
• The self is not in the body. The self is outside the
body, and it does not have qualities of the body.
• Two kinds of consciousness of self (rationality):
(a) Consciousness of oneself and one’s
psychological states in inner sense, (b)
Consciousness of oneself and one’s states by
We construct the Self performing acts of apperception.
• Apperception – mental process by which a person
makes sense of an idea by assimilating it to the
body of ideas he or she already possesses.
• Two components of the self:
✓ Inner self – you are aware of alterations in
your own state.
✓ Outer self – Includes your sense and the
physical world.
• Proposed that the self organizes information in
three (3) ways: (a) Raw perceptual input, (b)
Recognizing the concept. (c) Reproducing in the
imagination

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• Self was an entity in itself characterized as the

Sigmund Freud
subject of the physical and mental actions and
experiences.
• Distinguishes three levels of consciousness:
✓ Conscious – awareness of present
perceptions, feelings, thoughts, memories
and fantasies at any particular moment
✓ Pre-conscious/subconscious – related to
data that can readily be brought to
consciousness.
“The Self is
✓ Unconscious – data retained but not easily
Multilayered”
available to the individual’s conscious
awareness or scrutiny.
• Freud’s psychoanalytic theory proposed the
existence of the unconscious characterized as:
✓ A repository for traumatic repressed
memories
✓ Source of anxiety-provoking drives that is
socially or ethically unacceptable to the
individual.
• Psychoanalytic theory – a personality theory
based in the notion that an individual gets
motivated by unseen forces, controlled by the
conscious and the rational thought.
• Structures the psyche/mind into
• three parts:
✓ Id – pleasure principle
✓ Ego – reality principle
✓ Superego – values and morals of the society.
• Superego consists of 2 systems:
✓ Conscience – If the ego gives in to the id’s
demands, the superego may make the person
feel bad through guilt
✓ Ideal self – an imaginary picture of how you
ought to be.
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• For Gilbert Ryle, the self is best understood as a

Gilbert Ryle
pattern of behavior, the capacity of a person to act
and make a move in certain ways and conditions.
• “I act, therefore I am”.
• Ryle’s points against Descartes’ theory are:
• The relation between mind and body are not
isolated processes.
• Mental processes are intelligent acts, and are not
“The Self is the Way distinct from each other.
People Behave” • The operation of the mind is itself and intelligent
act.

Paul Churchland • Asserted the sense of “self” originated from the

brain itself, and that this “self” is a product of
electrochemical signals produced by the brain.
• The immaterial, unchanging soul/self does not
exist because it cannot be experienced by the
senses (1989)
• Eliminative materialism – the claim that the
people’s common-sense understanding of the
mind (or folk) is false, and that certain classes of
“The physical brain and mental staes which most people believe do not
not the imaginary mind exists (Churchland, 1989; Baker, 1995).
gives us our sense of
self.”

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Maurice Merleau-Ponty • For Maurice Merleau-Ponty, all the knowledge
about the self is based on the “phenomena” of
experience.
• It means that the self is a product of the past
experiences that he had, and he builds up his
identity through all those experiences in the past in
which a person made decisions and such.
• A philosopher and author who emphasizes the
body as the primary site of knowing the world.
• His idea of self is an embodied subjectivity.
“Physical body is an Embodied is a verb means to give a body to
important part of the (usually immaterial substance like a soul).
self.” • A subject in philosophy is a state of being as
perspectives, feelings, beliefs and desires.

Activity

• Answer activity 1 in the activity sheet provided.

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Sociological Views of the Self

Lesson Objectives:

• Infer and discuss the dynamics of the self and others within close
relationships.
• Examined the different influence, factors and forces that shape the self.
• Appreciated the importance of the social forces that contributes to the
development of the self.

Lesson 2: Sociological Views of the Self

Sociology is the systematic study of social life, groups, and society. This field
is concerned with questions related to the person in a community such as how does
society influence and affects you. For sociologists, the self develops as a product of
socially formed norms, beliefs, and values. This, in a way contributes to the
development of a person’s self-identity.

The Self as a Product of Modern Society among other Constructions

Sociologists are more concerned with questions about the person in the
community. Sociology posits that socially formed norms, beliefs, and values come to
exist within the person to a degree where these become natural and normal (Elwell,
2003), thus, developing person’s self-identity.
However, modernization has improved people’s living conditions. A person
in a modern society is free to choose where to live, what to do, and who to be with.
However, stability has also decreased as traditions and traditional support systems,
such as the family, have decreased in importance. In modern societies, individualism
is dominant, and developing one’s self-identity is central (Giddens, 1991).

Key Characteristics of Modernity

According to Giddens (1991) the most patent, major characteristics of modernity are:
1. Industrialism - The social relations implied in the extensive use of material
power and machinery in all processes of production.

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2. Capitalism - A production system involving both competitive products

markets and commodification (putting a price tag) of labor power.
3. Institutions of Surveillance - The massive increase of power and reach by
institutions, especially in the government.
4. Dynamism - The most evident characteristics of a modern society. It is
characterized as having vigorous activity and progress.

Social Groups and Social Network

George Simmel, a sociologists, who expressed that people create social
networks by joining social groups.

Social Group
Described as having two or more people interacting with one another, sharing
similar characteristics, and whose members identity themselves as part of the group.
It is either organic or rational like family, barkada, classmates.
a. Organic Group- it is naturally occurring, and it’s highly influenced by
your family. This is usually formed in traditional societies because there
is little diversity in these communities.
b. Organic Motivation – Simmel noted that the positive effect of organic
groups is rootedness. Rootedness means that the foundation of the social
network runs deep, thus, giving the person a sense of belongingness. The
downside of it however, is that organic groups imply less freedom and
greater social conformity. You are expected to act and behave according
to your community’s standards (Allan, 2012).
c. Rational Group- are formed as a matter of shared self-interests; moreover,
it imply greater freedom, especially the freedom of movement. Interest
change and when they do, group members change. The relationship
between rational social networks is tenuous, and the person feels no
meaningful connection with the others (Allan, 2012)
d. Rational Motivation - people join rational groups out of their own free
will.

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Social Networks
Refers to the ties or connections that link you to your social group. The connection
that you have with your family is your blood relation; The connection you have with
your barkada is your friendship; and the relation you have with your classmates is the
common interest to learn

Mead and the Social Self

George Herbert Mead, was a sociologist from the late 1800’s, he is well
known for his “Theory of the Social Self”. Mead’s work focused on how the “self” is
developed. His theory is based on the perspective that the self is a product of social
interactions and internalizing the external (i.e., other peopl’s) views along with one’s
personal view about oneself. Mead believed the “self” is not present at birth; rather it
develop over time through social experiences and activities.
Mead developed a concept that proposed different stages of self-development.
These stages are language, play, and game.
a. Language gives the individual the capacity to express himself/herself while
at the same time comprehending what the other people are conveying, through
shared understanding of symbols, gestures and sound. It sets the stage of self-
development.
b. Play enables the person to internalize some other people’s perspectives; hence,
he or she develops an understanding of how other people feel about themselves
(and about others, too) in a variety of situations.
c. Game where individual not only internalize the other’s peoples perspectives,
he or she is also able to take into account societal rules and adheres to it.
According to Mead, the self is developed by understanding the rule, and one
must abide by it to win the game or be successful at an activity.

Two sides of Self: “I” and “Me”

Mead sees the person as an active process, not just a mere reflection of society.
He further proposed two interactive facets of the self; the “I” and “I” and “me”, they
have a didactic relationship, which is like system of checks and balances.

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“Me”, according to Mead it is the product of what the person has learned while
interacting with others and in environment. It comprises learned behaviors, attitudes
and even expectations. It also exercises social control over the self. It sees to it that
the rules are not broken.
“I”, is that part of the self that is unsocialized and spontaneous. It is the individual’s
response to the community’s attitude toward the person. The “I’ presents the impulses
and drives. It enables him to express individualism and creativity.it constructs a
response based on what has been learned by “me”.

Activity

• Answer activity 2 in the activity sheet provided.

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The Self and the Person in the Contemporary Anthropology

•
Lesson Objectives:

• Discussed the representation and conceptualization of the self from

anthropology.
• Identified the cultural aspects that influence the self
•
• Lesson 3: Anthropology

Understanding the human condition in its cultural aspect is one of the focus of
anthropology. In general sense, anthropology is concerned with understanding how
humans evolved and how they differ from one another. Anthropology is a very
dynamic field, and anthropological literature offers several different definitions of
“self”. This lesson will tackle the widely acceptable definitions of “self” in modern
anthropology
A unit but unitary
Katherine Ewing, a professor that described the self as encompassing the
“physical organism, possessing psychological functioning and social attributes. The
definition portrays the self as implicitly and explicitly existing in the mind comprised
of psychological, biological and cultural processes.
Joseph Ledoux, a neuroscientist who conceptualized the implicit and explicit
aspect of the self. The aspect of the self that you are consciously aware of is the
explicit self while the one that is not immediately available to the consciousness is the
implicit. LeDoux’s view on how the self was developed asserted that it is framed,
maintained, and affected biologically, mentally, and socially. According to him, “the
self is not static, it is added to and subtracted from by genetic maturation, learning,
forgetting, stress, ageing, and disease”. This is true of both the implicit and explicit.

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Self as Representation

Katherine Ewing asserted that a “self” is illusory. “People construct a series

of self-representations that are based on selected cultural concepts of person and
selected ‘chains’ of personal memories. Each self-concept is experienced as a whole
and continuous, with its own history and memories that emerge in a specific context

to be replaced by another self-representation when the context changes”. By self-

representation, Ewing meant culturally shaped “self” concepts that one applies to
oneself; “it is the mental entities that are supposed to represent the self.”

The Self Embedded in Culture

How individuals see themselves, how they relate to other people, and how they
relate to the environment are deeply defined by culture. If one finds the view that the
“self” is a product of society, then it is plausible that the ways of how the self is
developed are bound to cultural differences as well.

Cultural anthropologists have argued that the self is culturally shaped and
infinitely variable. Cultural traditions and social practices regulate, express, and
transform the human psyche, resulting less in psychic unity for humankind than in
ethnic divergence in mind, self and emotion.

Cultural psychologists distinguished two ways of how the self is constructed.

These are the independent and interdependent constructs. These self-construal’s are
also embedded in culture. Construal is an interpretation of the meaning of something;
hence, in this sense, the meaning of “self”. The independent construct is
characteristic of individualistic culture, such as in North America and Europe.
Individualistic culture represents the self as separate, distinct, with emphasis on
internal attributes or traits, skills, and values. The interdependent construct is typical
of the collectivist culture in East Asia stressing the essential connection between the
individual to other people.

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Catherine Raeff (2010) a developmental psychologist, believed that culture

can influence how you view: relationships (choose whom to marry or arrange
marriage), personality traits (humility, self-esteem, politeness and so on) achievement
(define as success) and expressing emotions (expressing oneself).

Activity

• Answer activity 3 in the activity sheet provided.

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Psychological Views of the Self

Lesson Objectives:
• Applied psychological concepts in understanding the self.
• Recognized the importance of alignment between the real and ideal self.

Lesson 4: Psychology

Psychology is the scientific study of how people behave, think and feel. It
includes topics, such as how the brain works, how our memory is organized, how
people interact in groups, and how children learn about the world. In fact, everything
that concerns the human being is a concern of psychology. From the basic workings
of the human brain to consciousness, memory, reasoning and language, to personality
and mental health, and everything about the human experience.

The Self as a Cognitive Construction

Cognitive – of, relating to, being, or involving conscious intellectual activity, such as
thinking, reasoning, or remembering.

Jean Piaget
• A Swiss clinical psychologist known for his pioneering work in child
development.
• Cognitive development is a progressive reorganization of mental processes
resulting from biological maturation and environment experience.
• Believes that children construct an understanding of the world and around
them, experience inconsistencies between what they already know and what
they discover in their environment, and then adjust their ideas accordingly
• Claims that cognitive development is at the center of the human organism.

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Theory of Cognitive Development

• A comprehensive theory about the development of human intelligence.
• Deals with the nature of knowledge itself and how humans gradually come to
acquire, construct and use it. Composed of three basic parts:
✓ Schemas/schemes – the building blocks of knowledge; mental
organization that individuals use to understand their environments and
designate action.
✓ Adaptation – involves the child’s learning processes to meet situational
demands.
✓ Stages of Cognitive Development – reflects the increasing
sophistication of the child’s thought process.
• The knowledge that children acquire is organized into schemas (scheme) or
groupings of similar actions or thoughts. Over time, these schemes may
change, but they provide an important base level of information about
particular events, objects, and information.
• Individuals adapt through assimilation and accommodation. The individual
uses both these processes to adjust to his or her environment in an increasingly
complex manner.
✓ Assimilation is the application of previous concepts to new concepts.
✓ Accommodation happens when people encounter completely new
information or when existing ideas are challenged.

Stages of Cognitive Development

Stage Age Characteristics
The child learns by doing: looking, touching, sucking; the child
Sensorimotor 0-2 also has a primitive understanding of cause-and-effect
relationships; object permanence appears around 9 months.
The child uses language and symbols, including letters and
Preoperational 2-7 numbers. Egocentrism is also evident. Conservation marks the end
of preoperational stage and the beginning of concrete operations.
The child demonstrates conservation, reversibility, serial ordering,
Concrete
7-11 and a mature understanding of cause-and-effect relationship.
Operations
Thinking at this stage is still concrete.
Formal
12+ The individual demonstrates abstract thinking.
Operations

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Dr. Susan Harter

• A psychologist, author, and professor who detailed the emergence of self-
concept and asserted that the broad development changes observed across
early childhood, later childhood, and adolescence could be interpreted within
a Piagetian framework.
• Expanded her self-development concept until adulthood.
Stages Characteristics
The child describes the “self” in terms of concrete,
Early
observable characteristics such as physical attributes,
Childhood
material possessions, behaviors, and preferences.
The self is described in terms of trait like constructs (e.g.,
Middle or
smart, honest, friendly, shy) that would require the type of
Later
hierarchical organizational skills characteristic of logical
Childhood
thought development.
Characterized by the emergence of more abstract self-
definitions, such as inner thoughts, emotions, attitudes, and
motives. The use of the abstract words is consistent with
Adolescence
Piaget’s findings on the adolescent’s ability to construct
higher-order abstractions and the capacity for
introspections.
Characterized by having a vision of a “possible self”’ it is
the “age of possibilities”; a time of “grand dreams” of being
Emerging
wealthy and having glamorous occupation; beyond
Adults
emerging adulthood, the visions of a possible self becomes
more realistic.

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William James
• Commonly known as the “Father of American Psychology”
• A philosopher, psychologist, and university professor who gave one of the
earliest self-theory psychological analyses.
• Believed that the “self” has two elements: I-self and Me-self.

I – Self Me - Self
• The pure ego. • Also called the empirical self.
• The “self” that is aware of • The self that is the object.
its own actions. • The self that can be described such as physical
• It has characteristics, personalities, social role, or
✓ A sense of being the relationships, thoughts, feelings.
agent or initiator of • It has three dimensions:
behavior. ✓ Material – physical appearance and
✓ A sense of being extensions of it such as clothing,
unique. immediate family and home
✓ A sense of continuity. ✓ Social – social skills and significant
✓ A sense of awareness interpersonal relationships
about being aware ✓ Spiritual – personality, character,
defining values

Carl Ransom Rogers

• An American psychologist and among the founders of the humanistic
approach to psychology.
• Stressed that a person is an active, creative, experiencing being who lives in
the present and who thinks, feels, and responds to his or her environment.
• Coined the term actualizing tendency which refers to a person’s basic instinct
to succeed at his or her highest possible capacity.
Humanistic Psychology
• A psychological perspective highlights the individual’s innate drive toward
self-actualization and the process of realizing and expressing one’s own
capabilities and creativity.
• Emphasized the active role of the individual in shaping their internal and
external worlds.

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Personality Development and Self-concept
• According to Rogers, all behavior is motivated by self-actualizing tendencies
and these tendencies drive you to reach full potential. He believed that the
world a person exists in is the center of constant changes, and the person reacts
to these changes.
• As a result of this constant interaction with the environment and others, an
individual forms a structure of the self or self-concept – an organized, fluid,
conceptual pattern of concepts and values related to the self.
• If the person holds a positive self-concept, s/he would tend to feel good about
himself or herself, and would generally see the world as a safe and positive
place.
• If the person holds a negative self-concept, then s/he may feel unhappy with
who he/she is.

IDEAL SELF REAL SELF

• The person that you would like • The person you actually
yourself to be are
• Our concept of “best me” who is • It is how you behave
worthy of admiration right at the moment of a
• An idealized image of self that the situation
individual has developed based on • It is who you are in
what he/she has learned and reality – how you think,
experienced feel, or act at present
• Could include:
✓ Notions influenced by parents
✓ What we admire in others
✓ What the society sees as
acceptable
✓ What you think is in your best
interest

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The Importance of Alignment

• Rogers accentuated the need to achieve consistency between the ideal self
and the real self.
• If the way that you are (the real self) is aligned with the way that you want to
be (the ideal self), then you will feel a sense of mental well-being or peace of
mind. In other words, when the your real self and ideal self are very similar,
you experience congruence. When there is inconsistency between your ideal
and real selves or if the way you are is not aligned with what you want to be,
then you experience incongruence.

Multiple vs. Unified Selves

• According to Roy Baumeister, a social psychologist who asserts that unity is
the defining feature of selfhood and identity. He said that the concept of the
self loses its meaning if a person has multiple selves as the essence of self
involves integration of diverse experiences into a unity.
• The human experience is always that of unity.
• According to Rene Descartes, the mind (that is thinking, experiencing being)
is not made up of parts; thus, it cannot be a physical substance because
anything material has parts. Claimed that this “being” is of unified
consciousness and not composed of merged fragments.
• According to Immanuel Kant, there is “unity of consciousness” that can be
described as “I am conscious not only of single experiences but of a great many
experiences at the same time. The same is true of actions; I can do and be
conscious of doing a number of actions at the same time.

One Self or Many Selves?

• Gordon Allport - asserts that every person possesses “traits”.
• According to Allport, a “trait” is your essential characteristic that never, ever
changes and sticks with you all your life and these traits shape who you are
(how you think, feel, or behave, etc.) in any given day.

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Eric Berne
• A psychiatrist who developed a transactional analysis model as basis
for understanding behavior.
• Transactional analysis is anchored on the notions that (1) every person
has three parts called “ego states” in his or her personality and that
people communicate with one another assuming roles of any of these
“ego states”

Gregg Henriques
A university professor and author who proposed that human self has three
related, but separable domains:
1. Experiential self – the theater of consciousness because it is the first
to experience its beingness (the state or fact of existing); closely tied
to memory
2. Private self-conscious – the narrator or interpreter; the self that
narrates the unfolding events and at the same time tries to makes sense
of the experience
3. Public self or persona – the image that you project to the public; the
image that interacts with others and will influence how others see you

True vs. False Selves

Donald Winnicott
• An English pediatrician and psychoanalyst who introduced the concept
of “false self” and “true self”
• Proposed that the healthy core of a healthy person’s self is hidden from
the outside world, uninfluenced by external (harsh) realities. The false
self is put to defend the core from these realities and prevent from any
changes.

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True Self False Self

• Develops in infancy if the mother • The product of early experience
is positively responsive to the • A defensive organization formed by the
child’s spontaneous expressions. infant because of inadequate mothering
• The sense of “self” based on or failures in empathy
spontaneous authentic experience. • Develops as the infant is repeatedly
• An awareness that bodily subjected to maternal care that intrudes
functions are working, such as the upon, rejects, or abandons his or her
heart pumping, as well as simply experience
breathing. • Based on being completely obedient to
• The part of the infant that feels the parents’ wishes
creative, spontaneous, and real. It • Develops when the child is constantly
has a sense of integrity, of expected to follow rules
connected wholeness. • A form of defense that constantly seeks
• The sense of being alive and real to anticipate others’ demands and
in one’s mind and body, having complying with them, as a way of
feelings that are spontaneous and protecting the true self from a world
unforced which allows people to that is felt to be unsafe
be genuinely close to others and be
creative.

Healthy False Self Unhealthy False self

When the person has false self but can An individual who may seem happy and
stull function both as an individual comfortable in his or her own environment
and in the society, he or she has but actually feels forced to fit in and
healthy false self. The healthy false constantly needs to adjust his or her
self feels that it is still connected with behavior to adapt to the social situation is
the true self. Thus, it can be compliant said to have an unhealthy false self.
without feeling guilty that it
abandoned its true self.

Activity

Answer activity 4 in the activity sheet provided.

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Eastern and Western View of the Self

Lesson Objectives:

• Compared the conceptualization of the self from western and

oriental/eastern thought.
• Assessed one’s levels of individualism and collectivism.

Lesson 5: Eastern and Western View of the self

Psychologists have found that a person’s cultural background can affect how
a person sees himself or herself. As people are being shaped by their culture, their
culture is also shaped by them. Richard Shweder wrote that cultural traditions and
social practices regulate, express, and transform the human psyche, resulting less in
psychic unity for human kind than in ethnic divergences in mind, self, and emotion.
An individual thinks, feels, and behaves similarly as that of the members of his or
her community. However, each community has its own standards, expectations, and
rules that shape its members. These differences are the reason people are markedly
divergent. This divergence is evident in the eastern and western concepts of “self.”

Western Concept of Self

• Ancient Grecian philosophers see humans as the bearers of irreplaceable values.
• In medieval times, the philosopher and saint, Thomas Aquinas, believed that the
body constitutes individuality.
• During the Renaissance, the individual was the focus as evident of Descartes’
famous “I think, therefore I am” as the epitome of the Western idea of self.
• Western tradition is generally acknowledged to be imbued with a style of
thinking based on dichotomy and binary opposition – between the thinking
subject (as observer) and observable reality.
• Psychiatrist and professor, Frank Johnson, outlined four categories on how the
term “self” is used in contemporary western discussion:
✓ Analytical – the tendency to see reality as an aggregate of parts. The
“self” is an observer separate and distinct from external objects.

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✓ Monotheistic – the tendency toward unitary explanations of phenomena

and a closed-system view of “self” as modeled after a unitary, omnipotent
power. “Man was created by God, in His image.”
✓ Individualistic – a quality of western thinking where self-expression and
self-actualization are important ways of establishing who one is, as well
as in finding satisfaction in the world.
✓ Materialistic/rationalistic – western thinking which tends to discredit
explanations that do not use analytic-deductive modes of thinking.

Eastern Concept of Self

Hinduism
• The earliest religious writings in the East are the Vedas which formed the
Hindu philosophy and dharma (the principle of cosmic order).
• The chants and hymns in the Vedas illustrate the eastern mindset of
nondual universe but rather a creation that is completely unified with the
creator, with no distinction.
• According to these sacred Hindu texts, the true nature of humans is
described as “Brahman” which is the divine universal consciousness
encompassing the universe. It is the Self that is all within us.
• Hinduism’s main point is changing your perception of the world to
perceive the Brahman in oneself and in others.

Buddhism
• Composed of the teachings of Buddha.
• The “self” is not an entity, a substance, or essence but rather, a dynamic
process. It is interdependent and ever changing.
• The Buddha taught a doctrine called anatta, which is often defined as “no-
self or no-soul.” Anatta is a concept that the sense of being a permanent,
autonomous “self” is an illusion. It is the teaching that there is no eternal,
unchanging “self/soul” inhabiting our bodies or living our lives.
• Holds that the human being’s inborn view of “self” as an enduring entity
is the cause of his/her suffering because he/she tries to hold on to that
which is in constant flux (constantly flowing or constantly changing) and

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has no existence outside of shifting contexts. Thus, a new corrective

experience of the “self” is needed.
• Buddhism takes a great interest in how people experience their “self”
rather than just their abstract idea of it because Buddhist practices are
designed to lead to new (correct) experience of self. It takes arduous
training to modify or overcome the natural state of experiencing the “self”
as persisting and unchanging.

Confucianism
• The quest for the “self” in terms of substance, of spirit, of body, or of
essence does not exist.
• The form that Confucius wrote about the concept of “self” is that of
personality. The qualities that form a person’s character are not something
that exists inherently but rather it is something that is formed through
upbringing and the environment.
• Every person is born with four beginnings that do not yet comprise the
concept of “self” but when perceived together, it could be explained as a
“pre-self” or a “potential self”:
✓ Heart of compassion that leads to Jen (means goodwill,
sympathy toward others, politeness, and generosity)
✓ Heart of righteousness that leads to Yi (means rightness and the
respect of duty)
✓ Heart of propriety that leads to Li (means having the right to
practice propriety in all that you do)
✓ Heart of wisdom that leads to Chih (means wisdom expressed
by putting jen, yi, and li into practice)
• Personality is an achieved state of moral excellence rather than a given
human condition that should not be understood as primarily an individual
entity. The Confucian concept of self is deeply embedded within the
family and society, and it is only in that context that the self comes to be
what it is.

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Taoism
• Rejects a hierarchical view of self, society, or cosmos.
• Does not regard the “self” as an extension of (or defined by) social
relationships but rather one of the countless manifestations of the Tao
which is basically entails that it is an extension of the cosmos (or the
universe seen as a well-ordered whole).
• Chuang-tzu, regarded as a mystic of unmatched brilliance in China, gave
an explicit negation of the centrality of the “self.” According to him, the
perfect man has no self, the spiritual man has no achievement, the true
sage has no name. Thus, the ideal is selflessness.
• Chuang-tzu’s conception of selfhood entails conscious self-
transformation leading to the attributes of a balanced life in harmony with
both nature and society.

Individualistic vs. Collective Self

Culture plays a very significant role in the development of the self-concept. It
embodies specific values, thoughts, or ideas that play a central role in determining a
person’s sense of “self.”

Individualism
• The extent that you value independence and personal uniqueness. Highly
individualistic people value personal freedom, self-sufficiency, control over
their own lives, and appreciation of their unique qualities that distinguishes
them from others.

Collectivism
• The extent that we value our duty to groups to which we belong, and to group
harmony. Highly collectivist people define themselves by their group
membership and value harmonious relationships within those groups.

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Individualistic Self Collective Self

• “I am my own man.” “I am the • Philippines
master of my fate; I am the captain • Emphasize the
of my soul.” interdependence and
• USA, Australia, Great Britain, harmonious relatedness with
Canada, the Netherlands, New one another
Zealand • It of utmost importance to be
• Encourage asserting one’s goals part of and maintain social
and desires; highly value networks, maintains
independence and self-reliance. relationships, and fulfills
• They insist that the interest of the obligations.
individual should take precedence
over the state or a social group. According to Patricia Licuanan,
• Strongly oppose external Filipino psychologist and
interference by society or educator, one’s family is the
institutions upon one’s own source of personal identity, the
interest. source of emotional and material
• Oriented towards the individual’ support, and the person’s main
see each other as loosely linked, commitment and all
and they value personal goals over responsibility.
group interests.

Emphasis on personal achievements

and rational assessment of both the
beneficial and detrimental aspects of
relationships with others.

Closing the Gap between Cultural Differences

Roy Baumeister proposed that self-concept could be organized in three aspects:
1. Private – refers to the mental processes that perceive one’s own traits or
behaviors (e.g. I am honest)
2. Public – refers to the generalized view of self, such as perception of how
others view you (e.g. People think I’m honest)

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3. Collective – refers to the view of self in a collective concept (e.g.

My family expects me to be honest)

The Self as Embedded in Relationships and Through Spiritual

Development in Confucian Thought
• His social philosophy was based on the principle of ren—loving others—and
he believed this could be achieved using the Golden Rule: “What you do not
wish for yourself, do not do to others.”
• Characteristic of Confucian selfhood is the participation of others in the
dynamic process of self and spiritual development.
• The Confucian concept of Li often rendered as “proper conduct” or
“propriety” was originally denoted as court rites (rituals) performed to sustain
social and cosmic order. The current context of Li moved beyond mere
politeness or convention. It has since been central to Confucian human-
centered religiousness.
• Self-development is a lifelong commitment to learning that is not only about
reading books or taking exams. It is also about ritual practice. It involves
practicing discipline for the mind and body to love life not as an isolated
individual but as an active participant in the living community.
• The idea is that it is only by continually opening the self to others that the
“self” maintains its wholeness and identity.

Activity

• Answer activity 5 in the activity sheet

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References:

Chafee, J. (2013) Who are you? Consciousness , Identity and the Self. In the
Philosopher's Way : Thinking Critically about Profound Ideas. Pearson. 106 - 169.
Haut, V. (2018, October 14). 12 Philosophers of the 'Self'. Retrieved from
https://volerhautian.wordpress.com/2018/08/31/12-philosophers-of-the-self/
Lanuza, G. (2004). The Constitution of the Self. In David, R. (ed) Nation, Self and
Citizenship: An invitation to Philippine Sociology. Anvil Publishing.
Otig, V. S., Gallenero, W. B., Bataga, N. U., Salado, F. B., & Visande,
Josephine C. A Holistic Approach in Understanding the Self. MUTYA Publishing
Inc.
Sihvola, J. (1970, January 1). Aristotle on the Individuality of Self. Retrieved
June 1, 2020, from https://link.springer.com/chapter/10.1007/978-1-4020-8596-
3_6
12 Famous Philosophers and Their Guiding Principles. (2019, May 15).
Retrieved from https://www.invaluable.com/blog/famous-philosophers/

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