UNDERSTANDING THE SELF REVIEWER

LESSON 1: PHILOSOPHY
Philosophy is often called the mother of all disciplines simply because all fields of study began as philosophical
discourses.
What is Philosophy? Study of acquiring knowledge through rational thinking and inquiries that
involves in answering questions regarding the nature and existence of man
and the world we live in.
Philo - Love; Sophia – Wisdom
What is Self? defined as “a unified being, essentially connected to consciousness,
awareness and agency (or, at least, with the faculty of rational choice).
PHILOSOPHERS
SOCRATES
- First martyr of education, knowledge, and philosophy.
- His philosophy underlies in the importance of the notion "knowing oneself"
- Understanding ourselves is through internal questioning or introspection (understanding our strengths and
weaknesses, like vs. Dislike)
- Socratic Method or Socratic conversation
- For him, men's goal in life is to obtain happiness.
PLATO
- a student of Socrates
- Father of academy
- According to Plato, a person who is a follower of truth and wisdom will not be tempted by vices and will
always be correct/moral/ethical.
- Believed in the division of a person's body and soul which forms the person as a whole.
- the soul is divided into 3 different parts:
 Appetitive Soul - the part of the person that is driven by desire and need to satisfy oneself.
 Spirited Soul - courageous part of a person. This is very competitive and is very active.
 Rational Soul - the drive of our lives. The part that thinks and plan for the future (the conscious mind)
ST. AUGUSTINE
- A saint and a philosopher of the church.
- Follows the idea that God encompasses us all, that everything will be better if we are with God.
- His idea of a man and how to understand who we are as a person is related to our understanding of who we are
and how we question ourselves.
- His believes that teaching the church and establishing our sense of self with God identifies the essence of our
existence and role in the world (the reason for this is because our bodies are limited).
RENE DESCARTES
- cogito ergo sum" (I think therefore I am)
- French philosopher
- The father of modern philosophy because of his radical use of systematic and early scientific method to aid his
ideas and assumptions.
- He believed in modern dualism or the existence of body and mind
- known to be the proponent of the "methodical doubt" (continuous process of questioning)
- According to him, a person is comprised of mind (thinks and questions what the body has experienced) and
body (perceives from the different senses)
JOHN LOCKE
- English philosopher and physician
- The Father of Classical Liberation.
- He works on the self is most represented by the concept "tabula rasa" (blank slate).
- The experiences and perceptions of a person is important in the establishment of who that person can become.
- He stated that a person is born with knowing nothing and that is susceptible to stimulation and accumulation of
learning from the experiences, failures, references, and observations of the person.
DAVID HUME
- Scottish philosopher
- He focused his work in the field of empiricism, skepticism, and naturalism.
- He explained that the Self is the accumulation of different impressions and does not exceed the physical realm.
 - For him, there is no permanent self because impressions of things are based from our experiences where we
can create our ideas and knowledge. Thus, it may improve or totally be replaced.
IMMANUEL KANT
- German philosopher
- Known for his works on empiricism and rationalism.
- The collection of impressions and different contents is what it only takes to define a person.
- The awareness of different emotions that we have, impressions and behavior is only a part of ourselves.
- The sense called "transcendental apperception" is an essence of our consciousness that provides basis for
understanding and establishing the notion of self by synthesizing one's accumulation of experiences, intuition,
and imagination.
SIGMUND FREUD
- Austrian psychologist and physician.
- The Father of psychoanalysis.
Man has 3 aspects of personality:
1. Id - the child aspect of a person.
2. Super ego - the conscience of one's personality.
3. Ego - police or the mediator between id and super ego.
Introduced the Levels of Consciousness:
1. Conscious - where minority of our memories are being stored and the memories that are in the conscious is
easier to be to be tapped or accessed
2. Pre-conscious - the middle part of the entirety of our consciousness; the memories stored in this area can still
be accessed but with a little difficulty
3. Unconscious - where majority of our memories since childhood are deeply stored. It is very difficult to tap the
memories.
- He believed that we are a by-product of our experiences in the past and that are actions are driven by the idea of
resisting or avoiding pain, and are molded from our need for pleasure or being happy
GILBERT RYLE
- Behavioristic approach to self.
- According to him, self is the behavior presented by the person. The behavior that we show, emotions, and
actions are the reflection of our mind and as such is the manifestation of who we are.
- "Ghost in the machine" view (man is a complex machine with different functioning parts, and the intelligence,
and other characteristic or behavior of man is represented by the ghost in the said machine.
- The things that we do, how we behave and react and all other components like the way we talk, walk and look
is generally who we are as a person
PAUL CHURCHLAND
- Canadian philosopher
- The self is defined by the movement of our brain.
- "eliminative materialism"
MAURICE JEAN JACQUES MERLEAU-PONTY
- French philosopher
- Known for his works on existentialism and phenomenology
- The idea of phenomenology of perception (unity of the function of the mind and the body)
- The body and mind are not separate entities but rather those two components is one and the same.
- His idea of perception follows the idea of Gestalt psychology (gives importance on the whole rather than the
sum of its parts).
- The perception guides our action based from our experiences. The body perceives while our consciousness
provides the meaning or interprets the various perception we have in the world and the self could be established
by the perceptions we have in the world. One's actions, behavior and language used could be said to be the
reflection of our united perception of the world.
THOMAS AQUINAS
- The most eminent 13th century scholar and stalwart of the medieval philosophy.
- Man is composed of two parts: Matter or hyle in Greek, refers to the “common stuff that makes up everything
in the universe.” and Form or morphe in Greek refers to the “essence of a substance or thing”.
- What makes a human person a human person and not a dog, or a tiger is his soul, his essence.
- To Aquinas, the soul is what animates the body; it is what makes us humans.
 LESSON 2: SOCIOLOGY
Sociology is a social science that studies human societies, their interactions, and the processes that preserve and change
them. The study of companionship.
GEORGE HERBERT MEAD
 Symbolic Interactions Perspective
THEORY OF SELF
Self-Awareness - By taking the role of other, we can become self-aware
TWO PARTS OF SELF Self-Image was developed in recognizing how others are perceiving us, we are
constantly trying to put ourselves in the shoes of another and think about how they
are seeing this event or situation or this action transpiring – this is imitation
 Our bodies age biologically, but the self is something that emerges thorough social interaction
 Self is developed as we age, as we grow
 Self develops through interacting with others, through reflecting on that interaction, to thinking about how
others are perceiving you, and that helps you generate an image of yourself
 Our self is mirrored in the reaction of the other
 Generalized others - internalized the widespread cultural norms, mores, and expectations of behaviors
THE “I” and “ME” of the “I” - what is out there, acting, being spontaneous, doing things in the world
SELF “me” - an object, the aggregate combined image of yourself that has been given to
you from interacting with society
HENRI DE SAINT-SIMON (1760 – 1825)
 Comtism
 His idea of the reconstruction of society were conditioned by the French Revolution and by feudal and military
system
 He insisted on the necessity of new and positive reorganization of society
 Industrial chiefs should control society
 In medieval church, spiritual direction of society should fall to the men of science
 Industrial state directed by modern science, in which universal association should suppress war
 Men who are successfully able to organize society for productive labor are entitled to govern it
 The social aim was to produce things useful to life
 Call for “society of science” – influenced his disciple Auguste Comte
HERBERT SPENCER
Synthetic Philosophy Encompasses realms of physical, psychological, biological, sociological, and ethical
Moral Philosophy
Social Statistics Human happiness can be achieved only when individuals can satisfy their needs and
desires without infringing on the right of others to do the same
The law of individuation - In the union of many men into one community
Basic law of ethics and morality
Moral Dictum Once physical and biological realms are discovered,
humans should obey them and cease trying to construct,
Principle of Ethics through political legislation, social forms that violate
these laws
Scientific Position The laws of social organization can no more be violated
than can those of the physical universe, and to seek to
do so will create, in the long run, more severe problems
Humans should be as free from external regulation as
possible – “implicitly obey them!”
DAVID EMILE DURKHEIM (1858 – 1917)
 French sociologist, cited as the principal architect of modern social sciences
 Established academic discipline with Marx and Weber
 Acceptance of sociology as a legitimate science
Sociology of Knowledge
 How concepts and categories of logical thought could arise out of social life
 Certain aspects of logical thought common to all human did exist, but they were products of collective life and
that they were not universal a priori since the content of categories differed from society to society
Collective representations
 The symbols and images that come to represent the ideas, beliefs, and values elaborated by a collectivity and
are not reducible to individual constituents
 Created through intense social interaction and are products of collective activity
 Controlled by society (as a whole) yet simultaneously by virtue of that individual’s participation within the
society
 Language – a social product that structures and shapes our experience of reality. A language product of
collective action, language contains within it a history accumulated knowledge and experience that no
individual would be capable of creating on their own
ALBERT BANDURA (1925) Social Learning Theory
 Theory that attempts to explain socialization and its effect on the development of the self
 Formation of one’s identity is a learned response to social stimuli
 An individual’s identity is not the product of the unconscious, but instead is the result of modeling oneself in
response to the expectations of others
SELF – EFFICACY
 People’s belief about their capabilities to produce designated levels of performance that exercise influence over
events that affect their lives
 People with high assurance in their capabilities approach difficult tasks as challenges to be mastered rather than
as threats to be avoided
 They approach threatening situations with assurance that they can exercise control over them
FOUR MAIN SOURCES OF EFFICACY
Mastery Experience  Successes build a robust belief in one’s personal efficacy
 A resilient sense of efficacy requires experience in overcoming obstacles
through perseverant effort
Vicarious Experience  Provided by social models
 Seeing people similar to oneself succeed by sustained effort raises observers’
beliefs that they too, possess the capabilities to master comparable activities
required to succeed
Social Persuasion  People who are persuaded verbally that they possess the capabilities to
master given activities are likely to mobilize greater effort and sustain it than
if they harbor self-doubts and dwell on personal deficiencies when problem
arises
 People who have persuaded that they lack capabilities tend to avoid
challenging activities that cultivate potentials and give up in the face of
difficulty
Psychological Responses  People rely partly on their somatic and emotional states in judging their
capabilities
 They interpret their stress reactions and tensions as signs of vulnerability to
poor performance
KARL MARX (1818 – 1881)
Theory of Self-Estrangement or Self-Alienation
 “the alienation of man’s essence, man’s loss of objectivity and his loss of realness as self-discovery,
manifestation of his nature, objectification and realization”
 A person may feel alienated by his work by not feeling like he has meaning to his work, therefore losing their
sense of self at the workplace
MAX WEBER (1864 – 1920)
 Capitalism developed out of a Protestant ethic, a religious calling
 “iron cage” – as the religion became peripheral, capitalism decoupled from its roots and established itself as
the dominant force in society
Exercise Self-Help Imagination
 “Personality” makes little sense in its modern usage
 “an inner devotion to the subject and only to the subject”
 which raises one “to the height and dignity of the subject”
 You gain personality within a field only by stepping out of your own self
LEWIS MORGAN
 The Leasguge of the Ho-de-no-sau-nee or Iroquois (1851)
 He wanted to provide evidence for monogenesis, the theory that all human beings descended from a common
source
Theory of Social Evolution
 Kinship relations as a basic part of society
 Critical link between social progress and technological progress

LESSON 3: ANTHROPOLOGY
Anthropology – the study of life form.
 What does it mean to be human?
 Express a unique view on the issue of selfhood: the anthropological approach both starts and finishes with the
group.
 The self needs to be seen as a socially defined phenomenon, created by both the impression of the group upon
the individual and the expression of the individual upon the group.
MARCEL MAUSS
Self has two faces:
Total Social Phenomenon - every sector in a community or society should cooperate to have a well-balanced living.
Moi Personne
 Refers to a person’s sense of who he is, his body,  Composed of the social concepts of what it means
and his basic identity, his biological givenness. to be who he is.
 A person’s basic identity.
LANGUAGE
Has something to do with culture. It is a salient part of culture and ultimately, has a tremendous effect in our crafting of
the self. This might also be one of the reasons why cultural divide spells out differences in how one regards oneself. If a
self is born into a particular society or culture, the self will have to adjust according to its exposure. Language and
culture are intertwined. A particular language usually points out to a specific group of people. When you interact with
another language, it means that you are also interacting with the culture that speaks the language.
CLIFFORD GEERTZ
 “A system of inherited conceptions expressed in symbolic forms by means of which men communicate,
perpetuate, and develop their knowledge about and attitudes towards life.
 Look for what makes people/cultures different, not the same; it is more effective to analyze human
nature by noting the differences between cultures that arise over time and space than to try to form
vague notions of universals
 Culture reveals the link between what man is capable of and how he actually behaves, which in
turn helps define human nature.
 Culture is the "accumulated totality" of symbolic patterns that appear in different societies

LESSON 4: PSYCHOLOGY
Psychology delves in the Physiological having to with an organism’s physical processes and the Cognitive having to do
with an organism’s thinking. It is derived from two Greek words, psyche meaning soul/mind; and logos meaning
study”. Literally, psychology means the study of souls but now it is study of mind. Psychology primarily studies WHO
and WHAT we are, WHY we act and think in a particular manner and what is our potential as an individual.
Who am I? A lot of people say, “I am who I am”, yet this statement still begs the question “if
you are who you are, then who are you that makes who you are?”
SELF “Sense of personal identity and of who we are as individuals (Jhangiani and Tarry
2014).”
Identity concept of an individual about himself and often referred to as “self-identity”
“Self-identity” The belief of what the individuals thinks and feels about him. And can also be
influenced by how others perceive an individual
Self-development A continuous process throughout the lifespan; one’s sense of self may change, at
least somewhat, throughout one’s life.
Self-representation Has important implications for socio-emotional functioning throughout the lifespan.\
WILLIAM JAMES (1890)
 Conceptualized the self as having 2 aspects – the “I” and the “me”. Both “me” and “I” are 1st person singular
pronouns, which means that they are used by one person to refer to himself or herself.
I ME
 The response to the “Me”  Object pronoun, which means that it is used as the
 The response of an individual to the attitudes of object of the verb.
others  Social self
 The thinking, acting, feeling self  The organized set of attitudes of others which an
individual assumes.
 The physical characteristics as well psychological
capabilities that makes who you are.
“I” (the self in action) Me” (the self as an object in the world)
- Self in process, in the moment - The structured and determinate part of the self
- The impulsive, spontaneous, and indeterminate - A product of interaction and conscious reflection
part of the self - We know the “I” only through the “me”
- Non-reflective
- Part of the self that produces individuality
Attitudinal Change
“The greatest discovery of my generation is that human beings can alter their lives by altering their attitudes of the
mind”. He meant that with just the simple change of attitude anyone even you can change your life for better or for
worse.
CARL ROGERS
“When I look at the world I'm pessimistic, but when I look at people I am optimistic.” - Carl Rogers
 The “I” as the one who acts and decides while the “me” is what you think or feel about yourself as an object.
 The I Self reflects what people see or perceive themselves doing in the physical world (e.g., recognizing that
one is walking, eating, writing)
 The Me Self is a more subjective and psychological phenomenon, referring to individuals’ reflections about
themselves (e.g. characterizing oneself as athletic, smart, cooperative). Therefore, it is what you think or feel
about yourself
Organized system or collection of knowledge about who we are. It may also include
our interests, work, course, age, name, and physical characteristics
Example:
a. When someone states your first name even if they are not talking about you,
Self-schema your attention is drawn to them.
b. If you have provincial language and you hear someone using it, it catches
your attention.
c. If you consider yourself a book-lover, a bookstore may always entice you out
of all other stores in a mall.
Unconditional Positive UPR refers to accepting and supporting another exactly as they are, without
Regard evaluating or judging them.
Identity  Composed of personal characteristics, social roles and responsibilities, as
well as affiliations that define who one is.
 The self-belief of what the individuals thinks and feels about himself.
SELF-CONCEPT How someone thinks about or perceives themselves. “The individual’s belief about
himself or herself, including the person’s attributes and who and what the self is."
Roles Are also part of his identity. (E.g. birth order in the family, nature of work,
occupation or title, academic and social standing)
SELF, IDENTITY, and SELF-CONCEPT are NOT FIXED in one-time frame.
For example, when you are asked about who you are, you can say
 “ I was a varsity player in 5th grade” which pertains to the past,
 “ a college student” which may be the present, and
 “A future politician” which is the future.
Experiences of the Self
The existential self The concept that you are unique/different from others (Persian poet RUMI pondered,
 “Who am I in the midst of all this thought traffic?”), Subjective (I).
The Categorical self Concept (and the concept of others) tends to focus on his or her own visible
characteristics, Objective (ME).
Self-Concept
The real self can be seen by others, but because we have no way of truly knowing how others view us, the real self is
our self-image.
Self-Concept/Self-Schema Composed of 3 Things:
Self-Image(Real Self) Who you are at the moment
Ideal Self Who you like to be
Ought Self ( Self-Esteem/Self- Who you think you should be
worth)
Incogruence A person’s ideal self may not be consistent with their actual experience (real self), or
what is even possible. One has to find solution to such discrepancies to avoid
agitation, dejection, or other negative emotions.
Self-Actualization The need for personal growth and development throughout one's life. It is the highest
level of Maslow's hierarchy of needs, which was developed by psychologist
Abraham Maslow.
Self-Esteem and Self-Worth The extent to which we like, accept, or approve of ourselves; or how much we value
ourselves.
Social Comparison Theory
We learn about ourselves, the appropriateness of our behaviors, as well as our social status by comparing aspects of
ourselves with other people.
 SOCIAL COMPARISON also entails what is called Self-Evaluation Maintenance Theory - we can feel
threatened when someone out-performs us, especially when that person is close to us. We usually react in 3
ways:
 Distance ourselves from that person or redefine our relationship with them.
 Reconsider the importance of the aspect or skill in which you were outperformed.
 Strengthen or resolve to improve that certain aspect of ourselves.
Types of social comparison
Downward Social The more common type of comparing ourselves with others. We create a positive
Comparison self-concept by comparing ourselves with those who are worse off than us. By
having the advantage, we can raise our self-esteem.
Upward Social Comparison Comparing ourselves with those who are better off than us. While it can be a form of
motivation for some, a lot of those who do this actually felt lower self-esteem as they
highlight more of their weakness or inequities.
CARVER AND SCHEIER (1981)
The Private Self The Public Self
internal standards and private thoughts and feelings Public image commonly geared toward having a good
presentation of yourself to others.
Self-Consciousness
Self-consciousness is when self – awareness can be too much that we are concerned about being observed and criticized
by others.
Looking Outside - seeing other people who are better and Looking Inside - reflecting on what the heart desires
dreaming to become the same.
SIGMUND FREUD
 The founder of psychoanalysis, the clinical method for treating psychopathology through dialogue between a
patient and a psychoanalyst. Psychoanalysis is a method through which an analyst unpacks unconscious
conflict.
 Psychoanalys - a method through which an analyst unpacks unconscious conflicts based on the free
associations, dreams and fantasies of the patient.
 Freud's theory of human personality revealed another facet of society. Based on Freud's formulation, the
individual human mind—the source of our subjectivity—is created by social and cultural forces that operate
beneath the level of the unconscious self. It is like saying that even in our minds, there are facets of ourselves
 “Socialization” is an internal, mental process
 He concluded that mental disorder might be caused purely by psychological factor rather than organic factors
  He also proposed that dreams are the disguised expressions of unconscious wishes and emphasized libidinal
(sex) urges of a person.

Freud’s View of Human Nature

Human beings are biological organisms motivated by the satisfaction of bodily needs and with motivating
forces that drive behavior. His theory suggests that personality (mind) is composed of the id, the ego, and the superego.

True Self Vs False Self

Inside each of us are 2 wolves: One is evil and one is good.
Which wolf wins? The one you feed most.
 True Self – the core of who you are, the original you, unshaped by upbringing or society. This is the
state you were born in and it is a state that still exists inside you.
 False Self – “adapted self”. The part of you that have altered behavior, repressed feelings and pushed
your needs aside to fit in with others.

LESSON 5: THE SELF IN WESTERN AND ORIENTAL/WESTERN THOUGHT

CONCEPT OF SELF There are a lot of sources in which we can analyze the perspective of each culture
and country about the concept of the “self.”
 Literature - like how one depicts a hero or villain in their stories in different
countries, like USA, China, Korea, etc.
 Socialization - like how they see their boss or their subordinate.
 Artworks, Dances, Even Clothing - This thing may show us clues about the
Self.
 Cultural Diversity
 Put themselves first
 Dedicated to independent thinking and self-reliance
 Distant to the feelings of others
 Preserving, and success of the group is more important
 Paying attention to the needs and feelings of each member of the
group
 Sensitive with the feelings of the members of the group to each other
WESTERN THOUGHTS EASTERN THOUGHTS
 They give higher value with their personal rights.  Giving more value to social responsibility and
 The western society is trying to find and prove the accepting the reality of life (fact) and interested
“truth” in maintaining the balance of life.
VALUES
 Westerners emphasize more on the value of  Eastern with their collectivistic culture, put more
equality even if they see that the individual can emphasis on hierarchy as the culture wants to
rise above everything else. Because everyone is keep things in harmony and order. (Qingxue,
on their own competition, one can say that they 2003)
also promote ideals that create “fair” competition
and protect the individual. Ex: For Asians, we have respectful terms for our seniors
and a lot of workers would not dare go against the high-
Ex: Westerners would most likely to call their bosses, ranking officials.
parents, or other seniors by their first name. The boss
can also be approached head-on when conflicts or
problems about him arises.
SELF-DESCRIPTIONS
Talk more about their personal attributes when describing In general talk about their social roles or social
themselves. institutions that invoked certain traits that they deem
positive for themselves.
SELF-EVALUATIONS
They would highlight their personal achievements. They would rather keep a low profile as promoting the
self can be seen as boastfulness that disrupts social
relationships.
 INDIVIDUALISTIC COLLECTIVIST
Focus is on the person The group and social relations are given more importance
than individual needs and wants.
Talk more about their personal attributes when describing Talk about their social roles or social institutions that
themselves. invoked certain traits that they deem positive for
themselves.
Highlight their personal achievements Keep a low profile as promoting the self can be seen as
boastfulness that disrupts social relationships.
Looks at the world in DUALITIES wherein you are Sees the other person as a part of yourself as well as the
distinct from other person, the creator is separate from the things you may create, a drama in which everyone is
object he created. interconnected with their specific roles.
WESTERN VS EASTERN PHILOSOPHERS
CONFUCIANISM
 Also known as RUISM, is described as tradition, a philosophy, a humanistic or rationalistic religion which was
developed from the teachings of Chinese philosopher CONFUCIUS (1551-479 BCE) who considered himself
a re-codifier and re-transmitter of the theology and values inherited from the Shang and Zhou dynasty.
 It is focused on having a harmonious social life. Identity and social-concept of the individual are interwoven
with the identity and status of his/her community or culture, sharing its pride as well as its failures.
 Subdued Self – personal needs are repressed (subdued) for the good of many, making Confucian society also
hierarchical for the purpose of maintaining order and balance in society. (Ho, 1995)
3 ESSENTIAL CORE VALUES OF 5 BASIC VIRTUES OF CONFUCIANISM:
CONFUCIANISM:  Ren – benevolence, humaneness
 Filial piety – respect for elders  Yi – righteous, justice
 Humaneness – goodness  Li – proper, rite
 Ritual – proper conduct  Zhi – knowledge
 Xin – integrity
TAOISM
 Also known as Daoism. A Chinese Philosophy based on the writings of Lao-tzu (6 th Century BC) advocating
humility and religious piety.
 Living in the way of TAO or the UNIVERSE. It is a simple lifestyle and its teaching. It aims to describe how to
attain life. The self is part of the universe. It is living a balanced life with society and nature, being open and
accepting to change, forgetting about prejudices and egocentric ideas and thinking about equality as well as
complementarity among humans as well as other beings. (Ho, 1995) The self is in harmony with everything.
 The 3 Treasures and 3 Jewels (3 ESSENTIAL ENERGIES SUSTAINING HUMAN LIFE)
 Jing – ‘essence’
 Qi – ‘energy’
 Shen – ‘spirit’

 CONCEPT OF HARMONY – A central feature of Taoism is harmony between people and their environment,
Nature, or Tao. The Tao Chi (Yin-Yang diagram) is an example of the value of harmony with the environment.
It is also applied to the concept of health for energy (qi/chi), balance for disease prevention, healing, and the
development of human potential.
BUDDHISM
 It is the world’s 4th-largest religion, with over 520M followers or over 7% of the global population are
Buddhists. It is an Indian religion.
 All Buddhist traditions share the GOAL OF OVERCOMING SUFFERING AND THE CYCLE OF DEATH &
REBIRTH, either by the attainment of Nirvana or through the path of Buddhahood.
 3 Marks of Existence:
1. Impermanence (anicca) – all things are in constant state of flux; nothing lasts, and everything decays.
2. Suffering (dukkha) – all things are not experienced; everything is conditioned and conditioning.
3. Non-self (anatta) – denies that there is anything called a “SELF” (there is no self)
 It is our quest to forget about the SELF, forget about the cravings of the self, break the attachments you have
with the world, and to renounce the self which is the cause of all suffering and in doing so, attain the state of
NIRVANA.
 Gautama Buddha taught that all beings conditioned by causes (sankhara) are impermanent (anicca) and
 suffering (dukhha), and that not-self (anatta) characterizes all dhammas, meaning THERE IS NO “I”, “ME”
or “MINE” in either the conditioned or the unconditioned (i.e. nibbana)
 Unsatisfactoriness and suffering exist and are universally experienced. Desire and attachment are the causes
of unsatisfactoriness and suffering.

LESSON 6: PHYSICAL SELF

Physical Self
 Refers to the body which we interface with our environment and fellow being. It is a tangible of a person that
can be directly observed examined.
 Arthur Marwick (1988) defends the view that physical beauty is no more than what it is: only “skin deep”. It is
a fact of life that some people are physically beautiful while others are not. Physical beauty is defined as a
feature of a person’s body. This feature can be valued, it seems, independent of others that make a person
valuable, such as intellect, character, or humor. However physical beauty was also considered suspect and
dangerous, due to its link to sexuality and it’s “merely carnal”, power and seductive side.
 The modern view that acknowledges the autonomous status of physical beauty, although widespread nowadays,
is still contested by both feminists (beauty as a suspect concept, as a male construct of feminine looks) as well
a religious conservatives (only inner beauty counts).
A person’s attractiveness depends on many features. We can value a person at different levels with respect to his or her:
Physical looks Body, face, figure
Artistic looks Clothes, make-up, perfume, hair
Personal looks Appearance, impressions, aura
Performance Voice, attitude, behavior
Personality Charisma, charm, appeal, allure
Relational Capacities Contractual skills, communication competence
Friendship Abilities Reliable, nice, offbeat, loveable, companionable
 Judgements can be made at each level. A person may have good looks, but nevertheless be a faithless friend or
a very poor dresser. A person may be fat and ugly but extremely charming, with a pleasant attitude and a great
personality. This is how we evaluate a person’s appearance in everyday life. These distinctive evaluations
clearly appreciate the levels as independent dimensions. By this we could already say that evaluating
someone’s beauty is difficult because we need to see the person as a whole and not just criticizing him/her
because the way of his/her dress or because of his/her skin color. Beauty is Beauty.
 If we then accept the conclusion that physical beauty can be valued, an important implication follows.
Intervention in the body itself is often the only way out for those who want to be physically beautiful, and
cosmetic or aesthetic surgery can be, at least for some people and to some extent, the option par excellence.
BEAUTY CAN BE CULTURE BOUND
AFRICA They do not celebrate thinness the way other countries do. Famously the country of
Mauritania has come to be known as one that idolizes overweight women. This is
often seen as a sign of wealth and fertility.
BRAZIL Women want to appear fit and toned, and things like waxing, sculpting massages and
manicures are everyday treatment, not only reserved from the spa.
ASIA & AFRICA Skin lightening has risen in popularity.
 In order to understand their inherent beauty norms, we should study today’s trends and tastes, and their
functions and meanings in our lives. In this broader context ‘a beautiful appearance’ refers to a beauty that is
man-made. It is artistic in two respects: (1) it is clearly achieved by ‘cultural’ means and reflects our present
culture, and (2) it expresses someone’s personal choice and intentions. Its result is an intentional structuring
from an artistic point of view: in short, artistic beauty.
PHYSICAL BEAUTY IN WHICH ONE HAS AN INTEREST
 In an article on Immanuel Kant’s aesthetics, Hannah Ginsborg (1997) shows that – according to Kant –
beauty can be attached to living things (organisms) as well as to artificial things (works of art). The
character of the judgment of beauty is the same in both cases. Moreover, central to Kant’s idea of beauty is
that beauty gives the observer a feeling of disinterested pleasure or liking. By ‘disinterested’ he means that
the object does not fulfill an aim or satisfy a need. There is, for instance, no ‘wish to possess’, regardless of
whether it is a work of art or a natural object being observed. Finally, according to Kant’s view, beauty
judgments are not objective, but are nevertheless universal.
PHYSICAL BEAUTY AND PERSONAL IDENTITY
 By assuming an attitude towards our bodily looks we more or less integrate our appearance-related experiences
in our lives, and thereby make these experiences part of our personal ‘identity’. This notion must be grasped in
order to fully understand the concept of physical beauty. Physical beauty is understood as experienced beauty
in primarily a relational perspective. Implied is that not just that ugly nose or plain face concerns us, but the
story that a person tells about his nose or face or other bodily parts, as experienced by him and others. Stories
about reactions from friends and the attitudes of parents; stories about an inherited ethnic nose, or the color of
one’s skin; stories about one’s feelings, perhaps one’s suffering, and about expectations for one’s future
(Freedman, 1986, pp. 49–54). The characterization of a person therefore includes experiences, values and
beliefs, desires and psychological qualities, which together constitute someone as a person (Schechtman,1996).
Changing a person’s physical looks, e.g. by aesthetic surgery, does not necessarily make someone a
different person, no matter how drastic the change.
 A new sense of identity has to fit the reconstructed image and leave the old self behind: “Altering appearance
also changes the way we see ourselves, and this is a crucial consequence of cosmetic surgery” (Freedman,
pp. 54, 56). But although ‘deep’ connections do exist between the physical (biological) and the psychological
(existential) realm of life, each undeniably represents a different perspective: “Bodies constrain, but do not
determine” (Schechtman, pp. 67–70). Bodily changes may undoubtedly change a person, but these changes
do not necessarily imply a denial or loss of his identity.
 As our physical self, dictates how we act in front of other it also defines how we will manage our self-esteem.
Yet this self-esteem is vital on how we form positive and healthy relationships with people around us. We have
different kinds of self-esteem.
SELF-ESTEEM
Used to describe a person’s overall sense of self-worth or personal value. In other words, how much you appreciate
and like yourself. It involves a variety of belief about yourself, such as the appraisal of your own appearance, beliefs,
emotions, and behaviors.
INFLATED SELF-ESTEEM This people holds high regards of themselves. Better than the other to the point of
underestimating them.
HIGH SELF-ESTEEM This is a positive esteem, which make the person satisfied of themselves.
LOW SELF-ESTEEM This person does not value themselves and do not trust their possibilities.
WHY SELF-ESTEEM IS IMPORTANT
 Self-esteem can play a significant role in your motivation and success throughout your life. Low self-esteem
may hold you from succeeding at school or work because you don’t believe to be capable of success.
 By Contrast, having a healthy self-esteem can help you achieve because you navigate life with a positive,
assertive attitude and believe you can accomplish your goals.
Sign of Healthy Self-Esteem Signs of Low Self-Esteem
You probably have healthy self-esteem if you are more You tend to experience these common problems caused
likely to: by low self-esteem:
 Avoid dwelling on past, negative experiences  You believe that others are better than you
 Express your needs  You find it difficult expressing your needs
 Feel confident  You focus on your weaknesses
 Have a positive outlook on life  You frequently experience feelings such as
 Say “no” when you want to shame, depressions, or anxiety
 See overall strengths and weaknesses and accept  You have intense fear of failure
them  You have trouble accepting positive feedback
 You have trouble saying “no”
 You put other people’s needs before your own
 You struggle with confidence

LESSON 7: SEXUAL SELF

DEVELOPMENT OF THE SEXUAL ORGANS IN THE EMBRYO AND FETUS
 Females are considered the “fundamental” sex—that is, without much chemical prompting, all fertilized eggs
would develop into females. To become a male, an individual must be exposed to the cascade of factors
initiated by a single gene on the male Y chromosome. This is called the SRY (Sex-determining Region of the
Y chromosome). Because females do not have a Y chromosome, they do not have the SRY gene. Without a
 functional SRY gene, an individual will be female.
 In both male and female embryos, the same group of cells has the potential to develop into either the male or
female gonads; this tissue is considered bipotential. The SRY gene actively recruits other genes that begin to
develop the testes and suppresses genes that are important in female development. As part of this SRY-
prompted cascade, germ cells in the bipotential gonads differentiate into spermatogonia. Without SRY,
different genes are expressed, oogonia form, and primordial follicles develop in the primitive ovary.
 Soon after the formation of the testis, the Leydig cells begin to secrete testosterone. Testosterone can influence
tissues that are bipotential to become male reproductive structures. For example, with exposure to testosterone,
cells that could become either the glans penis or the glans clitoris form the glans penis. Without testosterone,
these same cells differentiate into the clitoris.
 A baby’s gender is determined at conception, and the different genitalia of male and female fetuses develop
from the same tissues in the embryo. Where are the testes located for most of gestational time?
FURTHER SEXUAL DEVELOPMENT OCCURS AT PUBERTY
 Puberty is the stage of development at which individuals become sexually mature. Though the outcomes of
puberty for boys and girls are very different, the hormonal control of the process is very similar. In addition,
though the timing of these events varies between individuals, the sequence of changes that occur is predictable
for male and female adolescents. As shown in Figure 1, a concerted release of hormones from the
hypothalamus (GnRH), the anterior pituitary (LH and FSH), and the gonads (either testosterone or
estrogen) is responsible for the maturation of the reproductive systems and the development of secondary sex
characteristics, which are physical changes that serve auxiliary roles in reproduction.
 The first changes begin around the age of eight or nine when the production of LH becomes detectable . The
release of LH occurs primarily at night during sleep and precedes the physical changes of puberty by several
years. In pre-pubertal children, the sensitivity of the negative feedback system in the hypothalamus and
pituitary is very high. This means that very low concentrations of androgens or estrogens will negatively feed
back onto the hypothalamus and pituitary, keeping the production of GnRH, LH, and FSH low.
 As an individual approaches’ puberty, two changes in sensitivity occur. The first is a decrease of sensitivity in
the hypothalamus and pituitary to negative feedback, meaning that it takes increasingly larger concentrations
of sex steroid hormones to stop the production of LH and FSH. The second change in sensitivity is an increase
in sensitivity of the gonads to the FSH and LH signals, meaning the gonads of adults are more responsive to
gonadotropins than are the gonads of children. As a result of these two changes, the levels of LH and FSH
slowly increase and lead to the enlargement and maturation of the gonads, which in turn leads to secretion of
higher levels of sex hormones and the initiation of spermatogenesis and folliculogenesis.
SIGNS OF PUBERTY
Development of the Secondary Sexual Characteristics
MALE FEMALE
Increased larynx size and deepening of the voice Deposition of fat, predominantly in breasts and hips
Increased muscular development Breast development
Growth of facial, axillary, and pubic hair, and increased Broadening of the pelvis and growth of axillary and pubic
growth of body hair hair.
 As a girl reaches puberty, typically the first change that is visible is the development of the breast tissue.
This is followed by the growth of axillary and pubic hair. A growth spurt normally starts at approximately age
9 to 11 and may last two years or more. During this time, a girl’s height can increase 3 inches a year. The next
step in puberty is menarche, the start of menstruation.
 In boys, the growth of the testes is typically the first physical sign of the beginning of puberty, which is
followed by growth and pigmentation of the scrotum and growth of the penis. The next step is the growth of
hair, including armpit, pubic, chest, and facial hair. Testosterone stimulates the growth of the larynx and
thickening and lengthening of the vocal folds, which causes the voice to drop in pitch. The first fertile
ejaculations typically appear at approximately 15 years of age, but this age can vary widely across individual
boys. Unlike the early growth spurt observed in females, the male growth spurt occurs toward the end of
puberty, at approximately age 11 to 13, and a boy’s height can increase as much as 4 inches a year. In some
males, pubertal development can continue through the early 20s.
SEXUAL MOTIVATIONS
Are vital for the continuation of any species. One of the primary tasks for most living organisms is reproduction.
Since humans are one of the most complex living organisms, our sexual motivations are correspondingly complex. Like
hunger, sex is motivated by both biological and psychological factors.
ERROGENOUS ZONE
BREAST AND NIPPLES  Female breasts can obviously play an important role in breastfeeding, but
breast and nipple play on anyone can also set off the fireworks of sexual
excitement. Using MRI technology, a landmark 2011 study found that nipple
stimulation in women activated the genital sensory cortex, the same part of
the brain revved by the clitoris, vagina, and cervix. People with a penis have a
genital sensory cortex, too, and the penis sends its signals there.
MOUTH AND LIPS  Science says we kiss because it floods the body with natural feel good
chemicals like dopamine, oxytocin, and serotonin. These chemicals can fuel
desire for our partner by juicing our excitement.
NECK  We sometimes refer to the hairs on the back of our neck standing up, and
there’s a reason for that. It’s a highly sensitive region. A 2018 study found it
to be a pleasure provoking part across genders, although a bit more arousing
in women.
EARS  The ear bone is connected to the neck bone… In a 2016 study, females ranked
non-genital erogenous zones. The ears came in fourth — behind breasts, lips,
and neck.
SEXUAL RESPONSE CYCLE
The famous lab studies done by William Masters and Virginia Johnson documented the sexual response cycle in men
and women. Our sexual response progresses through four stages:
STAGE I INITIAL Genital areas become engorged with blood, penis becomes erect,
EXCITEMENT clitoris swells, respiration, and heart rate increase.
STAGE II PLATEAU PHASE Respiration and heart rate continue at an elevated level, genitals
secrete fluids in preparation for coitus.
STAGE III ORGASM Rhythmic genital contractions that may help conception, respiration,
and heart rate increase further, males ejaculate, often accompanied by
a pleasurable euphoria.
STAGE IV RESOLUTION Respiration and heart rate return to normal resting states, men
PHASE experience a refractory period—a time period that must elapse before
another orgasm, women do not have a similar refractory period and
can repeat the cycle immediately.
PSYCHOLOGICAL FACTORS IN SEXUAL MOTIVATION
Unlike many animals, our sexual desire is not motivated strictly by hormones. Many studies demonstrate that sexual
motivation is controlled to a great extent by psychological rather than biological sources. Sexual desire can be present
even when the capability to have sex is lost. Accident victims who lose the ability to have sex still have sexual desires.
Erotic material can inspire sexual feelings and physiological responses in men and women, including elevated levels of
hormones. The interaction between our physiology and psychology creates the myriad of sexual desires we see in
society and ourselves.
SEXUAL ORIENTATION
 As attention and controversy about sexual-orientation issues increase, so does research about homosexuality.
Researchers (like Alfred Kinsey, who documented the variety of human sexual behaviors in the famous Kinsey
Reports) have been able to dispel some common myths about what it means to be homosexual. Studies show
that homosexuality is not related to traumatic childhood experiences, parenting styles, the quality of
relationships with parents, masculinity or femininity, or whether we are raised by heterosexual or homosexual
parents. Although some researchers believe environmental influences probably affect sexual orientation, these
factors have not yet been identified.
 Researchers have identified possible biological influences, however. Some studies indicate that specific brain
structures might differ in size in brains of homosexuals when compared with the same structures in
heterosexuals. Twin studies indicate a genetic influence on sexual orientation since a twin is much more likely
to be gay if his or her identical twin is gay. Some researchers theorize that hormones in the womb might change
brain structure and influence sexual orientation. Since 3 to 10 percent (estimates vary) of the population
worldwide is homosexual, research in this area will certainly continue, and the causes of sexual orientations
will become clearer.
 Sexual orientation refers to a person’s physical, romantic, and/or emotional attraction towards other people.
Sexual orientation is distinct from gender identity. Sexual orientation is comprised of three elements: sexual
attraction, sexual behaviour, and sexual identity. Sexual orientation is most often defined in terms of
heterosexuality to identify those who are attracted to individuals of a different sex from themselves, and
 homosexuality to identify those who are attracted to individuals of the same sex from themselves. Gender
identity is understood to refer to each person’s deeply felt internal and individual experience of gender, which
may or may not correspond with the sex assigned at birth, including the personal sense of the body (which
may involve, if freely chosen, modification of bodily appearance or function by medical, surgical or other
means) and other expressions of gender, including dress, speech, and mannerisms. Gender identity exists on a
spectrum. This means that an individual’s gender identity is not necessarily confined to an identity that is
completely male or completely female. When an individual’s gender identity differs from their assigned sex,
they are commonly considered to be transgender, gender fluid, and/or gender queer. Whereas when an
individual’s gender identity aligns with their assigned sex, they are commonly considered cisgender.
 Gender expression refers to the way in which an individual outwardly presents their gender. These
expressions of gender are typically through the way one chooses to dress, speak, or generally conduct
themselves socially. Our perceptions of gender typically align with the socially constructed binary of masculine
and feminine forms of expression. The way an individual expresses their gender is not always indicative of
their gender identity. Sexual health is a state of physical, emotional, mental and social wellbeing in relation
to sexuality; it is not merely the absence of disease, dysfunction or infirmity.
 Sexual health requires a positive and respectful approach to the possibility of having pleasurable and safe
sexual experiences, free of coercion, discrimination, and violence. For sexual health to be attained and
maintained, the sexual rights of all persons must be respected, protected and fulfilled. Sexual behavior is used
to describe the way in which an individual sexually engages with others. Sexual behavior is not always
determined by an individual’s sexual orientation. For instance, an individual can be identified as MSM (men
who have sex with men) regardless of whether or not they have sex with women or have a personal or social
gay or bisexual identity. This concept is useful because it also includes men who self-identify as heterosexual
but have sex with other men and would not otherwise be reached through public health interventions. The term
MSM is also useful in identifying male sex workers whose clients include other men. Sexuality is a central
aspect of being human throughout life [that] encompasses sex, gender identities and roles, sexual orientation,
eroticism, pleasure, intimacy and reproduction. Sexuality is influenced by the intersection of biological,
psychological, social, economic, political, cultural, legal, historical, religious, and spiritual factors.
LESBIAN (women) & GAY Attracted to individuals of the same sex and/or gender identity as themselves.
(men) Lesbian women and gay men were once commonly grouped as homosexual, but this
term is no longer used as it has a history in the wrongful pathologization of people
with non-heterosexual orientations as a mental health disorder.
BISEXUAL May be attracted to individuals of the same or different sex and/or gender identity.
CISGENDER Means having a gender identity that matches one’s assigned sex
QUEER An umbrella term which is commonly used to define lesbian, gay, bi, trans, and
other people and institutions on the margins of mainstream culture. Historically,
the term has been used to denigrate sexual and gender minorities, but more recently it
has been reclaimed by these groups and is increasingly used as an expression of pride
and to reject narrow reductive labels.
INTERSEX People are born with physical or biological sex characteristics (including sexual
anatomy, reproductive organs, and/or chromosomal patterns) that do not fit the
traditional definitions of male or female. These characteristics may be apparent at
birth or emerge later in life, often at puberty. Intersex people may be subjected to
gender assignment interventions at birth or in early life with the consent of parents
through this practice is largely contested by intersex persons and has been the subject
of a number of recommendations by human rights experts and bodies.
SEXUALLY TRANSMITTED DISEASES (STDS)
 Or sexually transmitted infections (STIs) — are generally acquired by sexual contact. The organisms
(bacteria, viruses or parasites) that cause sexually transmitted diseases may pass from person to person in
blood, semen, or vaginal and other bodily fluids.
 Sometimes these infections can be transmitted non-sexually, such as from mother to infant during pregnancy
or childbirth, or through blood transfusions or shared needles. STDs don't always cause symptoms. It's
possible to contract sexually transmitted diseases from people who seem perfectly healthy and may not even
know they have an infection.
SYMPTOMS Sexually transmitted diseases (STDs) or sexually transmitted infections (STIs) can
have a range of signs and symptoms, including no symptoms. That's why they may
go unnoticed until complications occur or a partner is diagnosed. Signs and
 symptoms that might indicate an STI include:
 Sores or bumps on the genitals or in the oral or rectal area
 Painful or burning urination
 Discharge from the penis
 Unusual or odd-smelling vaginal discharge
 Unusual vaginal bleeding
 Pain during sex
 Sore, swollen lymph nodes, particularly in the groin but sometimes more
widespread
 Lower abdominal pain
 Fever
 Rash over the trunk, hands, or feet
BIRTH CONTROL METHODS
In choosing a method of contraception, dual protection from the simultaneous risk for HIV and other STDs also should
be considered. Although hormonal contraceptives and IUDs are highly effective at preventing pregnancy, they do not
protect against STDs, including HIV. Consistent and correct use of the male latex condom reduces the risk for HIV
infection and other STDs, including chlamydial infection, gonococcal infection, and trichomoniasis.
REVERSIBLE METHODS OF BIRTH CONTROL
Intrauterine Contraception Levonorgestrel intrauterine system (LNG IUD)
The LNG IUD is a small T-shaped device like the Copper T IUD. It is placed inside
the uterus by a doctor. It releases a small amount of progestin each day to keep you
from getting pregnant. The LNG IUD stays in your uterus for up to 3 to 6 years,
depending on the device. Typical use failure rate: 0.1- 0.4%.
Copper T intrauterine device (IUD)
This IUD is a small device that is shaped in the form of a “T.” Your doctor places it
inside the uterus to prevent pregnancy. It can stay in your uterus for up to 10 years.
Typical use failure rate: 0.8%.
Hormonal Methods Diaphragm or cervical cap
Each of these barrier methods are placed inside the vagina to cover the cervix to
block sperm. The diaphragm is shaped like a shallow cup. The cervical cap is a
thimble-shaped cup. Before sexual intercourse, you insert them with spermicide to
block or kill sperm. Visit your doctor for a proper fitting because diaphragms and
cervical caps come in different sizes. Typical use failure rate for the diaphragm:
17%.
Sponge
The contraceptive sponge contains spermicide and is placed in the vagina where it
fits over the cervix. The sponge works for up to 24 hours, and must be left in the
vagina for at least 6 hours after the last act of intercourse, at which time it is removed
and discarded. Typical use failure rate: 14% for women who have never had a baby
and 27% for women who have had a baby.
Male condom
Worn by the man, a male condom keeps sperm from getting into a woman’s body.
Latex condoms, the most common type, help prevent pregnancy, and HIV and
other STDs, as do the newer synthetic condoms. “Natural” or “lambskin” condoms
also help prevent pregnancy, but may not provide protection against STDs,
including HIV. Typical use failure rate: 13%.1 Condoms can only be used once. You
can buy condoms, KY jelly, or water-based lubricants at a drug store. Do not use oil-
based lubricants such as massage oils, baby oil, lotions, or petroleum jelly with latex
condoms. They will weaken the condom, causing it to tear or break.
Female condom
Worn by the woman, the female condom helps keeps sperm from getting into her
body. It is packaged with a lubricant and is available at drug stores. It can be inserted
up to eight hours before sexual intercourse. Typical use failure rate: 21%,1 and also
may help prevent STDs.
Spermicides
These products work by killing sperm and come in several forms—foam, gel, cream,
 film, suppository, or tablet. They are placed in the vagina no more than one hour
before intercourse. You leave them in place at least six to eight hours after
intercourse. You can use a spermicide in addition to a male condom, diaphragm, or
cervical cap. They can be purchased at drug stores. Typical use failure rate: 21%.
Fertility Awareness-Based Understanding your monthly fertility pattern external icon can help you plan to
Methods get pregnant or avoid getting pregnant. Your fertility pattern is the number of days
in the month when you are fertile (able to get pregnant), days when you are infertile,
and days when fertility is unlikely, but possible. If you have a regular menstrual
cycle, you have about nine or more fertile days each month. If you do not want to get
pregnant, you do not have sex on the days you are fertile, or you use a barrier
method of birth control on those days. Failure rates vary across these methods.
Range of typical use failure rates: 2-23%.
Lactational Amenorrhea For women who have recently had a baby and are breastfeeding, the Lactational
Method Amenorrhea Method (LAM) can be used as birth control when three conditions are
met: 1) amenorrhea (not having any menstrual periods after delivering a baby), 2)
fully or nearly fully breastfeeding, and 3) less than 6 months after delivering a
baby. LAM is a temporary method of birth control, and another birth control method
must be used when any of the three conditions are not met.
Emergency Contraception Emergency contraception is NOT a regular method of birth control. Emergency
contraception can be used after no birth control was used during sex, or if the birth
control method failed, such as if a condom broke.
Copper IUD
Women can have the copper T IUD inserted within five days of unprotected sex.
Emergency contraceptive pills
Women can take emergency contraceptive pills up to 5 days after unprotected sex,
but the sooner the pills are taken, the better they will work. Some emergency
contraceptive pills are available over the counter.
Permanent Methods of Birth Female Sterilization—Tubal ligation or “tying tubes”
Control A woman can have her fallopian tubes tied (or closed) so that sperm and eggs
cannot meet for fertilization. The procedure can be done in a hospital or in an
outpatient surgical center. You can go home the same day of the surgery and resume
your normal activities within a few days. This method is effective immediately.
Typical use failure rate: 0.5%.
Male Sterilization–Vasectomy
This operation is done to keep a man’s sperm from going to his penis, so his
ejaculate never has any sperm in it that can fertilize an egg. The procedure is
typically done at an outpatient surgical center. The man can go home the same day.
Recovery time is less than one week. After the operation, a man visits his doctor for
tests to count his sperm and to make sure the sperm count has dropped to zero; this
takes about 12 weeks. Another form of birth control should be used until the man’s
sperm count has dropped to zero. Typical use failure rate: 0.15%.

LESSON 8: MATERIAL SELF

Belk (1988) “We regard our possessions as parts of ourselves. We are what we have and what we possess.”
William A Harvard psychologist in the late nineteenth century. Wrote the book Principles of Psychology in
James 1890.

Understanding the self can be examined through its different components:

 Its constituents
 The feelings and emotions they arouse – self-feelings;
 The actions to which they prompt – self-seeking and self-preservation.

 The constituents of self are composed of the material self, the social self, the spiritual self
and the pure ego.
 The material self, according to James primarily is about our bodies, clothes, immediate
family and home. We are deeply affected by these things because we have put much
 investment of our self to them.
 “A man’s self is the sum total of all what he CAN call his.” Possessions then become a part or
an extension of the self.
 The innermost part of our material self is our body. Intentionally, we are investing in our body. We are directly
attached to this commodity that we cannot live without. We strive hard to make sure that this body functions
well and good. Any ailment or disorder directly affects us. We do have certain preferential attachment or
intimate closeness to certain body parts because of its value to us.
 There were people who get their certain body parts insured. Celebrities, like Mariah Carey who was reported
to have placed a huge amount for the insurance of her vocal cords and legs (Sukman 2016).
 Next to our body are the clothes we use. Influenced by the “Philosophy of Dress” by Herman Lotze, James
believed that clothing is an essential part of the material self. Lotze in his book, Microcosmus, stipulates that
“any time we bring an object into the surface of our body, we invest that object into the consciousness of our
personal existence taking in tis contours to be our own and making it part of the self.” (Watson 2014). The
fabric and style of the clothes we wear bring sensations to the body to which directly affect our attitudes and
behavior. Thus, clothes are placed in the second hierarchy of material self. Clothing is a form of self-
expression. We choose and wear clothes that reflect our self (Watson 2014).
 Third in the hierarchy is our immediate family. Our parents and siblings hold another great important part of
our self. What they do or become affect us. When an immediate family member dies, part of our self dies, too.
When their lives are in success, we feel their victories as if we are the one holding the trophy. In their failures,
we are put to shame or guilt. When they are in disadvantage situation, there is an urgent urge to help like a
voluntary instinct of saving one’s self from danger. We place huge investment in our immediate family when
we see them as the nearest replica of our self.
 The fourth component of material self is our home. Home is where our heart is. It is the earliest nest of our
selfhood. Our experiences inside the home were recorded and marked on particular parts and things in our
home. There was an old cliché about rooms: “if only walls can speak.” The home thus is an extension of self,
because in it, we can directly connect our self.
We are What We Have
Russel Belk “…we regard our possessions as part of ourselves. We are what we have and what we possess.” The
identification of the self to things started in our infancy stage when we make a distinction among self
and environment and others who may desire our possessions.
 As we grow older, putting importance to material possession decreases. However, material possession gains
higher value in our lifetime if we use material possession to find happiness, associate these things with
significant events, accomplishments, and people in our lives. There are even times, when material possession of
a person that is closely identified to the person, gains acknowledgment with high regard even if the person
already passed away.
 Examples of these are the chair in the dining room on which the person is always seated, the chair will be the
constant reminder of the person seated there; a well-loved and kept vehicle of the person, which some of the
bereaved family members have a difficulty to sell or let go of because that vehicle is very much identified with
the owner who passed away; the favorite pet or book, among others that the owner placed a high value, these
favorite things are symbols of the owner.

LESSON 9: SPIRITUAL SELF

Spiritual self is one of the four constituents of the "self" according to William James in his book, The Principles of
Psychology in 1890. The spiritual self is the most intimate, inner subjective part of self. It is the most intimate
version of the self because of the satisfaction experienced when thinking of one's ability to argue and discriminate, of
one's moral sensibility and conscience, and of our unconquerable will ( James 1890) is purer than all other sentiments
of satisfaction(Green 1997). The ability to use moral sensibility and conscience may be seen through the expressions of
religion, its beliefs and practices. In the same manner, cultural rituals and ceremonies are some manifestations what
people believe in. Moreover, seeking the meaning of life is a journey that the spiritual self is on.
What Is the Difference between the Soul and the Spirit?
The terms soul and spirit have been discussed at length throughout philosophy, literature, and religion. Even scientists
have ventured remarks about the soul. Often, though, soul and spirit are interpreted to mean the same thing and end up
being used interchangeably. This can lead to the question, “Is there a difference between the soul and the spirit, and
does it really matter if there is?” Regardless of what philosophy, literature, religion, or some scientists say, we have to
ask, “What does the Bible say?” The Bible clearly makes many references to both. So what does God’s Word say about
our soul and our spirit? And why can knowing this be a crucial factor in our spiritual progress and relationship with
God?
Are they the same thing?  1 Thessalonians 5:23 says, “And the God of peace Himself sanctify
you wholly, and may your spirit and soul and body be preserved
complete, without blame, at the coming of our Lord Jesus Christ.”
This verse clearly tells us that human beings are made up of three
parts—the spirit, soul, and body. In the original Greek language, the
conjunction “and” in “spirit and soul and body” indicates the three are
different from one another. So just as the body is separate and distinct
from the soul, the soul is also separate and distinct from the spirit, as
illustrated in the diagram below
 Hebrews 4:12 makes an even finer distinction, saying, “For the word
of God is living and operative and sharper than any two-edged sword,
and piercing even to the dividing of soul and spirit and of joints and
marrow, and able to discern the thoughts and intentions of the heart.”
From this verse, we can understand that the soul and the spirit are so
close to one another that the two require the word of God to divide
them, to separate them from each other.
 Based on these two verses alone, we can conclude that our soul and
our spirit are not the same thing. In fact, it is evidently not only
important for us to see that they are distinct components, but also to
discern one from the other.
RELIGION Rebecca Stein (Stein 2011) works on the definition of religion "as set of
cultural beliefs and practices that usually includes some or all of basic
characteristics. These characteristics are:

1. A belief in anthropomorphic supernatural being, such as spirit and

gods.
2. A focus on the sacred supernatural, where sacred refers to a feeling of
reverence and awe.
3. Supernatural power or energy that is found on supernatural beings as
well as physical beings and objects.
4. The performance of ritual activities that involves the manipulation of
sacred object to communicate to supernatural beings and/or influence
or control events.
5. The articulation of worldview and moral codes through narratives and
other means. Provide the creation and maintenance of social bonds and
mechanism of social control within a community; provide explanation
for unknown and a sense of control for individuals.

An individual lives in a society where there are many practices of religion.

The choice of religious belief lies within the spiritual self. Although the choice
maybe influenced by the society and its culture.
RITUAL Is the performance of ceremonial acts prescribed by a tradition or sacred law
(Britannica 2017). Ritual is a specific, observable mode of behavior exhibited
by all known societies. It is thus possible to view ritual as a way of defining or
describing humans.

There are three fundamental characteristics of rituals according to Penner

(Britannica 2017). Ritual has the characteristics of:
1. A feeling or emotion of respect, awe, fascination, or dread in relation
to the sacred.
2. Dependence upon a belief system that is usually expressed in the
language of myth.
3. Is symbolic in relation to its reference.

The self can be described as a ritual being who exhibits a striking parallel
 between their ritual and verbal behavior. Just as language is a system of
symbols that is based upon arbitrary rules, ritual may be viewed as a system of
symbolic acts that is based upon arbitrary rules. Participation to rituals is
expressions of religious beliefs.
SOME WORLD RELIGIOUS BELIEFS AND PRACTICES
BELIEFS CUSTOMS AND PRACTICES
BUDDHISM Buddhism believes that life is not a bed of There are two types of meditation practices:
roses. Instead, there are suffering, pain, and samatha and vipassana. Samatha is practiced as
frustrations. When people suffer, they want to mindfulness of breathing and development of
experience the goodness of life and avoid loving- kindness (Metta Bhavana). Vipassana
disappointments. It becomes a habit known as practices aim at developing into reality.
the reactive cycle of wanting and hating, like Acquiring wisdom is by studying Buddha's
and dislike, and craving and aversion. This teaching, the Dharma. Through the reflection of
reactive cycle can be broken through the Dharma, Buddhists can achieve a deeper
practice of mediation, acquiring more understanding of life.
wisdom and deeper understanding, and
acceptance of things as they are. Buddhist believe in non-violence principle - Some
of the major Buddhist celebrations are
Parinirvana Day in February; Buddha Day
(Wesak) in May; Dharma Day in July:
Padmasambhava Day in October; and Sangha
Day in November.
CHRISTIANITY Christians believe in Trinitarian God. One Sacrament of Baptism and Sacrament of
God in three personas: God the Father Communion are practiced by Christian churches.
(Creator), God the Son (Savior), and God The Sacrament of Baptism symbolizes the birth in
the Holy - Spirit. Eternal life after death will Christian World, while the Sacrament of
be achieved through faith in Jesus Christ. Communion is an act of remembrance of Jesus
Jesus Christ is, God the Son, who came into Christ's sacrificial love. Jesus Christ teaching in
flesh, to spread the Good News of Salvation. unconditional love that is expressed in loving the
He died on the cross for the sin of the poor, oppressed, and outcast of the society.
humanity but resurrected from the death, so
that anyone who believes in Him will be Christmas and Resurrection (Easter) are the two
saved and have eternal life. The Holy Bible is major celebrations in Christianity. Christmas,
a selection of books, which is divided into usually on December 25, commemorates the birth
two, the Old Testament and New Testament of Jesus Christ while Resurrection Sunday
(depends on the lunar calendar, sometime in
March or April) celebrates the resurrection of
Jesus Christ from death.
HINDUISM Hinduism covers a wide range of traditional Diwali, and Navrati are the most celebrated
beliefs and religious groups; thus, there is no festivals of the Hindus. Diwali is the Festival of
single founder or leader. Hindus believe that Lights while Navrati is the festival of nine nights,
existence is a cycle of birth, death and rebirth, which celebrate the triumph of good over evil.
governed by Karma. Karma is a concept Hindus have set dates to honor particular
where the reincarnated life will depend on manifestations of God.
how the past life was spent. Hindus believe
that the soul passes through a cycle of
successive lives and its next incarnation is
always dependent on how the previous life
was lived. Vedas are sacred scriptures of
Hindus. Mahabharata and Ramayana are
two other important texts of the Hindus.
ISLAM Muslims believe in Allah, who is their "One Muslims believe in the five pillars of Islam,
God." They believed in the unity and which are the foundation of Muslim life:
universality of God. Muslims also have a
strong sense of community or "ummah" and 1. Shahadah - statement of faith: "There is no
an awareness of their solidarity with all God but the one true God and Mohammed is
 Muslims worldwide. Islam means 'willing his messenger."
submission to God." 2. Salat - the prayer that is practiced five times
a day.
Muslims believe that Mohammed is the last 3. Zakat - the monetary offering for the benefit
and final prophet sent by God. Mohammed of the poor. It comprises the 2.5% of a
was born in Mecca in 570 CE and received Muslim's assets.
revelations from God through the Angel 4. Hajj - the yearly pilgrimage to Mecca.
Gabriel over a period of 23 years. The Holy Muslims who can afford are asked to do the
Book of Islam is called the Quran, which was pilgrimage at least once in their lifetime.
taught to be recited in Arabic because any 5. Sawm - the fasting. Muslims do fasting from
translation is seen as inadequate. food, drink, and sexual act, during the
celebration of Ramadan. Ramadan is the
ninth month of the Islamic lunar calendar.
The fast is from dawn to sunset.

Two of the major festivals in Islam are Eidul-

Fitr and Eidul-Adha. Eidul-Fitr is the
celebration at the end of Ramadan, while Eidul-
Adha is celebrated within the completion of the
Pilgrimage, the Hajj.
JUDAISM The Jews believe in the God of Abraham, the Five major festivals observed by Jews:
same God that liberated the Hebrew slaves 1. Rosh Hashanah – New Year
from Egypt to Canaan, the Promised Land 2. Yom Kippur – Day of Atonement
through the leadership of Moses and later, 3. Pesach – Passover
Joshua. 4. Shavuot – Pentecost
5. Sukkot – Tabernacles. The Jewish Sabbath
Jews believe in the coming of Messiah, the begins on Friday evening at sunset and is an
Savior. The sacred scripture of the Jews is important time when families gather for the
called the Torah or the Law. The Torah is Shabbat meal.
the guide of the Jewish living. The study and
interpretation of Torah is part of the Jewish
culture.
Finding and Creating Meaning of Life
Dr. Viktor E.  Born on March 26, 1905 in Vienna, Australia where famous psychiatrists Sigmund Freud
Frankl and Alfred Adler lived.
 At a young age, he wrote a short paper to Freud which was published after three years.
 He graduated with a medical degree from the University of Vienna in 1930. Was assigned
in Vienna Hospital suicide ward and headed the Rothschild Hospital, eight years later.
 A survivor of the Holocaust, Dr. Frankl published a book about logotherapy. In 1959, the
book was translated to English and was revised in 1963 as The Doctor and the Soul: An
Introduction to Logotherapy. His book, Man’s Search for Meaning has been used as a
textbook in high school and college courses. Dr. Frankl died in 1997.
LEGOTHERAPY  Logotherapy is a psychotherapy introduced by Dr. Viktor Frankl, the Father of
Logotherapy. Main belief of this is that “man’s primary motivational force is search for
meaning.” Which aids individuals to find personal meaning of life, whatever life situation
they may be.
 In logotherapy, meaning can be discovered by creating a work or doing a deed,
experiencing something, or encountering someone and the attitude toward unavoidable
suffering. According to the Viktor Frankl institute of Logotherapy, it uses the philosophy
of optimism in the face of tragedy, where people are capable of “fuming suffering into
human achievement and accomplishment; deriving from guilt the opportunity to change
oneself for the better; and deriving from life’s transistorizes an incentive to take
responsible action.”

Basic Concepts of Franklin Psychology

 Life has meaning under all circumstances.
  Main motivation for living is our will to find meaning in life.
 Freedom to find meaning.

Furthermore, it aims to: (1) become aware of spiritual resources, (2) make conscious spiritual
resources, and (3) use “defiant power of the human spirit” and stand up against adversity.

Legotherapy Assumptions

All psychotherapies make philosophical assumptions about the human persons that cannot be
proved with certainty. Viktor Frankl Institute of Logotherapy states the assumptions of
logotherapy, which include the following:
1. The human being is an entity consisting of body, mind, and spirit. First assumption deals
with body (soma), mind (psyche), and spirit (noos).
2. Life has meaning under all circumstances, even the most miserable. Assumption two is
“ultimate meaning”
3. People have a will to meaning. The third assumption is seen as our main motivation for
living and acting.
4. People have freedom under all circumstances to activate the will to find meaning.
Assumption four is that we are free to activate our will to find meaning, and this can be
done under any circumstances.
5. Life has a demand quality to which people must respond if decisions are to be
meaningful. The meaning of the moment is more practical in daily living than ultimate
meaning.
6. The individual is unique. Deals with one’s sense of meaning. Enhanced by the realization
that we are irreplaceable.

In essence, all humans are unique with an entity of body, mind, and spirit. We all go through
unique situations and are constantly looking to find meaning. We are always free to do these in
response to certain demands.

Frankl’s Sources of Meaning

Popova (2017) discussed Viktor Frankl’s work. There are three possible sources of the meaning
of the purposeful work, courage in the face of difficulty, and love.
1. Purposeful Work. To find the meaning of life starts with holding a future goal.
2. Courage in the Face of Difficulty. A meaningful life is a life with suffering.
3. Love. Popova (2017) quoted Dr. Frankl’s notes about his experience in the Nazi Camp:
“For hours I stood hacking at the icy ground. The guard passed by, insulting me, and once
again, I communed with my beloved. More and more I felt that she was present, that she
was with me; I had the feeling that I was able to touch her, able to stretch out my hand
and grasp hers. The feeling was very strong: she was there. Then, at that very moment, a
bird flew down silently and perched just in front of me, on the heap of soil which I had
dug up from the ditch, and looked steadily at me”

Dr. Frankl’s wife, parents, and some relatives were victims of gas chambers. His love for his wife
kept him fight for his life. Popova (2017) also quoted Dr. Frankl’s definition of love: “Love is the
only way to grasp another human being in the innermost core of his personality. No one can
become fully aware of the very essence of another human being unless he loves him. by his love,
he is enabled even more, he sees that which is potential in him. Furthermore, by his love, the
loving person enables the beloved person to actualize these potentialities. By making him aware
of what he can be and of what he should become, he makes these potentialities come true”

Castello (2015) captured Frankl’s message: “The ultimate secret on the spiritual foundation of
life is that love is salvation and joy eternity.” The ultimate factor to find the meaning of life is
love.
 LESSON 10: POLITICAL SELF
POLITICS  The English word "politics" derives from the Greek word and the title of
Aristotle's classic work politiká
 It is defined as (1) the science of government; and (2) the activities of a
political party. The word politics is a noun, while the word political is an
adjective which pertains to governmental affairs or to politics.
 Simply, politics is a set of activities that are associated with making decisions
in groups, or other forms of power relations between individuals.
FILIPINO  The word Filipino has roots from the Spanish colonization, more specifically
from “las Islas Filipinas” or "the Philippine Islands".
 Filipino means (1) a native or national of the Philippines, or a person of
Filipino descent; and (2) the national language of the Philippines
POLITICAL SELF  A result of various personal and environmental factors that impact the
individual.
 The political self is shaped and enhanced through active citizenship.
WHO IS A FILPINO?
The 1987 Constitution of the Philippines tells us who the citizens of the Philippines are.
 According to the Constitution, Filipino citizens are: (1) Those who are citizens of the Philippines at the time
of the adoption of this Constitution; (2) Those whose fathers or mothers are citizens of the Philippines; (3)
Those born before January 17, 1973, of Filipino mothers, who elect Philippine citizenship upon reaching
the age of majority; and (4) Those who are naturalized in accordance with law.

To understand that better, let’s look at the modes of acquiring Philippine citizenship.
 There are two (2) generally recognized forms of acquiring Philippine citizenship:
1. Filipino by birth
a. Jus soli (right of soil) which is the legal principle that a person’s nationality at birth is determined by
the place of birth (e.g. the territory of a given state)
b. Jus sanguinis (right of blood) which is the legal principle that, at birth, an individual acquires the
nationality of his/her natural parent/s. The Philippine adheres to this principle.
2. Filipino by naturalization which is the judicial act of adopting a foreigner and clothing him with the
privileges of a native-born citizen. It implies the renunciation of a former nationality and the fact of
entrance into a similar relation towards a new body politic (2Am.Jur.561, par.188).

However, citizenship is not the only element we need to consider in identifying who a Filipino is.
 History, culture, traits, and values are also part of what makes one a Filipino.
FILIPINO TRAITS AND VALUES
THE FILIPINO  A true trademark of Filipinos
HOSPITALITY  It involoves:
 welcoming guests and tourists as if they are blood related
 making their guests “feel at home”
 Bringing out their best sets of plates and utensils for honored guests
and would even go as far as spending a lot of money and going into
debt.
RESPECT FOR ELDERS  Filipinos greet and address their elders in distinct ways to show respect.
 Mano culture, po at opo
 Ate for older sister, Kuya for older brother, Tito for uncle, Tita for
aunt, Lola for grandmother and Lolo for grandfather, Manong and
Aling for older people outside the family.
CHEERFUL  Filipinos have cheerful and fun-loving approach to life. We have a pleasant,
PERSONALITY (JOY AND happy disposition.
HUMOR)  Contributes not only to Filipino charm, but also to the indomitability
of spirit.
- It has been said that smiling is a coping strategy for many
Filipinos especially during trying times and calamities.
- Filipinos always try to maintain a positive outlook in life
which makes them resilient.
SELF-SACRIFICE  The giving up of one’s own interest or wishes in order to help others.
 Filipinos often wish comfort and better lives for their loved ones and would
even go to the extent of working abroad hundreds of miles away to earn more
money and save up for them (OFW).
BAYANIHAN  Derived from the word Bayan which means town, nation, or a community in
general.
 Bayanihan literally means “being a bayan” and is thus used to refer to the
spirit of communal unity and cooperation of Filipinos.
 A traditional system of mutual assistance in which the members of a
community work together to accomplish a difficult task. In later use also: a
spirit of civic unity and cooperation among Filipinos.
 Usually observed during calamities, but best exemplified by the old tradition
of neighbors helping to relocate a family by carrying the whole house (bahay
kubo)
“BAHALA NA” CULTURE  “Bahala na” is the Filipino version of the famous line “Hakuna Matata”
meaning no worries.
 The phrase is said to have originated from “Bathala na,” where Bathala
means God.
COLONIAL MENTALITY  Colonial mentality is regarded as the lack of patriotism and the attitude
where Filipinos favor foreign products more than their own.
o It does not only concern goods, but also the desire to look more
foreign than local and keep up with foreign beauty trends.
 Attributed from the centuries of colonization Filipinos had experienced under
the Spanish, American, and Japanese rule.
MANANA HABIT  Filipino term for procrastination.
 Derived from longer Filipino phrase “Mamaya na”.
 Poor habit of laziness that results in heavier workloads
NINGAS KUGON  “Ningas” is a Filipino term for flame and “kugon” is a term for Cogon
grass that easily burns out after it is put into flames.
 Refers to the attitude of eagerly starting things but quickly losing eagerness
soon after experiencing difficulty, just like how fast fire burns Cogon grass.
PRIDE  A high or inordinate opinion of one's own dignity , importance, merit, or
superiority, whether as cherished in the mind or as displayed in bearing,
conduct, etc.
 Filipinos are known for being prideful (e.g. holding on to their pride as if they
are more precious than keeping a good relationship with family and loved
ones)
 A lot of Filipinos find it hard to apologize first.
CRAB MENTALITY  Resents the achievement of another, instead of feeling happy for that person.
 Just like crabs in a container, they pull each other down and ruin each
other’s reputation rather than bringing them up, resulting to no
progress.
FILIPINO TIME  Arriving late at commitments, class, dinner or parties especially if they are
meeting someone close to them.
FILIPINO MAKERS
 The hallmarks of being a Filipino, a constant reminder of our nationality.
PROVERBS OR  These are sayings that convey lesson and reflections on Filipino practices,
SALAWIKAIN beliefs and traditions.
 An example of a Filipino proverb are the sayings “Kung may tiyaga,
may nilaga” and “Kung ano ang itinanim, siyang aanihin”
SUPERSTITIONS  A belief or notion, not based on reason or knowledge, in or of the ominous
significance of a particular thing, circumstance, occurrence, proceeding, or
the like.
 Some of Filipino superstitions are passed down from generation to
generation.
  Some of these maybe influenced by beliefs from other cultures but
Filipinos have retold these superstitions according to their own
experiences.
 Some examples are:
- Serve pancit (noodles) at birthdays believed to represent long
life.
- Referred to as either “usog” or “bati”, this superstition says
that when a person with strong energy greets a child, the
child may soon after suffering from unexplainable
discomfort.
MYTHS AND LEGENDS  These stories are aimed to explain the origin of things, at the same time,
teach a valuable lesson.
 Alamat ng Pinya is one example of myth.
HEROES AND ICONS  Heroes serve as a reminder of true patriotism and nationalism as they have
sacrificed their lives for the sake of their country’s freedom and progress.
 Icons have made the Filipinos known worldwide through their abilities and
expertise.
THE POLITICAL SELF AND DEVELOPING ACTIVE CITIZENSHIP
Politics function based on a particular social economic and cultural context. The nature of politics and political
systems is dependent on the culture of the state.
 Political claims made by any person are influenced by their geographical location and ideology (i.e. Being a
Filipino Citizen living in the Philippines influences your political claims).
 Politics is concerned with power . Power inequalities can be observed within societies. The one who holds
power holds influence.

Politics goes hand in hand with the society.

 Politics pervades the structure of society, and thus influences inhabitants in their beliefs, ethics, and behavior

Political Identity
 Identity is the story that we tell ourselves and others about who we are, who we were, and who we foresee
ourselves to be. Identity shapes many of aspects of life, from how we see the world to how we behave.
 The concept of a political identity can best be understood as an inner narrative of one’s political self.
- Orientation of political self
o National identity
o Various forms of specific knowledge, feelings, beliefs about political institutions
o More transient views about specific policies, issues, programs, personalities and events
 Much of the literature on identity admits that a political identity is a vague concept inherently difficult to
measure (Valde 1996).

As members of the society, people are naturally obligated to participate in a political system.
 As Aristotle stated, “Man is, by nature, a political animal.” This is because man is a social being and are
naturally drawn to various political involvements in order to satisfy their social needs.
 The political self is not only shaped by one’s political affiliation or beliefs. One’s sense of accountability
should be manifested in promoting certain advocacies through healthy political engagement. This is aligned
with the concept of active citizenship.
- Active citizenship refers to the structured forms of engagement with political processes and everyday
forms of participation in society.
- It is also defined as the process of sharing decisions which affect one’s life and the life of a
community in which one lives. Participation is the fundamental right of citizenship.
- Active citizenship is anchored on one’s cognitive and behavioral engagement to participate in formal
and informal political activities.
- Different people manifest different levels of active citizenship; some they take a more active approach
in making their voices heard, while some, less so.
- Active citizenship is a practice of democracy.
o Democracy should not only be thought of as a form of government. It is a communal system
 that allows freedom of citizens to make informed choices that allow them to be heard.

- Active citizenship is a social construct.

o It fosters social relatedness and belongingness.
- The most important goal of active citizenship is to instill change and influence society at large.
- Active citizenship is also associated with the “sense of community.”
o People, including adolescents, participate in communal activities because it gives a sense of
belonging in a particular group.
- For the younger generation, active citizenship can contribute to their social development.
o Engaging in such activities can also enhance efficacy and competence of the younger
generation, as they are considered to be the “future leaders” of the society.
o The participation of the youth in nation-building activities enhances their value orientation and
fosters integrity, compassion, and the sense of justice, which are crucial to the holistic
development of a citizen of a nation.
o The participation of the youth in political discourse and social activities can result in cultural
and political paradigm shifts that may be felt even by future generations.
HOW TO BE A GOOD FILIPINO?
Be an active and responsible Filipino citizen.
 Keep abreast of current events and participate in government programs aimed at the country’s progress and
development.
 Exercise your right to vote; choose a representative that would serve the interests of the people and the Filipino
nation.
 Exercise your rights responsibly and with due regard for the rights of others.
 Uphold the Constitution and obey the laws.

Study the Philippine history.

 By learning the Philippine history, you will hopefully develop a sense of nationalism and patriotism.
 This will help you recognize abuse of political power, and how to contribute into making a better country.
 This will put you in perspective, not to take for granted the sacrifices of our ancestors.

Support local products.

 Help strengthen the local economy.
 A strong economy means there is stable work for more Filipinos, and more investments within and from
outside the country.

Speak the Filipino language.

 To love of our own language is to show pride at being a Filipino, it is a way of displaying love for one’s own
country.

Do not spread fake news and be democratic in engaging with dissent.

 Verify your resources, be responsible in your postings and arguments. Remember that you also have the duty to
be a role model to the younger generations.

Do not litter. Dispose of your garbage properly. Segregate. Recycle. Conserve.

 Take care of our home, the land that feeds us and sustains us.

LESSON 11: DIGITAL SELF

 More than half of the worldwide population uses the Internet and it continues to increase. 25 years ago, Tim
Berners-Lee made the World Wide Web. The Philippines is among one of the countries with the most active
Internet users.
 More people are becoming interested and devoted on online activities. In a survey in the Philippines (2016), the
most avid users of the Internet are adolescents.
 Among the Filipino youth, the use of digital technology has now become part of the self— the digital self. The
digital self is the aspect of the self that is expressed with others through online interactions on the internet,
specifically in social networking sites. On such sites, users normally disclose personal information such as their
 name, age, birthdate, address, and contact details. Some users also provide very personal information about
themselves such as their likes, dislikes, hobbies, favorite food, favorite movies, places they have visited,
relationship status, thoughts, feelings, and important events in their lives. This sharing of personal information
on social networking sites may be related to the strong desire of adolescents for social approval and acceptance.
Similar can be said about adults.
I. SELF-PRESENTATION & IMPRESSION MANAGEMENT
SELF-PRESENTATION The process of controlling how one is perceived by other people. To construct
positive images, individuals selectively provide information about them and carefully
cater this information in response to other’s feedback.
PERSONAL IDENTITY The interpersonal level of self which differentiates the individual as unique from
others.
SOCIAL IDENTITY The level of self whereby the individual is identified by his or her group
memberships.
DISINHIBITION EFFECT One of the reasons for so much self-disclosure online. The lack of face-to-face
meetings, together with feelings of anonymity & invisibility, gives people the
freedom for self-disclosure but can also “flame” others and may sometimes cause
conflict. The resulting disinhibition causes people to believe that they are able to
express their “true self” better online than they ever could in face-to-face contexts.
 Digital devices help us share information broadly, more than ever before. Facebook and other social media
applications are now a key part of self-presentation for about 49% of humanity. As a result, researchers become
concerned with actively managing identity & reputation. In addition, they also warn against the phenomenon of
“oversharing.” Sometimes, people become unaware of the extent of information they share online. They forget
to delineate what can be shared online and what should not. Furthermore, it provides a more complete narration
of self and gives people an idealized view of how they would like to be remembered by others.
 In addition to sharing the good things we experience, many of us also share the bad, negative, and “sinful”
things we experience. We also comment and react on the negative experiences of others. Sometimes, we
empathize with people but we also argue with others online. Relationships may be made stronger or broken
through posts online. Consequently, we should have a filtering system to whatever information we share online,
as well as to what information we believe in, which are being shared or posted by others online. We should
look at online information carefully whether they are valid and true before believing and promoting them. In
the same way, we should also think well before we post or share anything online in order to prevent conflicts,
arguments, and cyberbullying thus preserving our relationship with others.
II. ONLINE GUIDELINES
 Stick to safer websites
 Guard your passwords
 Limit what you share
 Remember that anything you put online is there forever, even if you try to delete it
 Do not embarrass or be mean with other people online
 Always tell if you see strange or bad behavior online
 Be choosy about your online friends
 Be patient
III. DATA PRIVACY ACT
To protect the people from invasion of privacy, Republic Act 10173, otherwise known as the Data Privacy Act of 2012
was passed in the Philippines. The act states that:

It is the policy of the State to protect the fundamental human right of privacy, of communication while ensuring
free flow of information to promote innovation and growth. The State recognizes the vital role of information and
communication technology in nation-building and its inherent obligation to ensure that personal information in
information and communication systems in the government and in the private sector are secured and protected.
Personal information in this context refers to any information, whether recorded in a material form or not, from which
the identity of an individual is apparent or can be reasonably and directly ascertained by the entity holding the
information, or when put together with other information would directly and certainly identify an individual.