UNDERSTANDING THE SELF than three sides could not be a agrees that we are nothing but

triangle. In the case of human layers and finds this reasonable

UNIT 1
beings, this essentialist view and healthy.
usually translates into the claim
PHILOSOPHICAL SELF that things like intelligence, humor,  This idea says that humans are
morality, reason, and language are many layers that function at
What is philosophy? distinctively and essentially human.  Various times in life
 The branch of knowledge or They are what define us and mark  Life is such that we need to be able
academic study devoted to the us out as different from other to react in many different ways
systematic examination of basic animals.  This is consistent with the idea that
concepts such as truth, existence, there are no moral absolutes or
reality, causality, and freedom. ACCORDING TO JUDAIC AND CHRISTIAN certain truth.
 A precept, or set of precepts, TRADITIONS  We have no fixed essence as
beliefs, principles, or aims, human beings
underlying somebody's practice or  Humans are made in the image and  We live in the moment and create
conduct. likeness of God. our own selves moment by
 Animals may have instincts and moment
What do you think is your meaning life intelligence but they are not made  As we choose our path, we are
(Philosophy in life)? in God’s likeness. accountable for our choices
 We are self-conscious.  “You create a self for yourself.”
 It usually depends on a philosophy  We have the capacity to love. Mitchell, 1995
of life that you believe in and hold  We have fleshy outward  “I am the master of my fate; I am
on to. appearance but inside we share the captain of my soul.” (From
the divine nature. “Invictus” by William Ernest Henley
– 19th cent)
ACCORDING TO THE GREEK  Life has no inherent meaning – no
RATIONALIST TRADITION core to give purpose or direction.
You can be anything you want to
 Reason is at the core of our being. be. But you have no one to blame
 Our reasoning ability sets us apart but yourself. Mitchell, 1995
from other terrestrial beings.  You are the master of your fate.
 Reason controls emotions &  Do we have a clearer view of
appetites. ourselves as human persons?
 We may act like animals at times,  Do we find our existence
but only because we are not using meaningful?
reason to control the other parts of  If we do, then how deep and how
our being. wide have we shared our
ESSENTIALISM EXISTENTIALISM  Humans alone are capable of living meaningful life with others?
eternal and individual according to reason.  Only you and I can measure it.
unchangeable existence,
human nature freedom and ACCORDING TO THE THEOCENTRIC EXISTENTIALISM (SELF-CREATED SELF)
choice TRADITION
(ST. AUGUSTINE OF HIPPO)  Emphasizes individual existence,
PHILOSOPHICAL PERSPECTIVES OF THE freedom, and choice.
HUMAN PERSON AND THE SELF  The most important part of a  Views that humans define their
person is the inner person, i.e., the own meaning in life.
THE ESSENTIALIST /AVOCADO VIEW mind.  Views that man is able to make
 Ethically, the most important part rational.
•An avocado- of the mind is not the intellect (or  Decisions despite his existence in
•pear-shaped tropical fruit reason) but the will. an irrational Universe.
•yellowish flesh
•a single large seed at the center EXISTENTIALIST / PROTEAN VIEW PHILOSOPHICAL VIEWS OF THE SELF
(OR ARTICHOKE OR CABBAGE VIEW)
 The seed at the center contains all What is a Human Person?
the essential information about  Named after Proteus – the shape
what makes an avocado an –shifter of Greek mythology (green
 A person is a being
avocado. tree,a blind man, blinding fire)
depending on the situation
characterized by consciousness,
ESSENTIALISM demanding him to change forms. rationality, and a moral sense,
and traditionally thought of as
 The claim that human nature is consisting of both a body and a
determined by the set of necessary mind or soul.
and sufficient properties of  The kind of being that has the
humanness, coupled with the claim moral right to make its own life
that the properties that are part of choices and to live its life
human nature are distinctive of
without being
human beings.
provoked/interfered by others
 The essence of being a triangle, for  Like an artichoke or cabbage, as
example, would be ‘having three the layers are removed, one finds
sides’. Any object that had more there is no central core, this view
What is the Self? obtaining answers, and to focus on self-development
criticizing the answers than material wealth.
 A complete and individual  It involves solving a problem by
personality, especially one that breaking it into a series of THE VIEWS OF PLATO
somebody recognizes as his or questions. The answers are (428-348 BC)
her own and with which there is usually brought forward by the GREEK PHILOSOPHER
a sense of facility or ease. answer that the seeker required.
 Your self is your basic The formulation of hypothesis PLATO
personality or nature, especially in today’s scientific method
considered in terms of what you derives from this approach.
are really like as a person. Your “If the world is not perfect, it is not
self is the essential part of your TYPES OF SOCRATIC QUESTIONS because of God or the ideals, but
very nature which makes you because the raw materials were not
different from everyone else perfect.”
and everything else.
 Understanding the  Plato came from an affluent and
philosophical underpinnings of politically inclined clan in
the formation of the Self allows Athens. He was into grammar,
us to develop an understanding music and gymnastics. Also he
and enjoyment of things, the was trained by renowned
absence of which, impoverishes teachers during his time. His wit
many lives. and modest character were
 Such things as aesthetic widely known and he had a long
experiences, communication standing mentoring relationship
with different kinds of people, with Socrates.
lively discussions of current  Plato founded the Academy on
issues, discerning observations a plot land containingasacred
of human behavior, and grovejustoutsidethecitywalls of
intellectual zests. ancient Athens which had once
belonged to the Athenianhero
 In these and other ways, the
Akademos.The Academy was
study of philosophy one of the earliest and most
immeasurably contributes to famous and organizedschools
academic pursuits.  Socrates believed in the in Western Civilizations and
immortality of the soul, and was the prototype for later
THE VIEWS OF SOCRATES claimed that God had sent him universities.
(470–399 BC) as a divine emissary. He also  Plato was bitterly disappointed
said that virtue cannot be
GREEK PHILOSOPHER with the standards displayed by
taught, similar to how
successful military fathers
those who were in public office,
SOCRATES so he intended to train young
cannot produce sons withtheir
own qualities. men in Philosophy and the
 For Socrates, MORAL sciences in order to create
EXCELLENCE was a divine legacy better statesmen, as well as to
“As for me, all I know is that I than parental nurturing. continue the work of his former
know nothing.”  Socrates never asked people to teacher Socrates.
be wise, instead he asked them  Plato denied the existence of
“There is only one good - to follow the path of a lover of the outside worldand reduced
knowledge,and one evil – it to representations of
wisdom. He often thought of
ignorance.” subjectivity. For him, ideas
himself as a true matchmaker, were available to us through
but distinguished himself from a thought, while phenomena are
 He was one of the founders of panderer. available to us through our
Western Philosophy. Plato  The SELF emerges , according to senses. So, naturally , thought
portrayed him as the foremost Socrates , when humans is a vastly superior means to
contributor in the field of ethics. possess certain virtues and get to the truth.
His most important contribution leads a virtuous life. And, such  “There’s the body , which is
to the Western intellectual life is spent in the search of material, mortal and moved.
process was his Socratic goodness to be better and Then, there’s the soul, which is
method which he used in happier. ideal, immortal andunmoved.”
various occasions to examine  Virtues (the qualities of being  For Plato, The Self emerges as
the concepts like justice and morally good or righteous) are one that utilizes ideas which
goodness. the most valuable possessions had been well thought of and
 Socratic method is a method of of human beings and life the utilizes one’s senses to
reasoning: a means developed pursuit of should be spent in recognize the truth.
by Socrates of arriving at the the search of goodness. The
truth by continually questioning, best way to live a happier life is
 THE VIEWS OF SAINT AUGUSTINE THE VIEWS OF MAURICE  The central claim of what is
OF HIPPO(354-430 AD) MERLEAU-PONTY often called Cartesian dualism,
PHILOSOPHER, THEOLOGIAN (1908–1961) in honor of Descartes, is that
BISHOP AND DOCTOR OF THE FRENCH PHILOSOPHER AND the immaterial mind and the
material body, while being
CHURCH PUBLIC INTELLECTUAL
ontologically distinct
substances, causally interact.
ST. AUGUSTINE MAURICE MERLEAU-PONTY  Descartes held that the
immaterial mind and the
“We know not through our material body are two
intellect but through our completely different types of
experience.” substances and that they
“The way to God was to look into interact with each other. He
oneself.” reasoned that the body could
 Merleau-Ponty posited that be divided up removing a leg
anything in this world had a or arm, but the mind or soul
 St. Augustine affirmed that the
rigorous methodic, and were indivisible.
world was created by God from  According to Descartes, the
nothing: only through a free act unrelenting feature under
scrutiny. Self emerges as the human
of His will. Time is a being of person who, not only
 He emphasized the body as the
reason founded in the things possessed a good mind, but
primary site of knowing the
that offer the mind the concept world (a corrective to the long used it well too.
of time such as past, present philosophical tradition of  To enhance one’s self one can
and future. Augustine affirmed placing consciousness as the read good books to be able to
the absolute unity and source of knowledge) and carry conversations with the
spirituality of the human soul. maintained that the body and finest minds of past
that which it perceived could centuries.The Self is a real
 He affirmed that the soul was
not be disentangled from each seeker of truth.
simple and immortal. He further  He also postulated that we
believed that the sensitive soul, other.
 According to Ponty, the self should doubt.
besides having the five senses,  René Descartes, the originator
emerges as one that perceives
was also endowed with a of Cartesian doubt, put all
the world and his existence in
sensitive cognition which was the world, as he looks at the beliefs, ideas, thoughts, and
common among animals. world through one’s body matter in doubt. He showed
 Three Functions of the which is involved in one’s that his grounds, or reasoning,
Intellective Soul: existence. for any knowledge could just
a. Being as well be false. Sensory
THE VIEWS OF RENÉ DESCARTES experience, the primary mode
b. Understanding
(1596–1650) of knowledge, is often
c. Loving erroneous and therefore must
 These three functions FRENCH MATHEMATICIAN AND
PHILOSOPHER, FATHER OF be doubted.
corresponded with:  The only thing that he
MODERN PHILOSOPHY
a. intellective memory believed he could be certain of
b. intelligence RENÉ DESCARTES was that he was doubting,
c. will leading to his famous phrase.
 Among the three functions, “The human mind has  "Cogito ergo sum."(I think,
primacy was given to the will, principles or a priori therefore I am)
which signifies love in man. The knowledge, independent
THE VIEWS OF JOHN LOCKE
only true evil, according to St. of experience.”
(1632-1704)
Augustine, is moral evil, sin, an BRITISH PHILOSOPHER, OXFORD
action contrary to the will of  He was educated in a scholastic
tradition which combined ACADEMIC AND MEDICAL
God. RESEARCHER
scholastic tradition with the
 “ The cause of moral evil is not
Philosophy ofAristotle.
God, who is infinite Holiness,  He built his own JOHN LOCKE
nor is it matter, for matter is a interconnected system of
creature of God; and hence knowledge, which comprised
good. Neither is the will as a knowledge of metaphysics,
faculty of the soul evil for it too physics and other sciences.
“All mankind…beingall equal and
has been created by God.”  Three Principles of Science:
a.medicine independent,no one ought to harm
 “The cause of moral evil is the another in his life, liberty, or
faculty of free will, by which b. mechanics
c.morals possession.”
man is able to deviate from the
 Physics grounded the applied
right order to oppose himself to “All knowledge comes from
sciences of medicine (the
the will of God.” science of the human body), experience.”
mechanics (the science of  He was an empiricist all
machine) and morals ( the knowledge is derived from the
science of the embodiedmind). experience of the senses.
 He emphasized on the who claimed that all that can was used to observe them. Mental
philosophical examination of be known emanates from concepts can explain the behaviors
the human mind as a what we have seen, and not one manifests.
preliminary to the through something that can  Therefore the self emerges as
philosophical investigation of only be appreciated human behaviors unfold as it
the world and its contents. intellectually.” reflects one’s innate Self
 Our mind is capable of  He believes that the self emerges conception; it emerges as one
examining, comparing and as one accumulates recurring manifests behaviors descriptive of
combining these ideas in experiences as such that these inner dreams, hopes, aspirations
numerous ways. Knowledge experiences had been internalized and wishes.
consists of a special kind of and became part of one’s
relationship between different personhood. THE VIEWS OF PAUL
ideas. CHURCHLAND
 He used the theory of natural THE VIEWS OF SIGMUND FREUD (1942-PRESENT) CANADIAN
rights to argue that (1856—1939) PHILOSOPHER,
government had obligations AUSTRIAN NEUROLOGIST AND THE NEURO-PHILOSOPHY AND THE
and limited powers over their FOUNDER OF PSYCHOANALYSIS PHILOSOPHY OF THE MIND
citizens, and can be
overthrown by citizens under SIGMUND FREUD PAUL CHURCHLAND
certain circumstances. He also
provided powerful arguments
in favor of religious toleration,
allowing other people to think “The brain is the engine of reason
or practice other religions and and the seat for the soul.”
beliefs. “One day in retrospect, the years  Paul Churchland believed that
 He believed that the Self of struggle will strike you as the folklores and mythical beliefs
emerges through experiences. most beautiful.” are fallacious for they are not
The self is crystallized when an  Freud believed that the anchored on scientific and
individual exercises the human behavior was neurological explanations.
principles of freedom which propelled by the drive to find  He believed that folklores such
protects individual property. pleasurable experiences. He as everyday beliefs, practices,
described this as a sexual and rituals which were passed
THE VIEWS OF IMMANUEL KANT nature. He believed that this to subsequent generations,
(1724–1804) was the foundation of every are invalid because they
GERMAN PHILOSOPHER human development. He cannot be reduced to
postulated that each human neuroscientific phenomenon.
behavior was motivated by  Paul Churchland posited that
IMMANUEL KANT seeking pleasure. Irregularities the Self emerges not as
in one’s behavior could be something that is theoretically
interpreted as a lack in the founded, but as data
gratifications of said motives innervated, since the Self
“Science is organized knowledge. which probably was not within cannot be a product of
Wisdom is organized life.” the individual’s realm of imagination and opinions but
awareness. of empirical observations.
 As a philosophical idealist,  The Self emerges as one that
Kant believed that everything strives to address unmet CONCLUSION
depended on how individuals needs and finds pleasurable
Interprets and responds to experiences to gratify one’s  The concept of the self has
his environment based on needs as determined by his been explored by
their personal opinions and aspirations, instincts—as he
philosophers throughout
feelings. goes through the different
 The Self emerges as a stages of growth and
history, leading to a variety
crystallized knowledge of one development. of viewpoints. With this in
self and others based on one’s mind, it is up to us to relate
recurring observations. THE VIEWS OF GILBERT RYLE and conceive of our
(1900—1976) philosophical view of our
THE VIEWS OF DAVID HUME BRITISH PHILOSOPHER own selves.
(1711–1776)
SCOTTISH PHILOSOPHER AND GILBERT RYLE
HISTORIANNN

DAVID HUME
“ A person can see things only when his
eyes are open, and when his
surroundings are illuminated, but he can
“A wise man proportions his belief have pictures in his mind’s eye, when his
to the evidence.” eyes are shut and the world is dark.”
 David Hume professed the  He posited that anything perceived
same philosophy with John by the human senses can be
Locke. He is also an empiricist explained though the behavior that
 UNIT 2: Goffman developed the
THE SOCIAL SELF term Dramaturgy.
 Dramaturgy is impression
 Through interaction with management.Social
their social and cultural interactions is like a stage,
environments, people are the self promotes scenery
transformed into divided into two regions,
participating members of the Front Regions (front JOHN LOCKE
their society. Others help stage) and Back Regions.
develop you. (back stage).  English philosopher
from the 1600’s.
“There are two populations in  Insisted each newly
born human being is a tabula rasa
this world: You and others.”
• “blank slate”
• No personality
• Newborns could be
molded into anything
with training.

GEORGE HERBERT MEAD

 We stage manage our (SYMBOLIC INTERACTIONISM)
interactions to achieve the
desired response in others.  Mead believed that social
interaction plays an important role
 It can either be “managed”
in the development of the self.
(dress, ways of sitting, facial
Through 'play' and 'game,' we not
expressions) or “given off” only develop this sense of self, but
(unconscious twitches, also an understanding of the social
blushes, bodily language) roles that surround us.
 At one extreme, we are
fully taken by our
performance; our roles.
 At others, we are very
cynical of our role and so,
develop role distance and
detach oneself from the
expectations of others.
 People learn intersubjective
SOCIOLOGICAL PERSPECTIVES scripts about different
IN THE CONSTRUCTION OF THE appropriateness of ways of
SELF acting in situations and how  The generalized other is a concept
they develop “back regions” of Mead in which children are able
Erving Goffman and the Social or “back stage.” to not only take on the roles of
Self (self as a performer)  Ex: In a restaurant, the others, but also take into account
the attitudes perspectives of
kitchen is the back stage
others in their social group. The
area in which waiters can
emergence of the generalized
joke, mock customers and other requires the presence of
toy with the food. When some type of organized community
 Goffman (1959) in his book they come through the or social system, whether it be a
entitled “The Presentation door into the restaurant’s baseball team or an organized
of Self in Everyday Life” front stage, they are family system.
claimed that one' s culture supposed to slip effortlessly  As the self gradually develops,
plays a role in developing into the controlled children internalize the
social behaviors and one's performance of the expectations of a large number of
people. Now they develop the
self identity insociety. attentive waiter.
ability to take the role "the group
 Goffman argues that the
as a whole" to this our perception
self is simply nothing more of how in general think of us, Mead
than “self presentations” gives the term generalized other”.
and “role performances.”
 Social life as a theatre, with
social scripts, performances
and actors & roles that
perform in the Front and
Back Regions of self.
 The concept of depicting
social life as a Theatre,
 TWO SIDES OF SELF: ME & I  Construal is the act of construing,
interpreting, or interpretation.
 According to Mead's theory, the People in different cultures have
self has two sides or phases: 'me' strikingly different construals of
and 'I.' the self, of others, and of the
interdependence of these two.
 The 'me' is considered the These construals can influence and
socialized aspect of the individual. determine the very nature of
The 'me' represents learned individual experiences including
behaviors, attitudes, and cognition, emotion, and
expectations of others and of motivation.
society.  The independent self construals
 The 'I', therefore, can be describe themselves in
considered the present and future psychological terms such as:
phase of the self. The 'I' represents • “I am sincere"
the individual's identity based on • separation of self and society
response to the 'me.' • autonomous and agentic
 The 'me' and the 'I' have a didactic  As such, the European-American
(instructive) relationship. identity is geared towards attaining
personal goals and
THE ROLE OF SOCIALIZATION IN THE individualization of The Self.
SOCIAL SELF FORMATION OF THE SELF  The connected/interdependent self
construals describe themselves in
 Mead's theory of the social self is  There are only two populations in social terms such as:
basedon the perspective that the this world; you and others. The self • “I am a student at UNO-R"
self emerges from social is a product of an individual' s • embedded in a network of social
interactions, such as: interaction with society among relations
• observing and interacting with others other constructions. Since we are • group agency and collective change
• responding to others' opinions about social beings, we like to interact  Asian and African identities are
oneself with others, and we somehow geared towards living in harmony
• and internalizing external opinions imprint our thoughts and ideas in the social and environmental
and internal feelings about oneself. upon others from these context and enhancing the
interactions. collective life of the community.
 The social aspect of self is an  Socialization: the interactive  Asian cultures have distinct
important distinction because process through which people conceptions of individuality that
other sociologists and learn insist on the fundamental
psychologists felt that the self was • Basic skills relatedness of individuals to each
based on biological factors and • Values other. The emphasis is on
inherited traits. • Beliefs attending to others, fitting in, and
 According to Mead, the self is not • Behavior patterns of a society harmonious interdependence. In
there from birth, but it is • Within socialization, a person develops contrast, individuals seek to
developed over time from social a sense of self maintain their independence from
experiences and activities. • Conscious awareness of possessing a others by attending to the self and
distinct identity that separates you from by discovering and expressing their
DEVELOPMENTAL SELF other members of society. unique inner attributes.

 According to Mead, three activities

develop the self: language, play,
and games.

Language develops self by allowing

individuals to respond to each other
through symbols, gestures, words, and
sounds.
Play develops self by allowing
individuals to take on different roles,
pretend, and express expectation of THE INTERACTION OF CULTURE,  Triandis (2003) view that
others. Play develops one's SOCIETY AND THE SELF (SELF- collectivist cultures are more likely
self-consciousness through role-playing. CONSTRUAL, CULTURAL ORIENTATION) to define themselves as aspects of
Games develop self by allowing groups, give priority to in-group
individuals to understand and adhere to  Markus and Kitayama ( 1991) goals, focus on context more than
the rules of the activity. Self is claimed that those who have content attributions and in
developed by understanding that there independent self-construals define communications, pay less attention
are rules in which one must abide by in themselves in terms of internal to internal processes as
order to win the game or be successful attributes such as traits, abilities, determinants of social behavior,
at an activity. values, and preferences. In define most relationships within
contrast, those with group members as communal,
interdependent self-construals make more situational attributions,
define themselves in terms of their and tend to be self-effacing.
relationships with others.
 Individualist cultures, on the other and in which doubt is increasingly
hand, see The Self as fully placed on the very assumption of a
autonomous, but recognizes that bounded identity with palpable
inequality exists among individuals, attribute. (Gergen, 1991).
and that accepting this is inequality.
On the other hand, they see The THE SELF IN WESTERN AND
Self as fully autonomous, and EASTERN THOUGHTS
believing that equality between
individuals is the ideal.
 Mbiti (1970) observed that the
African community has the cultural
orientation of the collective self,
hence, has no concept of individual
self. Self is always collective and
contextual.

 Bharati (1986) of India emphasized

that in Hinduism, seeing God and
the innermost self the indivisibility
of the “true” self with the oneness
of God and that innermost self
reached through meditation and
self-discipline.
 Devos (1985) in Japan zeroed in on
social awareness and the relational
self. Parents “suffer” their
children's actions (shared grief,
social shame). The Self has a need
to belong and maintain social
balance as The Self cannot be
hidden.
 Hall (1990) introduced the
multicultural orientation; cultural
change and new identities meet
and merge. Different cultures
identity of The Self in the social
perspective is now a process of
becoming.

MODERNITY AND THE SOCIAL SELF

 The transmutations introduced by

modern institutions interlace in a
direct way with individual life and
therefore with The Self" (Giddens,
1991). Modernity breaks down the
protective framework of
community and of tradition, which
threatens the unity of Self.

 In modern societies, referring to
'societies where modernity is
well-developed' and not 'societies
today', self-identity became an
inescapable issue; everyday
questions about clothing,
appearances, leisure to highimpact
decisions about relationships,
beliefs, and occupations.
 The process of modernization leads
to new “global selves” where the
difference of culture falls away that
collectivist values and practices are
declining in Japan, while the
leadership models in the West are
recognizing the importance of
shared values and identities.
 As we enter a postmodern
consciousness, we no longer
experience a secure sense of self,
 UNIT 3: ANTHROPOLOGICAL SELF 7. Culture is dynamic and adaptive; it is
relatively stable. It is subject to slow and
ANTHROPOLOGY constant changes. Change, growth, and
latent in culture.
 came from “anthropos” for
“human” and “logos” COMPONENTS OF CULTURE
for study
 a science that deals with cultural A. ELEMENTS OF CULTURE
and biological similarities and
variations 1. Cognitive elements: Cultures of all
 study human populations in all societies, whether pre-literate or literate,
periods of time, in all parts of the include a vast amount of knowledge
world about the physical and social world. The
 Anthropology is a holistic possession of this knowledge is referred
multi-faceted study of human to as the cognitive element.
behavior that seeks to understand 2. Beliefs: are principles or ideas, an
and explain what people say and  What is Culture? acceptance by the mind that something
do. is true or real, often underpinned by an
 Anthropology is a social science “The cumulative creation of man, and emotional or spiritual sense of certainty.
that is concerned with human the handiwork of man and the medium 3. Values and Norms: Values may be
culture and the physical and social through which he achieves his ends” defined as measures of goodness of
characteristics that create culture. -B. Malinowski desirability. They are the conceptions of
It often compares one group of relative desirability of things. Norms are
humans to another. “That complex whole which includes shared rules that specify what is right or
 Different cultures produce knowledge, belief, art, morals, law, wrong and the inappropriate and
different packaging of The Self. custom, and any other capabilities and appropriate behavior Norms can be
habits acquired by man as a member of prescriptive or proscriptive.
 TERMINOLOGIES society.” 4. Signs: Signs include signals and
-Edward B. Tylor symbols. A signal (or signs) indicates
 Dialectic: the relationship between existence- past present and future- of an
two things that can influence each “Culture is the complex whole that event or conditions.
other; a change in one requires a consists of all the ways we think, and do 5. Non-normative ways of behaving:
change in the other. and everything we have as members of Certain ways of behaving are not
 Dialogical: the mind's ability to society.” compulsory and are often unconscious.
imagine the different opinions of -Robert Bierstedt Such patterns do exist. Non-normative
participants if a internal dialogue, behavior shades over into normative
in close connection with external 1. Culture is socially learned; it is not behavior and symbolic behavior.
dialogue (Hermans,1990). biologically inherited. There is no
 Generalized others: are an cultural instinct that it is an B. CULTURE CONTENTS
individual's concept of other inborn tendency. It is often called
people; individual's internalized 'learned ways of behavior '.  Every society has a culture of its
impression of societal norms and 2. Culture is a social product. It does own. Thus, people in different
expectations (Mead, 2007). not exist in isolation nor as an individual societies have different cultures.
 Structure: a factor of influence phenomenon. It is a product of society These cultures are diverse and
(such as social class, religion, that originated and developed through unequal. Along with cultural
gender, ethnicity, ability, customs, social interactions. It is shared by the diversities and disparities found in
etc.) that determines or limits an members of society. societies throughout the world, we
agent and his or her decisions. 3. Culture is shared. It is not something observe certain cultural similarities.
 Reflexibility: the capacity of an that an individual can possess. All People may worship different gods
agent to recognize forces of members of a culture shared set of in many ways, but they all follow a
socialization that alters their place values, ideas, perceptions, and religion.
in the social structure (William standards of behaviors. This does not  They may pursue various
Thomas). A person with low mean that everyone within a culture will occupations, but they all earn a
reflexibility can be shaped by the act and think the exact same way. living. Details of their rituals,
environment while a person with 4. Culture is transmissible. It could be ceremonies, and customs may
high reflexibility creates their own transmitted from one generation to the differ, nevertheless, they all have
and is a catalyst for change in next. Parents pass culture traits to their some of these. Every culture
others. children, who in turn, pass it to their consists of such nonmaterial things.
 Culture: is the unique quality of own children. Culture is transmitted, not Similarly, people of every society
man that separates him from lower through genes, but through language. possess different material things.
animals. It includes everything man 5. Culture is continuous and cumulative. These may be primitive, modern,
has acquired in his individual and It exists as a continuous process. It is simple, or complex. These material
social life. In the words of Maciver cumulative in its historical growth. It is a and nonmaterial components of
and Page, culture is the realm of “growing whole” which includes the culture are often referred to as
styles, of values, of achievements of the past and the "the content of culture".
emotional· attachments, of present and makes provision for the
intellectual adventures." It is the future achievements of mankind.
entire “social heritage” that the 6. Culture is consistent and integrated
individual receives from the group. and at the same time, different parts of
culture are interconnected.
C. CULTURAL LAG IDENTITY AND CULTURE which are descriptive of the
independent construal of The Self.
 The extent of lag varies according  Identity is the set of characteristics  On the other hand, the
to the nature of cultural material that somebody recognizes as interdependent construal of The
and may exist for a considerable belonging uniquely to himself or Self is defined in terms of
number of years. A sudden change herself and constituting his or her relationships with others.
in one part of culture is evident individual personality for life.
due to some discovery, invention (Encarta, 2009) THE SELF AND SOCIAL CONNOTATION
etc. The maladjustment is the  Identity is the identification of self, OF EMOTION
result of strain as the balance of by self and others (Erikson, 1950).
the ordered structure breaks down It came to be understood as the  Socially disengaged emotions
for the time being. historically and culturally rooted separate the self from social
self-image of a group that was relationships while the socially
predominantly sketched and engaged emotions further
sharpened in contact vis-a-vis assimilate the self in the
other groups of people (Van-M relationship.
eiil,2008).
 As mentioned, the identity of KEY CONCEPTS OF THE INDIVIDUAL,
individuals was supposed to be SELF, PERSON IN ANTHROPOLOGY
D. MATERIAL AND NON-MATERIAL identical to the identity of the
CULTURE group he/she belongs to. This is  Individual as member of human
consistent with anthropological kind (biologistic)
1. Material culture:Material culture theories about the relation  Self as locus of experience
consists of man-made objects such as between person and group or (psychologistic)
tools, implements, furniture, community (La Fontaine, 1985).  Person as agent-in-society
automobiles, buildings, dams, roads, Another important aspect of (sociologistic)
bridges, and other physical substances identity is concerned with the
that was changed and used by man. It presupposition of stability and OTHER IMPORTANT CONCEPTS IN
is concerned with the external, permanence. UNDERSTANDING THE SELF AS A
mechanical, and utilitarian objects. It  Morris (1994) emphasized that the CULTURAL CONSTRUCT
includes technical and material self is not an entity, but a process
equipment. It is referred to as that orchestrates an individual’s A. Culture Universals
civilization. experience. As a result, he or she  Features and elements common to
2. Non - Material culture: The term becomes self-aware and all culture.
'culture', ordinarily means 'nonmaterial self-reflective about his or her  Similarities in the general features
culture'. It is internally and intrinsically place in the surrounding world. The of society, rather than the
valuable and reflects the inward nature concept of The Self may be defined particular or specific culture traits.
of man. Non-material culture consists of as an individual's mental
words the people use, the language they representation of self between B. Cultural Diversity
speak, the beliefs they hold, values and others seems to be universal (Spiro,  Refers to the wide range of
virtues they cherish, habits they follow, 1993). But this distinction varies differences in cultural
rituals and practices they do, and the from person to person. At the patterns,ideas, beliefs, knowledge,
ceremonies they observe. It also same time, it seems obvious that forms of social organization, and
includes customs, tastes, attitudes the relationship between self and practical responses to the
outlook, ways of acting, feeling, and others is also a function of culture environment.
thinking. (Shweder & Bourne, 1984).
 Indeed, the most crucial form of FACTORS THAT PROMOTE CULTURAL
E. FUNCTIONS OF CULTURE interaction and exchange takes DIVERSITY
place between the self and his or
 Culture is the treasury of her cultural environment as  Environment
knowledge. mediated in social practices  Isolation
 Culture defines situations. (Morris, 1994), his or her own  Technology
 Culture defines attitudes, values, person, as a self-representation,  Diffusion
and goals. while the concept of others refer  Cultural Themes
 Culture decides our career. to the mental representation of
 Culture provides behavior pattern. other persons. As the word identity OTHER IMPORTANT TERMS RELATED
 Culture molds personality. refers to "selfsameness", TO THE CONCEPT OF SELF AS A
disposition of basic personality CULTURAL CONSTRUCT
Fundamentally, the needs of survival are features acquired mostly during
basic needs and the needs for childhood as much as ''ethnic A. Cultural Relativism
adaptation are cultural response. identity" or selfsameness with  States the cultures differ, so that a
others made up the group identity. cultural trait,act, or idea has no
BASIC NEEDS CULTURAL RESPONSE meaning or functions by itself but
1. Metabolism 1. Commissariat* has a meaning only within its
INDEPENDENT AND INTERDEPENDENT
2. Reproduction 2. Kinship
3. Bodily Comforts 3.Shelter CONSTRUAL OF THE SELF cultural setting.
4. Safety 4.Protection
5. Movement 5.Activities  Markus and Kitayama (1991) B. Ethnocentrism
6. Growth 6.Training defined The Self in terms of  refers to the tendency to see the
7. Health 7. Hygiene behaviors, beliefs, values,and
* (definition) -- a supply of food
internal attributes such as traits,
and equipment abilities, values, and preferences norms of one’s group as the only
 right way of living and to judge  Ideologywhen idea, value, norm,
others by those standards. It is the or other culture trait works to the
belief in the inherent superiority of advantage of one group for any
one's own ethnic group or culture. reason.

C. Xenocentrism 3. Ecological Approach

 Refers to the idea that what is  Compares the social structure of
foreign is best and that one’s different societies that have the
lifestyle, products or ideas are same level of hunting technology.
inferior to those of others. –Julian Steward (1955)
 Ecology- the study of relationship
D. Subculture between organisms and their
 Refers to smaller groups which environment.
develop norms, values, beliefs,  Cultural ecologyculture traits are
and special languages which shaped by the resources and
make them distinct from the limitations of the surrounding
broader society. environment and by the changes
in that environment.
E. Counterculture/Contra-culture
 Refers to subgroups whose SYMBOLIC USES OF CULTURE
standards come in conflict with and
oppose the conventional standards 1. Culture of Opulence
of the dominant culture. 2. Culture of Corruption
3. Culture of Silence
F. Culture Shock 4. Culture of Sabotage
 Refers to the feeling of disbelief, 5. Pop Culture
disorganization, and frustration 6. Culture of Apathy
one experiences when he 7. Culture of Conspicuous Consumption
encounters cultural patterns or 8. Culture of Exploitation and
practices different from his. Dehumanization
9. Culture of Poverty
G. Noble savage mentality
 Refers to the evaluation of one’s PSYCHOLOGICAL SELF
culture and that of others based on
the romantic notion that the
culture and way of life of the
primitives of other simple culture is
better, more acceptable, and more
orderly.

APPROACHES IN ANALYZING CULTURE

 It involves understanding its major

values and norms, seeing how
these are reflected in social
behavior, and perhaps studying the PSYCHODYNAMIC OR
way in which the values and norms PSYCHOANALYTIC PERSPECTIVE
shape and are shaped by the
material culture.  Psychodynamic perspective is an
approach emphasizing the
APPROACHES IN CULTURAL ANALYSIS interaction of the emotional and
motivational forces that affect
1. Functionalist Approach behavior and mental states,
 Sees a particular trait as existing especially on a subconscious level.
because it serves as an important  Psychoanalysis a psychological
social function. theory and therapeutic method
 Cultural trait- simplest unit or developed by Sigmund Freud,
element of culture. based on the ideas that mental life
 Culture complex- is a system of functions on both conscious and
interrelated traits that function unconscious levels and that
together as a unit. childhood events have a powerful
 Culture patternis a specific and psychological influence throughout
enduring system of trait life. (Encarta, 2009)
complexes.

2. Ideological Approach
 This approach tries to find out
which groups support which ideas,
values, and so on, and for what
reasons.
 mental picture of self as an object DIFFERENT COMPONENTS OF
that can be observed, the "Me.” SELF-CONCEPT

 Self-image (how you see yourself):

Self-image influences how an
individual thinks, feels, and
behaves in an environment.
However, it does not necessarily
indicate reality. We might perceive
 George Herbert Mead also ourselves as either arrogant or kind
developed the concept of self, he or beautiful or ugly. A person's
explained that one's identity selfimage is influenced by many
emerges from external and social factors, such as physical
interactions and internal feelings of characteristics, personality traits,
one's self. Self is not evident at parental influences, and social
birth, but it emerges over time roles. Example: 1. Carla, an
through language, play, and games 80-year-old grandmother, believes
as discussed in Topic 2, the Social that she is still strong and alert, but
Self. in reality, she is quite weak and
clumsy. 2. A teenage girl looks thin,
but in reality, may have a selfimage
of being obese.
 Self-Esteem / Self-Worth (how
much value you place on yourself):
This includes how we compare
ourselves to others and how others
respond to us. If we receive a
positive response, we are more
likely develop positive self-esteem,
and if others perceive us as
inadequate, our self¬-esteem is
 Self is truly dynamic and intricate. negatively affected. A positive view
According to James and Mead, who of ourselves, disregarding what
we are refers to our actual self, and others may think, conveys
it is the balance of both the 'me' confidence in our abilities and
and the 'I'. manifests self-acceptance, and
thus, induces us to develop high
self esteem. On the contrary, if we
view ourselves negatively, this
inclines the opposite, which are
lack of self-confidence, pessimism,
insecurity, worrying about what
others might think.

 REAL SELF AND IDEAL SELF: 2 KINDS OF SELVES

Humanistic Psychologist, Carl
Rogers, was the proponent of the  Real self: represents actual
Self Theory. He believed that Self is experiences about what and
the humanistic term for who we who we really are, how we
really are as a person. This is made think, and how we feel and
of many perceptions and act; it makes us most
personality characteristics that are comfortable by simply being
consistent with one another. To be us.
aware of one's self is to have a  Ideal self: our conception of
concept of oneself, or otherwise who we want to be and what
known as SELFCONCEPT. The we want to become. It
answer to "WHO AM I?" is consists of our goals and
self-concept. It expresses all our ambitions in life and is
thoughts and feelings about dynamic.
ourselves.  If your ideal-self characteristics are
THE SELF AS A PSYCHOLOGICAL close to your real-self
CONSTRUCT ACCORDING TO characteristics, then, you are
SELECTED PSYCHOLOGISTS consistent or congruent, thus, you
have a higher sense of selfworth
 William James' duality theory of and you are more likely to have a
self could be categorized into the healthier self-esteem.
self as an agent that observes,
which is referred to as the
perceiver, the "I;“ and the person's
 A person is said to be in a state of  At our center lies our true self,
incongruence if some of the which is enclosed by another circle
totality of their experience is we developed through our lives as
unacceptable to them and is protection. This outer layer is our
denied or distorted in the false self.
self-image. For example, the act of
lying shows misalignment or SIGNS OF A FULLY FUNCTIONING
incongruence between real self PERSON
and ideal self, which may result to
mental distress brought by your  According to Rogers, people who
negative feeling. exhibit this tendency have a
self-image that is congruent with
reality. They understand their
strengths, but they also recognize
and acknowledge that they have
weaknesses. Even as they continue
to build upon their personal
 The earliest roots of incongruence strengths, they work on taking on
are in childhood. This is when the challenges and experiences that
parents' affection for their children allow them to grow and gain new
must also live up with the parents' understanding. These individuals
expectations, and the children realize that they are not perfect,
begin to misrepresent the but they are still happy and
memories that leave them feeling satisfied with themselves. This
unworthy of their parent's love. contentment does not indicate
 On the contrary, unconditional love idleness, however, for these
helps foster congruence and individuals are always striving to
children will feel that they are achieve their best possible selves.
loved and accepted as they are.
 A preference to see ourselves
consistently with our self-image
may make us use defense
mechanisms, like denial or
repression, to feel less threatened
by undesirable feelings.

TRUE SELF AND FALSE SELF

 Dr. Donald W. Winnicott was an

English psychoanalyst who
introduced the concepts of TRUE
SELF and FALSE SELF in human
personality.
 TRUE SELF: Also referred to as
authentic self: it describes the core
of who you are, a sense of
conscious, instinctive, and
authentic experience. This is the
part of you that is aware that, "I,
myself, feel this; I, myself, want
this," which makes the experience
uniquely yours, and therefore,
TRUE. At the same time, it is
strongly guarded by the false self
and, at first, might be difficult to
reach.
 FALSE SELF: Also referred to as a
social mask and adapted self: it is a
part of self that has modified
behavior, inhibited feelings, and
drives your needs aside to fit in
with others.This includes the
values, feelings, and thoughts that
are not your own, which conforms
to societal and family standards.
 LessoN 1
PhysicalSelt
This lesson seeks to understand The Self as embedded in the body and its cultural impact on
body image andself- esteem.

Learning Outcomes
At the end of the chapter, the students are expected to.

identify the different physical characteristics of the self;

explain how body image and self-esteem affects one's health:
distinguish healthy from unhealthy body image; and
define how varioUSCUltures view beauty.

Recollect Educational Apostolate in the Philippines (REAP)

 Case Introduction

Ihe Physical Self is an aspect of The Self that is embedded in the body, it is
the categorical aspect of the person that can be directly
According to Sigmund Freud, the development of self and observed and stuUdied.
personality makes the
physical body the essence of human experience.
Self-image is our mental picture of ourselves. A healthy self-image starts with
learning to accept ourselves and being loved by others. A positive self-image can
boost our physical, mental, social, emotional, and spiritual well-beings, thus,
high self-esteem. creating

The Physical Self

The Physical Self refers to the body and

pertains to the physical structure and material The fetal stage, or the finalstage, occUrs
substances of a human being. It is expressed between the eighth week to birth. At this
through behavioral patterns, sensations, and stage, the embryo has now developed into a
movement.
fetus. The organs and body systems are fully
differentiated and functional. After the fetus
The development of Physical Self reaches the age of viability, it comes into the
commences during the prenatal period, which world with many inherent abilities. The increase
is divided into three stages;the germinalstage, in muscle coordination makes physical
the embryonic stage, and the fetal stage. movements possible.
The germinal stage occurs during the first
two weeks of development where the sperm
and egg cells unite to form azygote. After
several hours, the zygote rapidly develops and
becomes more complex as it passes through
the mother's fallopian tube, implantation
OccUrs in the uterus. A key feature of this stage
is theformation of the placenta. The placenta
allows oxygen, nourishment, and wastes to
pass between the mother and the embryo.
The embryonic stage occurs between
the second to eighth week, or the end of
the germinal stage to two months after
conception. At this stage, the developing cell
is calledan embryo. Major organs and body
systems such as the respiratory. digestive, and 125 BPM
nervous systems develop rapidly. This stage is
Considered as oa critical period because the
embryo is sUsceptible to destructive influences
like teratogens in the prenatal development.
Recollect Educational Apostolate in the Philippines (REAP)
 pelods o human
ne table below lists the major phvsical developments during the eight dge
development.

Age Period Physical Developments

or other
Conception ocCurs either through normal fertilization
means.
with environmental influences
The gernetic endowment interacts
from the start.
Prenatal Period
growth spurt begins
(conception to birth) Basic body structures and organs form: brain
the entire life span.
Physical growth is most rapid here than in
great.
Vulnerability to environmental influences are
At birth, allsenses and body systems
operate at varying degrees.

and Toddlerhood|The brain grows in complexity and is highly sensitive to environmental

Infancy influences.
(blrth to age 3) skills occur.
motor
Rapid physical growth and development of
slenderer and proportions
Growth is steady: appearance becomnes
become more adult-like.

Early Childhood Appetite diminishes, and sleep problems are common.

(ages 3 to 6) Handedness appears; fine and gross motor skills and strength
improves.
Growth slows down.

Middle Childhood Strength and athletic skills improve.

(ages 6-11) Respiratory illnesses are common, but health is generally befter
span.
than at any other time in the life
Physical growth and other changes are rapid and profound.
Adolescence Reproductive maturity ocCUrs.
(ages 11-20)
Major health risks arise from behavioral issues, such as eating
disorders and drug abuse.
Emerging and Young Physical condition peaks, then slightly declines.
Adulthood Lifestyle choices influence health.
(ages 20-40)
slow deterioration of sensory abilities, health,stamina, and
Middle Adulthood strength may begin, but individual differences vary.
(ages 40-65) Women experience menopause.
MOst people are healthy and active, althouah health and phy
Late Adulthood calabilities generally decline.
(age65 and over) Slowing of reaction fime affects some aspects of functioning
Source.: Papalia (2009)

Understanding The Self

 Physical self-concept represents Meanwhile, eastern cOuntries.
mental image of one's ownbody that is formed specifcally China, affirms extrerme
in out minds (Schilder, 1999)and is not necessari as gn ideal body even more thinness
sO than Wnte
y reloted to the ctual physical appearance Americans (Evans & McConnell. 2003). In
ofan individual (Cash, 1997).
ancient Chinese dynasties women in harems
reportedly starved thenselves to stay thin
Body Image and to win the emperor's favor (Xu, 1994). The
Chinese body ideal is frailness and thinness,
In most modern rather than plumpness (Leung, Lam, & Sze,
definitions, body image
involves two key elements: 2001)
a mental picture
of one's physical body (including size, shape, According to the World Health
and appearance) and one's attitude towards
the physical self (sUch as thoughts, Orggnizgtion (WHO), there are 1,995 active
ond beliefs about one's body) (Pruzinsky feelings,
changes in physical growth and pSychosoclol
8&
Cash, 1990; Grogan, 2008). Body image may development cause several body image
aradually change and be influenced by problems. obesity,
These include eating disorders,
several social factors such as culture, media, imgge depression, andis low self-esteem. Body
and interactions with family and friends. dissatisfaction also correlated wth
eating disorders (Furnham, Badmin & Sneade,
In terms of cultural influence, socio 2002).
cultural approach states that culture plays a
significant role in one's perception of body Body image is not something that can
image. Our culture has an impact on how be neatly categorized. Some may have a
we feel and think about ourselves and body, predominantly positive body image and others
Each culture develops specific sOocial jdedls of may often feel negatively about their bodies.
human appearance, which transmits through Individuals experience different degrees of
cultural channels that individuals internalize. positive and negative feelings about their
ldeal standards of body sizes are culture bodies at different fimes.
specific. For instance, western countries,
specifically America, emphasizes thinness as Individuals with healthy body image:
an ideal body size for women (Wisenman, Gray,
Mosimann & Ahrens, 1992). For example, the are aware of good things about their bodies:
American model'sbaseline of an ideal body is are comfortable with their bodies: and
typically a size 2, which is much thinner than accept that bodies come in different shapes
the average American woman who has a and sizes.
size between 12-14 (Halliwel, Dittmar & Howe,
2005). On the other hand, American women Individuals with unhealthy body image:
who identify as black perceive bigger, thicker,
and more voluptuous figures to be more are uncomfortable with their bodies:
attractive (Craig, 2006). >thinka lot about how they see themselves
and are preoccupied of what other people
Ideal standards of body sizes are culture may say or think about them:
specific. For instance, western countries, are fixated on perceived physical
specifically America, emphasizes thinness as imperfections: and
an ideal body size for women (Wiseman, Gray. >have unrealistic goals regarding weight and
Mosimann & Ahrens, 1992). For example, the s0ze.
American model'sbaseline of an ideal body is
typically asize 2, which is much thinner than
the average American woman who hasa size A healthy and positive body image
between 12-14 (Halliwel, Dittmar &Howe, 2005). boosts self-esteem and allows an individual
On the other hand, American women who to reach his/her highest potentials. While
Identify as black perceive bigger, thiCker, and unhealthy and negative body image lowers
more voluptuous figures to be more attractive self-esteem and confdence.
(Craig, 2006).
Recollect Educational Apostolate in the Philippines
(REAP)
 3. Social Roles
How to Improve Body Image prestigious ttler
Social roles that cary or other well
a lawyer,
SUch as a doctor or promotes selt.
ways to feel aood abOut known individual in the sOCiery
oneof the best
hard at keeping a healthv esteem. Other roles that carry socIal stigmg
your body is to Work poatient, refUse
liTestyle by exercising, eating nutritious food. such as prisoner, mental hospital self-esteem,
maintaining a positive attitude towards collector, or unemployed withers
and
yourself. 4. ldentification
Building a healthy body image and
entails Roles
perseverance arenot just "out there". They are o
self-esteem
part of our personality for we identity with the
positive
becauSe it takes time to become confident., positions we occupy, the roles we play, and
Self-awWareness and learning new skills and
talents willameliorate body image. the groups we belong to.

Self - Esteem

Self-esteem reflects an individual's

overall subjective emotional evaluation of
decision made
his or her own worth. It is the towards the
by an individual as an attitude about
self. Self-esteem encompasses beliefs
oneself, (for example, "l am competent", " am
worthy")
self-esteem
Four major factors that influence
byArgyle (1975)
1. The reaction of others
Positive self-image develops when
to us attentively,
people look p to us, listen never negate Us.
long for our company, and avoid, neglect,
On the other hand, if they to hear about
want
and say things we don'tnegative self-image. Why is Self - Esteem is Important?
Ourselves, we develop
others
2. Comparison with
compare ourselves
A good self-esteem is importan
If the people we because it helps us disposition
appear to be more keep a positive who we
to (oUr reference grOUp) better looking
on life and allows us to be proud of
SUCcessful, happier, richer, anda negative self
sel
are. Individuals that a goodbetter
develop possess
than US, we tend to esteem exudes confidence, establishes life as
are less sUCcessful than us.
image. But, if they relationships with people, and finds
be positive.
OUr self-image will gratifying and meaningful.

Understanding The Self|

 Key Terms
Physical Self

Physical Self-Concept From the Augustinian Recollect's

Constitution and AdditionalCode
Body Image
Self -Esteem
98 In each house the local chapter is to drawup the
ordo domesticu, the community's plan of life which
0s SUbject to annual revision and the submitted for
approval and amendment by the major superior.
By means of the ordo, the life of the community
is directed with the appropiate flexibility and
according to the nature of the hoUse in question.
Among other things, the times for prayer, study,
Community meetings, the apostolate, work, and
rest are to be laid down,5 The ordo is to be so
organised that the brothers may enjot free fime
and the necessary recreation, both personal and
communitarian.
Chapter 4 (Particular Observances)
5Cf. Rule 2. 1:5,2,;5,10;FV 6, 2.
6Ct. Fv 9,2.

Synthesis

Physical Self correlates with body image,Itrefers to the individual'sperception of their

body. The awareness of physical changes and interpersonal self-examination causes an
individual to experience different positive and negative feelings about their body.
Individuals with positive body-imageaccepts that bodies come in ditferent shapes and
sizes, whileindividuals with negative body image becomes fixated on perceived physical
imperfection.
Ahealthy and positive body imageboosts self-esteem and allows a person to reach his/
her highest potentials. While unhealthy negative thoughts about one's self lowers self
esteem and confidence.
Self-awareness and newskillsand talents helps improve body image.

Recollect Educational Apostolate in the Philippines (REAP)

 L ESSON 2
Material/Economic Self
This lesson seeks to understand The Self as embedded in the body and its cultural impact on
body image and self- esteem.

Learning Outcomes
expected to.
Afthe end of the chapter, the students are
the Self:
AAAA describe the relationship between possessions and
economic importance to The Selft:
distinguish which material possessions have anand
describe the role of consumer culture on Self; consumption and satisfaction
determinethe needs according to the prioritfies of human

Recollect Educational Apostolate in the Philippines (REAP)

 only
We are in a culture that is very However, our sense of self is not
much intertwined with possessions, and it is limited to OUr bodies; we also have the
inevitable that the things we own become extracorporeal self or extended self. This
representations for us asapeople. This practice includes other people, pets, possessions, places,
though innocuouS, represents unhappiness and the products of our labors. However, i isno
and dissatisfaction with our identities. the physical entities themselves that comprise
The material
the material self. Rather, it is our psychological
self is one of the ownership of them (Scheibe, 1985).
components of Self that was described by
Wiliam James (1890). Our body is the innermost Example:
nartof the material self in each of us.
girl hasa favorite dress that she wears.
A
According to William James, a man's The dress itselfis not part of the Self, instead, if S
Selfis the total that he can callhis: which is not the sense of appropriation presentin the phrase
only his body and his psychic powers but also "my favoite dress". This is what extended selt
his clothes, his house, his wite, his children, his means. It includes all people, places, and
friends, his ancestors, his reputation and works, things that we regard as "ours'".
his lands and bank accounts.
Individuals who were asked to describe
These things give him the same themselves tend to mention their possessions
emotions. He feels triumphant if they wax and and assets (Gordon, 1968). This claim was
prosper, but he feels cast down if they dwindle supported by several studies including James'
and wane. Not necessarily in the same degree intuitions regarding the close connection
for each thing, but in much the same way for between the Self and the possessions (Belk,
all(pp291-292). 1988).
The material self refers to tangible Possessions' symbolic function is that
objects, people, or places that cary the they help people define themselves. The way
designation of my or mine. we dress and cary ourselves, the cars we
drive, and how we embelish our abodes signal
to others and ourselves who we think we are
Two subclasses of Material Self: and how we want to be regarded.

1. the bodily self; and

2. extracorporeal self (beyond the body).
Rosenberg (1979) referred extracorporeal
self as extended self.

The bodily component of the material

Self requires little explanation. These are
aspects of the Self where entities are clearly
described as an intimate part of who we are.
TIS Concerned with awareness of one's bodily
states.
Example: arms and legs
feel
A person may express, "My arms
heavy." Orr"My skin feels warm."

Recollect EducationalApostolate in the Philippines (REAP)|

 When one's identity is densely held or Material possessions might
and
threatened, an individual will be personally relevant goals
Conspurincrcuhasemeasere.s
acquire more inclined to materialistic
forthe highlyexperiential
& Golwitzer, material possessions (Wicklund happinessother hand,
of self. 1982). To widen one's sense On the materialistic people
individuals tend to accrue material might make having
possessicons (Sartre, 1943). Emotional responses they can also benefit & Gilovich. happiUl esocial
r for
to possessions also to itsimportance to relationships (Van Boven
sUCcesst
,2004).
the Self. Also,peopleattest
who lOse
in a natuUraldisaster grieve like their possessions
the people O'Guinn and Faber (189) found
of materialism were relatedthat
lost a loved one (McLeod, 1984 in who
Belk, 1988). compulsive
Some aspects
shopping tendencies.
A series of investigations on the
"mere ownership effect" provides further
Mence that possessions become part of pale ofConsumer Culture on Self
the extended self (Beggan, 1992). In an initial
study, participants were shown a variety ot
inexpensive objects (e.g.. a key ring, plastic Culture is a crucial factor in
Comb, playing cards). Then, they were given
ooecT and told that it was theirs to keen consumer behavior; it is a shared belief
amono determining
racipants evaluated their obiect more a aroup of people in a place and time
favorably compared to those thgt theyddn't Consumers are conditioned 1o develop slf.
receive. A follow-up investigation found that concepts that are appropriare fo their age.
S tendency was especialy pronounced gender, and social groupings (Levy. 1959). Self.
after participants had previously failed at concept is a broad construct that comprises
dn unrelated test. This sUggests that once several dimensions (Rosenberg. 19/9.
possessions become part of the Self, people
imbue them with value and Use them to According to Sirgy (1982). consumer
promote feelings of self-worth (Kahneman, behavior's self-concept can be categorized
Knetch, &Thaler, 1990). into four (4) basic types:
self-image (how they see themselves):
ideal self-image (how they would like to see
"I Shop, ThereforelAm" themselves):
>socialself-image (how they feelothers see
them): and
Two types of investment which people might >ideal social self-image (how they would ike
shop to gain happiness and satisfaction (Van others to see them) (Noble &Walker, 1997:
Boven &Gilovich, 2003) Schiffman, Bednall, O'Cass, Paladino, &
Kanuk, 2005; Sirgy & Su, 2000).
1. Material Purchases
This implies that individuals are highly
are those made with the primary intention of dependent on consumption to communicate
acquiring tangible possessions that can be themselves. As consumers they buy producis
physically retained in one's possession. andbrands thattheybelieve possessessymbolc
images that are similar and complementary to
their self-image to achieve image congruence
2. Experiential Purchases (Heet &Scott, 1988). Levy (1959) concluded
that people don't just buy things for its benefts.,
are those made with the primary intention of ney also buy it for what it megns to them
acquiring life experiences sUch as an event
and
or series of events that one encounters
lives through.

Understanding The Self

EconomicSelf

economic self
The
activitythat results
consists of
one's
fromindividual economic
1.Why do you go to worke
self-interest.
2. Why do you go to school?

Being self-interested simply means that

seek your own persSonal gain, you

1. YoU go to work becauSe you want to get

paid, So that you can buy the things you
Want.

9 YoU go toschool fo geta respectable iob

someday and earn more money to buy the
things yoU Want.
In fact, most of fhe
we see around S are resultseconomic activities
of self-interested
behavior.

What do yoU need?

What do you want

BASIS FOR
COMPARISON NEEDS
WANTS
Needs refers to an individual's basic Wants are
Meaning requirement that must be fulfilled inand servicesdescribed
that an
as the goods
individual would
order to Survive.
want to have as a part of his
Nature Limited
caprices.
Unlimited
What is it? Something youmust have. Something you wish to have.
Represents Necessity Desire
Survival Essential Inessential
Change |May remain constant over time. May change over time.
NOn- FulfillmentMayresult in onset of disease or May result in disappointment.
even death.

Recollect Educational Apostolate in the Philippines (REAP)

 Key.Terms

Material Self
From the Augustinian Recollect's
Material Purchase Constitution and Additional Code
Experiential Purchase
99 Our religious habit comprises the tunic, hood,
and cincture, in the Order's traditional style and
bodily self colour.The brothers are to wear the habit as a sign
of consecrationand as a withness to poverty.
extracorporeal self
Chapter 4 (Particular Observances)
7Cf. c. 699 SS 1: PC 17: ET 22: VC 25.

Synthesis

According to William James, a man's self is the total of everything he can call his. It is
consisted of the personal body, the clothes, the immediate family, the home, and the
things in the environment. Our body is the innermost part of our Material Self.
Material Self denotes tangible objects, people, or places that carry the designation of my
or mine. The people shop to gain happiness and satisfaction, thus, "I shop, therefore I am."

Recollect Educational Apostolate in the Philippines (REAP)

49
 LessoN 4
TheSpiitnal Self
Do you knowyour lite's mission? Do you know why yoUare here? Have you found joy in yOur life?
Has your life brought joy to others? These are the questions we ought to answer as we journey
the spiritual perspective of The Self.

Learning Outcomes
expected to.
Atthe end of the chapter, the students are
dungan, religiosity,
>delineate the following terms: ritual, ceremonies, magic, witchcraft, conjuration, curse,
spirituality, voodoo, sorcery, enchanment, mojo, incantation, hex,
denunciation, deliverance and exXorcism
power in the
>describe the role of religious practices, belief in the supernatural being, and
formation of one's spiritual self; contributes to the
relate the functions of rituals, ceremonies, religion, and magic that
development of the Self; and
perform tasks designed to enhance learning these concepts.

Recollect Educational Apostolate in the Philippines (REAP)

The Spiritual Self

This lesson helps learners examine

themselves against the various aspects of the
spiritual Self.
The dictionaries subdivided the word "spiritual"
into 3 different probable meanings. First,
spiritual of soul relates to the soul or spirit,
USually in contrast to material things. Second,
Spiritual of religion relates to religious or sacred
things rather than worldly things. Third, spiritual
temperamentally or intellectually akin is
connected by an affinity of the mind, spirit,
or temperament. Spiritual's local definition as
refined means showing great refinement and
concern with the higher things in life.
This lesson ushers Us to the threshold of
understanding spiritualembodiments of rituals,
practices, and belief systems that consolidate
the unique spiritual self-constructs of the
Filipinos in the identified regions.

Terminologies

These terms are raised along with rituals and spirituality.

Rituals are practices done by a group of people as handed down to them by their
elders.
Ceremonies are events held to celebrate something.
the power of apparently influencing the course of events through mysterioUS
Magic or supernatural forces.
Witchcraft is the use of spells and the invocation of spirits.
Dungan means the soul of the living person. An alter person acting as guardian angel
to the person and willpower.
Religiosity are actuUations thatshow devotion or reverence to deities.
Spirituality are actions thatshow concern to higher things in life.
refers toa blackreligious cult practiced in the Caribbean and the Southern US. it
Voodoo combined elements of Roman Catholic rituals with traditional African magical
and religious rites and are characterized by sorcery and spirit possession.
refers to the art. practices, or spells of a person who is supposed to exercise
Sorcery supernatural powers through the aid of evil spirits; black magic.
Enchantment is the state of being under a spell.
a magic charm, talisman, or spelI.
Mojo aseries of words said as a magic spell or charm.
Incantation
Hex a magic spell; a curse; Cast a spell on.

Recollect Educational Apostolate in the Philippines (REAP)

 Cthon supernatural
is
accompishment by invocation or spell
the expression of a wish that misfortune, evil, or doom may befal! a person
The curse
or group.
Denunciation isa pubic Condemnotion of someone or someining
or domination by evil.
Deliveance S1O resCue from captivity, hardship,
Exorcism is a ceremony that drives out evil spirits.
no one knew where she went or what
1. The Practice of Religion: Belief in she did. The harang, which was done by
the Supernatural Being and Powers a priestess, offered the blood of a white,
female, young chicken. The dress worn by o
neighbor was soaked in the chicken bloo
Religion is a sacred engagement with a so disappearances would eventually stop.
supernatural being who,as we believe, has the vividly remember that all of us had fo go fo the
powers to govern life. This engagement plays a beachfront at 11 o'clock in the evening so the
part in the human culture; its sets of practices harang. prayers, and offering could be done
are expressions of one's belief systems and at exactly 12midnight.
Convictions. A man who is tired of finding
reasons for every phenomenon that happened
to him when his psychological nature could In Mindoanao, harang is done in the
not possibly fathom all circumstances one is in cornfields. After the natives harvest the first
for some time - it is believed that the spiritual "anagon", or almost matured corn, it is cooked,
nature will lead him to the right path. roasted, or boiled for a meal. Then, the harvest
of the first "anagon" is offered to the deities of
thefarm and land througha priestess' prayer.
2. Rituals and Ceremonies: The
Harang rituals are divided into three
Function of Rituals, Religion, Magic
parts; pagtawag (invitation), pangamuyo
(pleadings/prayers), and bayad (offering).
Though some starts with tuob, or fumigation
Ritual is acommon term infhe Philippine and the partaking of foods by the attendanis
Communities. One common ritual in the of the rituals.
Kabisayaan region is the harang, which is very
popular both in the isayas and Mindanao
regions. According to the book of Zayas in 1996
"Binisaya Nga Kinabuhi'", the harang ritual,
performed by a "mereko" whois an officiating
priest or priestess in the Bantayan Island setting,
that
Casts prayers and spells to the sea deity so
the fish catches of the local people will be
abundant.
WhenI was 9 years old in 1979, |
personally experienceda harang event in my
locality. The harang was done to prevent the
recurrent disappearance of our 8-year-old
believed that she
girl neighbor. Then, it was "Encantado",
enchanted adeity, or an with
her charm. Sometimes, she wasthe seen over a
of sea, which
huge lone stone in the middle Sometimes, she
Was impossible for her to go to.more weeks and
also disappeared for two or

|Understanding The Self

 Surondon are obligatory rites and calings will be: extra mile service, a gift of soCial
that are followed by the Antiquehanon of the
Visayas region. Surondon, which comes from interaction andI understanding for others, the
the Word
sunodthat
means cleaner's mission 101.
by people from the past "obey",
is
up to the followed
present,
anditis continually be done by passing it on to In my lifetimelhad been to three different
the younger generations. These societal rituals organizations, with the same position, apart
frommyfirst iob andinstitutionlfirst worked with.
were proven effectual and beneficent. Hence, All three different of human resOurces
disobedience offentimes meant recieving | worked with-yet groups
still with the three the Same
suDernatural sanctions sUch as an illness. In concerns I hurdled, the same gist of people s
the surondon rites, the living communicates characteristics I delt with but with differenf
ith their ancestors about farnming, health, names, behavior intensity and thafI was dole
ond domestic Concerns. During the rites, the to discharge the same role as I had been with
ancestors are remembered and shown love the oreceding two institutions I worked with
and respect (Magos, 1992). before. Then again, the meaniíng Iwas able to
fathom
On the other hand, religion is abelief extra mileof my life existence is in the context of
faith, creed, and conviction. It is mostly momentumservice, the precursor of workplace
as well as the cleaners' mission
embodied by rituals and practices under impossible 101.
which its manifestations and executions are
evidence of one's religiosity. Some examples In Viktor Frankl's search for meaning, he
of religion in some parts of Asia are Christian, gave three ways of
Islam, Shintoism, BUddhism, and Hari Krishna. discovering the meaning
in life. First, in suffering. we must creatively
transform the situation that causes US to
Magic is offen confused with sorcery suffer. The decision lies with US not to
or tricks. Magic is the power that apparently become
influences the cOurse of events through the berated
but
by the unfortunate situation we are in
become blessed with the opportunity that
intercession and aid of supernatural forces.
An example of this is when a child, who just was given for Us to change, do better, and
had bruises, is asked to pray and the pain transcend such situation.
goes away after praying. This is an example of Second, as a human being, we are
magic.
vulnerable to the weaknesses of the human
factor and that although we are guilty of the
wrongs we have done, we should not allow
3. Finding and creating meaning: OUrselves to wallow in self-pity. Instead, we
three ways of discovering the should be responsible enough to conquer
meaning in Life SUch guilt feelings by ascending over such
transgression, growing beyond ourselves, and
Life's biggest question is, "Do you by changing ourselves. By all means, nobody
isS held responsible for whatever has happened
know your life's mission statement?" Do you
know why you are here? Have you found to us.
Ine joy in your life? Has your life brought joy
IO Theirs These, and many more, are the Third, regarding life and death. It is in
Tecuring guestions one asks to find the joy the premise that "for at any time each of the
und meaning of existence. If you asked me, moment will never recur and that we have the
NOuld say that in the almost 48 years of my challenge to make the best possible use of
e. it seemsthat Ihad alreadyfathomed the each moment of our lives," the opportunities
neaning of my life and my mission statement to act properly and the potentialities to fulfl a
On earth and in the lives of others. All these meaning, in doing so, everything can be stored
dawned on me when| recollected the and treasured. Finding meaning in the life we
periences I went through. And if I would live one dayat a time.
Conduct a thematic: analysis of my personal
experience narratives, the recurring theme

Recollect Educational Apostolate in the Philippines (REAP)

 | Key Terms

Religion From the Augustinian Recollect's

Code
Constitution and Additional
rituals

ceremonies
101 When it so demands, the order of precedence
magic among the brothers is as follows: the Prior General, or
whoever is standing in for him, thrOughout the whole
meaning of life Order; the Prior Provincial, or the one who represents
him, thoUghouth the province: the Vicars Provincial
existentialism and Provincial Delegates, within their prespective
ferritories. The General Visitorm the Provincial Visitor,
life mission and the Visitor of the vicariate or delegation are to
enjoy the same order of precedence delegation
when the visit is not personally caried out by the
Prior General or the Prior Provincial himself. In each
house, the precedence is: the local prior, the vice
prior and in their absence, local coUncillors. The
remaining brothers then follow, observing among
themeselves the order of simple profession.
Chapter 4 (Particular Observances)

Synthesis]

If a man is exhausted of finding reasons for every phenomenon that has happened to him
and his psychological nature cannot fathom the circumstances he is in, it is believed that
the spiritual nature will lead him to the right path.
Religion is a sacred engagement with a supernatural being who we believe has the powers
fo govern life.
Rituals in the Kabisayaan Philippine communities is the harang.which is very popular both
"meriko", oran
in the Visayas and in Mindanao. It is performed by afor fhe sea deity so officiating priest or
priestess, in Bantayan Island through prayers and spells that fish catches
disappearance caused by an
Will be abundant or to prevent the recurrence of illnesses or natives would harvest the first
engkantado. In Mindanao, harang in the ornfield is when the
"anagon",or almost matured corn, and cook, roast, or boil it for a meal, the offer the first
farm.
harvested "anagon" to the deities at the midst of the
Harang rituals are divided into three parts: pagtawag (invitation), pangamuyo (pleadings/
partaking of
prayers) and bayad (offering). Some of it starts with tuob or fumigation and the
Toods by the attendants of the rituals.
Surondon is followed by the Antiquehanon in the Visayas region, which comes fromn the
root word sunod that means "obey". Disobedience is offentimes followed by supernaturol
OCCasion where the living communicates
Sanctions such as an illness. Surondon rites is andomestic concerns.,
With their ancestors about farming, health, and
meaning in life.
YIkTor Frankl'sthree ways of discovering the

Recollect Educational Apostolate in the Philippines (REAP)|

FStn suffering. we must creatively transform the situation that causes Us to suffer. The
decisionlies with us to not become berated by the unfortunate situation we are in, but
becOme blessed with the opportunity that was given for Us to change, do befter, and
transcend such situation.
second, as a human being, we are vulnerable to the weaknesses. Thus, we shall not allow
OUrselves to wallow in self-pity, instead we are responsible to conquer such guilt feelings by
ascending over such transgression, growing beyond ourselves, and by changing ourselves
because nobody is held responsible for whatever happened to US.
Tnira, Concerns life and death. Each moment never recurs, and we have the challenge to
make the best possible use of each moment of our lives, the opportunities to act properly.
and the potentialities to fulfill a meaning, living life one day ata fime.

|Understanding The Self