UNIT 2: MATERIAL SELF: TO BUY OR NOT TO BUY?

We are living in a world of sale and shopping spree. We are given a wide array of
products to purchase from a simple set of spoon and fork to owning a restaurant.
Almost everywhere, including the digital space, we can find promotions of product
purchase. Product advertisements are suggestive of making us feel better or look
good. Part of us wants to have that product. What makes us want to have those
products are connected with who we are. What we have and already possess is
related to our self.

Belk stated that “we regard our possessions as part of our selves. What we have
and what we possess.” There is a direct link b/w self-identity with what we have and
possess.

At the end of this unit, you will be able to:

1. Explain the association of self and possessions;

2. Identify the role of consumer culture to self and identity; and
3. Appraise one’s self based on the description of material self.

LESSON PROPER
Material self

A Harvard psychology in the late nineteenth century, William James, wrote in the
book, the principles of psychology in 1890 that understanding the self can be examined
through its different components namely: 1] its constituents; 2] the feelings and
emotions they aroused self-feelings; 3] the actions for which they prompt the seeking
and self-preservation. The constituents of self are composed of material self, the social
self, the spiritual self, and the pure ego.
 The material self, according to William James primarily is about: our bodies;
clothes; immediate family; home.

HOME

Immediate Family

Clothes

Body

MATERIAL SELF:

1. Body is the innermost part of material self. You are directly attached to this
commodity that you cannot live without. You strive hard to make sure that this body
functions well and good. Example is Mariah Carey, she was reported to have placed a
huge amount for the insurance of his vocal cords and legs.

2. Clothes is next to the body that was being influenced by the “the philosophy of
dress” by Herman Lotze. William James believed that an essential part of the material
self is clothing. Lotze stipulated in his book that any time you bring an abject into the
surface of your body, you invest that object into any consciousness of your personal
existence taking in its contours to be your own, and making it part of the self.

3. Immediate Family is the third in the hierarchy. Your parents and siblings hold
another great important part of yourself. What they do or became affects you. When an
immediate family member dies, part of you dies, too. When their lives are in success,
you feel their victories as if you are the one holding the bacon. In their failures, you are
put to chance or guilt. When they are disadvantage situation, there is an urgent urge to
help like a voluntary instinct of saving one’s self from danger.

4. Home is the fourth component of material self. Home is where your heart is. It
is the earliest nest of your selfhood. Your experience inside the home were recorded
and marked on particular parts and things in your home. There was an old cliché about
rooms: “if only walls can speak”. The home thus is an extension of self, because in it,
you can directly connect yourself.
We are what we have

Russel Belk (1988) posits that “… we regard our possessions as part of our
selves. We are what we have and what we possess.” The identification of the self to
things stared in our infancy stage when we make a distinction among self and
environment and others who may desire our possessions.

The possessions that we dearly have tell something about who we are, our self-
concept, our past, and even our future.

ACTIVITY 1

1. Create a collage of your treasured possessions including your current clothing

style. You may use symbols or pictures of your treasured possessions. Put a
short note why you treasure each item.
UNIT 3: SPIRITUAL SELF: BELIEVE IT OR NOT!

Spiritual self is one of the four (4) 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 – 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 our unconquerable will is purer than all
other sentiments of satisfaction.

At the end of this unit, you will be able to:

1. Identify various religious practices and beliefs;

2. Understand the self in relation with religious beliefs; and
3. Explain ways of finding the meaning of life.

LESSON PROPER
Religion

Rebecca Stein (Stein 2011) works on the definition of religion "as a set of 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) The presence of 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 to influence or control
events
5) The articulation of worldview and moral codes through narratives and other
means
6) 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 may be
influenced by the society and its culture.

Ritual

It 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
There are different religious with different beliefs and practices. Some of the
major world religions are Buddhism, Christianity, Hinduism, Islam, and Judaism. Excerpt
of some religious beliefs and practices are found in the University of London's Religion
and Belief Guide 2017.

Core beliefs

Buddhism believes that life is not a bed of roses. Instead, there are suffering,
pain, and frustrations. When people suffer, they want to experience the goodness of life
and avoid disappointments. It becomes a habit known as the reactive cycle of wanting
and hating, like and dislike, band craving and aversion. This reactive cycle can be
broken through the practice of mediation, acquiring more wisdom and deeper
understanding, and acceptance of things as they are.

Customs and Practices

There are two types of meditation practices: samatha and vipassana. The
Samatha is practiced as mindfulness of breathing and development of loving kindness
(Metta Bhavana). Vipassana practices aim developing insight into reality. Acquiring
wisdom is by studying Buddha's teaching, the Dharma. Through the reflection of
Dharma, Buddhist can achieve a deeper understanding of life. Buddhists 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

Core beliefs

Christians believe in Trinitarian God. One God in three personas: God the Father
(Creator), God the Son( Savior),and God the Holy Spirit Sustainer). Eternal after death
will be achieved through faith in Jesus Christ. Jesus Christ is, God the Son, who came
into flesh, to spread the good news of salvation. He died on the cross for the sins of the
humanity but resurrected from the death, so that anyone who believes in him will be
saved in have eternal life. The holy bible is a selection of books, which is divided in to
two, the Old Testament and New Testament.

Customs and Practices

Sacrament of Baptism and Sacrament of Communion are practiced by Christian

churches. The sacrament of Baptism symbolizes the birth in Christian world, while the
sacrament of communion is an act of remembrance of Jesus Christ 's sacrificial love.
Jesus Christ teaching in unconditional love that is expressed in loving the poor,
oppressed, and outcast of the society

Christmas and Resurrection (Easter) are the two major celebrations in

Christianity. Christmas, usually on December 25, commemorates the birth 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

Core beliefs

Hinduism covers a wide range of traditional beliefs and religious groups; thus,
there is no single founder or leader. Hindus believe that existence is a cycle of birth,
death and rebirth, governed by Karma. Karma is a concept where the reincarnated life
will depend on how the past life was spent. Hindus believe that the soul passes through
a cycle of successive lives and it's next in carnation 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.

Custom and practices

Diwali and Navrati are the most celebrated festivals of the Hindus. Diwali is the
festival of lights while Navrati is the festival of nine nights, which celebrate the triumph
of good over evil. Hindus have set dates to honor particular manifestations of God.
Islam
Core beliefs

Muslims believe in Allah, who is their "One God" They believe in the unity and
universality of God. Muslims also have a strong sense of community or "ummah" and an
awareness of their solidarity with all Muslims worldwide. Islam means "willing
submission to God ".

Muslims believe that Mohammed is the last and final prophet sent by God.
Mohammed was born in Mecca in 570 CE and received revelations from God through
the Angel Gabriel over a period of 23 years. The Holy Bible of Islam is called the Quran,
which was taught to be recited in Arabic because any translation is seen as inadequate.

Customs and practices

Muslims believe in the five pillars of Islam, which are the foundation of Muslim
life:

1) Shahadah - statement of faith: "There is no God but the one true God and
Mohammed is his messenger".
2) Salat - the prayer that is practiced five times a day.
3) Zakat - the monetary offering for the benefit of the poor. It comprises the 2.5% of
a Muslim's assets.
4) Haji – the yearly pilgrimage to Mecca. Muslims who can afford are asked to do
the pilgrimage at last once in their lifetime.
5) Sawm – the fasting. Muslims do fasting from food, drink, and sexual act during
the celebration of Ramadan s 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. The first one refers
to the celebration at the end of Ramadan, while Eidul-Adha is the celebration within the
completion of the Pilgrimage, the Haji.
Judaism

Core beliefs
The Jews believe in the God of Abraham ,the same God that liberated the
Hebrew slaves from Egypt to Canaan, the promised land through the leadership of
Moses and later, Joshua.

The Jews believe in the coming of Messiah, the Savior. The sacred scripture of
the Jews is called the Torah or the Law. The Torah is the guide of the Jewish living. The
study and interpretation of Torah is part of the Jewish culture.

Customs and Practices: There are five major festivals observed by the Jews:

1. Rosh Hashanah - the New Year

2. Yom Kippur - the Day of Atonement

3. Pesach - Passover

4. Shavuot - Pentecost

5. Sukkot - Tabernacles. The Jewish Sabbath begins on Friday evening at sunset and
is an important time when families gather for the Shabbat meal.

Finding and Creating Meaning of Life

Another extensive study of self can be found in the works of Dr. Viktor E. Frankl.
[The following are the excerpts from the website:
http://www.victorfranklinstitute.org/About_Viktor_Frankl.html

He was born on March 26, 1905 in Vienna, Austria, where famous psychiatrists
Sigmund Freud and Alfred Adler lived. He graduated with medical degree from the
University of Vienna in 1930. He was assigned in Vienna Hospital suicide ward and
headed thee Rothschild Hospital.

A survivor of the holocaust, he 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. He died in 1997.
Logotherapy
It is a psychotherapy introduced by V. Frankl, who is considered the father of
logotherapy. The main belief of logotherapy is that “man’s primary motivational force is
search for meaning.” Logotherapy 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 deed,

experiencing something or encountering someone and the attitude toward unavoidable
suffering. According to V. Frankl institute of logotherapy, it uses the philosophy of
optimism in the face of tragedy, where people are capable of turning suffering into
human achievement and accomplishment deriving from guilt the opportunity to change
oneself for the better; and deriving from life’s transitoriness an incentive to take
responsible action.

Basic concept of Franklian Psychology

There are three basic concepts using Franklian Psychology:

1) Life has meaning under all circumstances.

2) Main motivation for living is our will to find meaning in life.
3) Freedom to find meaning.

Furthermore, his psychology 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.

Logotherapy assumptions (that cannot be proven w/

certainty) These include the following:

1. The human being is an entity consisting of body [soma], mind [psyche], and spirit
[noos]. i.e. according to him, the body and mind are what we have and the spirit is what
we are.

2. Life has meaning under all circumstances, even the most miserable. I.e. it’s hard to
grasp but it is something everyone experiences and it represents an order in a world w/
laws that go beyond human laws.
3. People have a will to meaning. When we see meaning, we are ready for any type of
suffering. This is considered to be different than our will to achieve power and pleasure.

4. People have freedom under all circumstances to activate the will to find meaning.
This deals with change of attitudes about unavoidable fate.

5. Life has a demand quality to w/c people must respond if decisions are to be
meaningful. The meaning of the moment is more practical in daily living than ultimate
meaning. Unlike ultimate meaning this meaning can be found and fulfilled.

6. The individual is unique. This enhanced by the realization that we are irreplaceable.

In essence, all human are unique w/ an entity of body, mind, and spirit. We all go
through unique situations and are constantly looking to find meaning.

Frankl’s Sources of Meaning

There are three possible sources of meaning of life: 1] purposeful work –

meaning of life is unique to every individual; 2] courage in the face of difficulty – a
meaningful life is a life with suffering. Suffering is part of life; and 3] love – is the only
way to grasp another human being in the innermost core of his personality. The ultimate
factor to find meaning of life is love.

Costello captured V. 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
meaning of life is love.
ACTIVITY 1

Reflection paper: Reflect on V. Frankl’s sources of the meaning of life.

Make a documentary report about Filipino rituals and commentaries covering the
municipality

UNIT 4: MORAL SELF: LIVING WITH PURPOSE

 This lesson primarily defined moral and morality as having to do with right and
wrong in the context of societal norms and expectations. The lesson went on to say that
one’s level of morality is tested especially when one is placed in a dilemma in w/c s/he
has to make a decision on what best course of action to take while taking into account
that his/her decision does not disturb, offend or hurt other people.

It will be pointed out that the process of moral development is in sync w/

intellectual development. It implies that moral development has cognitive or intellectual
foundations. As one goes through each stage of moral development [Kohlberg], s/he
also experiences the corresponding stage of intellectual development [Piaget].

The importance of teaching the children the ability and skill to determine what is
right or wrong was likewise emphasized. Parenting styles are considered a significant
factor in developing moral reasoning. The four styles or parenting were also described
in this lesson.

At the end of this unit, you will be able to:

1. Explain the basic concepts related to morality and moral self

2. Identify behaviors characteristic of the different stages of moral development
3. Relate the development of personal values to the development of a philosophy
of life
4. State the different influences or factors related to moral self
5. Evaluate practices that lead to the development of desirable moral values and
6. Apply concepts on morality in particular situations to develop a philosophy of life.
LESSON PROPER

Every day, people are confronted with various dilemmas. Solving them requires
one to decide on what kind of action or response to make. In some instances, it is easy
for one to respond to a difficult situation, while in some cases, choosing the best
response is difficult.

A dilemma is a problematic/complex situation in which a difficult choice must be

made. The kind of responses taken or made when one is in a quandary/ predicament
serves as a good test of a person’s level of moral development.

Moral is related to a sense or standard that determines what is right and what is
wrong. It distinguishes correct/ right/ good from incorrect/ wrong/ evil from inappropriate.
Morality refers to system of beliefs and values that ensures that individuals will keep
their obligations to others in the society and behaves in ways that do not interfere with
the right and interests others.

Decision-making is understandably difficult, the degree of w/c depending on the

situation. An individual who has a good sense of what is right and wrong will be an
honest and upright member of the community possessing a better moral self.

Moral reasoning

It refers to the judgment people make about what courses of action are correct or
incorrect in particular situations. Reasoning is a cognitive skill, but influences moral
development

Lawrence Kohlberg came up with the Theory of Moral Development by studying

the concept of moral reasoning. This theory is shaped by and tied up to Piaget’s Stages
of Intellectual Development. Piaget asserts that intellectual development proceeds in
stages or levels. The 1st is the sensorimotor stage in w/c the child learns and develops
knowledge about his/her environment by relating sensory experiences to motor action.
2nd is the preoperational stage in w/c the child learns to use symbols like words or
mental images to solve simple problems. 3rd is the concrete operations stage in w/c the
child develops the ability to perform a number of logical operations on concrete objects
that are present. And lastly, formal operations stage in w/c the individual acquires the
ability to solve abstract problems in a logical manner.

This progression is related to the development of moral reasoning. Thus the

evolution of one’s sense of right and wrong in making decisions depends on his/her
level of intellectual development. This connection implies that advanced levels of
intellectual development are associated with higher stages of moral development. With
this situation, a child cannot exhibit advanced level of moral development if s/he is still
at an early stage of intellectual development.

Early in life, at the lowest level of development, self-preservation and self-interest

are the main reasons for one’s actions and decisions. From there, moral development
proceeds to the next level guided by a more social or other oriented motivation, like
avoidance of criticism or censure from others, or simply for reasons of gaining social
acceptance. At this level, the child conforms w/ then gradually starts to conform with the
laws of society. The highest level of moral development goes much beyond the self and
social reasons. At this point, decision making considers social justice and the good of
the society at large. Moral reasoning tries to strike a balance b/w individual rights and
laws of society.

At times, you might be placed in a dilemma w/c requires you to make a decision.
You 1st have to harness your intellectual capacity and reasoning ability in choosing
what “best” decision to take.

When you are at the crossroads of making a decision, always go back to your
goals and your philosophy of life as your guide.

Parenting styles and practices

The physiological or biological basis of moral and intellectual development has

been discussed earlier. One other factor w/c affect the individual’s development is
environmental influence. This is the external forces outside of the individual person.
Parenting styles
It is known as the parent’s strategies. According to Diana Baumrind, there are
three parenting styles, namely authoritarian [parents attempt to shape, control and
evaluate the behaviors and attitudes of their children in accordance w/ an absolute or
respected authorities, thus, obedience becomes a virtue]; authoritative [parents direct
their children’s activities in a rational and intelligent way. They are supportive, loving and
committed; support a give-and-take relationship; discuss their rules and policies w/
children and encourage children to present their viewpoints] and permissive [parents
are less controlling and behave with an accepting and non-punishing attitude towards
their children’s desires, actions and impulses.]

The fourth style was introduced by Maccoby and Martin in 1983. They coined the
term uninvolved or neglectful [parents who take on a hands-off stand in the affairs of
their children.]

However, most parents combine different styles in child –rearing.

Effects of Parenting Styles

Parenting styles influence the development of children’s personality.

1. Authoritarian parents are demanding and their children have less behavioral
problems w/c are easily prevented. However, studies show that children reared under
autocratic parents tends to become withdrawn, fearful, and dependent. Children may
suffer from low self-esteem.

2. Authoritative parents have children who are independent, reliable, rational, and
confident. These children generally feel good about themselves.

3. Permissive parents rarely impose rules and are non-punishing. Thus, they tend
to have children who do not put structure and order in things that they do. For these
children, anything goes.

4. Uninvolved parents are detached and indifferent to the needs of their children. As
such, children grow up feeling unloved and cannot follow instructions. Some fall prey or
sort to substance abuse as a form of distraction or a way to get attention.
 It must be noted that the kinds of parenting styles represent the dominant practices applied
by parents in dealing with their children. it is important that when children misbehave, they are
made to realized the consequences of their behavior. On the other hand, if they behave well, the
corresponding reward or motivation should be given.

ACTIVITY 1
Write your philosophy of life in your journal notebook by considering the following points and share
your output in the class:

a. Goal in life

b. What you expect to happen in your life in about 10 years

c. What ways, mechanisms, or strategies you should do to achieve your goal