BONTOC

UNDERSTANDING THE SELF

UNIT 1: THE SELF FROM VARIOUS PERSPECTIVES

CHAPTER I: THE PHILOSOPHICAL SELF

The Self According to Philosophers
Self from the point of view of:
A. Socrates - Socrates believed that the Self exists in 2 parts.
1. Physical (body) – tangible and mortal aspect of us that can be/is constantly changing.
2. Soul – He believed to be immortal
- When we are alive our body and soul are attached therefore making both ‘Self’ present in the
Physical Realm
- When we die, our body stays in the Physical Realm while our Souls travels to the Ideal Realm,
thus making our Soul Immortal.
2 REALMS (DICHOTOMOUS REALMS)
- Physical Realm – changeable, transient and imperfect. The body belongs to this realm
- Ideal Realm – Unchanging, eternal and immortal, the soul belongs to this realm.
Our true self is not to be identified with what we own, with our social status, with our reputation or
even with our body. Instead Socrates said Our TRUE self is our Soul.
According to Socrates, the highest form of human excellence is to question oneself and others
(Maxwell, 2013). That’s why he said “know thyself”. He believes that "An unexamined life is not worth
living" (Vlastos & Graham, 1971). Essentially, the worst thing that can happen to anyone is to "live but
die inside" (Alata, et. Al 2018).
B. Plato - (428-348 B.C.)
For Plato, the self is an "immortal soul in a mortal perishable body." The soul has a tripartite nature. This
tripartite nature consists of a) a soul or an immortal rational part which existed before it became part
of the body, b) a courageous or "spirited part and c) an appetitive part. These courageous and
spirited parts of the soul are mortal and they perish when we die. What survives after we die is our
soul, the rational part of our self (Corpuz, et al, 2019).
In Book IV of Plato's Republic, the soul is the "giver of life to the body, the permanent, changeless and
divine element as opposed to the changing, transitory and perishable body." This makes the self "a
soul using the body. The body is Just a shell of the soul. For Plato, our life is a "continuous ascent
towards the world of ideas." Our life's journey is a continuous striving to free our soul from its
imprisonment in the body.
C. Aristotle (384-322 B.C.)
For Aristotle, the self is composed of body and soul, mind and matter, sense and intellect, passion
and reason. Reason is supreme in a human person and so should govern all of life's activities. When
the senses, the lower nature of a human person, dominate a human person's life, he/she tends to live
a chaotic life. When reason rules over the senses, mind over matter, the human person tends to live a
happy life. Aristotle put emphasis on reason; however, unlike Socrates and Plato, he does not neglect
the development of a human person's physical, economic and social powers. For Aristotle, human
happiness comes from the harmonious development of the whole self. Furthermore, for Aristotle,
perfection and happiness come from wisdom and virtue. Wisdom is true knowledge and virtue is
doing what is best for you that which leads you to the attainment of your own perfection and
happiness Aristotle, likewise, taught the theory of the Golden Mean. The Golden Mean means
 BONTOC
moderation; avoid the extremes, avoid too much and too little. Living a life of moderation is doing
things in consonance with reason.
D. ST. AUGUSTINE (354-430 A.D.)
St. Augustine combined Greek philosophy, and truths contained in the Scriptures. The self is made up
of a body and a soul, "a soul in possession of a body' which does not constitute two persons but one
man." Unlike the ancient Greek philosophers, St. Augustine's concept of self is in the context of his
relation to God. Every human person is created into the image and likeness of God. Every human
person is made for God. It is only upon his/her recognition of God's love and his/her response to the
invitation to love that he/she finds inner peace. Plato's and Aristotle's concepts of the absolute and
immutable good and the "summum bonum were their imperfect perceptions of God who was seen
by St Augustine, with the aid of Divine Revelation, as the living personal God. Happiness is the end-all
and the be-all of human living and this happiness can be found in God alone. At his conversion, St.
Augustıne remarked "You have made our hearts for Thee, O God and so they will find rest only in
Thee. Like Aristotle, St. Augustine also taught virtue. According to St. Augustine, virtue is "the order of
love." To love God means necessarily to love one's fellowmen. Never to do any harm to another as
you would not want others do unto you, 1his is Aristotle's Golden Mean. Speaking from his very own
personal experience, St. Augustine taught against hedonism. He stressed that man craves for
something perfect, immutable and enduring. Possession of the goods of this world such as health,
beauty, power, honor, fame can never give to a human person what he/she is truly looking for, as
these goods are finite, unstable and ephemeral.
E. ST. THOMAS AQUINAS (1225-1274)
Like Aristotle, Aquinas proclaimed the supremacy of reason in a human person. A human person can
know the truth with certainty by the use of his reason. However, he stressed that there are some truths
which cannot be known by human reason alone and which can be perceived only with the aid of
the light of divine revelation. Yet these two truths-those known through reason and those from Divine
Revelation can never contradict each other because they emanate from the same source, God,
who is TRUTH Itself. Like Aristotle, Aquinas taught that man's longing for happiness on earth comes with
the full development of man's powers, Bur Aquinas pointed to a higher form of human perfection
beyond this life because of the immortality of the human soul - found in God alone. In this sense, St.
Thomas Aquinas was like St. Augustine who taught about the human soul that is restless and
imperfect until it rests in God.
F. DESCARTES (1596-1650)
The self is an immaterial mind and a material body. With his ties to dualism, Descartes believed that
the mind is the seat of consciousness. The body (which includes the human senses) is unreliable
hence, should not be trusted. One can have ideas prior (a priori) to experience. This secondary
position of the body to the mind or to the soul is a unifying thread among Descartes, Plato, Aristotle,
Augustine and Thomas Aquinas. Descartes is known for his "I think, therefore, I am." The rationality and
activity of the mind are at the center of man's being. To instill virtue and to give primacy to the mind,
G. JOHN LOCKE (1631-1704)
In his Essay Concerning Human Understanding, John Locke explained hat at birth the (human) mind is
a tabula rasa which means blank slate." The mind is empty at birth. It is without rules for processing
data and that data is [sic] blank. According to Locke, impressions during infancy have very important
and lasting consequences. He argued that the associations of ideas that individuals make when
young are more important than those made later because they are the foundation of the self.
 BONTOC
While impressions during infancy serve as the foundation of the development of the self, this does not
mean that individuals can no longer unmake the negative effect of not-so-good earlier experiences.
Locke emphasized the "freedom of individuals to author their own soul." Individuals are free to define
the content of their character except for their basic identity as a member of the human species. A
human person cannot change the fact that he has twenty three (23) pairs chromosomes for that is
his/her nature but can develop or change his/her character.
Like St. Augustine and St. Thomas, Locke believes that "God created man and we are, [sic in effect,
God's property. The chief end set by our creator for us as a species and as individuals is survival.
Locke further explains “...being furnished with like faculties, sharing all in one community of nature,
there cannot be supposed any subordination among us, that may authorize us to destroy one
another, as if we were made for one another's uses, as the inferior ranks of creatures are for ours.
(Treatises. II,2,6). With survival as the end, every human person has the right to life, liberty, health and
property.
H. IMMANUEL KANT (1724-1804)
According to Kant, a human person has an inner and an outer self which, together, form his/her
consciousness. The inner self consists of his/her of psychological state and rational intellect. The outer
self is a human person's senses and the physical world. Like St. Augustine, Kant sees the self as prone
to corruption. Life is a constant struggle between beauty and pleasure, between the inner self and
the outer self. Kant lived during the Enlightenment period characterized by growing secularism and
the weakened effect of religion. Kant replaced religion with reason. If Descartes is known for his "I
think, therefore, I am", Kant is known for his supreme principle of morality, the Kantian Categorical
imperative, "Act only according to that maxim by which you can at the same time will that it should
become a natural law."
I. MAURICE MERLEAU PONTY (1908-1961)
Unlike Plato and other philosophers who look at the body as a mere tool in the service of the mind or
spirit, the self, according to Maurice Merleau-Ponty, is an inextricable union between mind and body.
For Merleau-Ponty, there is no experience that is not an embodied experience. Corpuz, et al (2019)
asserts that "Everything that we experience in this world - experiences of joy, sadness, love, remorse -
happens with our bodies. There is never a moment in which we are separated from our bodies as if it
is a clothing that we can shed oft." Corpuz, et al (2019) continue: Our bodies open our existence to
the world... We grow and move about in the world in such a way that our bodies learn to be in
harmony with it. Merleau-Ponty refers to this oneness or harmony between the body and the world as
our being-in the-world. The hyphenation of the phrase indicates an inextricable relation. Our being is
always an existence that is in the world.
With Merleau-Ponty, it is clear that "the mind and the body are so intertwined that we cannot even
distinguish where the work of the mind ends and where the work of the body begins. Bodily
Knowledge shows that the body is also intelligent. Conversely, the mind is not pure spirit, detached
from the material world through its cognitive activity. The mind always thinks in an embodied way.
(Corpuz, et al, 2019).
J. GILBERT RYLE (1900-1976)
Unlike the dualism of Descartes but like Merleau-Ponty, Ryle believes that "the workings of the mind
are not distinct from the actions of the body but are one and the same. The mind is a set of
capacities and abilities belonging to the body. The mind is a mysterious entity that controls the
mechanical workings of the body. The mind should not be viewed as an additional mysterious thing
 BONTOC
that is subjected to observation or to mechanical laws. Rather, the mind should be seen as the form
or organizing principle of the body. Another teaching of Ryle that relates to understanding and
developing yourself is the distinction among knowing how (technical ability), knowing that (facts and
propositions), and knowing what. (acquaintance with things and persons). Ryle asserts that knowing
that (some fact) is empty intellectualism without knowing how to make use of the fact. Effective
possession of a piece of knowledge (museum possession of knowledge) involves knowing how to use
that knowledge, when required, for the solution of other theoretical or practical problems
(workshop-possession of knowledge).
K. PAUL CHURCHLAND (1942-)
Churchland adheres to materialism, the belief that nothing except matter exists. If a thing can't be
recognized by the senses then it is not real. Churchland asserts that since the mind can't be
experienced by our senses, then the mind doesn’t really exist. It is the physical brain and not the mind
that gives us our sense of self. Churchland defends his eliminative materialism. "First, why should we
believe in a mind when science is proving that mental health is connected to the physical brain? For
instance, depression is strongly linked to brain chemicals gone wrong. Yes, some people still say things
like, ‘She's lost her mind. However, neuroscience says, 'No, it's a physical problem and we aim to fix it!
For Churchland, decision-making and moral behaviors are biological phenomena. Human behavior
must be explained rather by a mature cognitive neuroscience. Human behavior must be explained
materially in terms of "recurrent neural network. Thus, Churchland speaks of a neuro-conscience.

CHAPTER II: The Self from a Sociological Perspective

SOCIALIZATION is the whole and lifetime process by which people learns the values, attitudes and
behaviors that are appropriate and expected by their culture and community. It is the process of
internalizing the norms of society which influence one's beliefs, actions and behavior. The process of
socialization helps shape a person's image. According to both Cooley and Mead, the concept of self
is developed through a socialızation process.

A. GEORGE HERBERT MEAD (1863-1931)

He claims that the self is not there at birth. This means that the self is not based on inherited traits and
other biological factors. Rather, the Self is developed over time from social experiences and
activities. The biological self is not the self. Meads explains the self is something which has a
development; it is not initially there, at birth, but arises in the process of social experience and
activity, that is, develops in the given individual as a result of his relations to the process as a whole
and to other individuals within that process. Our concept of self emerges from social interactions such
as observing and interacting with other’s opinions about the self and it is developed with social
experience, Other people play a significant role 1n how we view Ourselves, Mead explains, however,
that the influence is restricted only to a "significant others" and at certain periods. The significant
others are people who play important roles in the lite of a person such as parents, teachers, friends.
Mead Further explains that the influence of the "significant others takes place only at certain periods
in our life. For instance, younger children do not really care about what other people think of them.
They are focused in their own world. But as children grow up and get more socialized, their beliefs
about how other people perceive them become important. They gain a new understanding of
society, the "generalized other”. They act based on personal beliefs but also on what society expects
 BONTOC
of them. Mead (1967) talks about our personality as the “I” and the "me”. The "I” is the natural,
existential aspect of the self. The “me" is the socialized "me or the cultured self.
B. CHARLES COOLEY (1864-1929)
He explains how we develop our sense of self or self-image by his looking-glass self-theory.
Based on this theory, we learn to view ourselves as we think others view us. This is Cooley's looking-
glass self. According to Cooley, there are three steps in the formation of the looking glass self:
1. We imagine how we appear to others.
2. We imagine how others judge our appearance
3. We develop feelings about and responses to these judgments. (Brinker hoof, D. & White, L. K, 1989).
We are influenced by our own imaginations or perceptions or opinions on how others see us. This
means that we are actively engaged in defining our self-image or self-concept using our past
experiences to aid us in interpreting others responses.
CHAPTER III: The Self from an Anthropological Perspective
Anthropology employs a holistic approach to the study of the self. Quinn refers to the self as the
"totality of what an organism is physically, biologically, psychologically, socially and culturally." Ewing
(1990) likewise says, "self" encompasses the physical organism, all aspects of psychological
functioning and social attributes. Quinn likewise refers to the self as the "totality of what an organism is
physically, biologically, psychologically, socially and culturally. Anthropology employs a holistic
approach to the study of the self by integrating various models into a broader framework by
considering what each model brings and by showing the interactions among them. The physical
characteristics of people affect their culture, their way of life. For instance, because they have two
legs and two feet they walk upright. They don't crawl nor move like the quadrupeds (four-legged
animals). Their locomotion is not crawling like the snake but of walking upright on two feet. On the
other hand, people's culture affects the physical characteristics of people. Think of the tattoo that
the Kalingas of the Cordillera Administrative Region have even before this has become widespread
among the present generation who have tattoos on their legs and arms and in other parts of the
body for varied cultural reasons.
The Universals and Variety: Hallmarks of Anthropology
In their attempt to arrive at a holistic concept of the self, anthropologists look at the full range of
human persons by studying people in all parts of the world, at different times and at different levels of
society. Anthropologists are likewise mindful that any general theory of humanity must at the same
time account for the variety. They are concerned with human universals as well as human variety.
This is the hall mark of anthropology.

Stratigraphic Approach and Reductionism

Anthropologists advise us to avoid two common pitfalls that must be avoided in our study of the self.
These errors are the stratigraphic approach and reductionism. The erroneous stratigraphic approach
is simply stacking independent models one after the other without interrelating them. The self is
divided and fragmented into the physical self, the biological self, the psychological self and the
social self. There is no integration of the different selves. The self is a mere collection of bits and pieces
which should not be. We commit the second error reductionism when we attempt to interpret all
observations by reducing them to a single level of analysis. For example, reductionism as an error is
committed when Ideas are explained purely in terms of electron flows in the brain; life is defined only
 BONTOC
in terms of chemical equations, and human culture is described only by biological needs and
instincts.

Understanding the Self and Culture

Understanding of the self from the anthropological point of view necessarily includes a study of
culture. Culture is the integrated system of learned patterns of behavior, 1deas and products
characteristics of a society. A person s culture influences his/her physical being. People are
remarkably imaginative in molding their bodies to fit their tastes; they drill holes into their ears, lips,
cheeks and teeth to support ornaments. They bind heads and feet to change their shapes. They put
on glasses and hearing aids to improve their perceptions.

Two Contrasting Models of the Self: Egocentric and Sociocentric

Culture exerts an influence on the development of an egocentric and sociocentric self. From the
point of view of an anthropologist, every society works with both egocentric and sociocentric
aspects of selfhood. Identity is always in part unique and internal to an individual (egocentrism) but
always within a larger interpersonal relations "natural tendency to view everything within the world in
relation to oneself while sociocentrism is the natural tendency to view everything within the world in
relation to one's group and so be group-centered.
Where people are raised to value the sociocentric aspects of selfhood, self-centered and egoistic
behavior are devalued. On the other hand, where people are raised to value the egocentric
aspects of selfhood, other-centered behaviors arc devalued. Pursuit of individualism at the expense
of others is considered inappropriate in a sociocentric group but appropriate in an egocentric group.
The egocentric person lives by the maxim* be true to yourself at the expense of being unpopular with
the group. The sociocentric person abides by the group and so is highly accepted by and is popular
in the group. It is said that the Japanese are sociocentric. Interdependence between the person and
the group is more valued than independence. (Keifer, Christie). Like the Japanese, the Chinese are
also sociocentric. For the Chinese, the very essence of interpersonal relations is mutual dependence
(Francis Hsu). In contrast, Americans are egocentric. They believe that they should be assertive and
independent. What about the Filipino?
Cultural relativism is the idea that a person's beliefs, values, and practices should be understood
based on that person’s own culture, rather than be judged against the criteria of another.
Ethnocentrism is the belief that one's culture is Superior to that of others.
Xenocentrism is the thinking that others culture is superior to one's culture.

CHAPTER IV: The Self from a Psychological Perspective

The self from a psychological perspective will be discussed from the points of view of Sigmund Freud
and William James. In psychology, the sense of self is defined as the way a person thinks about and
views his or her traits, beliefs, and purpose within the world. The self is said to be in constant change.
As one grows up, his/her sense of self changes. The self is a multilevel system not simply reducible to
genes or neurons that emerges from multifaceted interactions of mechanisms operating at neural,
psychological, and social levels.
A. SIGMUND FREUD (1856-1939)
The Id, Ego and Super Ego
 BONTOC
For Sigmund Freud, the human psyche could be divided into three parts: id, ego, and super-ego. The
id is the completely unconscious, impulsive, child-like portion of the psyche that operates on the
"pleasure principle and is the source of basic impulses and drives. It See immediate pleasure and
gratification. The ego acts on reality principle" while the super ego acts on moralistic and idealistic
principles.
B. WILLIAM JAMES (1842-1910)
James Theory of the Self
The Self is the totality of all that a person can call his or hers. William James divides this Self into the
“Me" and into the "I." James "T" (Self-as-subject) is “The thinker that does the thinking." James "Me is
the “self-as-object." The "Me" is the material self, social self and spiritual self while the pure Ego is the I"
part, the thinking self. The "Me” can be thought of as a separate Object or individual a person refers
to when describing his/her personal experiences while the “I” is the self that knows who he she is and
what he/she has done in his/her life. "I know it was me who ate the cookie." He called the “Me” part
of self the "empirical me” and the “I" part "the pure Ego." In other words, for William James the self is
an object that can be observed and a subject, an agent that does the observing.
1. The Material Self – the core of Material Self is BODY. Associated with the body are clothes,
family, home and material possessions. Everyone pays attention to his/her clothes for his/her
clothes reveal who he/she is. Clothes reflect a person's status. Clothes contribute to the
formation and maintenance of self-image.
2. The “I” Self – is the pure EGO. The pure EGO is similar to the soul or the mind. It is what provides
the continuity of a person's past, present, and future selves. The pure ego's perception of
consistent individual identity arises from a continual stream of consciousness. "T" refers to the
thinking being and me to the object thought of by the "I”. "I” is the subjective self while "me is
the objective self. I was talking to myself (me) yesterday. “I” is the thinking self, the agent doing
the thinking and "me is the object being thought of.
3. The Social Self – is who a person in a social situation. It is the person given recognition by
others. It is how one presents himself herself in public. Every person has an innate desire to get
himself/herself noticed favorably by others.
4. The Spiritual Self – is a person’s subjective and most intimate self. It is who a person is at his/her
core. It is more permanent than the other two selves. The spiritual self includes things like
personality, core values and conscience. The spiritual self-dwells on introspection and asks
spiritual, moral, or intellectual questions. William James asserts that achieving a high level of
understanding of our spiritual selves is more rewarding than satisfying the needs of the social
and material selves.
CHAPTER V: The Self in Western and Oriental Thought
It is clear that the Oriental concept of a human person is one integrated whole. He/she is also one
with society and the universe Oriental philosophers do not emphasize the dichotomy of matter and
spirit, body and soul. Everything that happens to the universe affects man and everything that man
does affect the universe. Persons are fundamentally connected. Duty towards all others is a very
important matter. Collectivism is strong. In contrast, for the Westerner, a human being has an
individualistic nature and is an independent part of the universe and the society. INDIVIDUALISM is
comparatively stronger.
UNIT 2: UNPACKING THE SELF
CHAPTER I: THE PHYSICAL SELF
Aspects of Physical Self - Refers to the body that includes basic parts such as head, neck, arms and
legs. As part of the natural course of nature, physical changes become evident at the onset of
 BONTOC
puberty. During this period, some changes noticed among the boys are their voice gets deeper; hair
starts to show on their faces. This develops into mustache, as they progress into adulthood. At this
period, they experience rapid growth in a span of two to three years. This is referred to as growth
spurt. Also, during this period, they attain body maturity when they experience ejaculation, the
ejection of semen through the penis. On the other hand, maturity of the body among the girls is
attained when girls experience their first menstruation. It is at this stage when they become capable
of reproduction. More noticeable changes occur when the individual reaches adolescence, the
transition between childhood and adulthood.
ADOLESCENCE STAGE (Corpuz, et. al., 2020)
Early Adolescence (11-14 y/o) Adolescents would rather tell their stories to their peers rather than to their family.

Middle Adolescence (15-17 y/o) The child demonstrates consistency to achieve their goals in life.

Late Adolescence (18-24 y/o) They become more concerned of others rather than, mainly, of themselves.

Related to the study of the Self, it is during the late adolescence stage when children notice further
the changes in their physical self. They become more conscious of how they look, rather than the
other aspects of the Self. Sometimes, they are able to adapt to the changes, but there are others
who find these changes difficult to accept. We discussed earlier that the changes in the Self are
affected by the surrounding Thus, their perception of themselves is not only affected by these
changes in their body, but also by what people say about them, the culture and the environment
where they grew up. Because of those factors, children at this period would need guidance from
their significant others to realize that they should not only be concerned of their physical self, as they
should value much higher goal that lasts and that is, the formation of the Positive Self-identity, self-
image, self-concept and self-esteem.

Self-identity, Self-image, Self-concept, Self-esteem

There are four important concepts related to physical self

When asked to do a self-introduction, what usually would you tell people about you In all probability,
you would state vour name, your status, profession, your place of origin, the place where you reside,
your rank in the family whether you're the eldest, or the youngest, as the case may be. That is how
you are known. That is your personal self-identity.

Self-image refers to the idea one has of his/her abilities, appearance and personality. For example,
as you stand before the mirror, what do you see? How do you look? What skills are you capable of
doing? All these tell of your self-image, the idea that you have about yourself.

Self-concept is a collection and construction of an individual's thoughts, feelings and beliefs that
he/she holds about himself/herself and the responses about him/her. It is active, dynamic and
adaptive. It response to the question who am? Like one may say, I’m a sociable and
accommodating person.” or, one may perceive himself/herself as an indispensable member or he
organization, or a nurturing and caring person. Self-concept differs from self-awareness which refers
to the extent to which self-Knowledge is defined, consistent and currently applicable to one's
attitudes and dispositions.
 BONTOC
Self-esteem, on the contrary, refers to how much you appreciate, value and like yourself. Your self-
concept affects your self-esteem. As what we already discussed, what you hear from other people,
their influences and beliefs, including those of your family, contribute to the formation of sell-concept.

Factors Affecting Growth and Development

Heredity Is the transmission of physical characteristics from parents to children through their genes
2 biological factors:
1. Nutrition
2. Gender
Intelligence Specifically in emotion, means honestly evaluating and paying attention to how you feel.

Environment Is observed that a well-nurtured child does better than a deprived one.
Accidents and incidents that children experienced may also affect their physical development.

Sexual Self - Comprises a complex set of schemas that allow us to understand and express ourselves
as sexual beings.

Sex - Refers to the biological and physiological characteristics that define men and women.

Sexual Development

Prenatal Stage

Gonads - At 6 weeks after fertilization, regardless of gender, all embryos have identical primordial
gonads (primordial meaning existing at the beginning) (Pinel, 2014). The identical pair of gonadal
structures consists of an outer covering, or cortex that has the potential to become an ovary and an
inner core, or medulla that can potentially become a testis. At about 6 weeks after conception, the
SRY gene (so named because it is found in the sox-determining region of the Y chromosome of the
male embryos) triggers the synthesis of SRY protein (Arnold, 2004). This protein causes the internal part,
or the medulla, of each gonad to grow and develop into testes. In female embryos that lack the: SRY
gene that encodes the SRY protein, the primordial gonads automatically develop into Ovaries.

Internal Organs - Until about the third month in the prenatal development, both embryos possess the
same reproductive ducts including a male Wolffian system and a female Müllerian system (Freberg,
2010). The Wolffian system has the potential to develop into the male reproductive ducts comprising
the epididymis, vas deferens, ejaculatory duct and seminal vesicles (Witchel & Lee, 2014). The
Müllerian system, on the other hand, has the capacity to form into the fallopian tubes, the uterus and
the upper portion of the vagina (Goodman, 2009). This duplication in the reproductive ducts of the
male and female embryos soon changes when at the third month, the male's newly developed
testes begin to secrete two hormones: the testosterone and anti-Müllerian hormones (Freberg, 2010).

Puberty Stage

It is the period of maturity of the external genitalia and the development of secondary sex
characteristics. Secondary sex characteristics are those physical changes that distinguish sexual
maturity in women and in men. The changes that Occur during puberty are mainly caused by
 BONTOC
increased production of hormones. The anterior pituitary releases high levels of growth hormone that
acts directly on the bones and muscle tissues resulting in growth spurt (Pinel, 2014). The hypothalamus
releases the gonadotropin-releasing hormone (GnRH) that stimulates the anterior pituitary gland to
release two gonadotropic hormones: follicle-stimulating hormone (FSH) and luteinizing hormone (LH).
Both hormones are present in males and females but produce different effects. In males, FSH and LH
cause the testes to release testosterone while in females; they stimulate the ovaries to produce
estradiol (most common type of estrogen). The higher the levels of androgen than estrogen,
masculinization occurs. Likewise, the more abundant amount of estrogen than androgen results in
feminization.

Abnormalities in Sexual Development

• Androgen Insensitivity Syndrome (AIS) - Individuals with AIS have an XY genotype but develop
a female appearance.
• Androgenital Syndrome - It is due to Congenital Adrenal Hyperplasia (CAH), an inheritable
condition in which there is increased level of androgen.
• 5-Alpha Reductase Deficiency - The 5-alpha-dihydrotestosterone is responsible for
masculinization of the external organ of the fetus.
Gender - Refers to the attitudes, feelings, and behaviors that a given culture associates with a
person’s biological sex.
MAMAWA - Men-Are-Men-and-Women-Are-Women
Gender Identity - Refers to the internal awareness of where the individuals belongs in the feminine
and masculine categories.
Gender Identity Terminologies
Cisgender Is a male or female that identifies with the sex that was assigned at birth.
Genderqueer The binary conceptualization of gender, male or female, does not accurately
describe and individuals gendered outlook or self-concept.
Intersex Described a variety of medical conditions wherein an individual’s reproductive
anatomy or genitals do not fit the binary definition of male or female.
Transgenderman Female to Man (FtM) - Is a man whose sex is female but he lives and identifies
as male.
Transgenderwoman Male to Female (MtF) – is a woman whose sex is male but she lives and
identifies as female
Gender Expression - The manner by which people express themselves and behave outwardly.
Sexual Orientation - Refers to the stable pattern of attractions or sexual interest that one has to a
member of particular sex.
Sexual Orientation Terminologies
Asexual Refers to absence of physical or sexual attraction to another human being.
Bisexual Male or female who is attracted to both males and females.
Gay Gay males are self-identified men who are emotionally, physically, romantically
and/or sexually attracted to people who identify as male.
Lesbian Self-identified female who are emotionally, physically, romantically and/or
sexually attracted to people who identify as female
Heterosexual An individual who identifies as either male or female and is attracted to
opposite sex.
Queer It describes an individual’s self-concept of their sexual orientation identity.
Sexual Behavior
 BONTOC
Erogenous zone – areas in the human body that have heightened sensitivity, can produces sexual
responses.
Body Parts Arousal Score (highest first)
Clitoris Penis
Vagina Mouth/Lips
Mouth/Lips Scrotum
Nape of neck Inner thigh
Breast Nape of neck
Nipples Nipples
Inner thigh Perineum
Back of neck Pubic hairline
Ears Back of neck
Lower back Ears

Sexual Response
• Sexual desire is typically higher in men than in women (Van Anders, 2012).
• Biological response:
o Vasocongestion - swelling of bodily tissues in penis, vagina and nipples
o Myotonia - muscle contraction and tension that causes spasms of orgasm and spasms
of the hands and feet.

Triangle model of Love

• Intimacy – refers to the couple’s sense of closeness and the presence of mutual concern.
• Passion – means romance and sexual feelings.
• Commitment – means deciding to enhance and maintain the relationship.
• Consummate Love – ideal form of LOVE.
Sexual Health
• Sexually Transmitted Diseases:
• Gonorrhea
• Syphilis
• Chlamydia
• Trichomoniasis
• HPV or Human Papillomavirus
• HIV or Human Immunodeficiency Virus
• HSV or Herpes Simplex Virus
Material Self - Refers to our body, as well as the tangible objects, places, things that we describe as
“My” or “Mine”.
• Two subclasses: Body self and Extra-corporeal Self = Extended self.
Spiritual Self - Refers to the real, true or authentic YOU. It is the least explored. It is a system that
stresses the idea that a person does not need formal religion to live a life of faith. It includes a sense
of connection to something bigger than ourselves, it typically involves a search for meaning in life.
Religion - is the set of beliefs, feelings, dogmas, and practices that define the relations between
people and sacred beings or divinity.
Political Self - Is the aspect of the self that helps individual to understand and function effectively in
society.
National Identity - It boosts one’s sense of duty as a citizen of particular country. It has 3 Dimensions:
Self-categorization, Affect, and Normative Contents.
 BONTOC
Filipino Values and Traits - Virgilio Enriquez (Father of Philippine Psychology) known for his Kapwa
Model Value and it includes 4 Categories and 12 Filipino Values.
Digital Self – is an aspect of the self that we present online. Trolling, cyber bullying, bashing and
shaming are modern terminologies referring to how seemingly unimportant people including
strangers have the capacity to create damage to their victims.
Self-Presentation – refers to the act of creating favourable impression or the desired image to an
external and internal audience.
Learning to be a better Learner
Information-Processing Model – is simple way to visualize how we acquire information and store and
retrieve it.
Metacognition - Thinking about thinking, learning to learn. Being aware of your own thinking and
learning process.
1. Person – how you see yourself as a learner.
2. Task – refers to what you need to accomplish
3. Strategy – includes effective ways of tackling learning tasks
PQ4R METHOD
1. Preview Get a general picture of material before you begin
2. Question Change headings into questions
3. Read Look for the answers to your question as you read.
4. Reflect Try to relate the material to pas learning or to personal experience.
5. Recite Speak the answers to your questions aloud to solidify the info in your mind.
6. Review Review the material regularly

Self-Regulation
1. Adherence – a young child will do one thing because he/she is told to do so.
2. Identification – A child will do one thing because he/she likes the person asking him to do.
3. Internalization – An individual will do something because he/she values it.
Setting Goals for Success
Goals should be what you want your life to be all about. Connect your goals to what are the most
important things to you. Your purpose and your goal should be the driving forces in your life.
Albert Bandura’s Self-efficacy - Is the belief in one’s ability or capacity.
4 ways to develop it:
1. Mastery Experience - Set a goal and persists. We learn when we continue against
difficult challenges, we strengthen our belief that we can succeed and become better.
2. Social Modeling - Be inspired by people who have overcome and succeeded.
Reading and watching about their lives can lead to vicarious modeling.
3. Social Persuasion - Have a mentor and cheerleader. Surround your life with people that
will lift you up.
4. State of Physiology - Reflect and learn more about your emotions and moods. Through
reflection and education, you can learn to remain positive even in trying times.
Dr. Carol Dweck Growth Mindset Framework –
Two mindsets:
1. Fixed Mindset – makes a person avoid challenges.
2. Growth Mindset – enables person to embrace challenges.
Locke’s and Latham Goal-Setting Theory –
 BONTOC
Five Goal Setting Principles:
1. Clarity
2. Challenge
3. Commitment
4. Feedback
5. Task Complexity
Taking Charge of One’s Health and Well-being
Stress is the inability to cope with a perceived (real or imagined) threat to someone’s mental,
physical, emotional and spiritual well-being, which results in series of physiological responses and
adaptation (Seaward, 2017). Three types of stress: Acute, Episodic and Chronic.
Strategies for Good Health and Well-being
1. Embrace the positive perspective 6. Reach out to people
2. Laugh and enjoy wholesome humor 7. Listen to music
3. Establish limits and routine 8. Eat for a healthy immune system
4. Give time for hobbies 9. Exercise
5. Pray and Meditate 10. Be with nature

Reference:
• Corpuz, Brenda B., et. Al. 2020. “Understanding the Self”, Lorimar Publishing Inc, OBE- Based,
pp 1 – 183