LET’S BEGIN!

UNIT 1- PHILOSOPHICAL PERSPECTIVES ON THE SELF

Intended Learning Objectives:
At the end of the unit, you should be able to:
1. Explain the role of philosophy in understanding the concept of self;
2. Discuss the different concepts of the self from the philosophical perspective;
3. Differentiate the various concepts of the self and identify their similarities;
and
4. Develop your own philosophy of the self.

Activity 1

GROUP SINGING
Directions: Find the following songs on the internet and make the class sing them.
Also reflect on the songs’ lyrics. Then answer the questions that follow.

 “Sino Ako” by Jamie Rivera

 “Who am I” by Casting Crowns

Questions:
1. Who are you?
2. How would you describe yourself?
3. Do you love yourself? Why or why not?
4. What are you most grateful for in life?
5. What are the biggest and most important things you have learned in life so
far?

Activity 2

Self –examination
Instructions: Look at yourself in the mirror and answer the following questions.
1. How can you describe yourself based on your own perspective or point of
view?
“I am ___________________________.”

2. What aspect of yourself do you feel good about? Why?

1
3. What aspect of yourself do you believe you have to improve? Why?

THE PHILOSOPHICAL VIEW OF SELF

Philosophy employs the inquisitive mind to discover the ultimate causes,
reasons, and principles of everything. It goes beyond scientific investigation by
exploring all areas of knowledge such as religion, psychology, politics, physics, and
even medicine. The philosophical framework for understanding the self was first
introduced by the ancient great Greek philosophers Socrates, Plato, and Aristotle.
This chapter presents an overview of the philosophical perspective of the self to
assist students identify one’s own self---to gain self-knowledge. It intends to give a
wider perspective in understanding the self. The different views of prominent
philosophers regarding the nature of the self are discussed and while there are
disagreements in how philosophers view the self, most of them agree the self-
knowledge is a prerequisite to a happy and meaningful life

Unlocking Difficulties
DEFINITION OF TERMS
Introspection - examination of and attention to your own ideas,
thoughts, and feelings
Replica - an exact copy of an object
Sentient - able to experience feelings
Transcends – to go further, rise above, or be more important or
better
than something, especially a limit
Equilibrium – a calm mental state; a state of balance
Psychodynamic – is an approach to psychology that emphasizes
systematic study of the psychological forces that underlie
human
behavior, feelings, and emotions and how they might
relate to
early experience.
Taboo – something that is avoided or forbidden for religious or
social
reasons
2
Lecture Notes
Plato: The Self is an Immortal Soul
 He introduces the idea of a three-part soul/self: reason,
physical appetite, and spirit or passion.
 In his Theory of Forms, he introduces the concepts of the two
worlds: the world of forms (non-physical ideas) and the world Source:https://medium.com/@
SunilSharmaUK/understanding-

of sense (reality). While the world of form is real and the-importance-of-socrates-

the-father-of-western-
philosophy-aa9c3d0def7c

permanent, the world of sense is temporary and only replica

of the ideal world.
 Plato claims that the sensible world is dependent on the ideal
world where the concept of the soul belongs. Since the soul is
regarded as something permanent, the man should give more
importance to it than physical body which resides in the world
of sense.

Aristotle: The Soul is the Essence of the Self

 Aristotle believes that the soul is merely a set of defining
features and does not consider the body and soul as separate
entities. He suggests that anything with life has a soul.
 Aristotle holds that the soul is the essence of all living things.
Source:https://medium.com/@Suni
lSharmaUK/understanding-the-
importance-of-socrates-the-father-
He introduces the three kinds of soul: vegetative, sentient,
of-western-philosophy-
aa9c3d0def7c and rational. The vegetative soul includes the physical body
that can grow. Sentient soul includes sensual desires, feelings,
and emotions. Rational soul is what makes man human. It
includes the intellect that allows man to know and understand
things.
 Aristotle suggests that the rational nature of the self is to lead
a good, flourishing, and fulfilling life (self-actualization). The
pursuit of happiness is a search for a good life that includes
doingSocrates:
virtuousAn Unexamined Life is not Worth Living
actions.
 For Socrates the self is synonymous with the soul. He believes
that every human possesses an immortal soul that survives
the physical body. Socrates was the first to focus on the full
Source:https://medium.com/@SunilS power of reason on the human self: who are we, who we
harmaUK/understanding-the-
importance-of-socrates-the-father-
of-western-philosophy-
should be, and who we will become.
aa9c3d0def7c
 Socrates thus suggests that man must live an examined life
and a life of purpose and value. He must begin at the source
of all knowledge and significance---the self. The Socratic
method, the so-called introspection, is a method of carefully
examining one’s thoughts and emotions---to gain self-
knowledge.

3
 Rene Descartes: I Think Therefore I Am
 Father of modern philosophy.
 The Latin phrase Cotigo ergo sum- “I think therefore I am” is
the keystone of Descartes concept of self.
Source:https://medium.com/@Suni
lSharmaUK/understanding-the-  He introduces the idea that the soul and the body are
importance-of-socrates-the-father-
of-western-philosophy-
aa9c3d0def7c
independent of one another, and each can exist and function
without the other. The essential self---the self as a thinking
entity---is distinct from the self as a physical body. Simply put,
the thinking self can exist independently of the physical body.
 For him, the act of thinking about the self---of being self-
conscious---is in itself proof that there is a self.

John Locke: The Self is Consciousness

 He believes that human mind at birth is tabula rasa or a blank
slate.
 He feels that the self, or personal identity, is constructed
Source:https://www.biograp

primarily from sense experiences---or more specifically, what hy.com/scholar/john-locke

people see, hear, smell, taste, and feel. These experiences

shape and mold the self throughout person’s life.
 For Locke, conscious awareness and memory of previous
experiences are the keys to understanding the self. He
contends that consciousness accompanies thinking and makes
possible the concept people have of a self.

David Hume: There is No Self

 Hume suggests that if people carefully examine their sense
experience through the process of introspection, they will
discover that there is no self.
Source:https://adoremus.org/2017/
01/12/straight-talk-hippo-st-
augustines-sermons-speak-  Hume maintains that if people carefully examine the contents of
volumes-todays-preachers/
their experience, they will find that there are only distinct
entities: impressions (basic sensations of people’s experience,
e.g. love, hate, joy, pain, grief) and ideas (thoughts and images
from impressions).
 According to Hume, what people experience is just a bundle or
collection of different perceptions.
 Hume argues that it cannot be from any of these impressions
that the idea of self is derived and consequently, there is no self.

4
 Immanuel Kant: We Construct the Self
 He believes that it is the self that makes experiencing an
intelligible world possible because it is the self that is actively
organizing and synthesizing all of our thoughts and
perceptions.
 Kant believes that the self-construct its own reality, actively Source:https://medium.com/thedi
alogues/immanuel-kant-1724-
1804-f736bafe364d
creating a world that is familiar predictable, and most
significantly, mine.
 The self transcends experience because the mind can grasp
aspects of reality which are not limited to the senses. Through
rationality, people are able to understand certain abstract
ideas that have no corresponding physical object or sensory
experience.

St. Augustine: The Self has an Immortal Soul

 Saint in the Catholic Church
 He integrates the ideas of Plato and teachings of Christianity.
Source:https://adoremus.org/2
 In his work, Confessions, Augustine describes that humankind
017/01/12/straight-talk-hippo-
st-augustines-sermons-speak-
volumes-todays-preachers/
is created in the image and likeness of God. For him,
“knowledge can only come by seeing the truth that dwells
within us.” The truth of which Augustine speaks refers to the
truth of knowing God. In his mission to discover the truth on
the existence of God, Augustine develops the fundamental
concept of the human person, and thus provides the
philosophical principle, “I am doubting, therefore I am.”’
 He believes that the body is united with the soul, so that man
may be entire and complete.

Gilbert Ryle: The Self is the Way the People Behave

 Ryle believes that the self is best understood as a pattern of
behaviour, the tendency or disposition of a person to behave
in a certain way in certain circumstances.
 Ryle’s concept of the human self thus provides the
Source:https://www.jstor
philosophical principle, “I act therefore I am.” .org/stable/4544910?seq
=1

 Ryle considers that self is the same as bodily behaviour.

Nevertheless, Ryle is convinced that the mind expresses the
entire system of thoughts, emotions, and actions that make
up the human self.

5
 Sigmund Freud: The Self is Multilayered
 Freud holds that the self consists three layers: conscious,
unconscious, and preconscious.
Source:https://www.britanni
 The conscious self usually takes into account the realistic
ca.com/biography/Sigmun
d-Freud demands of the situation, the consequences of various
actions, and overriding need to preserve the equilibrium
(balance) of the entire psychodynamic system of the self. The
unconscious part of the self contains the basic instinctual
drives including sexuality, aggressiveness, and self-
destruction; traumatic memories; unfulfilled wishes and
childhood fantasies; and thoughts and feelings that would be
considered socially taboo. Freud argues that much of the self
is determined by the unconscious. On the other hand, the
preconscious self contains material that is not threatening and
is easily brought to mind. According to Freud, the
preconscious part is located between the conscious and the
unconscious part
Maurice Merleau-Ponty: ofSelf
The the is
self.
Embodied Subjectivity
 He notes on his book, Phenomenology of Perception, that
everything that people are aware of is contained within the
consciousness. Consciousness is a dynamic form
responsible for actively structuring conscious ideas and
physical behaviour.
Source:https://www.jstor.
 He further articulates that when people examine the self at org/stable/4544910?seq=
1

the fundamental level of direct human experience, people

will discover that the mind and body are unified, not
separate.
 He is convinced that consciousness, the world, and the
human body are intricately intertwined in perceiving the
world. For him, perception is not merely a consequence of
sensory experience; rather, it is a conscious experience.
Thus, the self is embodied subjectivity.
Paul Churchland: The Self is the Brain
 He advocates the idea of eliminative materialism or the idea
that the self is inseparable from the brain and the physiology
of the body.
 All a person has the brain, and so if the brain is gone, there is
no self.
Source:https://www.jstor.or  For Churchland, the physical brain and not the imaginary
g/stable/4544910?seq=1
mind, gives people the sense of self. The mind does not really
exist because it cannot be experienced by the senses.

6
 Focus Questions

Directions: Respond appropriately to the HOTS (Higher-Order Thinking

Skills) questions given below. Write your answer on the separate sheets.
For your basis, use the rubric in the Learning Exercise 3 that is provided.

1. How would you discuss the role of philosophy in understanding the

concept of self?
2. How would you discuss the different concepts of the self from the
philosophical perspective?
3. Differentiate the various concepts of the self and identify their
similarities.
4. Develop your own philosophy of the self.

Related Readings

 Brawner, D. & Arcega A. Understanding The Self. C & E Publishing Inc., 2018.
 Corpuz, R. & Estoque R. Understanding The Self. C & E Publishing Inc., 2019.

LEARNING ASSESSMENT 1
(It may be viewed in the Google Quiz/ Form)

I. Multiple Choice. Encircle the letter that corresponds to your answer.

1. According to him, “unexamined life is not worth living for.”
a. Socrates
b. Plato
c. Augustine
2. In his Theory of Forms, he introduces the concept of the two worlds: the world
of forms (non-physical ideas) and the world of sense (reality).
a. Socrates
b. Plato
c. Augustine
3. He is regarded as Father of Modern Philosophy.
a. Gilbert Ryle
b. Paul Churchland
c. Rene Descartes

7
4. He postulates that the human mind at birth is a blank slate or tabula rasa.
a. Augustine
b. Rene Descartes
c. John Locke

5. He introduces the idea of eliminative materialism.

a. Immanuel Kant
b. Gilbert Ryle
c. Paul Churchland

6. He believes that the self is nothing but a collection of interconnected and

continually changing perceptions passing through the theatre of our minds.
a. David Hume
b. Paul Churchland
c. Immanuel Kant

7. The Phenomenology Perception is the work of:

a. David Hume
b. Maurice Merleau-Ponty
c. Paul Churchland

8. He believes that the mind is not the seat of self but behaviour, thus the principle
“I act, therefore, I am.”
a. Gilbert Ryle
b. David Hume
c. Immanuel Kant

9. He believes that the self is the brain.

a. David Hume
b. Maurice Merleau-Ponty
c. Paul Churchland

10. The cornerstone of Socrates’ philosophy is:

a. I think, therefore I am
b. Know Thyself
c. The self is the way people behave

8
 Learning Assessment 2

II. Using the table below, list down four (4) philosophers and their views on
the self. Then, cite the similarities and differences in their philosophical
perspective.
Philosophical
Philosopher View/s on the Similarities Differences
self

Learning Assessment 3
III. In your own words explain the following statements.

1. “Know thyself.”

2. “I think, therefore I am.”

RUBRICS:
EXCELLENT
CRITERIA (50%) GOOD (4) FAIR (3) POOR (2)
(5)
Knowledge and student was student was student was student was
Understanding able to able to able to able to
(25%) convey convey convey a few convey
several ideas several ideas ideas and limited ideas
and and examples on and
examples on examples on the topic examples on
the topic the topic with some the topic
with a high with a good degree of with little
degree of degree of knowledge knowledge
knowledge knowledge
Application student was student was student was student was
(15 %) able to make able to make able to make able to make
connections connections connections connections
between the between the between the between the
various texts various texts various texts various texts
related to related to related to related to

9
 the subject
the subject the subject the subject
with a high
with a with some with little
degree of
considerable degree of degree of
clarity and
degree of clarity and clarity and
effectiveness
clarity and effectiveness effectiveness
effectiveness
Communication student student student student
(10%) shows little shows little shows little shows little
knowledge knowledge knowledge knowledge of
of how to use of how to use of how to use how to use
conventions conventions conventions conventions
when writing when writing when writing when writing
Adapted: https://www.rcampus.com/rubricshowc.cfm?code=V4W3C7&sp=true&

Learning Assessment

REFLECTION
Instructions:
Write an essay on the philosophical perspective of the self. Consider the
following questions in writing your essay.
1. Explain how each philosophy of the self-impacts your self-understanding.
2. Which philosophy relates to your own belief?
3. What is your own philosophy at self?
4. What is the importance of having a philosophy of the self?
5. Describe who you are, the meaning of your life, the purpose of your existence,
and how to achieve a happy and successful life.
6. What are your characteristics that can contribute to your happiness and
success?

RUBRICS FOR REFLECTION:

Above Meets Approaching Below
CRITERIA
Expectations (4) Expectations (3) Expectations (2) Expectations (1)
The reflection The reflection The reflection The reflection
explains the explains the attempts to does not address
student’s own student’s demonstrate the student’s
thinking and thinking about thinking about thinking and/or
Reflective
learning his/her own learning but is learning.
Thinking (15)
processes, as learning vague and/or
well as processes. unclear about
implications for the personal
future learning. learning process.

10
 The reflection is The reflection is The reflection The reflection
An in-depth an analysis of the attempts to does not move
analysis of the learning analyze the beyond a
learning experience and learning description of
experience, the the value of the experience but the learning
value of the derived learning the value of the experience.
Analysis (10) derived learning to self or others. learning to the
to self or others, student or
and the others is vague
enhancement of and/or unclear.
the student’s
appreciation for
the discipline.
The reflection The reflection The reflection The reflection
articulates articulates attempts to does not
multiple connections Articulate articulate any
connections between this Connections connection to
between this learning between this other learning or
learning experience and learning experiences.
experience and content from experience and
Making
content from other courses, content from
Connections
other courses, past learning other courses,
(10)
past learning, life experiences, past learning
experiences and/or future experiences, or
and/or future goals. personal goals,
goals. but the
connection is
vague and/or
unclear.
Adapted: http://earlycollegeconference.org/wp-content/uploads/2014/12/Portfolio-Rubric-for-Reflection.PRINT_.pdf

UNIT 2- THE SELF FROM THE SOCIOLOGICAL PERSPECTIVE

Intended Learning Objectives:

At the end of the unit, you should be able to:
1. Determine what sociology tells about understanding the self and others;
2. Explain George Herbert Mead’s theory of social self;
3. Identify the proponents of the sociological perspective theories; and
4. Write your own social experiences that have been particularly helpful in
understanding the self.

11
 Activity 1

Directions: Bring digital or printed photos of your family. Share with the others
certain details about your family, including:
a. Name and age of your parents
b. Activities that occupy your parents’ time
c. Number of siblings, and if they are male or female
d. Your ordinal position in the family
e. If there are other relatives living with your family
f. Language/s spoken at home
g. If there are situations or opportunities to talk and exchange ideas among
family members
h. Activities done together (like games, trips, outings, picnics, parties, parties,
and movies)
i. Volunteer work, community involvement, or church activities
j. Interests, hobbies, talents, skills, or special abilities of your family members

Activity 2

Instructions: Go to YouTube and look for the song, “No man is an Island” by Joan
Whitney and Alex Kramer. Reflect on the meaning of the song. You may also sing
along.

1
No man is an island
No man stands alone
Each man’s joy is joy to me
Each man’s grief is my own
We need one another,
So I will defend
Each man as my brother
Each one as my friend

2
I saw people gather
I heard the music start
The song that they were singing
Is ringing in my heart
(Repeat 1)

12
THE SELF FROM THE SOCIOLOGICAL PERSPECTIVE
In the realm of sociology, the self-interacts with the social world. Initially, the
self is self-absorbed and is just concerned with its own. Progressively, however, the
self-expands and is now concerned with other constellations of selves, known as
others. Conceptually, with the introduction of others, sociology as a science comes
to fore, expanding the self in its contemporary setting and relating with other selves
as well.
No one could live by himself or herself alone. By extension, man will always
look for someone to communicate with. The human person is a social animal;
he/she will always seek others for commercial or personal reasons. These reasons
will always be equated with relationships. Relationships and their scientific study
will always be correlated with sociology.

Unlocking Difficulties

DEFINITION OF TERMS
Multitude - a large number of people or things
Customs - money paid to the government when you take particular goods
from one country to another
Post-modernity - is the economic or cultural state or condition of society
which is said to exist after modernity
Prestige – respect and admiration given to someone or something, usually
because of a reputation for high quality, success, or social influence

Sociology as a scientific study of social groups and

human relationships generates new insight into the
interconnectedness between the self and other people.
Hence, sociologists offer theories to explain how the self
emerges as a product of social experience. The looking
glass by Charles Horton Cooley and the theory of the social
self by George Herbert Mead are helpful in understanding
Source:
https://www.pinterest.ph/pin/4338937453 how a person views himself/herself as he/she interacts
20806162/

with the social environment that includes family, school, peer groups, and mass
media.
13
 Sociologist Charles Horton Cooley in 1902
introduces the looking-glass self to highlight that the
people whom a person interacts with become a mirror in
which he/she views himself/herself. Self-identity or self-
image is achieved through a threefold event which begins
by conceiving an idea of how a person presents
himself/herself to others, how he/she analyses how others perceive him/her, and
how he/she creates an image of himself/herself.
Another sociologist, George Herbert Mead, supports the view that a person
develops a sense of self through social interaction. Mead’s theory of the social self-
explained that the self has two divisions: the “I” and the “me”. The “I” is the
subjective element and the active side of the self. The “me”, on the other hand, is
the objective element of the self that represents the internalized attitudes and
demands of other people and the individual’s awareness of those demands. The
full development of the self is attained when the “I” and the “me” are united.
According to Mead, the self is not present at birth. It develops only with social
experience in which language, gestures, and objects are used to communicate
meaningfully.
Mead details the development of the self in three-stage process:
1. In the preparatory stage (0-3 years old), children imitate the people around
them, especially family members with whom they have daily interaction. But
they copy behavior without understanding intentions, and so at this stage, they
have no sense of self. During this stage, children are just preparing for role-
taking.
2. During the play stage (3 to 5 years old), children start to view themselves in
relation to others as they learn to communicate through language and other
symbols. At this stage, role taking is exhibited; however, children do not
perceive role-taking as something expected of them. At this stage, self is
developing.
3. In the game stage (begins in early school years; about 8 to 9 years old) children
understand not only their own social position but also those of others around
them. At this stage, children become concerned about and take into account in
their behavior the generalized others which refer to the attitudes, viewpoints,
demands, and expectations of society which include cultural norms and values
that serve as references in evaluating oneself. During this stage, the self is now
present.

14
The Self as a Product of Modern and Postmodern Societies
Gerry Lanuza’s (2004) article, “The Constitution of the Self,” discusses the
relationship between society and the individual. According to him, in modern
societies the attainment and stability of self-identity are freely chosen. It is no
longer restricted by customs and traditions. In postmodern societies, self-identity
continuously changes due to the demands of multitude of social contexts, new
information technologies, and globalization.
French sociologist Jean Baudrillard exposes the
negative consequences of postmodernity to individuals in
the society (Demeterio, 2013). For him, consumption
structures the postmodern society. The postmodern
individuals achieve self-identity through prestige symbols
that they consume. Hence, the postmodern person has
become an insatiable consumer and may never be satisfied
in his/her life. For example, if a person buys an expensive
Source:https://blaine901.wordpress.com/
2012/01/01/jean-baudrillard-simulacra- cellular phone not merely as a useful communication
and-simulation-and-hyper-reality/
device, but because its prestige symbol, he/she desire to
buy a new cell phone when he/she learns that a new and more prestigious model
has come out in the market.

Focus Questions

Directions: Respond critically to the HOTS (Higher-Order Thinking Skills)

questions given below. Write your answer on the separate sheets. For your
basis, use the rubric in the Learning Task 2 that is provided.

1. Determine what sociology tells about understanding the self and others.
2. How would you explain George Herbert Mead’s theory of social self?
3. Classify the proponents of the sociological perspective theories.
4. Write your own social experiences that have been particularly helpful in
understanding the self.

Related Readings

 Brawner, D. & Arcega A. Understanding The Self. C & E Publishing Inc., 2018.
 Corpuz, R. & Estoque R. Understanding The Self. C & E Publishing Inc., 2019.

15
 Learning Exercise 1
(It may be viewed in the Google Quiz/ Form)

I. Multiple Choice. Encircle the letter that corresponds to your answer.

1. He introduced the concept “looking-glass self.”
a. George Herbert Mead
b. Charles Horton Cooley
c. Jean Baudrillard
2. He proposed the theory social self.
a. George Herbert Mead
b. Charles Horton Cooley
c. Jean Baudrillard
3. During this stage, there is no self.
a. Game stage
b. Play stage
c. Preparatory stage
4. During this stage, the self is developing.
a. Game stage
b. Play stage
c. Preparatory stage
5. The attitudes, viewpoints, demands, and expectations of others and the
society,
a. Looking-glass self
b. Role taking
c. Role playing

Learning Exercise 2

II. True or False. Write T on the blank if the statement is true and write F if it
is false.

__________1. The I is the objective element of the self.

__________2. The me represents the spontaneous and unique traits of the
individual.
__________3. The full development of the self is attained when the I and me are
united.
__________4. The postmodern individuals achieve self-identity through prestige
symbols that they consume.

16
__________5. During the play stage, individuals have a more sophisticated look of
people and an ability to respond to numerous members of the
Social environment.
LEARNING EXERCISE 3

III. Consider Mead’s concepts of the I and me self. Using the graphic organizer
below, make a list of your characteristics for each of these two categories.
Which one better describes your social self.

My Social Self

I Self Me Self

LEARNING TASK 1

MY LOOKING-GLASS SELF TABLE

Instructions:
At home, identify five traits which you believe you possess and write these
in the first column of the table. The second column must have the same traits you
identified in the first column, but provide some pieces of evidence coming from
another person’s printed messages or posts from Facebook, photocopies letters
or cards, and the likes (must be passed or written on the second column) to
support your claim. The last column should be done in school. Look for your
classmates who see same traits in you as specified in the first and second
columns. Let your classmate state the instance/s of your traits by writing on the
column and affixing his/her signature.

17
 My own view My friend’s view My classmate’s view
Example: Example: I am generous Example: I am generous
I am generous according to my friend according to my
(please attach a classmates
supporting evidence)

LEARNING TASK 2
REFLECTION
Instructions:
Write an essay on the philosophical perspective of the self. Consider the
following questions in writing your essay.
1. What are the three things you have discovered about your social self?
2. How are you going to apply your insights in understanding your social self?

My Reflection
RUBRICS FOR REFLECTION:
Above Meets Approaching Below
CRITERIA
Expectations (4) Expectations (3) Expectations (2) Expectations (1)
The reflection The reflection The reflection The reflection
explains the explains the attempts to does not address
student’s own student’s demonstrate the student’s
thinking and thinking about thinking about thinking and/or
Reflective
learning his/her own learning but is learning.
Thinking (15)
processes, as learning vague and/or
well as processes. unclear about
implications for the personal
future learning. learning process.
The reflection is The reflection is The reflection The reflection
An in-depth an analysis of the attempts to does not move
analysis of the learning analyze the beyond a
learning experience and learning description of
experience, the the value of the experience but the learning
Analysis (10) value of the derived learning the value of the experience.
derived learning to self or others. learning to the
to self or others, student or
and the others is vague
enhancement of and/or unclear.
the student’s

18
 appreciation for
the discipline.
The reflection The reflection The reflection The reflection
articulates articulates attempts to does not
multiple connections Articulate articulate any
connections between this Connections connection to
between this learning between this other learning or
learning experience and learning experiences.
experience and content from experience and
Making
content from other courses, content from
Connections
other courses, past learning other courses,
(10)
past learning, life experiences, past learning
experiences and/or future experiences, or
and/or future goals. personal goals,
goals. but the
connection is
vague and/or
unclear.
Adapted: http://earlycollegeconference.org/wp-content/uploads/2014/12/Portfolio-Rubric-for-Reflection.PRINT_.pdf

UNIT 3- THE SELF FROM THE ANTHROPOLOGICAL PERSPECTIVE

Intended Learning Objectives:

At the end of the unit, you should be able to:
1. Determine what field of anthropology can contribute to the
understanding of the self;
2. Decipher how culture and self are complementary concepts;
3. Discuss the cultural construction of the self and social identity;
4. Explain the concept of identity struggles; and
5. Write insights on how to achieve a sense of self, situated in multicultural
and dynamic situations.
Activity 1

Directions: Complete your cultural identity checklist. Write your answers at the
right column.

Gender
Age
Marital Status
Sexual Orientation
(Lesbian, Gay, Bisexual, Transgender,
Heterosexual)
Skin Color

19
 (e.g., black, brown, etc.)
Religion
Citizenship
Language
Religion Identity
(e.g., Kapampangan, Ilocano)
Economic Status
(e.g., poor, middle-class, rich)
Educational Background
(Elementary, HS Graduate, College
Graduate)
Generation
(Generation X, Millennial, Generation
Z)
References
(PUPians, Bedans, etc.)
Personality
(Introvert, Extrovert, Ambivert)

Activity 2

Instructions: Write an essay about what it means to be Filipino.

THE SELF FROM THE ANTHROPOLOGICAL PERSPECTIVE

Anthropology considered as one of the most complex areas of discipline, has
explored various meanings of culture, self and identity in the desire to come up
with a better understanding of the self. Anthropology is concerned with how
cultural and biological processes interact to shape human experience.
Contemporary anthropologists believe that culture and self are complementary
concepts that are to be understood in relation to one another. Employing an
anthropological perspective, that is, perceiving holistically, what could be the
answer to the question: “Who am I?” Anthropology considers human experiences
as an interplay of “nature” (referring to genetic inheritance), and “nurture”
(referring to the sociocultural environment). Therefore, it could be understood that
both biological and cultural factors have significant influence on the development
of self-awareness among individuals within society. Perhaps, the most important
contribution of anthropology is providing insights into the nature of self-based on
continuous understanding of the basic elements of culture (Peacock, 1986).

20
Unlocking Difficulties
The Cultural Construction of Self and Identity
From the anthropologist Christie Kiefer (Robbins, 2012), the Japanese
possess a sociocentric view of the self in which the membership of a person in
particular social group defines the boundaries of the self. Interdependence
between the person and the group is more valued than independence. For the
Japanese, social interaction should be characterized by restraint. Likewise, Chinese
American anthropologist Francis Hsu attributes a sociocentric view of the self of
the Chinese. He explains that Chinese prioritise kin ties and cooperation. In contrast
with the Japanese and Chinese, the Americans are egocentric. They believe that
they should be assertive and independent.
From the similarities and differences in characteristics among individual,
people construct their social identities. The identity toolbox refers to the features
of a person’s identity that he/she chooses to emphasize in constructing a social self.
Some characteristics such as kinship, gender, and age are almost universally used
to differentiate people. Other characteristics such as ethnicity, personal
appearance, and socioeconomic status are not always used in every society. In
other societies, religious affiliations are an important marker of group identity. In
Mindanao, being a Christian or a Muslim is possibly the most important defining
feature of one’s social identity.
Personal naming, a universal practice with numerous cross-cultural
variations, establishes child’s birth right and social identity. A name is important
device to individualize a person and legitimize him/her as a member of a social
group such as family. Personal names in all societies are intimate markers of a
person which differentiates him/her from others. One’s identity is not inborn. It is
something people continuously develop in life. For instance, rites of passage usually
involve ritual activities to prepare individuals for new roles form one stage of life
to another such as birth, puberty, marriage, having children and death. Arnold van
Gennep believes that changes in one’s status and identity are marked by a three-
phased rite of passage: separation, liminality, and incorporation. Rite of passage
help a person adjust from one social dimension of his/her life to the others.
However, sometimes individuals disagree on their respective identities. Anthony
Wallace and Raymond Fogelson coined the term “identity struggles” to
characterize interaction in which there is a discrepancy between the identity a
person claims to possess and the identity attributed to that person by others.

The Self as Embedded in Culture

Clifford Geertz (1973), an American anthropologist, offers a reformulation of
the concept of culture which favours a symbolic interpretative model of culture. He
defines culture as a system of inherited conceptions expressed in symbolic forms

21
by means of which people communicate, perpetuate, and develop their knowledge
about and attitudes towards life. He agrees to Max Weber, that “man is an animal
suspended in webs of significance he himself has spun,” in which those webs are
perceived to be symbolic of culture.

Focus Questions

Directions: Respond honestly to the HOTS (Higher-Order Thinking Skills)

questions given below. Write your answer on the separate sheets. For your
basis, use the rubric in the Learning Task 2 that is provided.

1. Which field of anthropology can contribute to the understanding of the

self?
2. Decipher how culture and self are complementary concepts.
3. How would you discuss the cultural construction of the self and social
identity?
4. How would you explain the concept of identity struggles?
5. Write insights on how to achieve a sense of self, situated in multicultural
and dynamic situations.

RELATED READINGS

 Brawner, D. & Arcega A. Understanding The Self. C & E Publishing Inc., 2018.
 Corpuz, R. & Estoque R. Understanding The Self. C & E Publishing Inc., 2019.

LEARNING EXERCISE 1
(It may be viewed in the Google Quiz/ Form)
I. Multiple Choice. Encircle the letter that corresponds to your answer.
1. It refers to “that complex whole which includes knowledge, belief, art, morals,
law, customs, and any other capabilities and habits acquired by man as a
member of society.”
a. Identity Toolbox c. society
b. Social identity d. culture
2. According to this view, there is no intrinsic self that can possess enduring
qualities.
a. Androcentric c. sociocentric
b. Egocentric d. polycentric
3. This refers to the features of a person’s identity that he/she chooses to
emphasize in constructing his/her social self.

22
 a. Personal name c. social identity
b. Identity box d. cultural construction of self

4. It is a universal practice with numerous cross-cultural variations and establishes

a child’s birth right and social identity.
a. Personal naming c. identity toolbox
b. Rites of passage d. incorporation

5. These are interactions in where there is a discrepancy between the identity a

person claims to possess and identity attributed to that person by others.
a. Illusion of wholeness c. rites of passage
b. Identity struggles d. separation

EXERCISE 2

II. True or False. Write T on the blank if the statement is true and write F if it
is false.
__________1. Anthropology considers human experience as an interplay of
nature and nurture.
__________2. We are born with an identity.
__________3. Without a name, an individual’s social identity is not established.
__________4. The Japanese view of self can be best described as egocentric.
__________5. In the sociocentric view, the self is viewed as contingent on a
situation or social setting.

LEARNING EXERCISE 3

III. Reflect your answer.

Have you experienced identity struggles? How did you defend your
identity?

LEARNING TASK 1

ANTHROPOLOGICAL PERSPECTIVE OF SELF: BIOCULTURAL

CONNECTION IN ME
Instructions:
The self is continually influenced by cultural variation that depends on our
inherited biological characteristics and cultural environments. Every human being
is born with a specific set of genetic potentials and limitations which influence
his/her own construction of self, but the self is also a result of the complex interplay

23
of biological and cultural environments. Using the biological framework, list down
your inherited potentials as well as your cultural environment such as your personal
experiences, beliefs, norms, and values. Analyze your lists, the describe your “bio
cultural self.” Use the graphic organizer indicated below.

My Bio Cultural Self

LEARNING TASK 2

REFLECTION
Instructions:
Write an essay on the different anthropological perspective of how the self
is constructed in societies. Consider the following questions in writing your essay.
1. Which of the anthropological views of the self relates to your own belief?
Explain how each view impact your self-understanding.
2. How are yourself and identity constructed and influenced by your culture?
Include the three things you discovered about your cultural identity.

RUBRICS FOR REFLECTION:

Above Meets Approaching Below
CRITERIA
Expectations (4) Expectations (3) Expectations (2) Expectations (1)
The reflection The reflection The reflection The reflection
explains the explains the attempts to does not address
student’s own student’s demonstrate the student’s
thinking and thinking about thinking about thinking and/or
Reflective
learning his/her own learning but is learning.
Thinking (15)
processes, as learning vague and/or
well as processes. unclear about
implications for the personal
future learning. learning process.
The reflection is The reflection is The reflection The reflection
An in-depth an analysis of the attempts to does not move
analysis of the learning analyze the beyond a
learning experience and learning description of
Analysis (10)
experience, the the value of the experience but the learning
value of the derived learning the value of the experience.
derived learning to self or others. learning to the
to self or others, student or

24
 and the others is vague
enhancement of and/or unclear.
the student’s
appreciation for
the discipline.
The reflection The reflection The reflection The reflection
articulates articulates attempts to does not
multiple connections Articulate articulate any
connections between this Connections connection to
between this learning between this other learning or
learning experience and learning experiences.
experience and content from experience and
Making
content from other courses, content from
Connections
other courses, past learning other courses,
(10)
past learning, life experiences, past learning
experiences and/or future experiences, or
and/or future goals. personal goals,
goals. but the
connection is
vague and/or
unclear.
Adapted: http://earlycollegeconference.org/wp-content/uploads/2014/12/Portfolio-Rubric-for-Reflection.PRINT_.pdf

UNIT 4- THE SELF FROM THE PSYCHOLOGICAL PERSPECTIVE

Intended Learning Objectives:
At the end of the unit, you should be able to:
1. Define and describe the different psychological concepts of self;
2. Differentiate the various concepts of the self and identity their
interrelationships;
3. Explain how the concepts of self-influence behavior; and
4. Apply concepts of self in one’s life to develop self-awareness and self-
understanding.
Activity 1
Directions: Describe how you are expected to behave and interact with other
people in each of these situations. You may consider the following factors:
volume of your voice, dress code, general behavior.
1. Attending a formal party
2. Studying in the library
3. Meeting a new friend
4. Watching a basketball game
5. Eating lunch in a restaurant

25
 Activity 2
Directions: Determine if the behavior is appropriate (A) or (I) inappropriate in the
given social situation considering societal, cultural, or institutional guidelines.
_________1. Sharing stories with friends in the library
_________2. Laughing during religious service
_________3. Joking with friends in picnic
_________4. Keeping quiet inside the church
_________5. Listening quietly during a piano recital
_________6. Speaking in a soft tone during a party
_________7. Speaking in a modulated voice while attending a conference
_________8. Laughing loudly while waiting at the doctor’s office
_________9. Wearing short pants for an interview with the employer
_________10. Wearing the required uniform in the office
THE SELF FROM THE PSYCHOLOGICAL PERSPECTIVE
The development of self-understanding in adolescence involves a number of
theories about the self, identity, and personality. Theories about the self-give way
for the identification of which characteristics of the self are relevant to each other.
This chapter outlines the psychological theories that influence the way people
understand the self. As the following theories illustrate, adolescents construct their
own understandings of their selves well by integrating the information into their
lives. Understanding of the self is highest when the different parts of the self-
become integrative. Consistent with Carl Roger’s theory of self, an important
aspect of understanding the self is self-awareness---how much an adolescent is
aware of his/her own psychological make-up, what makes him/her unique as a
person, as well as his/her strengths and weaknesses.

UNLOCKING DIFFICULTIES

DEFINITION OF TERMS
Archetypes - the original model or a perfect example of something
Formidable - causing you to have fear or respect for something or someone
because that thing or person is large, powerful, or difficult
Discrete - having an independent existence or form apart from other similar
things; separate
Empirical - based on what is experienced or seen rather than on theory

26
 PSYCHOLOGICAL PERSPECTIVE OF SELF
Multiple Versus
The Self as The Self as the
The Me-Self and Real and Ideal Unified Self,
Proactive and Central
the I-Self Self True Versus
Agentic Archetype
False Self
William James Another aspect The construction Albert Bandura Central to Carl
suggests that of self- of multiple posits that Jung’s theory of
the self is understanding selves varies humans, the self is the
divided into two that is important across different through their concept of
archetypes.
categories: the in adolescent interpersonal agency are
Basically,
and the. The I- years focuses on and perceived as
archetypes are
Self refers to the self-concept. intrapersonal proactive agents the universal
self that knows This refers to the roles and of experiences. models after
who he/she is image of oneself. relationships. Agency which roles are
which is also Rogers defines Coping with embodies the patterned. Jung
called the the self as a different selves endowments, suggests that the
thinking self. flexible and constitutes a belief system, psyche (total
The Me-Self, on changing formidable task self-regulatory personality)
the other hand, perception of among capabilities, and continues to
is the empirical personal adolescents. distributed develop
throughout life,
self which refers identity. He Winnicott has structures and
but the psyche
to the person’s suggests that the found that the functions,
starts to show a
personal self develops self is composed through which definite form and
experiences and from of the true self personal content during
is further interactions with and false self. influence is adolescence. For
divided into sub- significant The function of exercised, rather Jung, there are
categories: the people and false self is to than reside as a four majors
material self, awareness of hide and protect discrete entity. archetypes:
social self, and one’s own the true self. Intentionality persona (social
spiritual self. characteristics Researchers refers to acts roles that
The material self and level of have found that done individuals
present to
is attributed to functioning. adolescents’ intentionally.
others), shadow
an individual’s According to perceptions of Intentions
(the repressed
physical Rogers, there are themselves can center on plans
thoughts that are
attributes and two components change of action with socially
material of self-concept: depending on the anticipation unacceptable),
possessions that the real self the situation. In of possible animus/anima
contribute to (consists of all other words, outcomes. (feminine
one’s self- ideas, including adolescents Forethought side/masculine
image. The the awareness of display a false enables the side of the
social self refers what one is and self to impress person to psyche), and self
to a person is what one can do) others. anticipate the (the central
archetype that
and how he/she and the ideal self Adolescent likely
unites all the
acts in social (person’s develop consequences of
parts of the
situations. perception of different selves prospective psyche).
James believes what one should in various actions. Self-
that people have reactiveness

27
 different social be or what one relational involves making
selves aspires to be). contexts. choices and
depending on choosing
the context of a appropriate
social situation. courses of
action. Self-
reflectiveness
gives the person
the ability to
reflect upon and
the adequacy of
his/her thoughts
and actions.

Sigmund Freud’s Construction Self and Personality

According to Sigmund Freud, the dynamic forces within the self are many
and in inevitable conflict. He argues that the mind is composed of three structures
through which personality is formed: the id, ego, and superego. The id refers to the
component of the personality characterized by its need to satisfy basic urges and
desires. The ego refers to the I and operates on the reality principle and controls
the id. The superego refers to the “conscience” and “moral judge” of one’s conduct.
The id, ego, superego is often in conflict with each other. Freud uses the term “ego
strength” to refer to the ego’s ability to resolve the conflict between the three
structures.

The Role of Erik Erikson’s Theory in Understanding the Self

Erikson’s theory proposes that individuals go through eight psychosocial
stage of development. While Erikson believes that each stage is important, he gives
particular emphasis on the development of the ego.

This is occurring in the first year of life. According to Erikson, the

Trust versus
child will develop trust if he/she is properly cared for. If the child
mistrust
is not well-cared for, mistrust is likely to develop.
This is occurring during the first three years of life. Autonomy
Autonomy
means independence of thought and confidence to think and act
versus shame
for oneself. Children begin to assert their independence during
and doubt
this stage.
This is occurring around 3 to 5 years of age. During this period,
Initiative developing a sense of responsibility among children lead to the
versus guilt development of initiative. A child who is made to feel
irresponsible might develop feelings of guilt.

28
 Identity It takes place during adolescence. At this stage, adolescents face
formation the task of finding out who they are, what they are, and what
versus they want in life. They are confronted with many roles and
identity responsibilities.
confusion
It occurs during early adulthood when people explore personal
Intimacy
relationships. During this stage, Erikson believes that it is vital
versus
that people develop intimate relationships with others.
isolation

It occurs during middle adulthood. Generativity involves a

Generativity person’s desire to contribute to the world by teaching, leading,
and and guiding the next generation and doing activities that will
stagnation benefit the community.

It is the final psychosocial stage which occurs during old age and
Integrity
is focused on self-reflection in one’s life. At this stage, individuals
versus
reflect on the important events of their lives.
despair

FOCUS QUESTIONS
Directions: Respond righteously to the HOTS (Higher-Order Thinking Skills)
questions given below. Write your answer on the separate sheets. For your
basis, use the rubric in the Learning Task 2 that is provided.

1. How would you define and describe the different psychological concepts
of self?
2. Differentiate the various concepts of the self and identity their
interrelationships.
3. Explain how the concepts of self-influence behavior.
4. How would you apply concepts of self in one’s life to develop self-
awareness and self-understanding?

RELATED READINGS

 Brawner, D. & Arcega A. Understanding The Self. C & E Publishing Inc., 2018.
 Corpuz, R. & Estoque R. Understanding The Self. C & E Publishing Inc., 2019.

29
 LEARNING EXERCISE 1
I. Directions: Fill in the blanks.

1. The term ______________ refers to the image of oneself.

2. Central to the theory of __________is the concept of archetype.
3. William James suggests that the self is divided into two categories: __________
and the ____________.
4. ______________archetype is often considered as the dark side of the psyche.
5. ______________refers to the “conscience” and “moral judge” of conduct.
6. ______________refers to the individual’s belief that he/she is capable of
performing a task.
7. _____________developed the psychosexual stages of development.
8. _____________proposes that individuals go through eight psychosocial stages
of development.
9. _____________means independence of thought and confidence to think and
act for oneself.
10. The ______________is the central archetype that unites all parts of the psyche.
11. ______________is the final psychosocial stage which occurs during old age and
is focused on reflections on life.
12. Freud believes that the ________________is the pleasure-seeking side.

LEARNING EXERCISE 2

II. Instructions: Answer the following essay questions.

1. Which of the basic concepts described in the preceding theories do you think
applies to you the most?
2. Did your study of the different theories of the self-lead you to change any of
your perceptions about yourself?
3. Did the theories of the self-lead you to recognize your strengths and
weaknesses?
4. How does the lesson foster self-understanding and development?

30
 LEARNING TASK 1

THE STORY OF MY LIFE

Instructions:
You can deepen your self-understanding by writing your life story.
Essentially, the stories we tell are windows into our inner self. Write your life
story. Begin your story by writing the basic information about yourself such as
your name, nickname, age, birthplace, favourite subjects, course, year level,
interests, hobbies, strengths and weaknesses, your motto, beliefs, ambitions, and
goals in life; and the aspirations and lessons you learned in your life. Then in the
subsequent paragraphs, tell something about your most memorable and
happiest experiences during your childhood and teenage years, tell something
about your parents, the lessons that your parents taught you, the things that you
are grateful for about them, and the things that you are happy with and grateful
for in your life.
The Story of My Life

LEARNING TASK 2

MY IDEAL SELF
Instructions:
Describe what you will be or what you want to be in the next ten years,
including your goals and ambitions, the places you want to go to, and the things
you want to have, among others. Include views and ideas about who and what
you aspire in the future. Start your statements with prompts such as ten years
from now, I envision myself as…
My Ideal Self
RUBRICS:
Above Meets Approaching Below
CRITERIA
Expectations (4) Expectations (3) Expectations (2) Expectations (1)
The reflection The reflection The reflection The reflection
explains the explains the attempts to does not address
student’s own student’s demonstrate the student’s
Reflective
thinking and thinking about thinking about thinking and/or
Thinking (15)
learning his/her own learning but is learning.
processes, as learning vague and/or
well as processes. unclear about

31
 implications for the personal
future learning. learning process.
The reflection is The reflection is The reflection The reflection
An in-depth an analysis of the attempts to does not move
analysis of the learning analyze the beyond a
learning experience and learning description of
experience, the the value of the experience but the learning
value of the derived learning the value of the experience.
Analysis (10) derived learning to self or others. learning to the
to self or others, student or
and the others is vague
enhancement of and/or unclear.
the student’s
appreciation for
the discipline.
The reflection The reflection The reflection The reflection
articulates articulates attempts to does not
multiple connections Articulate articulate any
connections between this Connections connection to
between this learning between this other learning or
learning experience and learning experiences.
experience and content from experience and
Making
content from other courses, content from
Connections
other courses, past learning other courses,
(10)
past learning, life experiences, past learning
experiences and/or future experiences, or
and/or future goals. personal goals,
goals. but the
connection is
vague and/or
unclear.
Adapted: http://earlycollegeconference.org/wp-content/uploads/2014/12/Portfolio-Rubric-for-Reflection.PRINT_.pdf

UNIT 5- THE SELF IN WESTERN AND EASTERN THOUGHTS

Intended Learning Objectives:

At the end of the unit, you should be able to:
1. Explain the Western concept of self;
2. Enumerate and discuss the different Eastern conceptions of self;
3. Compare Eastern and Western views of the self; and
4. Write your own conceptualization of self.

32
 Activity 1

Directions: Sentence Completion Test- Fill each blank with the first answer that
comes to your mind.

Activity 2

Instructions: In the following chart, categorize your responses in the sentence

completion test above.

Collective Self:
Individual Self:
Beliefs, values, and characteristics
Unique personal traits, skills, abilities,
which are socially shared within a
and hobbies
group

THE SELF IN WESTERN AND EASTERN THOUGHTS

Do we exist for ourselves or for others? Do we live for self-realization and self-
actualization or do we live for the common good? This is how the western and
eastern perspectives about the self-differ. The West is self-oriented while the East
is others-oriented. The former values freedom and choice and wants to free itself
from the bondage of society. The latter values relationships and social obligation
and looks at the welfare of society.
The attempt to determine the differences between the perspective of the
West and East toward the self was carried out by social psychologists. They found
out that in modernized countries people grow more analytical and individualistic,
while in developing nations, people remain collectivistic.

33
UNLOCKING DIFFICULTIES

DEFINITION OF TERMS
Condenses - to reduce something, such as a speech or piece of writing, in
length
Profane- showing no respect for a god or a religion, often through language
Alienation - to cause someone or a group of people to stop supporting and
agreeing with you
Spontaneity - the quality of being natural rather than planned in advance

Western Concept of Self

1. Western Self as Analytic
The Western way of thinking is analytic-deductive with emphasis on the casual
links (part-to-whole relationships). The whole is understood when
differentiated into parts. One must categorize and make distinctions to pursue
cause
2. Western Self as Monotheistic
The belief in one Supreme Being coexisting with the universe condenses the
supernatural and human capabilities into bipolarity of both qualities of
existence (e.g., beautiful/ugly; kind/cruel; sacred/profane; strong/weak) and
categories of identity or experience (e.g., God/Satan; body/soul; love/lust;
sinner/saint, etc.)

3. Western Self as Individualistic

Western individualism exhibits the coexistence of favourable and unfavourable
condition inherent in personal freedom. Although the right to individual
freedom provides opportunities for self-fulfilment, it also increases the
likelihood of experiencing alienation and frustration.

4. Western Self as Materialistic and Rationalistic

The Western way of thinking is focused on material “things” and favors a
rational-empirical approach over magical and superstitious explanations of
immaterial “things.”

Eastern Concept of Self

In the east, philosophy and religion are twisted together. Thus, the major
eastern religious such as Hinduism, Confucianism, and Taoism are also the common
representatives of Eastern thought. Although these four systems of Eastern

34
thought differ in their approaches about the concept of self, they share the same
goal---to teach how to become a perfect person.

The Self in Four Great Systems of Eastern Thought

Hinduism
The Hindu concept of self is expounded in Vedanta, a major school of Indian
thought based on Upanishads, the classical Indian philosophical treatises. It has
been stated that Brahman is an absolute reality, and Atman (soul or spirit), the true
knowledge of self, is identical to Brahman. The law of karma is the most important
doctrine of Hinduism. All actions are subject to karma. Individual’s actions will lead
to either good or bad outcomes in one’s life. People get exactly what they deserve.

Buddhism
Siddhartha Gautama, known as the Buddha, is the founder of Buddhism. The
root word of Buddhism is budh meaning awake. To be awake may imply that
opening eyes would lead to understanding more about the self and the world. The
Four Noble Truths are the basic principles of Buddhism: (1) life is suffering; (2)
suffering is caused by attachment to desires; (3) suffering can be eliminated’; (4)
elimination of suffering is through the practice of the Eightfold Path (right view,
right aspiration, right speech, right action, right livelihood, right effort, right
mindfulness, and right concentration).
In Buddhist philosophy, man has no self (or no-soul). There is only nothing
and all else is an illusion. There is nothing permanent but change. The ignorance of
impermanence of everything may lead to an illusion of selfhood.

Confucianism
The Confucian doctrines are found in the Analects (Conversations of
Confucius). The core of Confucian thought is the Golden Rule or the principle of
reciprocity: “Do not do to others what you would not want others to do to you”
The most important of relationships are the Five Cardinal Relationships: between
ruler and minister, between father and son, between husband and wife, between
brothers, and between friends. Another important feature in Confucian thought is
the individual’s greatest mission of attaining self-realization wherein self-
cultivation is instrumental.

Taoism
Taoism is a Chinese counterculture. Taoists reject the Confucian idea of a
relational self. To them, the self is an extension of the cosmos, not of social
relationships. The self is described as one of the limitless forms of the Tao. The Tao
is commonly regarded as Nature that is the foundation of all that exists. It is not

35
bounded by time and space. The ideal is to identify with the Tao. The perfect man
has no self. Selflessness is attained when the distinction between “I” and “other”
dissolves. Taoists believe that simplicity, spontaneity, and harmony with nature
should govern one’s life. There should be unity and harmony among opposing
elements. Hence, there is oneness of the Tao.

FOCUS QUESTIONS

Directions: Respond righteously to the HOTS (Higher-Order Thinking Skills)

questions given below. Write your answer on the separate sheets. For your
basis, use the rubric in the Learning Task 2 that is provided.
1. How would you describe the Western concept of self?
2. Discuss and analyze the different Eastern conceptions of self.
3. How would you compare Eastern and Western views of the self?
4. Write your own conceptualization of self.

RELATED READINGS

 Brawner, D. & Arcega A. Understanding The Self. C & E Publishing Inc., 2018.
 Corpuz, R. & Estoque R. Understanding The Self. C & E Publishing Inc., 2019.

LEARNING EXERCISE 1
(It may be viewed in the Google Quiz/ Form)
I. Multiple Choice. Encircle the letter that corresponds to your answer.

1. All are schools of thought in the East except:

a. Buddhism
b. Empiricism
c. Hinduism
d. Confucianism

2. All are schools of thought in the West except:

a. Rationalism
b. Scholasticism
c. Taoism
d. Phenomenology

3. The ___________thought assumes that the self is the measure of all things.
a. Eastern
b. Filipino

36
 c. Western
d. Collectivist

4. Eastern thought emphasizes____________.

a. Distinction
b. Oppositions
c. Individualism
d. Harmony

5. The ideal of ______is self-actualization through personal growth.

a. Western thought
b. Eastern thought
c. Filipino thought
d. Indian thought

LEARNING EXERCISE 2

II. True or False. Write T on the blank if the statement is true and write F if it
is false.
___________1. Eastern thought is pluralistic.
___________2. There is separation between philosophy and religion in Eastern
thought.
___________3. The eastern way of thinking is analytic-deductive.
___________4. The Western concept of individual freedom is seen as a double-
edged sword.
___________5. The primary source of knowledge in Western philosophy is faith.

LEARNING TASK 1
Instructions:
Cite your Western, Eastern, and Filipino characteristics. Fill up the chart
below.

My Western My Eastern My Filipino

Characteristics Characteristics Characteristics

37
 LEARNING TASK 2

REFLECTION
Instructions:
The strengths and weaknesses of the Filipino character have their roots in
Western and Eastern traditions. Write an introspective essay about your
character as a Filipino, using the following guide questions:
1. What are your Western, Eastern, and Filipino characteristics that can help you
succeed in life?
2. Are you happy for having this combination of traits?
3. How do you appreciate your uniqueness as a Filipino? How do you feel as a
Filipino?

My Reflection
Rubrics in Reflection
Above Meets Approaching Below
CRITERIA
Expectations (4) Expectations (3) Expectations (2) Expectations (1)
The reflection The reflection The reflection The reflection
explains the explains the attempts to does not address
student’s own student’s demonstrate the student’s
thinking and thinking about thinking about thinking and/or
Reflective learning his/her own learning but is learning.
Thinking (15) processes, as learning vague and/or
well as processes. unclear about
implications for the personal
future learning. learning process.

The reflection is The reflection is The reflection The reflection

An in-depth an analysis of the attempts to does not move
analysis of the learning analyze the beyond a
learning experience and learning description of
experience, the the value of the experience but the learning
value of the derived learning the value of the experience.
Analysis (10) derived learning to self or others. learning to the
to self or others, student or
and the others is vague
enhancement of and/or unclear.
the student’s
appreciation for
the discipline.
Making The reflection The reflection The reflection The reflection
Connections articulates articulates attempts to does not
(10) multiple connections Articulate articulate any

38
 connections between this Connections connection to
between this learning between this other learning or
learning experience and learning experiences.
experience and content from experience and
content from other courses, content from
other courses, past learning other courses,
past learning, life experiences, past learning
experiences and/or future experiences, or
and/or future goals. personal goals,
goals. but the
connection is
vague and/or
unclear.
Adapted: http://earlycollegeconference.org/wp-content/uploads/2014/12/Portfolio-Rubric-for-Reflection.PRINT_.pdf

UNIT 6- PHYSICAL ASPECT OF THE SELF

Intended Learning Objectives:
At the end of the unit, you should be able to:
1. Identify the stages of life and explain the physical changes that occur during
each stage;
2. Recognize the contributions of genetic and environmental factors to the
physical development of the self;
3. Describe the factors that affect body image;
4. Examine the impact of culture on body image and self; and
5. Develop a positive body image.

Activity 1

Directions: Fill-out the chart below with facts out from yourself.

My characteristics or My characteristics or My characteristics or

traits most similar to traits most similar to traits not similar to
those of my father those of my mother those of my father or
my mother

Positive

39
Negative

3. Analyze the chart by answering the following questions:

a. Are there more positive traits than negative traits written on your chart?
b. What type of traits have you written on the chart? Which traits are
observable and which are not?
Compare the traits written on the first two columns with those on the third
column. Are there more physical traits than non-physical traits that have
been recorded?
c. Are you happy for having these traits? Have you ever expressed your
gratitude to your parents for passing those traits to you?

Activity 2

FILM SHOWING
Instructions: Watch the video titled “The Miracle of Life” by Renderings on
YouTube. Fill out the text below as you are watching. If you miss something, get
back to it after viewing the film.
The Path Traveled by the Egg
1. The egg travels through the after
being released from the .
2. The fertilized egg contains from
both parents.
3. The egg is surrounded by a cloud of .
4. These hairs, called , move
the egg along towards the uterus.
5. It takes the egg days to
travel inches
along the fallopian tube.
6. The egg must join with a sperm within hours
in order for conception to take place. If no sperm is present, the egg .
When Sperm Enters the Female Body

40
 1. Nearly % of the sperm will die almost immediately after
entering the woman’s body.
2. Sperm will remain viable (able to survive) only for to
hours.
3. The sperm has one goal: .
4. There are many barriers (things to overcome) for a sperm to reach the egg.
Some of these include:
a. d.
b. e.
c.
When Sperms Enters the Fallopian Tube
1. The fallopian tube has openings; one leads to
the and the other to the .
2. Of the 200 million sperms that enter, only about ever
reach the egg.
3. Only sperm will enter and fertilize the egg.
4. Once inside the egg, the sperm undergoes a big change, it .
5. The genetic material is released from the .
6. Within hours, the new cell begins to divide.
The Embryo Develops into a Fetus

Number of Weeks since Fertilization Appearance of Embryo/Fetus

1. It is elongated (grown long)

It is barely 1/10th of an inch long.

2. It has arm buds, and is curled.

It has the beginning of eyes.

3. The nose begins to take shape.

4. Leg buds appear:

The embryo is less than ……. inch long.
It floats inside the fluid-filled amniotic
sac.
Its ……. is clearly visible.

41
 5. The embryo is 3/4 of an inch long.
It can move its hands and clearly
defined fingers.
Its ……. are visible.
The eye lenses are formed.

6. Fingers are clearly seen.

The ……. of the feet are clearly visible.

7. The embryo is 2 ½ inch long.

8. It can bring its hands together and suck

its thumb.

9. Organs of senses are nearly formed.

10. It is turning inside the mother.

11. The fetus is 5 ½ inches long.

Its eyes are closed, but the fetus can
see.
The ………. is the fetus’ link to its
mother, the source of its life.

12. All of its important features have been

developed, but it will take another …….
weeks before it can survive outside its
mother.

THE PHYSICAL ASPECT OF SELF

This unit explores the process of physical growth and development.
Understanding the physical self requires an analysis of the life span and the physical
development that happens in each stage. Particularly, the physical changes that
occur at the start of adolescence result largely from the secretion of various
hormones which virtually affects every aspect of an adolescent’s life, particularly
the way they view themselves (Feldman, 2010). Generally, girls are more
dissatisfied than boys with their physical appearance and their overall body image.
For girls, self-consciousness and dissatisfaction with their appearance reach their
peak between the ages 13 and 15 (Newman & Newman, 2009).

42
UNLOCKING DIFFICULTIES

DEFINITION OF TERMS
Extremities- the hands and feet
Offspring- a person's children
Chromosomes- any of the rod-like structures found in all living cells,
containing the chemical patterns that control what an animal or
plant is like

THE PHYSICAL SELF

The physical self refers to the body. Both physical extremities and internal
organs work together for the body to perform many of its functions such as
breathing, walking, eating, and sleeping, among others. The body’s ability to
perform its functions gradually changes through an individual’s aging. In general,
the body performs least during infancy and old age. Physical efficiency generally
peaks in early adulthood between the ages of twenty and thirty, and then slowly
declines into the middle age. Physical development and growth during childhood
continue at a slow rate compared to the rapid rate of growth in babyhood.

Adolescence begins with the onset of puberty. This stage is characterized by

rapid physical changes that include the maturation of the reproductive system.
Each individual goes through a succession of development stages throughout his
or her life span. Life span refers to the development from conception to death.
Elizabeth B. Hurlock outlines the stages in the life span:
1. Prenatal- fertilization to birth
2. Infancy- birth to 2 weeks of life
3. Babyhood- 2 weeks of life to 2nd year
1.4. Early Childhood- 2 to 6 years old
2.5. Adolescence-
Late Childhood- 6 to
14 to 1810 or 12
years oldyears old
3.6. Early
Puberty- 10 or 1218toto1440years
Adulthood- yearsold
old
7. old
Middle Adulthood- 40 to
or60 years
8. Late Adulthood senescence- 60 to death

43
 Source: https://www.google.com/search?q=stages+of+life+span

Two Factors Affecting Physical Growth and Development

 Physical growth and development is the product of heredity and environment.
Heredity is the biological process of the inheritance of traits from parents to
offspring. Environment refers to the factors an individual is exposed to
throughout life which includes learning and experiences. Environmental
factors such as diet, nutrition, and diseases play an important role in an
individual’s physical development.

 Sex and other physical traits are determined by the combination of

chromosomes and genes during fertilization when the egg and sperm cells
unite.
 Chromosomes are threadlike tissues that carry the genes, and are usually
found in pairs.
 There are 23 pairs of chromosomes which are classified as autosomes or
trait chromosomes (22 pairs) and gonosomes or sex chromosomes.

 The sex of the offspring depends on the pairing of the sex chromosomes
(23rd) from the father and mother.
 Genes are the basic carrier of hereditary traits and are classified as
dominant (strong genes) and recessive (weak genes).

44
 THEORIES OF PHYSICAL SELF
The theory of physiognomy suggests that a person’s physical
characteristics such as facial features and expressions and body structures could
be related to a person’s character or personality. According to the ancient
Chinese practice of face reading, the face is a three-dimentional reflection of
“who we are and how life has affected us.”

FOCUS QUESTIONS

Directions: Respond appropriately to the HOTS (Higher-Order Thinking Skills)

questions given below. Write your answer on the separate sheets. For your basis,
use the rubric in the Learning Exercise 3 that is provided.
1. What are the stages of life? What are the physical changes that occur during
each stage?
2. What are the contributions of genetic and environmental factors to the physical
development of the self?
3. Describe the factors that affect body image.

RELATED READINGS

 Brawner, D. & Arcega A. Understanding The Self. C & E Publishing Inc., 2018.
 Corpuz, R. & Estoque R. Understanding The Self. C & E Publishing Inc., 2019.

LEARNING EXERCISE 1
(It may be viewed in the Google Quiz/ Form)

I. Multiple Choice. Encircle the letter that corresponds to your answer.

1. It refers to the sex chromosomes.

a. Autosomes
b. Gonosomes
c. Zygote
2. This refers to how individual perceive, think, and feel about their body
a. Self-concept
b. Body image
c. Self-esteem

3. It is the basic carrier of hereditary traits.

a. Genes
45
 b. Autosomes
c. Chromosomes

4. It is the inheritance of traits from parents to offspring.

a. Disease
b. Heredity
c. Heterosexual

5. It is an eating disorder in which the person refuses to eat for fear of gaining
weight.
a. Bulimia
b. Anorexia nervosa
c. Obesity

6. This stage is considered to extend from age 40 to 60.

a. Early adulthood
b. Middle adulthood
c. Late adulthood

7. It is a form of body modification in which a decorative design is made on the

skin.
a. Tattooing
b. Piercing
c. Cosmetic surgery

8. Physical efficiency generally peaks during ____________.

a. Puberty
b. Adolescence
c. Early adulthood

9. It is a condition in which a person has accumulated so much body fat.

a. Bulimia
b. Anorexia nervosa
c. Obesity

10. The greatest concern that girls express about their bodies is they are _____.
a. Too fat
b. Too dark
c. Too small

46
 LEARNING EXERCISE 2

II. The following questionnaire is designed to describe how satisfied you are
with your physical characteristics. Rate each item from 1 (very
dissatisfied) to 5 (very satisfied).
Very Moderately Very
Physical Satisfied Dissatisfied
Satisfied Satisfied Dissatisfied
Characteristics 4 2
5 3 1
1. Hair color

2. Hair texture

3. Eye color

4. Eye shape

5. Eyelashes

6. Eyebrow

7. Nose shape

8. Cheekbones

9. Cheeks

10. Facial
expression

11. Skin color

12. Skin texture

13. Posture

14. Height

15. Body weight

16. Body size

17. Physical
vigor

18. Clothing

19. Grooming

20. Hygiene

47
 LEARNING EXERCISE 3
III. Explain the importance of beauty in terms of social relations, self-esteem,
and job opportunities.
1. Social Relations
2. Self-esteem
3. Job Opportunities
RUBRICS:
EXCELLENT
CRITERIA (50%) GOOD (4) FAIR (3) POOR (2)
(5)
Knowledge and student was student was student was student was
Understanding able to able to able to able to
(25%) convey convey convey a few convey
several ideas several ideas ideas and limited ideas
and and examples on and
examples on examples on the topic examples on
the topic the topic with some the topic
with a high with a good degree of with little
degree of degree of knowledge knowledge
knowledge knowledge
Application student was student was student was student was
(15 %) able to make able to make able to make able to make
connections connections connections connections
between the between the between the between the
various texts various texts various texts various texts
related to related to related to related to
the subject the subject the subject the subject
with a high with a with some with little
degree of considerable degree of degree of
clarity and degree of clarity and clarity and
effectiveness clarity and effectiveness effectiveness
effectiveness
Communication student student student student
(10%) shows little shows little shows little shows little
knowledge knowledge knowledge knowledge of
of how to use of how to use of how to use how to use
conventions conventions conventions conventions
when writing when writing when writing when writing
Adapted: https://www.rcampus.com/rubricshowc.cfm?code=V4W3C7&sp=true&

48
 LEARNING TASK

REFLECTION
Watch the documentary film Life inside the Womb by Body Atlas. This film
shows the physical development of a fetus from conception to birth. Identify the
factors that may affect the development of the baby inside the womb. What are
your insights from the film?
Instructions:
Write an essay on the three most important things you learned from the
film showing and assessment activities. What are your insights and how are you
going to apply your insights in understanding your physical self?
My Reflection
RUBRICS FOR REFLECTION:
Above Meets Approaching Below
CRITERIA
Expectations (4) Expectations (3) Expectations (2) Expectations (1)

The reflection The reflection The reflection The reflection

explains the explains the attempts to does not address
student’s own student’s demonstrate the student’s
Reflective thinking and thinking about thinking about thinking and/or
learning his/her own learning but is learning.
Thinking (15) processes, as learning vague and/or
well as processes. unclear about
implications for the personal
future learning. learning process.

The reflection is The reflection is The reflection The reflection

an analysis of the attempts to does not move
An in-depth
learning analyze the beyond a
analysis of the
experience and learning description of
learning
the value of the experience but the learning
experience, the
derived learning the value of the experience.
value of the
Analysis (10) to self or others. learning to the
derived learning
student or
to self or others,
others is vague
and the
and/or unclear.
enhancement of
the student’s
appreciation for
the discipline.

49
 The reflection The reflection The reflection The reflection
articulates articulates attempts to does not
multiple connections articulate any
Articulate
connections between this connection to
between this learning Connections other learning or
learning experience and between this experiences.
experience and content from learning
Making content from other courses, experience and
Connections other courses, past learning content from
(10) past learning, life experiences, other courses,
experiences and/or future past learning
and/or future goals. experiences, or
goals. personal goals,
but the
connection is
vague and/or
unclear.
Adapted: http://earlycollegeconference.org/wp-content/uploads/2014/12/Portfolio-Rubric-for-Reflection.PRINT_.pdf

UNIT 7- THE SEXUAL SELF

Intended Learning Objectives:
At the end of the unit, you should be able to:
1. Identify the causes and consequences of sexually transmitted infections and
early pregnancy;
2. Distinguish between attraction, love, and attachment;
3. Explain sexual orientation; and
4. Reflect on the importance of contraception and Reproductive Health Law;

Activity 1
Directions: Determine whether the part of the body indicated is erogenous zone
of male, female, or both. Write M for male, F for female, and B for both male and
female.
________1. Mouth
________2. Lips
________3. Clitoris
________4. Ears
________5. Nipples
________6. Scrotum
________7. Perineum

50
________8. Breasts
________9. Neck
________10. Cervix

Activity 2
It is natural to feel attracted to another person. What are the factors that “turn
you on” to another person? List down the physical and attitudinal or behavioral
traits that you find appealing.

Physical Traits Attitudinal/Behavioral Traits

THE SEXUAL ASPECT OF SELF

Understanding and experiencing the self includes a discussion of the
biological factors of sexual behaviors that includes the reproductive system and the
sex characteristics that differentiate between man and woman. The reproductive
system is a system of sex organs designed for reproduction and sexual function. It
affects not only how individuals views themselves but also their sexuality and
sexual relationships. During adolescence, most young people become involved in
dating and courtship. Through romantic relationships, sexual behaviors are
developed. Risk factors for sexual behaviors such as early pregnancy and sexually
transmitted infections are discussed in this chapter. Early pregnancy and sexually
transmitted infections among youth are major problems in the Philippines. In this
chapter, a number of strategies are recommended to prevent these.

51
 UNLOCKING DIFFICULTIES

DEFINITION OF TERMS
Arousal- sexual excitement
Incurable- not able to be cured
Onset- the moment at which something unpleasant begins; the
beginning of something
Puberty- the stage in people's lives when they develop from a child into
an adult because of changes in their body that make them able to have
children

DEVELOPMENT OF SEX CHARACTERISTICS AND HUMAN

REPRODUCTIVE SYSTEM

PRIMARY SEX CHARACTERISTICS

- are physical characteristics present at birth. These are the
characteristics that distinguish male from female. In
females, those characteristics include the vagina, uterus,
and ovaries. In males, the primary characteristics include
the penis, testes, scrotum, and prostate gland.
SECONDARY SEX CHARACTERISTICS
- develop during the onset of puberty. For women, the earliest
evidences of puberty are enlargement of the breasts, onset
of menstruation, and growth of pubic hair. For men, testicular
growth, sperm production, deepening of voice, and pubic and
other body hair.

Source: https://www.earthslab.com/physiology/female-reproductive-system-locations-functions-
female-reproductive-organs/

52
 Source: https://www.earthslab.com/physiology/male-reproductive-system-locations-functions-
male-reproductive-organs/

THE PHASES OF SEXUAL RESPONSE

William Masters and Virginia Johnson found that the biological responses of
males and females to sexual stimulation are quite similar. They use the term sexual-
response cycle to describe the changes that occur in the body as men and women
become sexually aroused. They divide the sexual-response cycle into four phases:

Excitement Phase
- is the beginning of sexual arousal and can last from one minute to several hours. During this
phase, pulse rate increases, blood pressure rises, breathing quickens, and the skim shows
rosy flush particularly on the chest and breast areas.

Plateau Phase
- The changes in the body continue. In men, the penis becomes more erect, the circumference
of its head increases, and few drops of fluid are released. Breathing becomes more rapid,
heart rate increases, body temperature rises, and blood pressure increases during this stage.

Orgasmic Phase
- Contractions of the muscles in and around the penis stimulate the release of the semen
which contains sperm cells. Men usually achieve one intense orgasm during sexual
intercourse. In women, orgasm involves the contraction of pelvic muscles that surround the
vaginal walls and can happen multiple times.

Resolution Phase
- The body return to its normal state after orgasm. In men, the erection is lost, the testes
decrease in size, and the skin of the scrotum thins again. In women, the clitoris, and vagina
ATTRACTION, LOVE, AND ATTACHMENT
return to their normal state

53
 As adolescents grow and mature, they make new patterns of relationships
and commitments with other people. While these new patterns of relationships
may change as they mature, they could form the foundations on which intimacy
during adulthood will be established. During adolescence, dating and courtship
emerge and become increasingly important. Puberty is an important stage in sexual
development. It is the time when boys and girls experience their first sexual
attraction. Social exchange theory proposes that attraction is the result of an
exchange process. People tend to view relationships as the result of the rewards
and costs they entail. As the relationship develops, the sharing of activities and
information contributes to increased attraction, liking, trust, and love.
SEXUAL ORIENTATION
Sexual orientation refers to a person’s sexual identity anchored on what
gender they are attracted to. The most common sexual orientation in which one is
sexually attracted to members of the opposite sex is heterosexuality.
Homosexuality, on the other hand, is the orientation of one who is sexually
attracted to the same sex. Homosexual males are referred to as gays, while
homosexual females are referred to as lesbians. Bisexuality is an orientation where
one is attracted to both opposite and same sex.
SEXUALLY TRANSMITTED DISEASE (STDs) AND EARLY PREGNANCY
Sexually transmitted infections (STIs) or sexually transmitted diseases (STDs)
are contracted primarily through sexual contact (vaginal, oral, or anal sex). Many
STIs affect the sex organs themselves while others have broader and more life-
threatening effects. Bacterial infections are treatable with antibiotic, but those
caused by viruses are more difficult to treat and are often incurable such as
HIV/AIDS.
HIV/AIDS infections are cause by direct contact with body fluids such as
through blood transfusion, breastfeeding, and sexual intercourse. Anyone who is
sexually active is at risk of STIs and STDs and should practice safe sex. However, it
is important to remember that not having sex can be the safest sex method to avoid
all forms of STIs and STDs as well as other problems such as early pregnancy. The
consequences of high teenage pregnancy in the Philippines remain a major
concern. Early pregnancy creates health risks among young mothers and their
babies since female reproductive organs are not yet mature during adolescence
and complications may arise during pregnancy and childbirth.

54
METHODS OF CONTRACEPTION AND THE REPRODUCTIVE HEALTH LAW
Contraception refers to methods that are used to prevent pregnancy. One
common method of contraception is the use of condoms which can also prevent
some STIs. Other common methods of contraception available in the Philippines
include intrauterine device or IUD, a tiny device made of flexible plastic that is
inserted in the uterus to prevent pregnancy; birth control injectibles that are given
every three months to women; oral contraceptive pills which are taken every day;
and withdrawal method.
In the calendar method, the number of days in each menstrual cycle is
recorded and the couple avoid sex during the fertile period. On the other hand, the
cervical mucus method, also called the Billings ovulation method, is a type of natural
family planning method based on careful observation of mucus patterns during the
course of the menstrual cycle.
Studies show that contraceptive use is low particularly among sexually active
adolescents. Thus, the Responsible Parenthood and Reproductive Health Act of
2012, also known as Reproductive Health Law or RH Law, guarantees universal
access to methods of contraception, fertility control, sexual education, and
maternal care. The RH Law provides for the “prevention and treatment of HIV/AIDS
and other STIs/STDs,” especially since the number of HIV case among the youth is
rising.

FOCUS QUESTIONS

Directions: Respond appropriately to the HOTS (Higher-Order Thinking Skills)

questions given below. Write your answer on the separate sheets. For your basis,
use the rubric in the Learning Exercise 3 that is provided.

1. What are the causes and consequences of sexually transmitted infections and
early pregnancy?
2. What is the difference between attraction, love, and attachment?
3. What is the importance of contraception and Reproductive Health Law?
4. Describe the factors that affect body image.

RELATED READINGS

 Brawner, D. & Arcega A. Understanding The Self. C & E Publishing Inc., 2018.
 Corpuz, R. & Estoque R. Understanding The Self. C & E Publishing Inc., 2019.

55
 LEARNING EXERCISE 1
(It may be viewed in the Google Quiz/ Form)

I. Fill in the blanks.

1. Masters and Johnson divide the sexual-response cycle into four phases: the
excitement, plateau, ______________, and resolution.
2. In women, the ______________ produce estrogen and progesterone.
3. The most common sexual orientation is ________________.
4. ____________________ is a law that guarantees universal access to methods
of contraception, fertility control, sexual education, and maternal care.
5. _________________ people are those who believe they were born with body of
the opposite sex.
6. _____________ is a sexually transmitted disease which is caused by gonococcal
bacteria.
7. Sternberg suggests that there are three components of love: _____________,
passion, and commitment.
8. ______________ refers to methods that are used to prevent pregnancy.
9. The ____________ is responsible for the production of sperm cells and males
ex hormones.
10. ________________ are attracted to and interested in relationship with people
of the same sex.

LEARNING EXERCISE 2

II. Explain your answer.

Do you favor the inclusion of sex education in the high school curriculum?
Why?
RUBRICS FOR REFLECTION: PLEASE REFER TO THE LMS GIVEN

LEARNING TASK
LOVE SCALE TEST
Instructions:
Answer the Love Scale Test. Think of the person you love most passionately
right now, and answer the items in the Love Scale Test as truthfully as possible. If
you are not in love right now, think of the last person you loved passionately.
Begin improving your relationships and discover your love language by
answering the survey at http://www.5languages.com/. Write a short reflection
paper about the results of the survey.
56
 My Reflection
RUBRICS FOR REFLECTION: PLEASE REFER TO THE LMS GIVEN

UNIT 8- THE MATERIAL SELF

Intended Learning Objectives:
At the end of the unit, you should be able to:
1. Identify the basic components of the material self;
2. Discuss the influence of media in people’s acquisition of material possession;
3. Distinguish qualities of a wise buyer; and
4. Reflect your understanding about the material self;

Activity 1

In what goods or services do you invest as components of your material self:

body, clothing or accessories, family, and home? Complete the table below.

Body Clothing/Accessories Family and Home

Items Price Items Price Items Price

Examples: Box of
P200 Jeans P1,000 P600
Haircut Pizza

Activity 2
Write your most treasured material possessions and explain the reason why you
consider them to be so.
a. Body part
b. Clothes
c. People
d. Other material possessions
THE SEXUAL ASPECT OF SELF
A person’s tangible possessions like his or her car, house, clothes even family
and friends make up his/her material self. Regardless of how much or how little a

57
person owns materially, he/she will always strive to acquire more because material
possessions are usually a reflection of a person’s success or failure.
This chapter begins with a description of the material self and the
components of the material self. The motives for acquiring material possessions
are explained, as well as key roles that media can play in a person’s desire to acquire
material possessions.

UNLOCKING DIFFICULTIES

DEFINITION OF TERMS
Ethology- the cause, set of causes, or manner of causation of a disease or
condition.
Intangible- impossible to touch, to describe exactly, or to give an exact
value
Manifestation- a sign showing the existence of a particular condition
Mediated- to talk to two separate people or groups involved in a
disagreement to try to help them to agree or find a solution to them
problems

MATERIAL ASPECT OF SELF

House, car, and

pets Body

MATERIAL
SELF
People Clothes

According to William James (1980, p. 291), the self is everything that an individual
considers to be his/hers, not only his/her body and material possessions but also
his/her reputation and beliefs. The self, therefore, is composed of the material self
which is the manifestation of one’s identity through his material possessions.

58
THE ROLE OF MATERIAL POSSESSIONS ON THE SENSE OF SELF AND
IDENTITY
Regardless of how much or how little material possessions people have, they
remain valuable because these possessions are symbolic of one’s social status. The
more expensive they are, the more people are impressed. Russell Belk (1998) in his
work Are We What We Own?, suggests that material possessions act as an objective
manifestation of the self.
Materialism refers to giving more importance to material possessions than
intangible values. A materialistic person is one who is excessively concerned with
the acquisition of material possessions. Developmental evidence suggests that
identification with material things begins quite early in life but remains high
throughout life as people seek for happiness. (Belk, 1998). Nevertheless,
psychologists identify other social and cultural factors that seem to be strongly
implicated in the etiology of materialism.

CONSUMER CULTURE

Consumer culture is a social system in which consumption is dominated

by the consumption of commercial products (Arnould, 2010).
It denotes a social arrangement in which the relations between lived culture
and social resources, and between meaningful ways of life and the symbolic
and material resources on which they depend on, are mediated through
markets.
Consumerism is the consumption of material goods and services in excess
of one’s basic needs. Consumerism is closely tied to materialism. Both
heavily influence the way individuals view the self.

FOCUS QUESTIONS

Directions: Respond appropriately to the HOTS (Higher-Order Thinking Skills)

questions given below. Write your answer on the separate sheets. For your basis,
use the rubric in the Learning Exercise 3 that is provided.
1. What are the basic components of the material self?
2. What are the qualities of a wise buyer?
3. Discuss the influence of media in people’s acquisition of material possession?

RELATED READINGS

 Brawner, D. & Arcega A. Understanding The Self. C & E Publishing Inc., 2018.

59
  Corpuz, R. & Estoque R. Understanding The Self. C & E Publishing Inc., 2019.

LEARNING EXERCISE 1
(It may be viewed in the Google Quiz/ Form)

I. True or False. Write T if the statement is true and F if the statement is

false.
__________1. Poor people are not interested in material possessions.
___________2. The soul makes up the material self.
___________3. People tend to judge others through their material possessions.
___________4. Material possessions can make people depressed.
___________5. The greater the material possessions, the more one is likely to be
happy.
___________6. All individuals are materialistic.
___________7. The strong desire for material possessions could lead to
insecurity.
___________8. Material possessions can be used as status symbol.
___________9. The desire for material possessions is usually influenced by the
media.
___________10. Identification with material things begins in adolescence.

LEARNING EXERCISE 2

II. Explain your answer.

Explain the role of material self in our lives. Write your insights on the space
provided below.
RUBRICS FOR REFLECTION: PLEASE REFER TO THE LMS GIVEN

LEARNING TASK
MOVIE MARATHON
Instructions:
Watch the movie Confessions of a Shopaholic (2009). Write your reflection
on the experience of a person with compulsive buying disorder.

60
 My Reflection
RUBRICS FOR REFLECTION: PLEASE REFER TO THE LMS GIVEN

UNIT 9- SPIRITUAL SELF

Intended Learning Objectives:
At the end of the unit, you should be able to:
1. Demonstrate an understanding of the spiritual self;
2. Explain the importance of spirituality in one’s life;
3. Discuss how spirituality is connected to religion; and
4. Describe how spirituality develops.

Activity 1
Most Filipinos Are Roman Catholics and their religious beliefs have
significant influence on their ideas about identity, essence, and purpose of
existence. Explain your essence and purpose of existence as exemplified by the
song below. Write your answer on the space provided.
Sino ako?
Fr. Jose Cantañeda

Hiram sa Diyos ang aking buhay

Ikaw at akoý tanging handog lamang
‘Di ninais na ako’y isilang
Ngunit salamat dahil may buhay
Ligaya ko na ako’y sinilang
Pagkat tao ay mayroong dangal
Sino’ng may pag-ibig
Sino’ng nagmamahal?
Kung ‘diand tao, Diyos ang pinagmulan!
Kung ‘di ako umibig
Kung hindi ko man bigyang halaga
And buhay kong handog
And buhay kong hiram sa Diyos
Kung ‘di ako nagmamahal
Sino ako?

61
RUBRICS FOR REFLECTION: PLEASE REFER TO THE LMS GIVEN

Activity 2
Complete the table below by citing and describing different rituals and
ceremonies that you have experienced or witnessed.

Name of Ritual Description

Name of Ceremony Description

THE SPIRITUAL ASPECT OF SELF

The spiritual aspect of the self is the inner essence, the part of the self that
connects the person to the sacred, the supernatural, and the universe. The spiritual
self enables the person to experience a feeling of oneness with a higher being and
the universe and gives a deeper purpose or meaning of one’s life. Understanding
and nurturing the spiritual self is as important as with the other aspects of self. The
spiritual self develops through interaction, observation, and imitation. The family,
school, and church play a very important role in a child’s spiritual development.
Spirituality begins at an early age but develops throughout life as people
continuously interact in the environment.

62
UNLOCKING DIFFICULTIES

DEFINITION OF TERMS

Sacred- considered to be holy and deserving respect, especially because

of a connection with a god
Tenets- one of the principles on which a belief or theory is based
Amid- in the middle of or surrounded by

SPIRITUALITY
The root meaning of spirituality is taken from the Latin word spiritus,
meaning breath or life force. Spirituality can be understood as the search for the
sacred, a process through which people seek to discover, hold on to, and, when
necessary, transform whatever they hold sacred in their lives (Hill & Pargament,
2003). The term “spirituality” originally developed in early Christianity. Christians
use the term “Spirit” to describe the Holy Spirit.
Spirituality is connected with religion. Religion is an organized system of
ideas about spiritual sphere or the supernatural along with associated ceremonial
practices by which people try to interpret and/or influence aspects of the universe
otherwise beyond their control. Spirituality and religion fulfil numerous social and
psychological needs, such as the need to explain human sufferings and death.
Through the practice of religious activities such as prayers, people may find
comfort, security, and stability in times of sufferings, loss, insecurities, and
uncertainties.

SEARCH FOR THE MEANING OF LIFE

In his book Man’s Search for Meaning, Viktor Frankl begins by sharing his
personal experiences in the Nazi concentration camp. Frankl’s personal
experiences in the Nazi concentration camps during World War II led him to
develop the basic tenets of logo therapy, which were tested and found valid even
amid all the dark forces in human existence. Logo therapy is the pursuit of human
existence as well as on man’s search for such a meaning. According to logo therapy,
the striving to find a meaning in one’s life is the primary motivational force in a
man.
3 WAYS OF FINDING A MEANING IN LIFE:
1. THROUGH ACHIEVEMENTS OR ACCOMPISHMENTS
63
2. BY EXPERIENCING SOMEONE OR SOMETHING
3. BY SUFFERINGS

Frankl further suggests that one should not search for an abstract meaning
of life. Everyone has his/her own specific vocation or mission in life; everyone must
carry out a concrete assignment that demands fulfilment. In a word, each individual
is questioned by life; and he/she can only answer to life by answering for his/her
own life; to life he/she can only respond by being responsible.

FOCUS QUESTIONS

Directions: Respond appropriately to the HOTS (Higher-Order Thinking Skills)

questions given below. Write your answer on the separate sheets. For your basis,
use the rubric in the Learning Exercise 3 that is provided.

1. What is the importance of spirituality in one’s life?

2. How spirituality is connected to religion?
3. How spirituality develops?
4. Demonstrate an understanding of the spiritual self.

RELATED READINGS

 Brawner, D. & Arcega A. Understanding The Self. C & E Publishing Inc., 2018.
 Corpuz, R. & Estoque R. Understanding The Self. C & E Publishing Inc., 2019.

LEARNING EXERCISE
(It may be viewed in the Google Quiz/ Form)

Reflect your answer.

What do you hold sacred in your life? How do you experience and express
spirituality in your life?

RUBRICS FOR REFLECTION: PLEASE REFER TO THE LMS GIVEN

64
 LEARNING TASK

MOVIE MARATHON 2
Instructions:
Watch the movie Tanging Yaman. The movie is a religious-family drama
film produced by Star Cinema. Write an essay on the three important things you
learned from the movie. What are your insights in the movie?
My Reflection
RUBRICS FOR REFLECTION: PLEASE REFER TO THE LMS GIVEN

UNIT 10- POLITICAL SELF

Intended Learning Objectives
At the end of the unit, you should be able to:
1. Identify the theoretical perspectives in the development of political self;
2. Determine the importance of social interaction in developing the political
self; and
3. Discuss the role of family, school, church, peer, groups, and media in the
development of political self.

Activity 1

The lives of national heroes are great sources of inspiration. Choose one
Filipino hero. Identify his/her courageous and heroic acts which make him/her
worthy of respect and emulation. Identify your characteristics which are similar
to the hero you have chosen and the things that you can do for the country.

Activity 2
Name 10 Filipino values and explain their relevance to you. Write your answers
on the table provided.

65
 Filipino Values Personal Relevance

THE POLITICAL ASPECT OF SELF

The hierarchical structure of the family influences the political self through
the obligations and expectations associated with one’s role as a member of the
family and the power and status related with one’s position in the family. An
important prelude to the study of political self is understanding the concept of
politics. Hence, this chapter begins with defining politics. It includes concepts on
political community, socialization, social interaction, and citizenship. It also defines
political self and describes the influence of family, school, church, peers, and media
on the development of political self. The chapter ends with descriptions of the
theoretical perspectives of political self.

UNLOCKING DIFFICULTIES

DEFINITION OF TERMS
Prelude- something that comes before a more important event or action
that introduces or prepares for it
Territory- (an area of) land, or sometimes sea, that is considered as
belonging to or connected with a particular country or person
Hierarchical- arranged according to people's or things' level of importance,
or relating to such a system
Virtuous- having good moral qualities and behaviour

UNDERSTANDING POLITICS
Kendall (1998) defines politics as a social institution through which power is
acquired and exercised by people and groups. In Aristotle’s work, Politics, he
describes the role that politics and the political community must play in upbringing

66
about the virtuous life in the citizenry. He observes that “man by nature a political
animal.” Politics is an important part of human development. Politics exists in all
human societies. It serves as the mechanism by which individuals develop power
and understand proper functioning of a democratic society as a citizen. Citizenship
is the most basic identification with the nation. As a citizen, a person enjoys full civil
and political rights, including protection inside and outside the territory of the
state.
POLITICAL SELF AND IDENTITY
As an essential part of the self, the political self organizes self-relevant
information about politics. It constitutes knowledge about the Constitution,
government, and governance. One important component of political self is
identity, the person’s understanding of who and what he/she is. The political self
is often defined by identity. ‘
The political self and identity are developed through socialization, through
the ways people learn the knowledge, norms, values, motives, and roles
appropriate to their positions in a group or community. Through social interaction
people learn the status, duties, rights, and power necessary to interact successfully
with other people in the group or community.
THEORIES OF POLITICAL SELF
As an essential part of the self, the political self organizes self-relevant
information about

Social Learning Theory, a person can acquire learning through observation and
imitation. Observation and imitation are important in a process known as
political socialization.

Cognitive theory, which suggests that the mental activities of individuals are
important determinants of behavior.

Theory of symbolic interaction suggests that behaviors are products of

communication, meaning, and symbols. People give meaning to symbols and
they express these meanings through language and communication.

Theory of political participation can be defined as citizen’s actions or activities

anchored in politics. Thus, any activity concerning the government or
governance of the state is an example of political participation.

67
 FOCUS QUESTIONS

Directions: Respond appropriately to the HOTS (Higher-Order Thinking Skills)

questions given below. Write your answer on the separate sheets. For your basis,
use the rubric in the Learning Exercise 3 that is provided.

1. What are the theoretical perspectives in the development of political self?

2. What are the role of family, school, church, peer, groups, and media in the
development of political self?
3. What is the importance of social interaction in developing the political self?

RELATED READINGS

 Brawner, D. & Arcega A. Understanding The Self. C & E Publishing Inc., 2018.
 Corpuz, R. & Estoque R. Understanding The Self. C & E Publishing Inc., 2019.

LEARNING EXERCISE
(It may be viewed in the Google Quiz/Form)

Listen to the song Trapo (1994) by the band Yano. Explain what the song is
about and its relevance to the current political landscape of the country.

RUBRICS FOR REFLECTION: PLEASE REFER TO THE LMS GIVEN

LEARNING EXERCISE 2

Write a 300 to 500-word essay about the status of democracy in the

Philippines.
Rubrics: PLEASE REFER TO THE LMS GIVEN

LEARNING TASK
MOVIE MARATHON
Instructions:
Watch the movie Dekada ’70 (2002). Write an essay on the three important
things you learned from the movie. What are your insights in the movie and how
are you going to apply your insights in understanding and developing your
political self and identity as Filipino?

68
 My Reflection

RUBRICS FOR REFLECTION: PLEASE REFER TO THE LMS GIVEN

UNIT 11- DIGITAL ASPECT OF THE SELF

Intended Learning Objectives:
At the end of the unit, you should be able to:
6. Define digital self;
7. Explain the role of mobile phones, internet, and social networking in
developing the digital self;
8. Identify the Filipino values of social networking;
9. Explain the role of government, school, and church in the prevention of
identity theft, false information, and fake new; and
10. Explain the provisions of the Data Privacy Act of 2012.

Activity 1
Directions: Complete your online (Facebook) identity checklist. Tick the box that
corresponds to your answer.

Item Yes No
1. Is your profile picture your picture?
2. Do you include your place of residence in your profile?
3. Do you include your educational background in your profile?
4. Do you include your relationship status in your profile?
5. Do you include the name of your hometown in your profile?
6. Do you express your stand on particular political issues by
writing posts?
7. Do you share prayers and religious stories?
8. Do you share information about health and wellness?
9. Do you use social media for business purposes?
10. Do you post the movies that you have just watched or plan to
watch?
11. Do you post the picture of the book or novel that you have
just read or plan to buy?
12. Do you post pictures of your pet?
13. Do you upload pictures because you are bored?
14. Do you upload pictures of the food you eat?
15. Do you upload pictures of the places that you have been to?

69
 Activity 2

What pieces of information, activities, thoughts, opinions, or feelings

should be kept private and should never be divulged on social media? Write your
answers on the table provided.

Information, Activities, Thoughts,

Explanation
Opinions, and Feelings
1.
2.
3.
4.

THE DIGITAL ASPECT OF SELF

Among the Filipino youth, the use of digital technology has now become part
of the self------the digital self. The digital self is the aspect of the self that is
expressed or shared with others through online interactions on the internet,
specifically in social networking sites. On such sites, users normally disclose
personal information such as their name, age, birthdate, address, and contact
details. Some users also provide very personal information about them such as likes
and dislikes, hobbies, favorite food, favorite movies, places they have visited,
relationship status, thoughts and feelings, and important events in their lives. This
sharing of personal information on social networking sites may be related to the
strong desire of adolescents for social approval and acceptance.

UNLOCKING DIFFICULTIES

DEFINITION OF TERMS
Immensely- extremely
Apparent- able to be seen or understood
Ascertained- to discover a fact; to make certain
Tactical- relating to tactics or done in order to achieve something

70
SELF-PRESENTATION AND IMPRESSION MANAGEMENT
John Delamater and Daniel Myers (2012) cite that the self is heavily
influenced by feedback from others. The impact of others whom people interact
with depends upon the nature of one’s relationship with them. Interaction with
significant others may be influential to how one presents himself/herself in a virtual
space. The views of others through online interactions (social networking) are so
important that they become part of the self.
Self-presentation refers to an individual’s attempts, both conscious and
unconscious, to control how he/she projects himself/herself in social interactions.
Some forms self-presentation may be tactical or selective. The widespread use of
online interactions has increased the opportunities to engage in self-presentation
and impression management. Most people strive to create images that are positive.
Thus, individuals try to alter their appearances through what they post on social
networking sites such as Facebook, Instagram, and Twitter by using photo editing
tools. The desire to impress other people on social media may lead to show off
one’s work, achievements, and material possessions in a virtual place.
Nevertheless, the desire to create positive impressions and to be “liked”
by others may lead to consequences that can be risky to one’s security and mental
health, such as identity theft, cyberbullying, gossiping as well as anxiety and
depression. Thus, individual should be very careful with what they post or share on
social networking sites. People should still be mindful of their privacy using social
networking sites.

THE IMPORTANCE OF DIGITAL TECHNOLOGY

At present, the use of technology is essential for individual survival and for
communication with other people. There have been so many technological
advancements over the past years. These technologies improve not only the
common areas of people’s daily life, but also areas of education, health, and
production industries.
Forms of technology such as digital technology include all types of electronic
equipment and applications that use information in the form of numeric codes.
Digital technology includes the use of devices that process and use digital
information such as computers and mobile phones. Digital technology has enabled
volumes of information to be compressed in compact storage devices, so as to be
easily contained and delivered, minimizing the time it takes for data to be
transmitted. Digital technology has immensely changed the pattern of working as
well as the learning of new concepts, including communication. Innovations in
mobile phones, for example, resulted in the widespread use of the internet and
social networking.

71
IMPACT OF ONLINE INTERACTIONS ON THE SELF
The Philippines has the fastest growing internet population in Southeast
Asia. This can be rooted to majority of the Filipinos, particularly the youth, use the
internet primarily for social networking which is mostly used for communication,
information, and entertainment.
Hechanova and Ortega-Go find that the use of internet has both positive and
negative outcomes. In their study, the use of internet can improve one’s
relationship through easier ways of communicating. It can also be a facility to
express the opinions, needs, and concerns of people. However, it is also through
social networking that identity theft, false information, and fake news are able to
circulate.
DATA PRIVACY ACT
To protect the people from invasion of privacy, Republic Act of 10173,
otherwise known as the Data Privacy Act of 2012 was passed in the Philippines. It
acts states that:
It is the policy of the State to protect the fundamental human right of privacy,
of communication while ensuring free flow of information to promote innovation
and growth. The State recognizes the vital role of information and communications
technology in nation-building and its inherent obligation to ensure that personal
information in information and communications systems in the government and in
the private sector are secured and protected. Personal information in this context
refers to any information, whether recorded in a material form or not, from which
the identity of an individual is apparent or can be reasonably and directly
ascertained by the entity holding the information, or when put together with other
information would directly and certainly identify an individual.

FOCUS QUESTIONS

Directions: Respond appropriately to the HOTS (Higher-Order Thinking Skills)

questions given below. Write your answer on the separate sheets. For your basis,
use the rubric in the Learning Exercise 3 that is provided.

 What is digital self?

 What is the role of mobile phones, internet, and social networking in developing
the digital self?
 What are the Filipino values of social networking?
 What is the role of government, school, and church in the prevention of identity
theft, false information, and fake new?

72
 RELATED READINGS
 Brawner, D. & Arcega A. Understanding The Self. C & E Publishing Inc., 2018.
 Corpuz, R. & Estoque R. Understanding The Self. C & E Publishing Inc., 2019.

LEARNING EXERCISE 1
(It may be viewed in the Google Quiz/Form)

Answer the following questions.

1. What are the basic ethical issues to consider when sharing personal
information in social network?
2. What are the advantages and disadvantages of the Data Privacy Act of 2012?
3. Explain why privacy and confidentiality matter in one’s life.

Rubrics:

EXCELLENT
CRITERIA (50%) GOOD (4) FAIR (3) POOR (2)
(5)
Knowledge and student was student was student was student was
Understanding able to able to able to able to
(25%) convey convey convey a few convey
several ideas several ideas ideas and limited ideas
and and examples on and examples
examples on examples on the topic on the topic
the topic the topic with some with little
with a high with a good degree of knowledge
degree of degree of knowledge
knowledge knowledge
Application student was student was student was student was
(15 %) able to make able to make able to make able to make
connections connections connections connections
between the between the between the between the
various texts various texts various texts various texts
related to related to the related to the related to the
the subject subject with subject with subject with
with a high a some degree little degree
degree of considerable of clarity and of clarity and
clarity and degree of effectiveness effectiveness
effectiveness clarity and
effectiveness

73
 Communication student student student student
(10%) shows little shows little shows little shows little
knowledge of knowledge of knowledge of knowledge of
how to use how to use how to use how to use
conventions conventions conventions conventions
when writing when writing when writing when writing
Adapted: https://www.rcampus.com/rubricshowc.cfm?code=V4W3C7&sp=true&

LEARNING EXERCISE 2

Answer the Internet Addiction Test (IAT) by Dr. Kimberly Young. You may
download the test at
http://www.gloabladdiction.org/dldocs/GLOBALADDICTION-Scales-
InternetAddictionTest.pdf. What are your insights on the outcomes of the test?
Rubrics:
EXCELLENT
CRITERIA (50%) GOOD (4) FAIR (3) POOR (2)
(5)
Knowledge and student was student was student was student was
Understanding able to able to able to able to
(25%) convey convey convey a few convey
several ideas several ideas ideas and limited ideas
and and examples on and examples
examples on examples on the topic on the topic
the topic the topic with some with little
with a high with a good degree of knowledge
degree of degree of knowledge
knowledge knowledge
Application student was student was student was student was
(15 %) able to make able to make able to make able to make
connections connections connections connections
between the between the between the between the
various texts various texts various texts various texts
related to related to the related to the related to the
the subject subject with subject with subject with
with a high a some degree little degree
degree of considerable of clarity and of clarity and
clarity and degree of effectiveness effectiveness
effectiveness clarity and
effectiveness

74
 Communication student student student student
(10%) shows little shows little shows little shows little
knowledge of knowledge of knowledge of knowledge of
how to use how to use how to use how to use
conventions conventions conventions conventions
when writing when writing when writing when writing
Adapted: https://www.rcampus.com/rubricshowc.cfm?code=V4W3C7&sp=true&

LEARNING EXERCISE 3

Are you a responsible netizen? Justify your answer?

___________________________________________________________________
RUBRICS:
EXCELLENT
CRITERIA (50%) GOOD (4) FAIR (3) POOR (2)
(5)
Knowledge and student was student was student was student was
Understanding able to able to able to able to
(25%) convey convey convey a few convey
several ideas several ideas ideas and limited ideas
and and examples on and examples
examples on examples on the topic on the topic
the topic the topic with some with little
with a high with a good degree of knowledge
degree of degree of knowledge
knowledge knowledge
Application student was student was student was student was
(15 %) able to make able to make able to make able to make
connections connections connections connections
between the between the between the between the
various texts various texts various texts various texts
related to related to the related to the related to the
the subject subject with subject with subject with
with a high a some degree little degree
degree of considerable of clarity and of clarity and
clarity and degree of effectiveness effectiveness
effectiveness clarity and
effectiveness
Communication student student student student
(10%) shows little shows little shows little shows little

75
 knowledge of knowledge of knowledge of knowledge of
how to use how to use how to use how to use
conventions conventions conventions conventions
when writing when writing when writing when writing
Adapted: https://www.rcampus.com/rubricshowc.cfm?code=V4W3C7&sp=true&

LEARNING TASK

REFLECTION
Write an essay on the three most important things you learned from the
test. Analyze the importance of Data Privacy Act of 2012 and reflect how privacy
and confidentiality can best improve the development of digital self.
My Reflection
RUBRICS FOR REFLECTION:
Above Meets Approaching Below
CRITERIA
Expectations (4) Expectations (3) Expectations (2) Expectations (1)
The reflection The reflection The reflection The reflection
explains the explains the attempts to does not address
student’s own student’s demonstrate the student’s
thinking and thinking about thinking about thinking and/or
Reflective
learning his/her own learning but is learning.
Thinking (15)
processes, as learning vague and/or
well as processes. unclear about
implications for the personal
future learning. learning process.
The reflection is The reflection is The reflection The reflection
An in-depth an analysis of the attempts to does not move
analysis of the learning analyze the beyond a
learning experience and learning description of
experience, the the value of the experience but the learning
value of the derived learning the value of the experience.
Analysis (10) derived learning to self or others. learning to the
to self or others, student or
and the others is vague
enhancement of and/or unclear.
the student’s
appreciation for
the discipline.
The reflection The reflection The reflection The reflection
Making articulates articulates attempts to does not
Connections multiple connections Articulate articulate any
(10) connections between this Connections connection to
between this learning between this

76
 learning experience and learning other learning or
experience and content from experience and experiences.
content from other courses, content from
other courses, past learning other courses,
past learning, life experiences, past learning
experiences and/or future experiences, or
and/or future goals. personal goals,
goals. but the
connection is
vague and/or
unclear.
Adapted: http://earlycollegeconference.org/wp-content/uploads/2014/12/Portfolio-Rubric-for-Reflection.PRINT_.pdf

UNIT 12- LEARNING TO BE A BETTER STUDENT

Intended Learning Objectives:
At the end of the unit, you should be able to:
1. Explain learning and how it works in humans;
2. Identify the parts of the brain involved in learning;
3. Describe the importance of neuroplasticity and its implications on learning;
4. Discuss the influence of metacognition and self-regulation in learning; and
5. Choose and apply strategies to improve learning.

Activity 1
Directions: Enumerate 10 ways to become an effective learner.
1.______________
2.______________
3.______________
4.______________
5.______________
6.______________
7.______________
8.______________
9.______________
10._____________

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 Activity 2

On the space provided below, explain the meaning of the poem “Learning 2.0.”
Learning 2.0
By Cheryl Capozzoli

The more I search, the more I find,

The more I find, the more I read,
The more I read, the more I think,
The more I think, the more I learn,
The more I learn, the more I do,
The more I do, the more I create,
The more I create, the more I share,
The more I share, the more I collaborate,
The more I collaborate, the more I communicate,
The more I Communicate, the more I connect,
The more I Connect, the more I learn, more I know.
And the more intelligent,
I Grow.
Rubrics:

EXCELLENT
CRITERIA (50%) GOOD (4) FAIR (3) POOR (2)
(5)
Knowledge and student was student was student was student was
Understanding able to able to able to able to
(25%) convey convey convey a few convey
several ideas several ideas ideas and limited ideas
and and examples on and examples
examples on examples on the topic on the topic
the topic the topic with some with little
with a high with a good degree of knowledge
degree of degree of knowledge
knowledge knowledge
Application student was student was student was student was
(15 %) able to make able to make able to make able to make
connections connections connections connections
between the between the between the between the
various texts various texts various texts various texts
related to related to the related to the related to the

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 the subject subject with subject with subject with
with a high a some degree little degree
degree of considerable of clarity and of clarity and
clarity and degree of effectiveness effectiveness
effectiveness clarity and
effectiveness
Communication student student student student
(10%) shows little shows little shows little shows little
knowledge of knowledge of knowledge of knowledge of
how to use how to use how to use how to use
conventions conventions conventions conventions
when writing when writing when writing when writing
Adapted: https://www.rcampus.com/rubricshowc.cfm?code=V4W3C7&sp=true&

BECOMING A BETTER STUDENT

According to neuroscientists, learning new knowledge and skills everyday
keeps the structures of the brain changing and increases it ability to learn. This
chapter discusses theories and concepts that explain the nature and dimensions of
learning. Metacognition and self-regulated learning are also discussed along with
suggestions and strategies on how to improve learning and become a better
student.

UNLOCKING DIFFICULTIES

DEFINITION OF TERMS
Self-efficacy- a person's belief that they can be successful when carrying out
a particular task
Acquisition- the act of obtaining or beginning to have something, or
something obtained
Transmits- to pass something from one person or place to another
Autonomy- the right of a group of people to govern itself or to organize its
own activities

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LEARNING
Behaviourists define learning as a relatively permanent change in behavior as a
result of practice or experiences. In other words, learning is the acquisition of
knowledge, skills, and attitudes through experience. Learning helps an individual to
adapt to the constantly changing environment. It starts at birth and continues
throughout life. It is a constant process that can result from direct and indirect
experiences. Learning is important to the survival of human beings because it
enables them to discover new knowledge, technology, and interventions.

WHAT HAPPENS IN THE BRAIN DURING LEARNING

Humans have the capacity to learn new skills and adapt to new
environments. Development and learning are powerful agents of change
throughout one’s life that induce structural and functional plasticity in the neural
system of the brain. (Galvan, 2010).
The process of Neuroplasticity is the ability of the brain to change
throughout one’s life. It involves the addition of new neurons, new
interconnections between neurons, and the reorganization of information
processing areas. Neurons are the basic building blocks of the nervous system that
transmit impulses or messages. Every neuron is made up of a cell body (soma),
dendrites, and an axon. Neurons vary according to their functions and locations. A
neuron transmits impulses or messages to another neuron through a junction
called synapse. Neurotransmitters are the electro chemicals that connect and allow
the transmission of impulses from one neuron to another. Several
neurotransmitters such as acetylcholine, glutamate, dopamine, and
norepinephrine are associated with memory and learning.

METACOGNITION AND SELF-REGULATED LEARNING

Metacognition is the awareness of one’s thinking and the strategies one uses to
learn. Metacognition is simply defined as cognition about cognition or thinking
about thinking.
Psychologist John Flavell (Lai, 2011) identifies two components of metacognition:

Metacognitive Knowledge Metacognitive Regulation

- Includes knowledge of one’s - Refers to how an individual
own cognitive abilities, monitors and controls
knowledge of cognitive his/her cognitive processes.
tasks, and knowledge of the
strategies to complete the
cognitive tasks.

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 Self-regulated learning was defined by Zimmerman (2002) as the process in which
the students systematically direct their thoughts, feelings, and actions toward the
attainment of their academic goals. It is a process of taking control of and
evaluating one’s own learning and behavior. Consequently, the three essential
components of self-regulated learning are:
 Planning
 Problem-solving
 Self-evaluation
GENERAL BENEFITS OF METACOGNITION AND SELF-REGULATION
LEARNING
 Increase students’ knowledge and understanding of different subject matters
 Help students understand the kinds of information they need to successfully
solve a problem in school
 Help students choose the most appropriate and useful learning strategies to
improve their learning capabilities
 Help students organize daily tasks in school
 Help students identify strengths and weaknesses in their academic performance
 Allow students to learn ideas from others such as their teachers and fellow
students
 Allow students to give and receive feedback in their own thinking and
performance
 Develop students’ autonomy and control
 Improve students’ academic performance and help them become successful
 Develop students’ high sense of self-efficacy and self-esteem

HOW TO DEVELOP METACOGNITIVE AND SELF-REGULATED LEARNING

BEHAVIORS
 Set your short-term and long-term academic goals in your studies. Identify the
negative outcomes if you don’t achieve your goals as well as positive outcome
when you achieve them.
 Make a self-help plan to achieve your academic goals. Think and select
strategies to achieve your goals such as staying focused, avoiding distractions,
and developing skills to manage your time efficiently.
 Monitor your academic performance and progress. Use a chart to monitor
your work outcomes. When faced with difficult tasks, seek social support when
you need it. Look for inspiration to keep you motivated in achieving your
academic goals. When confronted with difficulties, always think and keep
working toward your goals and the future.
 Reflect on what you have learned and accomplished. Reflection helps you
develop your strengths and overcome your weaknesses.

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 Explain learning and how it works in humans;
 Identify the parts of the brain involved in learning;
 Describe the importance of neuroplasticity and its implications on learning;
 Discuss the influence of metacognition and self-regulation in learning; and
 Choose and apply strategies to improve learning.

FOCUS QUESTIONS

Directions: Respond appropriately to the HOTS (Higher-Order Thinking Skills)

questions given below. Write your answer on the separate sheets. For your basis,
use the rubric in the Learning Exercise 3 that is provided.

1. What is learning and how it works in humans?

2. What are the parts of the brain involved in learning?
3. What is the importance of neuroplasticity and its implications on learning?
4. What is the influence of metacognition and self-regulation in learning?
5. Choose and apply strategies to improve learning.

RELATED READINGS
 Brawner, D. & Arcega A. Understanding The Self. C & E Publishing Inc., 2018.
 Corpuz, R. & Estoque R. Understanding The Self. C & E Publishing Inc., 2019.

LEARNING EXERCISE 1
(It may be viewed in the Google Quiz/ Form)

True or False. Write T on the blank if the statement is True and write F if it
is false.
___________1. Cognition refers to emotion.
___________2. The number of neurons and synapses declines with age.
___________3. The structures of the brain keep changing.
___________4. The cortex is divided into four lobes.
___________5. Learning is a constant process.
___________6. Self-regulated learning is a cyclical process.
___________7. Neuroplasticity usually happens in the cortex.
___________8. The two components of self-regulated learning are knowledge

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 and regulation.
___________9. Self-regulation is mental ability.
___________10. Metacognition is thinking about how others think.

LEARNING EXERCISE 2
As adolescents enhance their self-understanding, they become more aware
of their own strengths, weaknesses, emotions, and feelings and how these may
affect their learning and behavior. Your journey toward self-understanding may
begin with your answers to the following:
a. My goals
Short-term Goals Long-term Goals

b. My strengths and weaknesses

Strengths Weaknesses

c. Special abilities and skills I have that can help me achieve my goals

d. Barriers to achieving my academic goals and how to overcome them.

Barriers How to Overcome

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e. Areas that I am unhappy/disappointed with in my school performance and
ways to improve in these areas
Things that I am
Ways to Improve
Unhappy/Disappointed with

f. The things that I have achieved

g. The things that make me happy

LEARNING TASK

Write an essay on the three important things you learned from the results
of each self-assessment activity. Overall, what are your insights on the outcomes
of the activities?
My Reflection
RUBRICS FOR REFLECTION:
Above Meets Approaching Below
CRITERIA
Expectations (4) Expectations (3) Expectations (2) Expectations (1)
The reflection The reflection The reflection The reflection
explains the explains the attempts to does not address
student’s own student’s demonstrate the student’s
thinking and thinking about thinking about thinking and/or
Reflective
learning his/her own learning but is learning.
Thinking (15)
processes, as learning vague and/or
well as processes. unclear about
implications for the personal
future learning. learning process.
The reflection is The reflection is The reflection The reflection
An in-depth an analysis of the attempts to does not move
Analysis (10)
analysis of the learning analyze the beyond a
learning experience and learning description of

84
 experience, the the value of the experience but the learning
value of the derived learning the value of the experience.
derived learning to self or others. learning to the
to self or others, student or
and the others is vague
enhancement of and/or unclear.
the student’s
appreciation for
the discipline.
The reflection The reflection The reflection The reflection
articulates articulates attempts to does not
multiple connections Articulate articulate any
connections between this Connections connection to
between this learning between this other learning or
learning experience and learning experiences.
experience and content from experience and
Making
content from other courses, content from
Connections
other courses, past learning other courses,
(10)
past learning, life experiences, past learning
experiences and/or future experiences, or
and/or future goals. personal goals,
goals. but the
connection is
vague and/or
unclear.
Adapted: http://earlycollegeconference.org/wp-content/uploads/2014/12/Portfolio-Rubric-for-Reflection.PRINT_.pdf

UNIT 13- SETTING GOALS FOR SUCCESS

Intended Learning Objectives:
At the end of the unit, you should be able to:
1. Identify the types of motivation;
2. Determine your short-term and long-term goals;
3. Recognize the importance of goal setting; and
4. Apply the ways on how to achieve your goals.

Activity 1
Directions: Reflect on your self-efficacy. Determine whether each statement is a
confidence builder or confidence buster by placing a check in the proper column.

Confidence Confidence
Statements
Builder Buster
1. I always try to be perfect.
2. I always try to please everyone.

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3. I try to be someone that my environment wants
me to be.
4. I put down myself when I experience failures.
5. I believe that I am a unique person.
6. I believe that I am incomparable
7. I am contented with a passing grade.
8. I always expect the worst.
9. I blame other people for my failures.
10. I am free to dream.
11. I believe that I can make a difference.
12. I quit I see other people quit.
13. I can whoever want to be.
14. I accept that my goals are impossible to achieve.
15. I just let things happen.
16. I cannot always stick with “Plan A.”
17. I prefer to be an audience.
18. I believe that I can make things happen.
19. I believe that I have my own identity.
20. I believe that my destiny is a matter of choice.

Activity 2
Write your present goals in life. Enumerate 10 goals and indicate the status
of each goal as “not yet started” or “on-going” including the target year of its
attainment. Goals can be related to career, health, relationship, property, or
other things. Then, answer the question that follows.

Goal Status Target Year

What do these goals mean to you? How do these goals strengthen your self-
efficacy?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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SETTING GOALS FOR SUCCESS
Success does not happen. It is not enough to have goals or ambitions. Success
is the outcome of hard work and determination that must be shaped over a long
process. Abraham Maslow and others have pioneered studies on needs, goals, and
motivation. This chapter lays down the theories that have been useful in helping
people understand their goals and motivations as well as the needs and challenges
that they face in their life journey to success.

UNLOCKING DIFFICULTIES

DEFINITION OF TERMS

Tension- a feeling of nervousness before an important or difficult event

Equilibrium- a state of balance

Altruism- willingness to do things that bring advantages to others, even if it results

in disadvantage for yourself

GOALS
-Is the object toward which the behaviour is directed, usually
within a specified period of time. For Edwin Locke and Gary Latham
(2006), goals direct attention, effort, and actions. Goals motivate people
to develop strategies that will enable them to perform better.

FACTORS WHICH MAY INFLUENCE GOALS

Values give direction to behavior. Values are those which the person
considers personally important and worthy. They could be the basis for what is
desirable, correct, and good. Individuals act in ways that allow them to express
their important values and attain the goals underlying them (Sagiv, Roccas,
Cieciuch, & Schwartz, 2017).

Needs also activate and direct behavior. Motivation is usually aroused by a

need for or lack of something that may propel a person to act. According to drive-
reduction theory, humans are motivated to satisfy needs in order to maintain
homeostasis or internal equilibrium (Atkinson, Atkinson, Smith, Bem,& Nolen-
Hoeksema, 2000). Unmet needs will cause a state of bodily tension and,
consequently, homeostasis is disturbed. There are two classifications of needs:
physiological and psychological needs. Physiological needs are innate needs of the
body such as food, water, air, sleep, and sex. Psychological needs arise from

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relationship with other people such as affiliation, achievement, altruism, esteem,
and status.

The theory of psychologist Abraham Maslow suggests how needs motivate

behavior. Maslow developed the theory of hierarchy of needs presented in the
shape of a pyramid with the biological or physiological needs at the bottom and the
need for self-actualization at the top.

ABRAHAM MASLOW’S HIERARCHY OF NEEDS

Source: https://images.squarespace-cdn.com/content/v1/5a81dd4eb07869101a54cbfe/1526931983351
HCLE49FZQCRFFTWYG3OL/ke17ZwdGBToddI8pDm48kGuA34fCBS7YhjoaPLVcPZxZwzPPgdn4jUwVcJE1ZvWQUxwkmyExglNqGp0IvTJZamWLI2zvYW
H8K3-s_4yszcp2ryTI0HqTOaaUohrI8PI0rt1S7tLKOA3OU83A9fPeL8eCNJ3ngMmK3ilKm6dWz4/Maslow.png

THE MOTIVATIONAL IMPACT OF SELF-EFFICACY AND MINDSET

Psychologist Albert Bandura defines self-efficacy as the person's belief that
he/she can successfully perform behaviors that will produce desired effects. Self-
efficacy entails judgment of personal capacity. It plays a central role in people's
thoughts, motivations, and actions. Bandura suggests that efficacy beliefs influence
students' academic performance.
According to Psychologist Carol Dweck (2008), there are two categories of
mindset- fix mindset and growth mindset. People with fixed mindset believe that
their basic qualities, like their intelligence or talents, are simply fixed traits.
Students of fixed mindset worry about making mistakes. Those with growth
mindset, in turn, believe that their most basic abilities can be developed through
dedication and hard work. Students with a growth mindset understand that
mistakes and effort are critical to learning. They welcome challenges and seek
critical feedback to help them learn.

GOAL SETTING
In the context of industrial/organizational (I/O) psychology, goal setting is
the process of improving work performance of individuals (Locke & Latham, 2006).
For goal setting to be most successful, goals should be SMART-specific, measurable,
attainable, relevant, and time-bound.
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THE RULES OF GOAL SETTING
 Set goals that motivate you. When you set your goals, it is important that they
are personally important to you.
 Set SMART goals. Your goals must be clear and well defined so that you can
measure the degree of your success. Be sure that your goals are attainable and
personally relevant to you. Your goals must also have a time frame.
 Write your life goals. Make a chart and write a list of all the goals you want to
achieve. Prioritize the items on the list, discard those unimportant, and make
space for all the important and urgent activities you want to do such as studying
your lessons.
 Develop action plan for your future. Write the steps to attain your life goals.
 Start working toward your life goal.

FOCUS QUESTIONS

Directions: Respond appropriately to the HOTS (Higher-Order Thinking Skills)

questions given below. Write your answer on the separate sheets. For your basis,
use the rubric in the Learning Exercise 3 that is provided.

1. What are the types of motivation?

2. Determine your short-term and long-term goals.
3. What is the importance of goal setting?
4. What are your ways on how to achieve your goals?

RELATED READINGS
 Brawner, D. & Arcega A. Understanding The Self. C & E Publishing Inc., 2018.
 Corpuz, R. & Estoque R. Understanding The Self. C & E Publishing Inc., 2019.

LEARNING EXERCISE 1
Studies prove that we can improve our mindset from a fixed one to a growth
mindset and when we do, the structure of our brain develops through learning and
achievement. Watch the documentary film The Brain by Discovery Channel Body
Atlas. Identify the relationship between mindsets, achievements, parts of the brain,
and brain plasticity. Write a short reflection paper about the film.

89
RUBRICS FOR REFLECTION:
Above Meets Approaching Below
CRITERIA
Expectations (4) Expectations (3) Expectations (2) Expectations (1)

The reflection The reflection The reflection The reflection

explains the explains the attempts to does not address
student’s own student’s demonstrate the student’s
Reflective thinking and thinking about thinking about thinking and/or
learning his/her own learning but is learning.
Thinking (15) processes, as learning vague and/or
well as processes. unclear about
implications for the personal
future learning. learning process.

The reflection is The reflection is The reflection The reflection

an analysis of the attempts to does not move
An in-depth
learning analyze the beyond a
analysis of the
experience and learning description of
learning
the value of the experience but the learning
experience, the
derived learning the value of the experience.
value of the
Analysis (10) to self or others. learning to the
derived learning
student or
to self or others,
others is vague
and the
and/or unclear.
enhancement of
the student’s
appreciation for
the discipline.

The reflection The reflection The reflection The reflection

articulates articulates attempts to does not
multiple connections articulate any
Articulate
connections between this connection to
between this learning Connections other learning or
learning experience and between this experiences.
experience and content from learning
Making content from other courses, experience and
Connections other courses, past learning content from
(10) past learning, life experiences, other courses,
experiences and/or future past learning
and/or future goals. experiences, or
goals. personal goals,
but the
connection is
vague and/or
unclear.
Adapted: http://earlycollegeconference.org/wp-content/uploads/2014/12/Portfolio-Rubric-for-Reflection.PRINT_.pdf

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 LEARNING EXERCISE 2

Long-term Goal

a. Specific: What exactly do you want to achieve?

b. Measurable: How would you know if you have achieved your goal?
c. Attainable: What resources can you use to achieve your goal? What needs to
be done to achieve your goal?
d. Relevant: Why is the goal important to your life?
e. Time-bounded: When will you achieve your goal?

EXCELLENT
CRITERIA (50%) GOOD (4) FAIR (3) POOR (2)
(5)
Knowledge and student was student was student was student was
Understanding able to
able to able to able to
(25%) convey convey convey a few convey
several ideasseveral ideas ideas and limited ideas
and and examples on and examples
examples on examples on the topic on the topic
the topic
the topic with some with little
with a high with a good degree of knowledge
degree of
degree of knowledge
knowledge knowledge
Application student was student was student was student was
(15 %) able to make able to make able to make able to make
connections connections connections connections
between the between the between the between the
various textsvarious texts various texts various texts
related to
related to the related to the related to the
the subject subject with subject with subject with
with a high a some degree little degree
degree of
considerable of clarity and of clarity and
clarity and degree of effectiveness effectiveness
effectivenessclarity and
effectiveness
Communication student student student student
(10%) shows little shows little shows little shows little
knowledge of knowledge of knowledge of knowledge of
how to use how to use how to use how to use

91
 conventions conventions conventions conventions
when writing when writing when writing when writing
Adapted: https://www.rcampus.com/rubricshowc.cfm?code=V4W3C7&sp=true&

LEARNING EXERCISE 3
What are the possible challenges that may hinder you from achieving
your goal? What will you do to successfully achieve your goal?
RUBRICS:
EXCELLENT
CRITERIA (50%) GOOD (4) FAIR (3) POOR (2)
(5)
Knowledge and student was student was student was student was
Understanding able to able to able to able to
(25%) convey convey convey a few convey
several ideas several ideas ideas and limited ideas
and and examples on and examples
examples on examples on the topic on the topic
the topic the topic with some with little
with a high with a good degree of knowledge
degree of degree of knowledge
knowledge knowledge
Application student was student was student was student was
(15 %) able to make able to make able to make able to make
connections connections connections connections
between the between the between the between the
various texts various texts various texts various texts
related to related to the related to the related to the
the subject subject with subject with subject with
with a high a some degree little degree
degree of considerable of clarity and of clarity and
clarity and degree of effectiveness effectiveness
effectiveness clarity and
effectiveness
Communication student student student student
(10%) shows little shows little shows little shows little
knowledge of knowledge of knowledge of knowledge of
how to use how to use how to use how to use
conventions conventions conventions conventions
when writing when writing when writing when writing
Adapted: https://www.rcampus.com/rubricshowc.cfm?code=V4W3C7&sp=true&

92
 LEARNING TASK

REFLECTION
Write an essay about your own definition of success. Provide a creative title
for your essay.
My Reflection
RUBRICS FOR REFLECTION:
Above Meets Approaching Below
CRITERIA
Expectations (4) Expectations (3) Expectations (2) Expectations (1)

The reflection The reflection The reflection The reflection

explains the explains the attempts to does not address
student’s own student’s thinking demonstrate the student’s
thinking and about his/her thinking about thinking and/or
learning own learning learning but is learning.
Reflective processes, as well processes. vague and/or
Thinking (15) as implications for unclear about the
future learning. personal learning
process.

The reflection is The reflection is The reflection The reflection

an analysis of the attempts to does not move
An in-depth
learning analyze the beyond a
analysis of the
experience and learning description of the
learning
the value of the experience but learning
experience, the
derived learning the value of the experience.
value of the
Analysis (10) to self or others. learning to the
derived learning
student or others
to self or others,
is vague and/or
and the
unclear.
enhancement of
the student’s
appreciation for
the discipline.

93
 The reflection The reflection The reflection The reflection
articulates articulates attempts to does not
multiple connections articulate any
Articulate
connections between this connection to
between this learning Connections other learning or
learning experience and between this experiences.
experience and content from learning
content from other courses, experience and
other courses, past learning content from
past learning, life experiences, other courses,
Making experiences and/or future past learning
Connections (10) and/or future goals. experiences, or
goals. personal goals,
but the
connection is
vague and/or
unclear.

Adapted: http://earlycollegeconference.org/wp-content/uploads/2014/12/Portfolio-Rubric-for-Reflection.PRINT_.pdf

UNIT 14- TAKING CHARGE OF ONE’S HEALTH

Intended Learning Objectives:
At the end of the unit, you should be able to:
1. Explain the concept of stress;
2. Discuss the dimension of stress;
3. Explain how stress affects health; and
4. Identify strategies to control stress.
Activity 1

Stress Test. The test is designed to help you recognize the symptoms of stress and
discover your stress level. Indicate your responses by checking the appropriate
column that corresponds to your choice using the following scale:

Rating Description
0 I never experience this symptom at all.
1 I almost never (perhaps once a month) experience this symptom.
2 I sometimes experience this symptom (more than once a month)

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 3 I fairly often experience this symptom (once a week)
4 I very often experience this (more than once a week)

Very Fairly Some- Almost

Never
Symptoms often often times Never
0
4 3 2 1
1. Headache
2. Stiffness in neck, shoulders,
arms, jaw, stomach, or legs
3. Coldness of feet or hands
4. Excessive perspiration
5. Nausea or dizziness
6. Chest pain or increased
heartbeat
7. Difficulty in breathing
8. Diarrhea or constipation
9. Allergies and rashes
10. Difficulty in falling or staying
asleep
11. Loss of appetite
12. Absenteeism and tardiness
13. Moodiness, irritability, or anger
14. Worry, anxiety, or restlessness
15. Sadness or depression

Activity 2
Develop your own self-care plan. A self-care plan can help you manage your
stress, enhance your health and well-being, and improve your academic
performance. In your self-care plan, include the things you need to do and need
to avoid. Specifically, make your self-care plan in the following six dimensions:

Physical Cognitive

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 Emotional Social

Moral Spiritual

TAKING CHARGE OF ONE’S HEALTH

Stress has ill-effects on health. People sometimes use unconscious strategies
called defense mechanisms in order to cope with stress. Nonetheless, psychologists
suggest that people must learn positive ways to manage stress. Some suggestions
to manage stress include social support, self-care, and compassion.

UNLOCKING DIFFICULTIES

DEFINITION OF TERMS
Appraisal- the act of examining someone or something in order to judge
their qualities, success, or needs
Dimension- a measurement of something in a particular direction,
especially its height, length, or width
Anxiety- an uncomfortable feeling of nervousness or worry about
something that is happening or might happen in the future

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STRESS DEFINED
Stress refers to events that are perceived as challenging, damaging, or
threatening to one's physical or psychological well-being. These events are referred
to as stressors and the way people respond to them is called stress response. Every
day people encounter stressors: eustress and distress. Eustress occurs when
people experience positive events but requires them to adjust. Distress occurs
when people experience negative events and makes a great deal of demands on
them.

STRESSORS AND RESPONSES

Thomas Holmes and Richard Rahe (Ciccarelli & White, 2012) suggest that any
life event that requires people to change, adapt, or adjust would likely result in
stress. There are factors that cause stress. Major life events such as a wedding and
having a baby may be positive events but they demand a great deal of adjustment,
and thus cause stress. All the more, negative events such as losing one's job or
death of a loved one cause high level of stress.
Conflict occurs when a person needs to choose between two or many
options. There are four types of conflict:
1. Approach-approach conflict- occurs when a person needs to choose between
two options that are both attractive
2. Avoidance-avoidance conflict- occurs when a person needs to choose between
options that he or she finds both unpleasant.
3. Approach-Avoidance conflict- occurs when a person needs to choose between
options that have both positive and negative consequences.
4. Multiple conflict- occurs when there are more than two option
In order to deal with frustrations, conflicts, and stress, people sometimes use
unconscious strategies called defense mechanism to cope with the pain and
deal with anxiety.

THE PHYSIOLOGICAL AND COGNITIVE FACTORS

The effects of stress are manifested in a model prepared by psychologist Han
Selye who proposed the General Adaptation Syndrome. He suggests that the body
goes through three stages of physiological reactions during stressful events: alarm,
resistance, and exhaustion.
Cognitive psychologist Richard Lazarus has developed a cognitive view of
stress. Lazarus believes that there is a two-step process in appraising the degree of
threat or harm of a stressor: primary appraisal and secondary appraisal.

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SOURCES OF COPING AND STRENGTHS
One strategy by which people cope with stress is focusing on the problem.
In problem-focused coping, the individual reduces the impact of the problem by
looking for best solutions through his or her own effort. Another strategy that
appears to help the individual cope with a stressful situation is through emotion-
focused coping. The individual uses this strategy to reduce the intensity of negative
emotions. Among the behavioral techniques that may be used to help people cope
with stressful situations are:
 Biofeedback- is a technique from medical devices and programs that the
individual can use to recognize and control the symptoms of stress, such as
tension headache.
 Relaxation technique - deep breathing, listening to music
 Meditation- inner peace
 Physical exercise- aerobic, swimming, jogging

Another strategy that appears to help people during a stressful situation is

having a social support system or a network of family members and friends.
Research has shown that social support is considered one of the most important
ways of coping with stress. It is likely that lack of social support can make the
individual more vulnerable to stress.

THE NEED FOR SELF-CARE AND COMPASSION

People who are high in self-compassion treat themselves with kindness, care,
and understanding when they experience stressful events or situations. Self-
compassion has three elements:
1. Self-kindness
2. A sense of common humanity
3. Mindfulness
Self-compassionate people accept that mistakes and failures are part of being
human and common to all. They are more likely to be mindful or aware of their
painful thoughts and feelings.
Stress has effects on health. For this reason, people must learn ways to manage
stress with self-compassion. Below are the suggestions to manage stress and
practice self-compassion:
 When you are stressed, find a quiet place where you will not be disturbed. Sit
with your back straight. Close your eyes, and begin the process of calming
yourself by paying attention to your breathing. Inhale through the nose and
exhale through the mouth. As you inhale, say to yourself- relax. As you exhale,
imagine yourself releasing out all the tensions. Do this exercise three times.
Make this breathing exercise regularly. It will help you relax.

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 Pray or meditate. Make it part of your daily life. It provides power and energy
for living.
 Read spiritual materials such as the Bible, self-help books or magazines, that will
make you relax and guide you throughout your life.
 Be mindful of your thoughts and feelings.
 Keep a diary or journal where you can write down and process your thoughts
and feelings.
 Talk to people. Share your feelings.
 Develop good habits, eat the right kind of food, drink lots of water, sleep at least
8 hours a day, exercise regularly, and relax. Pamper yourself. Go to the beach,
watch a movie, have a haircut, a spa, and a massage, or eat your favorite food.
 Develop a sense of humor. Think positive and find reasons to smile and be
happy.
 Discuss the dimension of stress;
 Explain how stress affects health; and
 Identify strategies to control stress.

FOCUS QUESTIONS

Directions: Respond appropriately to the HOTS (Higher-Order Thinking Skills)

questions given below. Write your answer on the separate sheets. For your basis,
use the rubric in the Learning Exercise 3 that is provided.

1. What is the concept of stress?

2. What is the dimension of stress?
3. How stress affects health?
4. What are the strategies to control stress?

RELATED READINGS
 Brawner, D. & Arcega A. Understanding The Self. C & E Publishing Inc., 2018.
 Corpuz, R. & Estoque R. Understanding The Self. C & E Publishing Inc., 2019.

LEARNING EXERCISE 1
(It may be viewed in the Google Quiz/ Form)
True or False. Write T on the blank if the statement is True and write F if it
is false.
___________1. Cognition refers to emotion.

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___________2. The number of neurons and synapses declines with age.
___________3. The structures of the brain keep changing.
___________4. The cortex is divided into four lobes.
___________5. Learning is a constant process.
___________6. Self-regulated learning is a cyclical process.
___________7. Neuroplasticity usually happens in the cortex.
___________8. The two components of self-regulated learning are knowledge
and regulation.
___________9. Self-regulation is mental ability.
___________10. Metacognition is thinking about how others think.

LEARNING EXERCISE 2
Fill in the table with stressors that you constantly encounter and the things
you do to cope or deal with those stressors.
A. MY GOALS

Stressor How to Cope/Deal With It

LEARNING TASK
Write a 300-500-word essay about self-care using the title provided.
Learning to Love Myself
RUBRICS FOR REFLECTION:
Above Meets Approaching Below
CRITERIA
Expectations (4) Expectations (3) Expectations (2) Expectations (1)

The reflection The reflection The reflection The reflection

explains the explains the attempts to does not address
student’s own student’s demonstrate the student’s
Reflective thinking and thinking about thinking about thinking and/or
learning his/her own learning but is learning.
Thinking (15) processes, as learning vague and/or
well as processes. unclear about
implications for the personal
future learning. learning process.

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 The reflection is The reflection is The reflection The reflection
an analysis of the attempts to does not move
An in-depth
learning analyze the beyond a
analysis of the
experience and learning description of
learning
the value of the experience but the learning
experience, the
derived learning the value of the experience.
value of the
Analysis (10) to self or others. learning to the
derived learning
student or
to self or others,
others is vague
and the
and/or unclear.
enhancement of
the student’s
appreciation for
the discipline.

The reflection The reflection The reflection The reflection

articulates articulates attempts to does not
multiple connections articulate any
Articulate
connections between this connection to
between this learning Connections other learning or
learning experience and between this experiences.
experience and content from learning
Making content from other courses, experience and
Connections other courses, past learning content from
(10) past learning, life experiences, other courses,
experiences and/or future past learning
and/or future goals. experiences, or
goals. personal goals,
but the
connection is
vague and/or
unclear.
Adapted: http://earlycollegeconference.org/wp-content/uploads/2014/12/Portfolio-Rubric-for-Reflection.PRINT_.pdf

REFERENCES

Brawner, D. G., & Arcega, A. F. (2018). Understanding the Self. Quezon City,
Philippines: C&E Publishing.
Corpuz, R. M., Estoque, R. S., & Tabotabo, C. V. (2019). Understanding the Self.
Quezon, Philippines: C&E Publishing.
Go-Monilla, M. A., & Ramirez, N. C. (2018). Understanding the Self. Quezon,
Philippines: C&E Publishing.

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