GE 101

UNDERSTANDING THE SELF

INTRODUCTION

Understanding the Self is one of the core courses under the General Education
Curriculum. It covers the nature of identity, the factors and forces that affect personal
development and the maintenance of personal identity. Understanding oneself is an integral
process one needs to undergo to set direction for current and future actions and behaviors. It is
important to be able to address issues about the self - philosophical, psychological, saciological,
anthropological, and even the dilemma of viewing the self from the eastern and western
perspectives - to define one's purpose and act accordingly.

Understanding the Self presents a broad range of topics under the themes of the self
from various perspectives, deconstructing or unpacking the self, managing and caring for the
self. It must be emphasized that understanding the self is a multidisciplinary approach and
endeavor, and that no discipline supersedes other disciplines in comprehending the self.
Various perspectives on the self, offering a wider view or even just a fragment or glimpse of
oneself are available at one's disposal.

DEFINING THE SELF: PERSONAL AND DEVELOPMENTAL PERSPECTIVES ON SELF AND IDENTITY.

MODULE 1

THE SELF FROM VARIOUS PHILOSOPHICAL PERSPECTIVES

Intended Learning Outcomes

At the end of the lesson, you should be able to:

1. explain why it is essential to understand the self;
2. describe and discuss the different notions of the self from the points-of-view of the
various philosophers across time and place;
3. discuss the conceptualization and representation of the self from various disciplines and
perspectives
4. examine one's self against the different views of the self.
The Philosophical View of Self

Socrates: Know Yourself

Socrates is principally concerned with man. He considers man from the point of view of
his inner life. The famous line of Socrates, "Know yourself", tells man to bring his inner self to
light He was the first philosopher who ever engaged in a systematic questioning about the self.
For Socrates, every man is composed of body and soul. This means that every human person is
dualistic, that is, he is composed of two important aspects of his personhood. For Socrates, this
means all individuals have an imperfect, impermanent aspect to him and the body, while
maintaining that there is also a soul that is perfect and permanent.

Plato: The Ideal Self, the Perfect Self

Plato, Socrates's student, basically took off from his master and supported the idea that
man is a dual nature of body and soul. According to Plato, man was omniscient or all-knowing
before he came to be born into this world. In addition to what Socrates earlier espoused, Plato
added that there are three components of the soul; the rational soul, the spirited soul, and
the appetitive soul. The rational soul forged by reason and intellect has to govern the affairs of
the human person, the spirited part which is in charge of emotions should be kept at bay, and
the appetitive soul in charge of base desires like eating, drinking, sleeping and having sex are
controlled as weil. When this ideal state is attained, then the human person's soul becomes just
and virtuous.

Immanuel Kant: Respect for Self

Thinking of the "self' as a mere combination of impressions was problematic for

Immanuel Kant. He recognizes the veracity of Hume's account that everything starts with
perception and sensation of impressions. To Kant, there is necessarily a mind that organizes the
impressions that men get from the external world. Time and space, for example, are ideas that
one cannot find in the world, but are built in our mind. Kant calls these the apparatuses of the
mind.

Rene Descartes: "I think, therefore I am"

Rene Descartes, Father of Modern Philosophy, conceived of the human person as having
a body and a mind. Descartes states that the self is a thinking entity distinct from the body. His
first famous principle was "cogito, ergo sum", which means "I think, therefore I am".
Although the mind and the body are independent from each other and serve their own
function, man must use his own mind and thinking abilities to investigate, analyze, experiment
and develop himself. In Descartes view, the body is nothing else but a machine that is attached
to the mind.
John Locke: Personal Identity

John Locke holds that personal identity the self] is a matter of psychological continuity.
For him, personal identity is founded on consciousness [memory] and not on the substance of
either the soul or the body.

David Hume: The Self is the Bundle Theory of Mind

David Hume, a Scottish philosopher. Has a very unique way of looking at man. As an
empiricist who believes that one can know only what comes from the senses and experiences.
Hume argues that the self is nothing like his predecessors thought of it. The self is not an entity
over and beyond the physical body.
To David Hume, the self is nothing else but a bundle of impressions. If one tries to examine his
experiences, he finds that they can all be categorized into two: impressions and ideas.
Impressions are the basic objects of our experience or sensation. They, therefore form the core
of our thoughts.

Thomas Aquinas

Thomas Aquinas, the most eminent thirteenth century scholar of the medieval
philosophy, appended something to this Christian view. Adapting some ideas from Aristotle, he
said indeed, man is composed of two parts: matter and form. Matter or hyle in Greek, refers to
the common stuff that makes up everything in the universe. Man's body is part of this matter.
Form on the other hand, refers to the "essence of a substance or thing".

Gilbert Ryle

Gilbert Ryle solves the mind-body dichotomy that has been running for a long time in
the history of thought by blatantly denying the concept of an internal, non-physical self. For
Ryle, what truly matters is the behavior that a person manifests in his day-to-day life.

Merleau-Ponty

Merleau-Ponty is a phenomenologist who asserts that the mind-body bifurcation that

has been going on for a long time is a futile endeavor and an invalid problem. He says that the
mind and the body are so intertwined that they cannot be separated from one another.
 MODULE 2

THE SELF, SOCIETY AND CULTURE

Intended Learning Outcomes

At the end of this lesson, you should be able to:

1. explain the relationship between and among the self, society and culture;
2. describe and discuss the different ways by which society and culture shape the self;
3. examine one's self against the different views of self that were discussed in the class.

What is the self?

The self, in contemporary literature and even common sense, is commonly defined by
the following characteristics: separate, self-contained, independent, consistent, unitary and
private. By separate, it is meant that the self is distinct from other selves. The self is always
unique and has its own identity. One cannot be another person. Even twins are distinct from
each other. Second, self is also self-contained and independent because in itself it can exist.
Its distinctness allows it to be self-contained with its own thoughts and characteristics. It does
not require any other self for it to exist. It is consistent because it has a personality that is
enduring and therefore can be expected to persist for quite some time. Consistency also means
that a particular self's traits, characteristics, tendencies and potentialities are more or less the
same. Self is unitary in that it is the center of all experiences and thoughts that run through a
certain person. It is like a chief command post in an individual where all processes, emotions
and thoughts converge. Finally, the self is private. Each person sorts out information, feelings
and emotions, and thoughts processes within the self. This whole process is never accessible to
anyone but the self.

The Self and Culture

According to Marcel Mauss, the French Anthropologist, every self has two faces:
personne and moi. Moi refers to a person's sense of who he is, his body and his basic identity.
Personne, is composed of the social concepts of what it means to be who he is.
Personne has much to do with what it means to live in a particular institution, a particular
family, a particular religion, a particular nationality and how to behave given expectations and
influences from others.
The Self and the Development of the Social World

So how do people actively produce their social world? How do children growing up
become social beings? How do twins coming out from the same mother turn out to be terribly
different when giving up for adaption? More than his given ness, one is believed to be in active
participation in the shaping of the self. We think the human persons are just passive actors in
the whole process of the shaping of selves. That men and women are born with particularities
that they can no longer change. The unending terrain of metamorphosis of the self is mediated
by language. "Language as both a publicly shared and publicly utilized symbol system is the site
where the individual and the social make and remake each other'.

Mead and Vygotsky

For Mead and Vygotsky, the way that human persons develop is with the use of
language acquisition and interaction with others. The way that we process information is
normally a form of an internal dialogue in our head. Those who deliberate about moral
dilemmas undergo dialog. "Should I do this?" "But if I do this, it will be like this". So cognitive
and emotional development of a child is always a mimicry of how it is done in the social world.

Self in Families

Apart from the anthropological and psychological basis for the relationship between the
self and the social world, the sociological likewise struggled to understand the real connection
between the two concepts. In doing so, sociologists focus on the different institutions and
powers at play in the society. Among these, the most prominent is the family.

Human persons lear the ways of living and therefore their selfhood by being in the
family. It is what a family initiates a person to become that serves as the basis for this person's
progress. Without the family, biologically and sociologically, a person may not even survive or
become a human person.

Gender and the Self

Another important aspect of the self is gender. Gender is one of those loci of the self
that is subject to alteration, change and development. We have seen in the past years how
people fought hard for the right to express, validate and assert their gender expression. Many
conservatives may frown upon this and insist on the biological. However, from the point-of-view
of the social sciences and the self, it is important to give one the leeway to find.
 Nancy Chodorow, a feminist, argues that because mothers take the role of taking care of
children, there is a tendency for girls to imitate the same and reproduce the same kind of
mentality of women as care providers in the family.
Men on the other hand, in the periphery of their own family, are taught early on how to
behave like a man. This normally includes holding in one's emotion, being tough, fatalistic, not
to worry about danger and admiration for hard physical labor. Masculinity is learned by
integrating a young boy in the society. The gendered self is then shaped within a particular
context of time and space. Gender has to be personally discovered and asserted and not
dictated by culture and the society.

MODULE 3

THE SELF AS COGNITIVE CONSTRUCT

Intended Learning Outcomes

At the end of this lesson, you should be able to:
1. identify the different ideas in psychology about the "self";
2. create your own definition of the "sel"' based on the definition from psychology;
3. analyze the effects of various factors identified in psychology in the formation of the
"self".
Introduction
As discussed in the previous lessons, every field of study, at least in the social sciences,
have their own research, definition and conceptualization of the self and identity.
There are various definitions of the "self' and other similar or interchangeable concepts in
psychology. Self is the sense of personal identity and of who we are as individuals.

William James was one of the earliest psychologists to study the self and conceptualized
the self as having two aspects-the "I" and the "me". The "|" is thinking, acting and feeling self.
The "me" is the physical characteristics as well as psychological capabilities that make who you
are.

Other concepts similar to self are identity and self-concept. Identity is composed of
personal characteristics, social roles and responsibilities as well as affiliations that define who
one is. Self-concept is what basically comes to your mind when you are asked about who you
are.

Carl Rogers captured this idea in his concept of self-schema or collection of knowledge
about who we are. The schema includes your interests, work, course, age name and physical
characteristics. As you grow and adapt to the changes around you, they also change. But they
are not passive receivers, they actively shape and affect how you see, think and feel about
things.
 For example, when someone states your first name even if they are not talking about
you, your attention is drawn to them. If you have a provincial language and you hear someone
using it, it catches your attention.
Theories generally see the self and identity as mental constructs, created and recreated
in memory. Current researches point the frontal lobe of the brain as the specific area in the
brain associated with the processes concerning the self.

Several psychologists, especially during the field's earlier development, followed this
trend of thought, looking deeper into the mind of the person to theorize about the self, identity,
self-concept and in tum, one's personality. The most influential of them is Sigmund Freud.
Freud saw the self, its mental processes, and one's behavior as the results of the interaction
between the Id, the Ego and the Superego.

Id exists since birth, pertaining to instinct. It serves as a storeroom of wishes and

obsessions related to sexual and aggressive desires. It operates on the hedonistic or pleasure
principle - seeking pleasure and avoiding pain. It ignores reality, harmony, common sense and
reason.

Ego operates according to the reality principle. This structure's role is to maintain
equilibrium between the demands of Id and Superego in accordance with what is best and
practical in reality. Ego borrows some of the Id's energy in order to deal with the demands of
the environment. It is developed by the individual's personal experiences and adheres to the
principles of reason and logic. Ego ensures the continuous existence and protection of the
individual. If ego is successful, it turns out to be a brilliant, creative and emotionally-balanced
individual.
 Superego is the last layer to develop. It operates according to the morality principles
Superego is the reservoir of moral standards. It ensures compliance with the norms, values and
standards prescribed by society. It is developed by means of socialization in various agents like
home, school. church and others.

Social interaction and group affliation are vital factors in creating our self-concept.
especially in the aspect of providing us with our social identity or our perception of who we are
based on our membership to certain groups.

There are times when we are aware of our self-concepts, this is also called self-
awareness. Carver and Scheier identified two types of self that we can be aware of:
1. the private self or your internal standards and private thoughts and feelings
2. the public self or your public image commonly geared toward having a good
presentation of yourself to others
The self-awareness also presents us with at least three other self- schema:
1. actual self - who you are at the moment
2. ideal self - who you like to be
3. ought self - who you think you should be

Self-awareness may be positive or negative depending on the circumstances and our

next course of action. One of the ways in which our social relationship affects our self-esteem is
through social comparison. According to the social comparison theory, we learn about
ourselves, the appropriateness of our behaviors, as well as our social status by comparing
aspects of ourselves with other people.

Two types of Comparison

1. Downward social comparison - is the more common type of comparing ourselves with
others. As the name implies, we create a positive self-concept by comparing ourselves
with those who are worse off than us.
2. Upward social comparison - is comparing ourselves with those who are better off than
us. It can be a form of motivation for some, a lot of those who do this actually felt lower
self-esteem as they highlight more of their weakness.
 MODULE 4

THE SELF IN WESTERN AND EASTERN THOUGHTS

Intended Learning Outcomes

At the end of this lesson, you should be able to:
1. Differentiate the concept of self, according to Western thought against Eastern
perspective;
2. Explain the concept of self as found in Asian thoughts;
3. Create a representation of the Filipino self.

Introduction

Different cultures and varying environment tend to create different perceptions of the
"self' and one of the most common distinctions between cultures and people is the Eastern-vs-
Western dichotomy wherein Eastern represents Asia.

There are actually a lot of sources in which you can analyze the perspective of each
culture and country about the concept of the self. In this lesson, we will look at religious beliefs
and political philosophies that greatly influenced the mindset of each nation or culture. Since
almost all the theories about the self, which were discussed, also came from the Western
scientific research, we will highlight the Eastern thoughts in this lesson.

Confucianism

Confucianism can be seen as a code of ethical conduct of how one should properly
act according to their relationship with other people, thus, it is also focused on having
harmonious social life. Therefore, the identity and self-concept of the individual are interwoven
with the identity and status of his culture, sharing its pride as well as its failures.

According to Confucius, individual identity is defined by membership in the reference

group to which one belongs. This identity is called the relational self. Each member must
possess the same qualities that the group preserves and cherishes. Each member shares the
pride that the group claims and is united in every success or failure.
Taoism

Taoism is living in the way of Tao or the universe. However, Taoism rejects having one
definition of what the Tao is, and one can only state clues of what it is as they adopt a free-
flowing, relative, unitary, as well as paradoxical view of almost everything. Taoism rejects the
hierarchy and strictness brought by Confucianism and would prefer a simple lifestyle and each
teaching thus aim to describe how to attain that life.

Buddhism

There are various groups who have adopted Buddhism, thus, you may find differences in
their teachings but more likely, their core concepts remained the same. The self is seen as an
illusion, born out of ignorance, trying to hold and control things or human centered needs, thus,
the self is also the source of all these sufferings. It is, therefore, our quest to forget about the
self, forget the cravings of the self, break the attachments you have with the world and to
renounce the self which is the cause of all suffering.

The Western culture is what we would call an individualistic culture since their focus
is on the person. The Asian culture is called a collectivist culture as a group and social relations
that is given more importance than individual needs and wants.

By valuing the individual, Westerners may seem to have loose associations or even
loyalty to their groups. Competition is the name of the game and they are more likely
straightforward and forceful in their communication as well as decision making. They also
emphasize more on the value of equality even if they see that the individual can rise above
everything else. Because everyone is on their own in the competition, one can say that they also
promote ideals that create "fair" competition and protect the individual.

Eastern or oriental persons look after the welfare of their groups and values
cooperation. They would also be more compromising and they tend to go around the bush in
explaining things, hoping that the other person would "feel" what they really want to say.

Asians, with their collectivistic culture, put more emphasis on hierarchy as the culture
wants to keep things in harmony and order.

It must be emphasized that these are general commonalities among Western cultures
as compared to Asian cultures.