Understanding the Self

COURSE OUTLINE

MODULE PART 1: DEFINING THE SELF: PERSONAL AND DEVELOPMENTAL

PERSPECTIVES ON SELF AND IDENTITY

Unit 1: Meet and Greet: My Home, My School

Unit 2: Concept and nature of self: Who am I?

Unit 3: Self, Society and Culture

Unit 4: Self as Cognitive Construct

Unit 5: Self: Western and Eastern Thought

MODULE PART 2: UNPACKING THE SELF

Unit 1: Physical self: the Beautiful Me

Unit 2: Material Self: To Buy or not to Buy?

Unit 3: Spiritual Self: Believe it or not! Unit

4: Moral Self: Living with Purpose Unit 5:

Political Self: Being Filipino

Unit 6: Digital Self: Who I am in the Cyber world?

Unit 7: Social Self: Relating with Others

MODULE PART 3: MANAGING AND CARING FOR SELF

Unit 1: Intelligent behaviors: Learning to be a better Learner Unit

2: Emotional self: Achieving My Emotional Competencies Unit 3:

Responsible Self: My Commitment to Lifelong Growth Unit 4: Do

not Just Dream, Make it Happen!

Unit 5: Assessing for Self-Improvement: Directing My Destiny

 COURSE SYLLABUS
Course Title: UNDERSTANDING THE SELF

Course Number: General Education1

Course Description: The course deals with the nature of identity, as well as the
factors, and forces that affect the development and
maintenance of personal identity.

Course Placement:

Course Credits: 3 units

Number of Hours: 54 hours in a semester

Course objectives: 1. Relate the course to the realization of the Mission, Vision,
Core Values and Institutional outcomes of the School

2. Explain the essence of “SELF”

3. Describe the relationship of Self, Society, and Culture

4. Illustrate the self

5. Differentiate the Self in Eastern and Western Thought

6. Evaluate unpacking the self through the physical and sexual

self, material self, supernatural self, moral self, political self,
cyber self, social self, and the emotional self

7. Synthesize how the results of assessments help improve

one’s personality towards destiny

GENERAL COURSE OUTLINE

I. Preliminary Term

a. MISSION, VISION AND CORE VALUES (School)

b. DEFINING THE SELF

II. Middle Term

a. UNPACKING THE SELF

 III. Final Term

a. MANAGING AND CARING THE SELF

COURSE REQUIREMENTS

In this module, I deeply encourage you to complete your requirements for you to pass in this
course.

1. Individual Portfolio (reaction papers, analysis, reflection, individual journal,

worksheets, etc.)

2. Regular self-assessment test

3. Suggested reading materials for supplemental reading for further discussions

and for widening your understanding

4. Major examinations: Prelim, midterm, and final examinations

SYSTEM OF COMPUTING GRADES

For your guidance as on how I computed your grades as an assessment, I

divided into three main areas for each term, namely:

1. Written works [quizzes and worksheets etc.] 35%

2. Performance [recitations/ journal, reflection, reaction and analysis]
30%
3. Examinations (Prelim, Midterm, Finals) 35%
Total 100%
 PRELIMINARY TERM

MODULE PART 1: DEFINING THE SELF:

PERSONAL AND DEVELOPMENTAL PERSPECTIVES ON SELF AND
IDENTITY

Unit 1: MEET AND GREET: MY HOME, MY SCHOOL

The most challenging and exciting phase is your college life. It is a new adventure
that everyone looks forward to. It is a world different from your elementary as well as junior
and senior high schools. Since you are in your freshman year in UCP, everything –
including this subject is new to you.

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

1. Memorize the vision and mission, and core values of the school
2. Explain the program and the UCP‟s vision-mission statements and objectives
3. Demonstrate self-understanding and self-acceptance

LESSON PROPER

In college, you are expected to do something for the whole community and even at home. You are now a
freshman student. Can you identify the things that you expect to do for the community and for the school?
UNIT 2: CONCEPT AND NATURE OF SELF:
WHO AM I?
Our names represent who we are. Our names signify us. However, the name is
not the person itself no matter how intimately bound it is with the bearer. It is only a
signifier. Self is thought to be more than the name. Self is something that a person
perennially molds, shapes, and develops. The self is not static.

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

1. Define the nature, concept, and meaning of the self

2. Discuss the nature of the self from your own point of view;
3. Use the conceptualization and representation of the self from various
disciplines and perspectives

LESSON PROPER

The Philosophical view of Self: Various Philosophers

Socrates: Know Yourself

He is principally concerned with man. He was the first philosopher who engages
in systematic questioning about the self. “Every man is composed of body and soul.” – i.
e. dualism [Man is composed of two important aspects of his personhood]

Therefore, 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.
[Platonic]

He considers man from the point of view of his inner life. The famous life of
Socrates tells each man to bring his inner self to light. A bad man is not virtuous through
ignorance. The core of Socratic ethics is the concept of virtue and knowledge. Virtue is
the deepest and most basic propensity [strong natural tendency to do something]
of
man. Knowing one‟s own virtue is necessary and can be learned. Since virtue is innate
in the mind and self-knowledge is the source of all wisdom, an individual may gain
possession of oneself and be one‟s own master through knowledge.

“An Buhay na dai pinaghurop-huropan mayo nin pakinabang.” - Socrates

Plato: The Ideal Self, perfect self

Plato claimed in his dialogues that Socrates affirmed that the unexamined life is
not worth living. With this, he basically took off from his master and supported the idea
that man is dual in nature. He added that there are components of the soul: a] rational
soul; b] spiritual soul; and c] appetitive soul.

The republic – he emphasizes that justice in the human person can only be
attained if the three parts of the soul are working harmoniously with one another. The
rational soul forged/ copied by reason and intellect that govern the affairs of the human
person; the spiritual soul which in charge of emotions; and appetitive soul in charge of
base desires.

Therefore, when this ideal state is attained, the human person‟s soul becomes just and
virtues. To make it simple, a man was omniscient before he came to be born into this
world. In practical terms, this means that man in this life should imitate his former self;
he should live a life of virtue in which true human perfection exists.

“Love in fact is one of the links between the sensible and the eternal world.” - Plato

Rene Descartes: Cogito, ergo sum/ I think, therefore I am

He conceived of the human person as having a body and a mind. He claims that
there is so much that we should doubt since much of what we think and believe is not
infallible, they may turn out to be false.

Rene thought that the only thing that one cannot doubt is the existence of the
self, for even if one doubts oneself, that only proves that there is a doubting self, a thing
that thinks and therefore, that cannot be doubted.
 The self then for Rene is also a combination of two distinct entities, the COGITO,
the thing that thinks, which is the mind, and the EXTENZA of the mind, which is the
body, ie. like a machine that is attached to the mind.

The human person has the body but it is not what makes a man a man. If at all,
that is the mind. Descartes: says: “What then am I? A thinking thing, that doubts,
understands, affirms, denies, wills, refuses; that imagines also and perceives.

To sum, although the mind and the body are independent of each other and
serve their own function, man must use his own mind and thinking abilities to
investigate, analyze, experiment, and develop himself.
David Hume: the self is the bundle theory of mind

He is an empiricist who believes that one can know only through the senses and
experiences. Example: Ana knows that Lenard is a man not because she has seen his
soul. Ana knows Lenard just like her because she sees him, hears him, and
touches him.

Hume posits that self is nothing else but a bundle of impressions. What are
impressions? For Hume, they can all be categorized into two: impressions and ideas.
The first one is the basic objects of our experience or sensation. So, it forms the core of
our thoughts. Example: when one touches fire, the hotness sensation is an impression
which is the direct experience.

On the contrary, Ideas are copies of our impressions. Because of this, they are
not as lively and clear as our impressions. Example: the feeling of being in love for the
first time that is an idea. According to Hume, the self is a bundle or collection of various
perceptions, which succeed each other with an inconceivable rapidity, and are in a
perpetual flux and movement. Thus, the self is simply a collection of all experiences with
a particular being.

Immanuel Kant: respect for self

Every man is thus an end in himself and should never be treated merely as a
means – as per the order of the Creator and the natural order of things.
 To Kant, there is necessarily a mind that organizes the impressions that men get
from the external world. Time and Space are ideas that one cannot find in the world but
built-in our human mind. Kant calls these the apparatuses of the mind.

Along with the different apparatuses of the mind goes the self. Without the self,
one cannot organize the different impressions that one gets in relation to his own
existence. Thus, the self is not just what gives one his personality. It is also the seat of
knowledge acquisition for all human persons.
Gilbert Ryle: The mind-Body dichotomy

For Ryle, what truly matters is the behavior that a person manifests in his day-to-
day life. For him, looking for and trying to understand the self as it really exists is like
visiting your friends‟ university and looking for the “university.”

Ryle says that self is not an entity one can locate and analyze but simply the
convenient name that people use to refer to all the behaviors that people make.
Merleau Ponty: Phenomenologist

He insisted that body and mind are so intertwined from one another. One cannot
find any experience that is not an embodied experience. All experience is embodied.
One‟s body is his opening toward his existence to the world. Because men are in the
world. For him, the Cartesian problem is nothing but plain misunderstanding. The living
body, his thoughts, emotions, and experiences are all one.

The Christian or Biblical view of Self

The Holy Bible

“God created man in His image; in the divine image He created him; male and
female He created them. God blessed them, saying, „Be fertile and multiply; fill the earth
and subdue it. Have dominion over the fish of the sea, the birds in the air, and all the
living things that move on the earth.” Gen. 1:24-28

Thus, it is appropriate to think of the self as the “multi-bejeweled crown of

creation –the many gems thereof representing and radiating the glorious facets of
man‟s
self that include the physical, intellectual, moral, religious, social, political, economic,
emotional, sentient, aesthetic, sensual, and sexual aspects.
Augustine: Love and justice as the foundation of the individual self

Augustine‟s view of the human person reflects the entire spirit of the medieval
world when it comes to man. He combined the platonic ideas into Christianity
perspective.

Augustine agreed that man is of a bifurcated/ dual nature. An aspect of man

dwells in the world and is imperfect and continuously years to be with the Divine and the
other is capable of reaching immortality.

The body is bound to die on earth and the soul is to anticipate living eternally in
communion with God.

He believes that a virtuous life is the dynamism of love. Loving God means loving
one‟s fellowmen; and loving one‟s fellowmen denotes never doing any harm to another.

“An sakong puso dai matutuninong sagkod na Ika mapasapuso ko.” – Augustine

Thomas Aquinas: Angelic doctor

Adapting some ideas from Aristotle, Aquinas said that indeed, man is composed
of two parts: matter and form. Matter/ hyle refers to the common stuff that makes up
everything in the universe. Forms/ morphe refers to the essence of the substance of
things. It is what makes it what it is.

In the case of the human person, the body of the human person is something
that he shares even with animals. What makes a human person a human person is his
essence. Like Aristotle, the soul is what animates the body; it is what makes us
humans.
The Psychological View of Self

Sigmund Freud: Psychoanalytic theory of self

He asserts that the human psyche [personality] is structured into 3 parts. These
structures – ID [internal desires], EGO [reality], and SUPEREGO [conscience] – all
develop at different stages in a persons‟ life.

Freud also argues that the development of an individual can be divided into
distinct stages characterized by sexual drives. As the person grows, certain areas
become sources of pleasure, frustration, or both. Freudian stages of psychosexual
development: oral, anal, phallic, latency, and genital.
Erik Erikson: Psychosocial stages of self-development

He primarily concerned with how both psychological and social factors affect the development of
individuals. He formulated 8 major stages of development, each posing a unique developmental
task and simultaneously presenting the individual with a crisis that s/he must overcome.

UNIT 3: SELF, SOCIETY AND CULTURE

Across time and history, self has been debated, discussed and fruitfully or
otherwise conceptualized by different thinkers in philosophy. With the advent of social
sciences, it became possible for new ways and paradigms to reexamine the true nature
of the self.

Thinkers settled on the idea that there are two components of the human person
and whatever relationship these two have is less important than the fact that there is a
self. One of the loci, if not the most important axis of analysis is the relationship
between the self and the external world. What is the relationship between external
reality and the self?

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

1. State the relationship between the self, society, and culture

 2. Describe and discuss the different ways by which society and culture shape the
self
3. Interpret how the self can be influenced by the different institutions in the
society; and
4. Examine one‟s self against the different views of self that were discussed

Lesson proper
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.”

*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

*SELF-CONTAINED & INDEPENDENT*-because in itself it can exist its distinctness

allow it to be self-contained with its own thoughts, characteristics, and volition. It does
not require any other self for it to exist.

*CONSISTENT*- because it has a personality that is enduring and therefore can be

expected to persist for quite some time its consistency allows to be studied , described,
and measured, consistency also means that a particular self traits , characteristics,
tendencies, and potentialities are more or less the same.

*UNITARY*- in that it is the center of all experiences and thoughts that run through a
certain person it is like the chief command post in an individual where all processes ,
emotion, and thoughts converge.

*PRIVATE*- Each person sorts out information, feelings and emotions, and though
processes within the self. This whole process is never accessible to anyone but the self.
This last characteristic of the self being private suggest that the self is isolated from the
external world

From this perspective: the concern of this lesson is in understanding the vibrant
relationship between the self and the external reality. This reality is called social
constructionist perspective - that argues for a merged view of the person and their
social context where the boundaries of one cannot easily be separated from the
boundaries of the other.

Social constructionists argue that self should not be seen as a static entity that
says constant through and through. Rather, the self has to be seen as something that is
in unceasing flux, in a constant struggle with external reality and is malleable in its
dealings with society.

As a man of different roles [as a father, friend, teacher, husband] one can expect
a person to change and adjust his behaviors, ways and even language depending on
his social; situation. We ourselves play different roles, act in various ways depending on

our circumstances. This is not only normal but it is also acceptable and expected. The
self is capable of morphing and fitting itself into any circumstances it finds itself in.

THE SELF AND CULTURE

Remaining the same person and turning chameleon by adapting to one's context
seems paradoxical. A French Anthropologist MARCEL MAUSS has an explanation for
this phenomenon. According to Mauss, 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, his
biological governess. Moi is a person's basic identity personne on the other hand, 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

The unending terrain of metamorphosis of the self is mediated by language.

Language as both a publicly shared and privately utilized symbol system is the site
where the individual and the social make and remake each other.

MEAD AND VYGOTSKY

For Mead & Vygotsky the way that the human persons develop is with the use of
language acquisition and interactions with others - without a family biologically and
sociologically a person may not even survive or became a human person.

GENDER AND THE SELF

Here is another important aspects of the self and 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.

However, from the point of view of the social sciences and the self, it is important
to give one the leeway to find, express, and live his identity. This account illustrates that
our gender partly determines how we see ourselves in the world. Often times society
forces a particular identity unto us depending on our sex and /or gender .

Both Vygotsky and Mead treat the human mind as something that is made
constituted through language as experienced in the external world and as encountered
in dialogs with other. A young child internalized values, norms, practices, and social
beliefs and more through exposure to these dialogs that will eventually become part of
his individual world. VYGOTSKY, for this part a child internalizes real life dialogs that he
has had with others, with his family, his primary caregiver, or his play mates.
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 in powers at play in the society. Among these the most prominent is
the family. GENDER has to be personally discovered and asserted and not dictated by
culture and the society.

Unit 4: SELF AS COGNITIVE CONSTRUCT

As discussed in the previous unit, every field of study, at least in the social
sciences, have their own research, definition, and conceptualization of self and identity.
Some are similar while some specific only their field. Each field also has thousands of
research on self and identity as well as related or synonymous terms. The trend of the
lessons also seems to define the concept of the "self" from a larger context (i. e; culture
and society) down to the individual. However, it must be pointed out the modern
researches acknowledge the contributions of each field and this is not some sort of a
Nurture vs. Nature, society/culture versus Individual/brain, and other social sciences vs.
Psychology debate, psychology may focus on the individual and cognitive functions, but
it does not discount the context and other possible factors that affect the individual.

For students who take up psychology, discussions on theories, and development,

among others actually take at least one semester and there are still more to be learned
about the concept of "self".

This lesson provides an overview of the themes of psychology regarding the said
concept.
 At the end of this unit, you will be able to:

1. Analyze the effects of various factors identified in psychology in the formation of

the "self".
2. Create your own definition of the "self" based on the definitions from psychology;
and
3. Evaluate the different ideas in psychology about the "self".
LESSON PROPER
Self as cognitive construct

In confidence or in an attempt to avoid further analytical discussions, a lot of

people say, "I am who I am" yet, this statement still begs the question, "if you are who
you are, then who are you that makes you who you are?"

As mentioned earlier, there are various definitions of the "self" and other similar
or interchangeable concepts in psychology simply put, "self" is "the sense of personal
identity and of who we are as individuals (Jhangiani and Tarry 2014)."

William James (1890) was one of the earliest psychologists to study the self and
conceptualized the self as having two aspects the "I" and the "me".

The "I" is the thinking, acting, and feeling self (Gleitman, Gross, and Reisburg
2011; Hogg, and Vaughan 2010). The "me" on the other hand, is the physical
characteristics as well as psychological capabilities that makes who you are (Gleitman,
Gross, and Reisburg 2011; Hogg and Vaughan 2010). Carl Rogers's (1959) theory of
personality also used the same terms, the "I" as the one who acts and decides while tha
"me" is what you think or feel about yourself as an object (Gleitman,Gross and Reisburg
2011).

Other concept similar to self are IDENTITY is composed of personal

characteristics, social roles, and responsibilities, as well as affiliations that define who
one is (Oyserman, Elmore, and Smith 2012).

Self-concept is what basically comes to your mind when you are asked about
who you are (Oyserman, Elmore, and Smith 2012). Self-identity and self-concept are
not fixed in on-e time frame, and they are not fixed for life nor are they ever-changing at
every moment.

Carl Rogers captured this idea in his concept of self-schema or our organized
system or collection of knowledge about who we are (Gleitman, Gross, and Reisberg
2011; jhangaini and Tarry 2014). Imagine an organized list or diagram similar to the one
below.
 Hobbies

Family SELF Religion

Nationality

It may also include your interest, work, course, age, name, and physical
characteristics, among others. 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.

Theories generally see the self and identity as mental construct created and
recreated in memory (Oyserman, Elmore, and Smith 2012). Current researches point to
the frontal lobe of the brain as the specific area in the brain associated with the
processes concerning the self.

Several psychologist, especially during the fields 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 turn, one's personality.

The most influential of them is SIGMUND FREUD. Basically, Freud saw the self
its mental processes and ones behavior as the result of the interaction between the I.D,
EGO and the SUPEREGO.

As in the above mentioned definitions of the self, social interaction always has a
part to play in who we think we are. This is not nature vs. Nurture but instead a nature--
and--nurture perspective.

Three reasons why self and identity are social products:

1. We do not create ourselves out of nothing.

2. Whether you like to admit it or not, we actually needs others to affirm and
reinforce who we think we are, we also need them as reference points about our
identity.
3. What we think is important in our social or historical context.

Two types of self that we can be aware: the private self or your internal standards
and private thoughts and feelings. The public self or your public image commonly
geared toward having a good presentation of yourself to others (Hogg and Vaughan
2010)

Self-awareness there are times, however, when we are aware of our self-
concepts also present us with at least three other self-schema the:

ACTUAL, IDEAL, and OUGHT SELF.

ACTUAL SELF is who you are at the moment
IDEAL SELF is who you like to be.
OUGHT SELF is who you think you should be.

SELF- AWARENESS may be positive or negative depending on the circumstances

and our next course of action. It can keep you doing something dangerous. It can be too
much that we are concerned about being observed and criticized by others. It is also
known as self-consciousness (Jhangiani and Tarry 2014).

At other times, especially with large crowds, we may experience de individuation or

"the loss of individual self-awareness and individual accountability in groups. A lot of
people will attune themselves with the emotions of their group and because the large
crowd also provides some kind of anonymity. We may lessen our self-control and act in
ways that we will not do when we are alone.

Our group identity and self-awareness also have a great impact on our self-esteem,
one of the common concepts associated with the "self". It is defining our own positive or
negative perception or evaluation of ourselves (jhangiani, And Tarry 2014; Gleitman,
Gross, and Reisberg 2011).

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 (Jhangiani, and Tarry 2014; Hogg
and Vaughan 2010).
 The 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. (Jhangiani and Tarry 2014).
By having the advantage, we can raise our self-esteem.

The UPWARD SOCIAL COMPARISON which is comparing ourselves with those

who are better off than us (jhangiani, and Tarry 2014). While 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 or inequities.

SOCIAL COMPARISON also entails what is called self-evaluation maintenance

theory, which states that we can feel threatened when someone out-performs us,
especially when that person is close to us (i.e., a friend or family).

Take note that this occurs not only between individuals but also among groups.
Thus, if a person‟s group is performing better and is acknowledged more than the
group, then his self-esteem may also be heightened.

Such social comparison also entails what is called self-evaluation maintenance

theory, which states that we can feel threatened when someone out-performs us,
especially when that person is close to us. In this case, we usually react in three ways:

FIRST, we distance ourselves from that person or redefine our relationship with
them. Some will resort to the silent treatment, change of friends, while some may also
redefine by being closer to that person, hoping that some association may give him a
certain kind of acknowledgement also.

SECOND, we may also reconsider the importance of the aspect or skill in which you
were out performed.

LASTLY, we may also strengthen our resolve to improve that certain aspect of
ourselves.

However, in the attempt to increase or maintain self-esteem, some people become

narcissistic. NARCISSISM is a "trait characterized by overly high self-esteem, self-
admiration, and self-centeredness.
 Sometimes, there is a thin line between high self-esteem and narcissism and
there are a lot of test and measurements for self-esteem like the Rosenberg scale but
the issue is that the result can be affected by the desire of the person to portray herself
in a positive or advantageous way.

UNIT 5: SELF IN WESTERN AND EASTERN THOUGHT

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

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

1. Explain the concept of self as found in Asian thought;

2. Choose a representation from the Filipino self; and
3. Differentiate the concept of self according to Western through against Eastern
perspectives

LESSON PROPER
First is Confucianism. It 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 a harmonious social life.
Eastern Self
Everyone is interconnected in a drama with specific roles. Self-cultivation: The
cultivated self in Confucianism is what some scholars call a “subdued self” wherein
personal needs are repressed [subdue] for the good of many, making Confucian
society also hierarchal for the purpose of maintaining order and balance.

Second philosophy is Taoism. Taoism was founded by Lao Tzu.

Taoism is living to the way of the Tao (Universe). However, they reject the
hierarchy and strictness of Confucianism. Taoism prefers to live a simple life.

The 3rd is Buddhism. The self is seen as an illusion, born out of

ignorance, of trying to hold and control things, or human centered needs; thus,
the self is also the source of all these suffering.

Western Self
Western Self focuses on self (Individualistic). You compare in order to be
better. You create associations and bask in the glory of that group for your self-
esteem. You put primacy on developing yourself.

Western and Eastern Differences

Western referred as the school of thought from Greek Philosophy. It is
rooted from Rome and Christianity. Laws are the ones that govern the behavior.
Eastern roots are from Asia. They believe that natural world does not
follow laws, it simply 'is'. It is collectivist in culture.

Western and Eastern Similarities

Similarities: Both approaches share a concept that a deeper

understanding of reality is possible. Influenced by the notion that there is a
supreme being who guides the mankind and provides for all he created.
Believes in the concept of "god as the king of universe"
 MODULE PART 2: UNPACKING THE SELF
Unit 1: PHYSICAL SELF: THE BEAUTIFUL ME
From childhood, we are controlled by our genetic makeup, i. e, sex
chromosomes. It also influences the way we treat ourselves and others. On the
contrary, there are individuals who DO NOT ACCEPTS their INNATE SEXUAL
characteristics and they actually tend to change their sexual organs through
medications and surgery.
Beginning of life
Life begins at fertilization. It refers to the meeting of the female sex cell
and the male sex cell. These sex cells are developed in the reproductive organs
called GONADS. The male sex cell called spermatozoa [sing. –zoon] are
produced in the male gonads called testes. On the other hand, the female sex
cells called ova are produced in the female gonads known ovaries. The fertilized
egg cell known as zygote contains all the hereditary potentials from the parents.
This zygote goes to the uterus and continues to grow during the gestation period
of about 280 days or 36 weeks or 9 calendar months.
Human Development
The formation of male or female structures depends on the presence of
testosterone (A substance called hormone that occurs naturally in men and male
animals). The embryonic testes release testosterone once formed and the
formation of the duct system and external genitalia follows. The same with
female embryos that form ovaries, it will cause the development of the female
ducts and external genitalia since testosterone hormone is not produce.

Human anatomy
Puberty is the period of life when the reproductive organs grow to their
adult size and become functional under the influence of rising levels of gonadal
hormones [testosterone in male and estrogen in female] and generally between
the age of 10-15 years old.
 Factors in development of the physical self

Heredity [nature] is the transmission of traits from parents to offspring it provides the raw
materials of which the individual is made up. While the environment [nurture] is the sum total of
the forces or experiences that a person undergoes from conception to old age.

Diseases associated with the reproductive systems

Infections are the most common problems associated with the

reproductive system in adults.

Vaginal infections are more common in young and elderly women and
those whose resistance to diseases is low, like, Escherichia coli which spread
through the digestive tract, the sexually transmitted microorganisms such as
 syphilis, gonorrhea and herpes virus and yeast fungus.

Pelvic inflammatory disease and sterility are also the effect of vaginal
infections. For males, the most common inflammatory conditions are prostatitis,
urethritis, and epididymitis, STD, Orchiditis.

Erogenous zones

It refers to part of the body that are primarily receptive and increase sexual arousal when
touched in a sexual manner.

Human Sexual Behavior

It defined as any activity – solitary, between two persons, or in a group – that induces/ brings
sexual arousal

Solitary behavior
This is common for males but becomes less frequent or is abandoned
when socio-sexual activity is available.

Socio-sexual behavior

It is the greatest amount of socio-sexual behavior that occurs b/w only one
male and one female. This usually begins in childhood and may be motivated by
curiosity, such as showing or examining genitalia.

Physiology of human sexual response

Sexual response follows a pattern of sequential stages or phases when

sexual activity is continued.

1. Excitement phase = it is caused by increase in pulse and blood pressure; a

sudden rise in blood supply to the surface of the body resulting in increased skin
temperature, flushing, and swelling of all distensible body parts particularly
noticeable in the male and female reproductive system, rapid breathing,
secretion of genital fluids, vaginal expansion, and a general increase in muscle
tension.

2. Plateau phase = it is generally of brief duration. If stimulation is continued,

 orgasm usually occurs.

3. Sexual climax = a feeling of abrupt, intense pleasure, and rapid increase in

pulse rate and blood pressure, and spasms of the pelvic muscles causing
contractions of the female reproductive organ and ejaculation by the male that
last only for few seconds normally not over ten.

4. Resolution phase = it refers to the return to a normal or subnormal

physiological state. Whereas males return to normal even if stimulation
continues, but continued stimulations can produce additional orgasms in
females. Females are physically capable of repeated orgasms without the
intervening “rest period” required by males.

Nervous system factors

The efferent cerebrospinal nerves transmit the sensory messages to the brain
to create stimulus and later initiating a sexual response. The brain will interpret the
sensory message and dictate what will be the immediate and appropriate response of
the body. The muscles contract in response to the signal coming from the motor
nerve fibers while glad secretes their respective product. So, sexual response is
dependent the activity of the nervous System.
 Sexual problems

These may be classified as physiological, psychological and social in origin. Physiological

problems are the least among the three categories.

Medication: Through surgery

Psychological problems: usually caused by socially induced inhibitions, maladaptive attitudes,

ignorance and sexual myths held by society

Sexual Reproductive diseases are the following:

1. Chlamydia

2. Gonorrhea

3. Syphilis

4. Chancroid

5. Human Papillomavirus

6. Herpes simplex virus

7. Trichomonas vaginalis

Natural and artificial methods are the following:

1. Abstinence

2. Calendar method

3. Basal body temperature

4. Cervical mucus method

5. Symptothermal method

6. Ovulation detection

7. Coitus interruptus
Artificial methods are the following:

1. Oral contraceptive

2. Transdermal patch

3. Vaginal ring

4. Subdermal implants

5. Hormonal injections

6. Intrauterine device

7. Chemical barriers

8. Diaphragm

9. Cervical cap

10. Male condoms

11. Female condoms

12. Surgical methods (vasectomy and ligation)

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

We are living in a world of sale and shopping spree. We are given a wide array
of products to purchase from a simple set of spoon and fork to owning a
restaurant. Almost everywhere, including the digital space, we can find
promotions of product purchase. Product advertisements are suggestive of
making us feel better or look good. Part of us wants to have that product. What
makes us want to have those products are connected with who we are. What we
have and already possess is related to our self.
 Belk stated that “we regard our possessions as part of our selves. What we
have and what we possess.” There is a direct link b/w self-identity with what we
have and possess.

LESSON PROPER
Material self

A Harvard psychology in the late nineteenth century, William James, wrote in

the book, the principles of psychology in 1890 that understanding the self can be
examined through its different components namely: 1] its constituents; 2] the feelings
and emotions they aroused self-feelings; 3] the actions for which they prompt the
seeking and self-preservation. The constituents of self are composed of material self,
the social self, the spiritual self, and the pure ego.

The material self, according to William James primarily is about: our bodies;
clothes; immediate family; home.

HOME

Immediate Family

Clothes

Body

MATERIAL SELF

1. Body is the innermost part of material self.

2. Clothes is next to the body that was being influenced by the “the philosophy of
dress” by Herman Lotze. William James believed that an essential part of the
material self is clothing. Lotze stipulated in his book that any time you bring an
abject into the surface of your body,
3. Immediate Family is the third in the hierarchy.
4. Home is the fourth component of material self.

We are what we have

 The possessions that we dearly have tell something about who we are, our
self- concept, our past, and even our future.
UNIT 3: SPIRITUAL SELF: BELIEVE IT OR NOT!
Spiritual self is one of the four (4) constituents of the “self” according to William
James in his book, The Principles of Psychology in 1890. The spiritual self is the most
intimate, inner subjective part of self – the most intimate version of the self because of
the satisfaction experienced when thinking of one‟s ability to argue and discriminate,
of one‟s moral sensibility and conscience, and our unconquerable will is purer than all
other sentiments of satisfaction.

Religion

Rebecca Stein (Stein 2011) works on the definition of religion "as a set of
beliefs and practices that usually includes s o m e or all of basic
characteristics. These characteristics are:

1) A belief in anthropomorphic supernatural being, such as spirit and gods

2) A focus on the sacred supernatural, where sacred refers to a feeling of
reverence and awe
3) The presence of supernatural power or energy that is found on supernatural
beings as well as physical beings and objects.

4) The performance of ritual activities that involves the manipulation of sacred

object to communicate to supernatural beings and/or to influence or control
events
5) The articulation of worldview and moral codes through narratives and other
means
6) Provide the creation and maintenance of social bonds and mechanism of
social control within a community; provide explanation for unknown and a
sense of control for individuals.
Ritual

There are three fundamental characteristics of rituals according to Penner

(Britannica 2017). Ritual has the characteristics of:

1) A feeling or emotion of respect, awe, fascination, or dread in relation to

the sacred
2) Dependence upon a belief system that is usually expressed in the language
of myth
3) Is symbolic in relation to its reference

Some World Religious Beliefs and Practices

There are different religious with different beliefs and practices.

Core beliefs

Buddhism believes that life is not a bed of roses. Instead, there are suffering, pain,
and frustrations.

Customs and Practices

The Samatha is practiced as mindfulness of breathing and development of loving

kindness (Metta Bhavana). Vipassana practices aim developing insight into reality.

Christianity
Core beliefs
Christians believe in Trinitarian God. One God in three personas:

Customs and Practices

Sacrament of Baptism and Sacrament of Communion are practiced by

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

Hinduism covers a wide range of traditional beliefs and religious groups; thus, there is
no single founder or leader.

Custom and practices

Diwali and Navrati are the most celebrated festivals of the Hindus.

Islam
Core beliefs

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

Customs and practices

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

1) Shahadah - statement of faith: "There is no God but the one true God and
Mohammed is his messenger".
2) Salat - the prayer that is practiced five times a day.
3) Zakat - the monetary offering for the benefit of the poor. It comprises the 2.5%
of a Muslim's assets.
4) Haji – the yearly pilgrimage to Mecca. Muslims who can afford are asked to do
the pilgrimage at last once in their lifetime.
5) Sawm – the fasting. Muslims do fasting from food, drink, and sexual act during
the celebration of Ramadan s the ninth month of the Islamic lunar calendar.
The fast is from dawn to sunset.
Judaism
Core beliefs
The Jews believe in the coming of Messiah, the Savior. The sacred scripture of
the Jews is called the Torah or the Law. The Torah is the guide of the Jewish living.
The study and interpretation of Torah is part of the Jewish culture.

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

1. Rosh Hashanah - the New Year

2. Yom Kippur - the Day of Atonement

3. Pesach - Passover

4. Shavuot - Pentecost

5. Sukkot - Tabernacles. The Jewish Sabbath begins on Friday evening at sunset

and is an important time when families gather for the Shabbat meal.

Finding and Creating Meaning of Life

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

Logotherapy

It is a psychotherapy introduced by V. Frankl, who is considered the father of

logotherapy. The main belief of logotherapy is that “man‟s primary motivational force
is search for meaning.” Logotherapy aids individuals to find personal meaning of life,
whatever life situation they may be.
Basic concept of Franklian Psychology
There are three basic concepts using Franklian Psychology:

1) Life has meaning under all circumstances.

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

Furthermore, his psychology aims to: 1] become aware of spiritual resources;

2] make conscious spiritual resources; and 3] use defiant power of the human spirit
and stand up against adversity.

Logotherapy assumptions (that cannot be proven w/

certainty) These include the following:

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

2. Life has meaning under all circumstances, even the most miserable. Ie. it‟s hard to
grasp but it is something everyone experiences and it represents an order in a world
w/ laws that go beyond human laws.

3. People have a will to meaning. When we see meaning, we are ready for any type
of suffering. This is considered to be different than our will to achieve power and
pleasure.

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

5. Life has a demand quality to w/c people must respond if decisions are to be
meaningful. The meaning of the moment is more practical in daily living than ultimate
meaning. Unlike ultimate meaning this meaning can be found and fulfilled.
6. The individual is unique. This enhanced by the realization that we are irreplaceable.

Frankl’s Sources of Meaning

There are three possible sources of meaning of life: 1] purposeful work –
meaning of life is unique to every individual; 2] courage in the face of difficulty – a
meaningful life is a life with suffering. Suffering is part of life; and 3] love – is the only
way to grasp another human being in the innermost core of his personality. The
ultimate factor to find meaning of life is love.

UNIT 4: MORAL SELF: LIVING WITH PURPOSE

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

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

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

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

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

the situation. An individual who has a good sense of what is right and wrong will be an
honest and upright member of the community possessing a better moral self.
Moral reasoning
 It refers to the judgment people make about what courses of action are correct
or incorrect in particular situations. Reasoning is a cognitive skill, but influences moral
development

Lawrence Kohlberg came up with the Theory of Moral Development by

studying the concept of moral reasoning. This theory is shaped by and tied up to
Piaget‟s Stages of Intellectual Development.
Parenting styles and practices

The physiological or biological basis of moral and intellectual development has

been discussed earlier. One other factor w/c affect the individual‟s development is
environmental influence.

Parenting styles

It is known as the parent‟s strategies. According to Diana Baumrind, there are

three parenting styles, namely authoritarian [parents attempt to shape, control and
evaluate the behaviors and attitudes of their children in accordance w/ an absolute or
respected authorities, thus, obedience becomes a virtue]; authoritative [parents
direct their children‟s activities in a rational and intelligent way. They are supportive,
loving and committed; support a give-and-take relationship; discuss their rules and
policies w/ children and encourage children to present their viewpoints] and
permissive [parents are less controlling and behave with an accepting and non-
punishing attitude towards their children‟s desires, actions and impulses.]

Effects of Parenting Styles

Parenting styles influence the development of children‟s personality.

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

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

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

4. Uninvolved parents are detached and indifferent to the needs of their children.
As such, children grow up feeling unloved and cannot follow instructions. Some fall
prey or sort to substance abuse as a form of distraction or a way to get attention.

UNIT 5: POLITICAL SELF: BEING FILIPINO

The Philippines has only emerged in the 1890‟s after over three centuries of
colonization of the Spaniards. Liberation from the last colonizers, the Japanese, only
occurred in 1946. Foreign culture, beliefs, language, and religion have made a huge
dent on our own by setting a foundation to the contemporary Filipino identity and
culture.

Who is a Filipino?

Filipinos globally renowned personalities; Manny Pacquiao; Lea Salonga; Michael

Cinco who have made the Filipinos recognized around the world through their
expertise.

Who is a Filipino? According to the 1973, of Philippine Constitution, Filipino

citizens are;

a. Those whose fathers or mothers are citizens of the Philippines.

b. Those born before January 17, 1973,of Filipino mother.
c. Who elect Philippine citizenship upon reaching the age of majority.
 d. Those who are naturalized in accordance with law.

Filipino Values and Traits

Philippines is a lush island paradise famous for its grandiose mountain views,
pristine beaches, and rich and diverse culture changing from province to province.
Philippines well known for its awe-inspiring beauty, perhaps the Filipinos unique
traits, reputable values, and laudable talents make the country a place to be.
The Filipino Hospitality

Filipino‟s brand of hospitality is known everywhere. Filipinos welcome their

guests and tourists as if they are their own brothers and sisters.
Respect for Elders

Filipinos greet their elders by kissing their hand while saying “Mano Po!”
constantly using “Po" and “opo” in conversation.

Close Family Ties

Filipino maintains a tight relationship with their families regardless if the

children are old enough and already have a family of their own.

Cheerful Personality

Filipinos have a habit of smiling and laughing a lot. Smiling is a coping strategy
for many Filipinos especially during trying Times and calamities.

Self-sacrifice

The self-sacrificing attitude of Filipinos can be seen as an extension of the

Filipino hospitality. Filipinos go out of their way to extend help to their friends, families,
and loved ones.
Bayanihan

Is the spirit of communal unity and cooperation of Filipinos. Giving without

expecting something in return. Filipinos are always ready to share and help their
 friends and loved ones who are in need.

“Bahala na” Attitude

“Bahala na” is a Filipino version of the famous line “Hakuna Matata,” meaning no worries. The
phrase said originated from the “Bathala na,” where Bathala means God, and the phrase
meaning leaving everything into God's hands.

Colonial Mentality
It is regarded as the lack of patriotism and the attitude where Filipinos favor foreign products
more than their own.

Mañana” Habit

Filipino term for procrastination. It was derived from a longer Filipino phrase called “Mamaya na”
means dawdling things,

Ningas Kugon"

“Ningas" is a Filipino term for flame and “Kugon" is a Filipino term for Cogon grass that easily
burns out after it is put into flames.

Pride

When two parties are not in good terms, they find it so hard to apologize and
wait until the other party asks for an apology first.
Crab Mentality

Where one resents the achievement of another, instead of feeling happy for that person.

Filipino Time

Filipinos have this common attitude of arriving late at commitments, dinner, or

parties especially if they are meeting someone close to them. They tend to not
observe punctuality altogether.
Filipino Markers
1. Proverbs or Salawikain - Damiana Eugenio, regarded as the mother of
Philippine Folklore, classified proverbs into six categories (Eugenio,2000);
a. Proverbs expressing a general attitude toward life and the laws
that govern life;
b. Ethical proverbs recommending certain virtues and condemning
certain vices;
c. Proverbs expressing a system of values;
d. Proverbs expressing general truths and observations about life
and human nature;
e. Humorous proverbs; and
f. Miscellaneous proverbs.
2. Superstitions – Filipinos subscribe to their own set of superstitious passed
down from generation to generation. Some of the superstitious influenced by
beliefs from other cultures, but Filipinos have retold according to their own
experiences and they sometimes end up even more interesting.
3. Myths and legends
4. Heroes and Icons – Heroes serve as a reminder of true patriotism and
nationalism as they have sacrificed their lives for the sake of their country‟s
freedom and progress. The last monday of August we lend to celebrate our
heroes to remember their greatness, bravery, and resilience that has led to the
freedom we know today. Lea Salonga, Manny Pacquiao, and our national hero
Jose Rizal, serve as important Filipino markers as they have made the Filipino
name pronounced worldwide through their own expertise.

How to be a Good Filipino

The following are a few ways on how to be a good Filipino;

1. Be an active Filipino citizen.

2. Study the Philippine history.
3. Support local products.
4. Speak the Filipino language.
5. Do not spread fake news and be democratic in engaging with dissent.