Aeronautical Academy of the Philippines (AAP) Inc.
Baras, Canaman, Camarines Sur
I.
COURSE CODE: SOCSCI111 – BSAMT/ SOCSCI118 – BSAT/ ENG 114 - BSAE
II.
COURSE TITLE: UNDERSTANDING THE SELF
PRE-REQUISITE: None
CO-REQUISITE:
COURSE CREDIT:
No. of Units
- 3 Units
Lecture hours/week
-3
Laboratory hours/week
-0
Time Frame
- 18 weeks (54 hours)
VISION:
The AAP shall be the best Aviation Maintenance & Engineering training facility by providing quality education for the Bicol Region
and the neighboring provinces in Southern Luzon. Likewise, offering assistance to its graduates to embark successfully in its field of
specification (Aircraft Maintenance, Avionics, and Pilot Training) in the Aviation industry through its linkages in the civil and
military aviation, travel agencies and air transportation office.
MISSION:
AAP is committed to provide quality education in the various field of specialization in the aviation industry for the Bicol Region and
Southern Luzon.
III.
COURSE DESCRIPTION:
The course includes the lectures on understanding the self, the physical and sexual self, social self, spiritual as well as the mental and
emotional self. It also includes the lectures about the future self of an individual.
IV.
1.
COURSE OBJECTIVES:
After completing this course, the student must be able to:
Have knowledge on:
• Introduction on Understanding the Self
• Unpacking the Physical and Sexual Self
• Unfolding the Social Self
• Unfolding the Mental Self
• Unfolding the Emotional Self
• Unfolding the Spiritual Self
• Unfolding the Emerging Facets of the Self
• The Future Self
V.
COURSE OUTLINE AND ACTIVITIES
Week
Topic
Week 1 and 2
August 3, 2020 to August 14, 2020
Module 1 – Intro to Understanding the
Self
Week 3 and 4
August 17, 2020 to August 28, 2020
Week 5
August 31, 2020 to September 4, 2020
Week 6 and 7
September 7, 2020 to September 25, 2020
Week 8
September 28 to October 2, 2020
Week 9
October 5, 2020 to October 9, 2020
Activity
1. Read module 1 topics 1,2, and
3
2. Perform and answer activities
1.1, 1.2, 1.3, 1.4, 1.5, and 1.6
1. Read module 2 topics 1 and 2
Module 2 – Unpacking the Physical and
2. Perform and answer activities
Sexual Self
2.1, 2.2, 2.3
PRELIMINARY EXAMINATION
Module 3 – Unfolding the Social Self
Read module 3
Module 4 – Unfolding the Social Self
Read module 4
MIDTERMS EXAMINATION
Week 10 and 11
October 12, 2020 to October 23, 2020
Week 12 and 13
October 26, 2020 to November 6, 2020
Week 14
November 9, 2020 to November 13, 2020
Week 15 and 16
November 16 to 27, 20202
Week 17
November 30, 2020 to December 4, 2020
Week 18
December 7, 2020 to December 11, 2020
Module 5 – Unfolding the Emotional
Self
Module 6 – Unfolding the Spiritual Self
Read module 5
Read module 6
PRE-FINALS EXAMINATION
Module 7 – Unfolding the Emerging
Facets of the Self
Module 8 – The Future Self
Read module 7
Read module 8
FINAL EXAMINATION
Introduction to
Understanding
the Self
Source: positivepsychology.com
VI: COURSE MODULES:
Module No.
Module Title and Description: Introduction to Understanding the Self
This is a module focused on the social, environmental and other life factors affecting
the self. It is also focused on what philosophy and science say about the self.
1
DESIRED RESULTS
TOPIC OUTLINE
Learning Outcomes
Pre-Requisite
Activity
Academic
Topics
Vocabulary
Requiring
Mastery
1. Social,
Attitude
Environmental, The students will be able
Self
and other Life
Identity
to:
Factors
Nature
1. Identify the
(S.E.L.F.)
Nurture
different factors
2. What
Heredity
affecting the self.
Philosophy
DNA
2. Synthesize and
Says about the
Philosophy
evaluate the
Self
Empiricism
different
3. What Science
Rationalism
perspectives of
Says about the
Phenomena
self.
Self
Perspectives
3. Discuss the
Behavior
different scientific
Features
approaches to the
Dimension
study of the self.
Personality
Skills
Metaphysics
The students will be
Essence
skilled at:
Neuroscience
1. Determine the
different
factors that
contribute to
one’s being.
Academic
Term
Preliminary
Module
Duration
2 weeks
2. Discuss the
different
philosophical
standpoint
about the self
3. Come up with
a
comprehensive
definition of
self according
to scientific
point of view.
Knowledge
The students will know:
1. Evaluate the
impact of the
factors affecting
the self.
2. Analyze the
relevance of
various
philosophical
standpoints to
their sense of self
3. Define and
explain the
different scientific
standpoints about
the self
Introduction
Understanding oneself is among the most interesting and challenging tasks that an individual should be able to achieve in a lifetime. Since most
people are preoccupied with understanding many complex things in life, e.g., business, technology, science, nature, politics, and a lot more, little
attention is paid in exploring and deciphering the wonders of the self.
Understanding the self goes beyond knowing one’s identity or being aware of who and what you are. It warrants unearthing several information
about yourself from various perspectives- time: your past, present, and future self; dimensional: your physical, emotional, mental, social, and
spiritual self; and functional: your political, material or economic, and digital self.
This module tackles the fundamental concepts and principles of the self. It covers the different factors that contribute to one’s being, the
philosophical and theoretical perspectives about the self across generations, as well as the explanations of different fields of sciences about the self
and identity.
Learning Objectives
After completing this module on The Introduction on Understanding the Self, learners should be able to:
•
•
•
•
Identify the social, environmental and other life factors that contribute to the development of the self.
Discuss the different views of prominent philosophers about the self.
Evaluate the scientific perspectives of the self.
Describe the Scientific approaches to the study of the self.
Introduction to Understanding the Self
“Know thyself.” – Socrates
SECTION 1
Social, Environmental, and other Life Factors
This section introduces you to the journey of understanding the self. It highlights the social, environmental, biological, and other life factors that
contribute to the development of the self.
A name is not the person itself no matter how intimately bound it is with the bearer. It is only a signifier. A person who was named after a saint
most probably will not become an actual saint. He may not even turn out to be saintly! The self is thought to be something else than the name. The
self is something that a person perennially molds, shapes, and develops. The self is not a static thing that one is simply born with like a mole on
one’s face or is just assigned by one’s parents just like a name. everyone is tasked to discover one’s self. Have you truly discovered yours?
ACTIVITY 1.1
Instructions: Answer the following questions about your self as fully and precisely as you can.
1. How would you describe your self?
2. What makes your self special?
3. How has your self transformed itself?
4. How is your self connected to your body?
5. How is your self related to other selves?
6. What will happen to your self after you die?
Analysis
Were you able to answer the questions above with ease? Why? Which questions did you find easiest to answer? Which ones are difficult? Why?
Questions
Easy or difficult to answer?
Can one truly know the self? Do you want to know about self?
Why?
An Overview of Self/Identity
The consciousness of the existence of the self has been almost automatic or reflexive. Thus, people are almost unaware of it that in our everyday
lives, we are constantly acknowledging it.
Scholars (i.e., theorists, scientists, philosophers) in different fields have attempted to explain and thoroughly expound on several issues and
controversies about the nature, existence, and dimensionality of self. The most prevalent among issues on self are on nature vs. nurture, identity
vs. self, and dimensionalities of the self.
Nature vs. Nurture
Some insist that the self is predominantly a product of natural processes to which people are inherently predisposed. The natural basis of the self is
anchored on biology and explains that human traits are passed from one generation to another. These transmitted traits serve as a blueprint of the
self and predisposes one to certain self-expressions (e.g., attitude, behavior, tendencies, etc.).
The other side, meanwhile, argues that the self should be principally viewed as an outcome of various nurturing factors in the context of one’s life.
Social sciences have provided a number of insights and explanations about the self, both on the micro and macro levels. Different social sciences
stress how group life (formal and informal) affects an individual’s behavior and attitude, and emphasize on the impact of various social institutions
to the self-construal of a person.
While the issue about the predominance of either nature or nurture are still unresolved, one can safely assume that the self is a product of nature
and nurture.
Identity vs. Self
Self and identity are topics that remain popular not only among psychologists (even authors of psychology articles) but also among other social
scientists like sociologists, cultural anthropologists, economists. Noticeably, the terms “self” and “identity” have been loosely interchanged in
various literatures. Many people believe that there is a very thin conceptual and functional distinction between the two concepts and thus perceive
them as synonymous.
The term identity: (noun) means “the qualities, beliefs, etc., that make a particular person or group different from others … or the distinguishing
character or personality of an individual.” On the other hand, the term self (noun) refers to “the person that someone normally or truly is… or the
entire person of an individual.” The definitions provided suggest that the demarcation that separates the two, fall on the social representation of the
term (i.e., known to others, or only known to oneself). Identity distinguishes or compares one from another while the self refers to the total
characteristics or qualities of a person both known and unknown to others (but known to oneself).
Dimensionalities of the Self/Identity
The identity of a person is highlighted by a dominant trait which makes him or her distinguishable from others.
Developmental and social scientists have identified social factor as an agent of one’s being. The social factor refers to the influences of significant
people in one’s life. It primarily includes the family in which most of the basic attitudinal and behavioral attributes of individuals are shaped. It is
referred to by many social scientists as the nursery of human nature. In this social group, an individual does not only acquire biological
characteristics (through heredity) but also learn, both directly and indirectly, certain behaviors and characters. Thus, similarities in manners and
attitudes are found in the members of a family
Social factors are strong foundations of one’s being. The characteristics that were acquired from the influences of the social groups during the
formative years are integrated to form one’s identity, or uniqueness and similarities with others. Psychologists refer to this process of character and
traits integration (or forming of identity) as the formation of personality.
Personality, therefore, is the individual patterns of thinking, feeling, and behaving. It is said that no two people would have an identical
personality, and that every individual is unique. One may share commonalities with other people (e.g., manners, appearance, bearing, etc.) but will
still possess an identity that sets him or her apart.
The extent to which social factors influence one’s identity or being is inarguably
encompassing. That is, the characteristics of significant others in a person’s life can
vitally impact his or her distinctiveness. These influential social groups shape one’s
identity through modelling, imitation, and traits integration. Meanwhile, a less
obvious factor simultaneously affects one’s being or character. It is the natural force
called the environmental factor. Unlike the social factor, the environmental factor
broadly includes the physical and communal elements present in everyday
surroundings, and are invariably dealt with by individuals in a specific geographic
region or area. This factor covers not only the physical properties of the surroundings
(i.e., climate and temperature, forms of land, etc.) but also the larger society or community, as well as the expectations and norms operating in that
particular surrounding.
Source: thoughtco.com
Other factors also significantly contribute to one’s identity or being, some of which already operate at the time of conception (in the mother’s
womb), like the hereditary factor. As discussed earlier, heredity is a biological process by which certain traits and characteristics are passed
from one generation to another. Compared with the two previously discussed factors, heredity can be referred to the non-negotiable factor. If one
has the choice whether or not to adopt the influence of social groups and to change or improve one’s environment, heredity is relatively fixed and
permanent. It readily dictates one’s physical attributes (e.g., height, complexion, hair, etc.), some cognitive traits (e.g., I.Q.), and some other
personal characteristics (e.g., emotionality, tendencies, etc.) upon birth. This factor will be thoroughly discussed in the succeeding module.
Of all the factors of identity, the most controversial perhaps is the person-volition factor. It refers to the inclination of a person to form and
construct a specific identity that will set him apart from others. Such factor emanates from within the mentality of an individual, brought about by
the aggregated social-life experiences. Social scientists like sociologists may refer to a person exhibiting person-volition factor as deviant or nonconformist. Being one is not necessarily negative; in fact, some of the people of this type turned in to become trend setters, revolutionaries,
discoverers, and inventors.
As explained in this section, identity is a product of a complex process of combinations and integration of traits and characteristics from various
possible sources. Some of the traits are acquired consciously and voluntarily while others are obtained unconsciously and involuntarily.
Now try to test your awareness of your own identity.
ACTIVITY 1.2 The Factors of My Self
Instructions: List down at least five (5) of your traits under each of the categories provided below. Then, identify the possible source/s of these
traits by ranking the influence of the different factors (4 being the highest, 1 being the lowest).
Traits
Physical appearance
(e.g., tall, has pointed
nose, stout, etc.)
1.
2.
3.
4.
5.
Emotional expressions
(e.g., warm, cheerful,
irritable, etc.)
1.
2.
3.
Social
Factors of Self or Identity
Environmental
Hereditary
Person-Volition
4.
5.
Interpersonal relationship
(e.g., caring, friendly,
aloof, etc.)
1.
2.
3.
4.
5.
ACTIVITY 1.3 The Factors of My Self and Others
Group Members:
1.
2.
3.
4.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Instructions: Get the sum of the rank scores given for each factor in the previous exercise. Then, form a group of 5 members. Discuss with the
group the results of your self-assessment. Get the average of rank scores of your group per factor. Afterwards, prepare a graphical presentation of
the results, then, present the results of the group’s self-assessment.
My Personal Insights:
SECTION 2
What Philosophy Says about the Self
This section highlights how classical and modern philosophical models defined the self, the evolution of these philosophical frameworks from
ancient to contemporary times, and the relevance of the philosophy of the self to how the youth define their own sense of self.
Philosophy of the Self
Philosophy is often called the mother of all disciplines simply because all fields of study began as philosophical discourses. Ancient philosophers
attempted to explain natural and social phenomena, coming up with their own definitions of how the world works and what factors contribute to
such phenomena. Thus, it was inevitable to come up with various conceptions of what it means to be human, and in so doing, the different
definitions of the self.
The self has been defined as “a unified being, essentially connected to consciousness, awareness, and agency (or, at least, with the faculty of
rational choice).” Different philosophers introduced specific characteristics and meanings of the self, which, over time, transformed from pure
abstractions to explanations that hold scientific proofs.
Source: sitesgoogle.com
Plato’s idea of truth about the human self was even more expounded and formalized by his prized student, Aristotle. While Plato emphasized the
separation of the ideal and phenomenal existence of being, Aristotle suggested that the ideal is subsumed in the phenomena. Aristotle called the
ideal as essence and the phenomena as matter. He also emphasized that the two co-exist and are co-dependent; the essence provides meaning and
purpose to the matter, and the matter provides substance and solidity to essence.
The philosophy of the self has been defined through two distinct lenses: empiricism and rationalism. In empiricism, there is no such thing as
innate knowledge; instead, knowledge is derived from experience- either perceived with the five senses or processed with the brain. One knows
things because he or she has experienced it through sensory and bodily responses. On the other hand, rationalism argues that there is innate
knowledge; however, there are different sources of innate knowledge. Rationalism explains self from the standpoint of what is “ideal” and “true”
and not rooted in what is felt by the senses or body. Conclusions are derived through logic and reasoning. Some philosophers applied empirical
views of the self; others used the rational.
From classical antiquity to the contemporary era, philosophy of the self has evolved. From the teachings of Socrates, Plato, and Aristotle,
renaissance and contemporary philosophers also defined the self, according to personal and historical contexts. As stated by Fromm, “You can
only understand humans in the context of their history.” This line is appropriate in understanding how philosophers have shaped their own
viewpoints of the self. The ancient philosophers explained the self from their conceptual understanding of the world since scientific evidence was
hard to obtain due to the lack of measures. Contemporary philosophers, meanwhile, have incorporated science to their theories in the light of the
technological advancements that they have been exposed to.
Towards Modern Philosophy
Socrates and Plato have explained the self from a theoretical and logical orientation. Aristotle was an empiricist, deriving views of the self from
physical and scientific underpinnings. St. Augustine incorporated the views of Plato to his religious philosophy. John Locke, David Hume, and
Immanuel Kant were empiricist philosophers; while Rene Descartes was a dominant rational philosopher during the Middle Ages. Among
contemporary philosophers, majority are empiricists: Gilbert Ryle, Patricia Churchland, and Maurice Merleau-Ponty have incorporated biological
and neuroscience in their philosophies.
The varying philosophical standpoints can thus be summarized as follows:
Philosopher
Orientation
Socrates
Idealism
Plato
Idealism
Aristotle
Empiricist
Philosophy
Orientation
Philosophy
Description
Classical Antiquity
Socratic Philosophy
• Knowledge is the personification of good while ignorance is that
of evil.
• Self-knowledge is the ultimate virtue. As the ultimate virtue, it
will lead to ultimate happiness.
Dualism and Idealism
• Moral virtue is rooted in the intellect and leads to happiness.
• Wisdom and knowledge lead to virtue which will lead to
happiness.
Aristotelian Philosophy
• Ideal is found inside the phenomena and the universals inside the
particulars.
• Ideals are ESSENCE and Phenomena is MATTER.
• Matter has no form. Essence has no mass.
• Matter and essence need each other.
Philosophy
St. Augustine
Platonism
Neoplatonism
Rene Descartes
Rationalist
Mind-Body Dualism
John Locke
Empiricist
Theory of Personal
Identity
Description
Middle Ages
• All knowledge leads to God.
• Only the pure in heart can see God.
• Love of God, faith in Him, and understanding of His Gospel will
ultimately lead to happiness.
Renaissance
• “I think, therefore, I am.”
• The mind and soul can exist without the body.
• Establishing the distinction of soul from the body can make
people believe in the afterlife and the soul’s immortality.
• It is in consciousness alone that identity exists, not in the body
and soul.
• There is a distinction between man and person.
• The soul may change, but consciousness remains intact.
David Hume
Empiricist
Skeptical Philosophy
Immanuel Kant
Rationalist/E
mpiricist
Metaphysics of the Self
Philosopher
Orientation
Philosophy
Gilbert Ryle
Empiricist
The Concept of Mind
Patricia
Churchland
Empiricist
Neurophilosophy
Maurice
Merleau-Ponty
Existentialist
Empiricist
Phenomenology of
Perception
•
•
•
•
•
•
•
All knowledge passes through the senses.
Separate ideas can be joined in the mind.
There is no self, only a bundle of perceptions.
Reason is the final authority of morality.
There is inner self and outer self.
The inner self includes rational reasoning and psychological state.
The outer self includes the body and physical mind, where
representation occurs.
Description
Modern Times
• “I act, therefore, I am.”
• The mind is not the seat of self. It is not a separate, parallel thing
to our physical body.
• The mind is a category mistake, brought about by habitual use.
The only way it can affect the other is through the external world.
• A fully matured neuroscience will eliminate the need for beliefs
since “they are not real.”
• The physical brain gives us a sense of self.
• Both empiricism and intellectualism are flawed in nature.
• “We are our bodies.”
• Our bodily experiences do not detach the subject/object,
mind/body, rational/irrational.
The table shows how philosophers view the self from different standpoints. It must be remembered that in studying the theories about the self, one
should take into account the philosophers’ orientation and historical background. Many other scholars, study and explain the self. Through their
ideas, you may examine yourself and determine whether you fit into the given descriptions.
ACTIVITY 1.4 How Do I See My Self?
Instructions: Read the different statements below and answer the succeeding questions. In answering take note of the three discerning points
between empiricism and rationalism.
Rationalism
The primary and most superior source of knowledge about reality is
reason.
Sense experience is an unreliable and inadequate route to
knowledge.
The fundamental truths about the world can be known a priori: either
innate or self-evident to pour minds.
Empiricism
The only source of genuine knowledge about the world is sense
experience.
Reason is an unreliable and inadequate route to knowledge unless it is
grounded in the solid bedrock of sense experience.
There is no such thing as innate knowledge because knowledge is
derived from experience. The mind before experience is a tabula
rasa, a blank slate.
1. When you are studying or reviewing lessons, are you more likely to take the rationalist viewpoint or empiricist viewpoint? Why?
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
__________________________________________________________________
2. How do you apply empiricism and/or rationalism in studying your lessons? Be specific and concrete. Try to remember your habits and
how you make sense of the lessons.
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
__________________________________________________________________
3. Is it possible to make use of both philosophical approaches? Why or why not?
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_________________________________________________________________
ACTIVITY 1.5 How do I see myself with others?
Instruction: Form groups of four. Share your answers to the three questions in exercise 1.4 Integrate your responses in the space below.
1. Based on your answers in the previous questions, your group should be able to come up with one philosophical statement of your sense of
self. Your philosophical statement should encompass the points of view of all the members.
What is our philosophy of the self
2. Choose one representative who will present your philosophical statement.
SECTION 3
What Science Says about the Self
Natural and social sciences encompass a number of disciplines that have deliberated on and explained the concept and nature of the self. Such
discourses will be tackled in this section.
Scientific Perspectives of the Self
Science has invested much of its efforts in understanding world phenomena, especially in explaining how basic life forms have evolved to more
complex organisms, such as human beings. Science is defined as the intellectual and practical activity encompassing the systematic study of the
structure and behavior of the physical and natural world through observation and experiment. Scientific approaches to the study of the self are
classified into two: physical sciences and social sciences. The former focuses on biological factors that make up the human body, the underlying
growth and maturational mechanisms, and environmental influences that contribute to human development, the central focus of which is the self.
On the other hand, social sciences are concerned with institutions, cultures, and the interpersonal relationships of people living within society.
Biological/Physical Science
Science has made great advances in explaining human beings. From biological perspectives, scientists and doctors explain on how genes from
both parents contribute to the characteristics of their offspring through genetics. In fact, the deoxyribonucleic acid (DNA), a self-replicating
material present in nearly all living organisms, is a unique identifying part of every individual. It is the main constituent of chromosomes and the
carrier of genetic information. No two individuals share the exact same DNA. In forensics, DNA is regarded as a crucial evidence in the resolution
of a crime, in medicine, it has been used to determine the paternity or maternity of an individual as well as make way for the intervention and
treatment of diseases. The human genome project, carried out for over ten years (1990-2003) was implemented for the purpose of mapping the
functions of genes as well as exploring the interactions of nucleotides and their effect on
biological processes. This project is beneficial to a wide variety of disciplines, particularly in
medicine. Moreover, the study of these minute molecules had advanced the evolutionary
study on biological reflex, cognition, affect, and other aspects of the human body.
Neurophilosophy, attributed to Paul and Patricia Churchland, is concerned with the
association of the brain and the mind. In order to understand the workings of the human
mind, people must first understand the brain, its functions, and wave activity. They further
argued that the philosophical notions of free will, common sense, and conscientiousness
must be explained in the context of neuroscience as advances in this field seemingly
converge with how people think, feel, and behave. Human consciousness, worldviews,
beliefs, and other attributes are distinctly connected to brain physiology and functioning. Thus, how the members of the millennial generation, for
instance, process information, imbibe beliefs and values, and manifest behaviors in their specific contexts have a neurological basis.
Psychoneuroimmunology describes the shaping of the self as similar to how the human immune system functions. The human body is made up of
nucleotides, the composition of which makes up the DNA. In the context of the immune system, the human bodies “rejects” harmful foreign
matter and builds up on the existing molecules, leading to a healthy bodily system. However, at times foreign matter that enters one’s system can
be helpful to body maintenance and thus becomes a permanent fixture within the body. In the context of the self, individuals capitalize on their
innate attributes and are likely to reject environmental factors assumed to be harmful to the body and its well-being. In discovering oneself a
person is likely to imbibe external experiences that are seen to be helpful and reject those that he or she does not like or derive pleasure from.
Social Sciences
While physical science tries to understand the physical nature of people, social sciences are concerned with human functioning in the context of
society and social institutions. Psychology, sociology, anthropology, politics, and economics are some of the social sciences that have contributed
to the study of the self.
Psychology defined as the study of human behavior, sees the self as a theoretical construct. In fact, the development of the so-called Science of
Self roots from various theories and principles. In many theories (e.g., social and personality psychology), the term “self” has been used as an
object of several psychological constructs (e.g., self-awareness, self-construal, self-esteem, self-efficacy, self-regulation, etc.). Such usage of the
term does not only indicate an acceptance of its existence but also signify its importance in characterizing human psychological and personal
attributes. In the area of personality, for example, self-awareness describes the consciousness of individuals about their strengths, weaknesses,
potentials, as well as the underlying factors that contribute to such aspects of the self. Perhaps, the closest scientific depiction of the self is
expressed in the self-concept. It is a description of how one looks, sounds like, and behaves like. It is an implicit personality theory that one holds
towards oneself.
A number of theoretical perspectives to explain the self, have been introduced. Psychoanalysis, as proposed by Sigmund Freud, focuses on the
“unconscious” as a core element of the self. Freud likened the human psyche to an iceberg, whose small tip represents the awareness of the
individual and the large part submerged underwater is the “unconscious,” influencing behavior unbeknown to the person. Behaviorism, another
school of thought maintains that the study of behavior should be made from an observable and measurable perspective. It largely attributes
behavior to environment conditioning. A revised framework of the behavioristic perspective is the social cognitive theory, which considers
behavior as a function of the environment and internal attributes. Lastly, the humanistic perspective draws its assumptions from the observed
criticisms of psychoanalysis and behaviorism. It believes that every individual has the ability to reach self-actualization and transcendence, and
that each person is inherently good or possesses something that is good. The humanistic perspective deviates from the psychoanalytic framework
as it focuses on the strengths and inherently good nature of people, instead of the repressed desires of the unconscious in psychoanalysis. From
behaviorism, it posits that man has a choice and free will and that he is able to overcome environmental boundaries through human agency. In
studying the self, all three schools of thought in psychology explain the nuances of selfhood.
Sociology, meanwhile, is the study of the collective behavior of people within society and focuses on social problems encountered by individuals.
It does not see a person on his or her own, but rather, the impact of social institutions and relationships within society on one’s thoughts, feelings,
and behavior. It provides tools for understanding the human experience and society. Specific domains of study within sociology includes family,
crime, religion, poverty, education, and the like.
Anthropology, is the study of human beings and their ancestors through time and space and in relation to physical character, environmental and
social relations, and culture. Whereas sociology is focused on present societal concerns and factors that shape human behavior collectively,
anthropology focuses on the evolution of individuals and their societies, as well as specific cultural tools embedded within generations. The
progression of human groups, cultural revolutions, evolutionary behavior, and advancement of cultural tools are discussed in anthropology. In
studying the self, anthropology examines the developmental advancements society has made and how they have impacted people who existed
within that society.
Political science, in contrast, is concerned with the participation of individuals in establishing a government and making political choices. It is not
particular about political affiliations but rather, the factors involved in how one arrives at his or her political choices and behavior. In studying the
self, one’s participation in government, ideologies, and advocacies are seen as significant contributors to his or her selfhood.
ACTIVITY 1.6
A. My DNA – Diversity, Nature/Nurture, and Anatomy
Instructions: Identify from which parent you have inherited the following attributes.
Father
Height
Weight
Shape of face
Eyes
Nose
Ears
Lips
Color of hair
Skin complexion
Feet size
Body size/structure
Mother
Both
Neither
After accomplishing the above table, answer the following questions:
1. In terms of your physical features, who do you resemble more – your father or mother? How do you say so?
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
___________________________________________________________________________
2. In terms of temperament or disposition (quiet/loud, jolly/serious, impulsive/conscientious), who do you take after – your father or mother?
Explain your answer.
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
___________________________________________________________________________
3. Based on your answers to the preceding questions, do you think that when you reach your dominant parent’s age, you will also be like him
or her? Why or why not?
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
___________________________________________________________________________
B. Instructions: List down activities you are presently doing to take care of your health.
_____________________________________
_________________________________________
_____________________________________
_________________________________________
_____________________________________
_________________________________________
_____________________________________
_________________________________________
_____________________________________
_________________________________________
Which of the following activities are you interested in doing in the future?
▪ Group sports (basketball, volleyball, etc.)
▪ Individual sports (running, swimming, etc.)
▪ Going to the gym
▪ Journaling, writing, blogging
▪
Art activities (painting, sculpture, etc.)
Your genetic makeup determines your behavior and self to a significant extent. Health is major consideration in making decisions
about your life. However, it is not only your biological makeup that defines and shapes you. Social factors also play a role in how you
will develop.
C. My RNA – Relations and Nature/Nurture Analysis
Instructions:
a. Check whether you agree or disagree with the following statements:
Statement
1. I believe everyone has control over their lives.
2. I believe that we cannot be conditioned by society.
3. I believe that we are fully aware of our behaviors.
4. I think all people are good.
5. I believe that everyone can be a saint.
Agree
Disagree
b. Rank the following social institutions according to what you value the most (1), to the one you value the least (5). Explain your ranking
below.
____________ technology
____________ government
____________ church
____________ family
____________ school
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
If majority of your answers in activity (a) are agree, then you may have a humanistic orientation. If you disagree to the majority of the items, then
you might be behavioristic. Find two of your classmates who have the same orientation and discuss why you agree or disagree with the statements.
Cite personal experiences that support your orientation.
Based on your discussion with your classmates, write a general description of a humanistic or behavioristic person.
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_______________________________________________________________
Also, with your group, discuss your ranking in activity (b) and come up with a group ranking of these institutions according to your valuation.
Explain your answers below.
___________ technology
___________ government
___________ church
___________ family
___________ school
Choose one representative from your group to share to the class what you have discussed for both activities.
SUMMARY
The module presented the introduction to understanding the self. We have discussed the social, environmental, and other life factors that contribute
to the development of self. We discussed on what philosophy says about the self and the different views of prominent philosophers about the sel.
We have also discussed on what science says about the self as well as the number of disciplines that have explained the concept and nature of the
self.
Read (included in your material)
Understanding the Self – Outcome-Based Module, Jonathan Veran Macayan, PhD,Rpsy/ Jasmine Nadja Junghan Pinugu, RPm,
RGC/ John Christopher Dimasaka Castillo, MSSW, RSW – C&E Publishing Inc., 2018 – pp. 1-46
Understanding the Self, Eden Joy Pastor Alata/ Bernardo Nicolas Caslib Jr./ Janice Patri Javier Serafica/ R.A. Pawilen – Rex
Book Store, 2018 – pp. 1-9
Study Questions
1. What are the most prevalent among the issues on self?
2. What does philosophy say about the self?
3. Who are the prominent psychologists who studied and shared their views about the self?
4. What are the scientific perspectives of the self?
VII.
REFERENCES:
1. Jonathan Veran Macayan, PhD,Rpsy/ Jasmine Nadja Junghan Pinugu, RPm, RGC/ John Christopher Dimasaka Castillo, MSSW, RSW
Understanding the Self – Outcome-Based Module.
2. Eden Joy Pastor Alata/ Bernardo Nicolas Caslib Jr./ Janice Patri Javier Serafica/ R.A. Pawilen – Understanding the Self, 1st Edition.
Prepared by:
Endorsed by:
Alice P. Bienvinuto
____________________
Instructor
Course Director
Approved by:
___________________
Head of Training
Noted by:
____________________
School Administrator
Source: timesofindia.imdiatimes.com
Aeronautical Academy of the Philippines (AAP) Inc.
Baras, Canaman, Camarines Sur
I.
II.
COURSE CODE: SOCSCI111 – BSAMT/ SOCSCI118 – BSAT/ ENG 114 – BSAE
COURSE TITLE: UNDERSTANDING THE SELF
PRE-REQUISITE: None
CO-REQUISITE:
COURSE CREDIT:
No. of Units
- 3 Units
Lecture hours/week
-3
Laboratory hours/week
-0
Time Frame
- 18 weeks (54 hours)
VISION:
The AAP shall be the best Aviation Maintenance & Engineering training facility by providing quality education for the Bicol Region and
the neighboring provinces in Southern Luzon. Likewise, offering assistance to its graduates to embark successfully in its field of
specification (Aircraft Maintenance, Avionics, and Pilot Training) in the Aviation industry through its linkages in the civil and military
aviation, travel agencies and air transportation office.
MISSION:
AAP is committed to provide quality education in the various field of specialization in the aviation industry for the Bicol Region and
Southern Luzon.
III.
COURSE DESCRIPTION:
The course includes the lectures on understanding the self that includes the physical and sexual self, social self, spiritual as well as the
mental and emotional self. It also includes the lectures about the future self of an individual.
IV.
COURSE OBJECTIVES:
After completing this course, the student must be able to:
Have knowledge on:
• Introduction on Understanding the Self
•
•
•
•
•
•
•
Unpacking the Physical and Sexual Self
Unfolding the Social Self
Unfolding the Mental Self
Unfolding the Emotional Self
Unfolding the Spiritual Self
Unfolding the Emerging Facets of the Self
The Future Self
V.
COURSE OUTLINE AND ACTIVITIES
Week
Topic
Week 1 and 2
August 3, 2020 to August 14, 2020
Module 1 – Intro to Understanding the
Self
Week 3 and 4
August 17, 2020 to August 28, 2020
Week 5
August 31, 2020 to September 4, 2020
Week 6 and 7
September 7, 2020 to September 25, 2020
Week 8
September 28 to October 2, 2020
Week 9
October 5, 2020 to October 9, 2020
Week 10 and 11
October 12, 2020 to October 23, 2020
Week 12 and 13
Activity
1. Read module 1 topics 1,2,
and 3
2. Perform and answer activities
1.1, 1.2, 1.3, 1.4, 1.5, and 1.6
3. Comply with the Assessment
1. Read module 1 topics 1 and 2
Module 2 – Unpacking the Physical and
2. Perform and Answer
Sexual Self
Activities
2.1, 2.2, 2.3
3. Comply with the Assessment
PRELIMINARY EXAMINATION
Module 3 – Unfolding the Social Self
1. Read Module 3
2. Answer Activities
3. Comply with the assessment
Module 4 – Unfolding the Social Self
1. Read Module 4
2. Answer Activities
3. Comply with the Assessment
MIDTERMS EXAMINATION
Module 5 – Unfolding the Emotional Self
Module 6 – Unfolding the Spiritual Self
1.
2.
3.
1.
Read Module 5
Answer Activities
Comply with the Assessment
Read Module 6
October 26, 2020 to November 6, 2020
Week 14
November 9, 2020 to November 13, 2020
Week 15 and 16
November 16 to 27, 20202
Week 17
November 30, 2020 to December 4, 2020
Week 18
December 7, 2020 to December 11, 2020
2. Answer Activities
3. Comply with the Assessment
PRE-FINALS EXAMINATION
Module 7 – Unfolding the Emerging
Facets of the Self
1. Read Module 7
2. Answer Activities
3. Comply with the Assessment
Module 8 – The Future Self
1. Read Module 8
2. Answer Activities
3. Comply with the Assessment
FINAL EXAMINATION
VI: COURSE MODULE
Module No.
2
Topic Outline
1. The Physical
Self
2. The Sexual
Self
Module Title and Description
Unpacking the Physical and Sexual Self
This module is focused on the discussion of the physical and sexual aspects of an individual.
DESIRED RESULTS
Learning Outcomes
Pre-Requisite
Activity
Academic
Topics Requiring
Vocabulary
Mastery
Attitude
None
Heredity
Genotype
The students will be able to:
Phenotype
1. Discuss the idea of
Chromosomes
heredity and human
DNA
development;
Hygiene
2. Explain human sexual
Puberty
behavior.
Estrogen
3. Discuss the
Hormones
developmental aspect
Ovary
of the reproductive
Testosterone
system.
Uterus
Gonads
Skills
Academic
Term
Preliminary
Module
Duration
2 Weeks
The students will be able to:
1. Explain the subjects
associated with
physical well-being
2. Differentiate natural
and artificial methods
of contraception.
Knowledge
The students will be able to:
1. Identify biological and
environmental factors
that influence the
physical self;
2. Describe the physical
changes of the self
while growing up
3. Describe sexually
transmitted diseases
and their negative
effect on the self.
Embryo
Scrotum
Gametes
Testis
Menarche
Cervix
Ovulation
Gonorrhea
Chlamydia
Syphilis
Chancroid
Virus
INTRODUCTION
This module tackles two important aspects of the self; the physical and the sexual. The physical self presentation identifies biological and
environmental factors that affect the physical self as well as problems and challenges that individuals face with regard to their physical
characteristics. The sexual aspect discusses sexual attributes, human sexual behavior, sexually transmitted diseases as well as the natural and
artificial methods of contraception.
LEARNING OBJECTIVES
After completing this module on The Physical and Sexual Self, learners should be able to:
•
•
•
•
•
•
•
Describe the biological design of the self.
Explain the environmental influences that shape the physical self.
Acquire skills that will help in achieving physical well-being.
Discuss human reproductive system.
Analyze the factors that determine human sexual behavior.
Identify some of the sexually transmitted diseases that affect the individual.
Identify the natural and artificial methods of contraception.
Unpacking the Physical and Sexual Self
SECTION 1 - The Physical Self
The Biological Blueprint
A crucial aspect of the self is one’s physical features. People are often recognized initially by their physical features, including the face, bodily
structure, height, and weight. However, more than the physical attributes, people should also consider their physical competencies, valuation of
physical worth, and perception of beauty.
The physical self is shaped by biological and environmental factors. The physical self, however, is surrounded by issues associated with health,
hygiene, nutrition, and standards of beauty, among others.
Am I beautiful? Do people find me attractive? What can I do to enhance my features? These questions concern the physical self, which embodies
one’s appearance, what one sees in the mirror, and what often triggers a person’s first impressions of another. However, the physical self is not
only limited to what can be seen by the naked eye; underneath the skin is a dynamic system of biological and chemical processes that contribute to
one’s physical features. Body structure, height, weight, skin color, hair color, and other physical characteristics do not just develop at random;
these are triggered by genetic transformations and biological development through heredity.
Heredity is defined as the transmission of traits from parents to offspring. The traits are made up of specific information embedded within one’s
gene, the basic unit of heredity. The manifestations of particular traits can be attributed to the concepts of genotype and phenotype. Genotype
refers to the specific information embedded within one’s genes; not all genotypes translate to an observed physical characteristic. On the other
hand, phenotype is the physical expression of a particular trait. Genotype can be determined through blood testing while phenotype can be directly
observed. To illustrate, imagine that a man who has fair skin and a woman who has brown skin produced a brown-skinned male offspring. While
you may assume that the newborn inherited only the skin color of his mom, a close examination of his genotype may reveal that he also got the
gene for fair skin from his dad. This phenomenon can be attributed to the concept of dominant and recessive genes. The brown skin of the mother
was the dominant gene and that of his dad was the recessive gene; thus, the former manifested in the child. However, if the child in the future
marries a woman who has recessive gene for fair skin, their offspring may have fair skin. Dominant and recessive genes are dependent on alleles,
which are alternate versions of a particular gene. Since human cells carry two copies of chromosomes, thy have two versions of each gene.
Each individual carries 23 pairs of chromosomes, which are threadlike bodies in the nucleus of the cell and the storage unit of genes. The 23rd
pair, also known as sex chromosomes, determines the sex of an individual. The XY combination indicates a male and the XX combination
indicates a female. Within each chromosome is the deoxyribonucleic acid (DNA), which is a nucleic acid that contains the genetic instructions
specifying the biological development of every individual. The DNA is considered the blueprint of life; thus, no two individuals have the same
DNA. This explains why DNA sample is the most crucial material needed in establishing paternity or maternity or identifying a suspect in a crime.
These cellular components trigger the physical growth and maturation of organisms, from birth to adulthood. Maturation is known as the
completion of growth of a genetic character within an organism or the unfolding of an individual’s inherent traits or potential. Maturation enables
people to walk, run, and talk. It also results in physical changes that are evident in the adolescent stage.
Environmental Conditioning
As you grow up, you are exposed to environmental influences that shape your physical self.
Family being your first social group, forms a crucial foundation of your development, including that of your physical self. Aside from factors of
heredity, your family is also primarily responsible for how you take care of your body
As you grow older, you get exposed to a larger social group with new practices and standards. You become more conscious of your physical
appearance. As time goes on, you begin to take note of your height, weight, facial features, and other physical characteristics in comparison to
your peers, especially during adolescence. As a result, you may begin engaging in acts that would make you attractive and acceptable to others.
For some girls, these include choosing the right outfit, wearing the right make-up, and acting more feminine. On the other hand, boys may begin to
have facial hair, learn how to shave, go to the gym, and do other similar activities.
Achieving Physical Well-Being
There is nothing wrong with enhancing one’s physical self. What is problematic is when a person focuses too much on physical beauty and
disregard everything else. Below are some tips in taking care of yourself and your body.
1. Healthy eating. You need to eat the right amount and combination of food to ensure your health and sustenance. Following a healthy-diet
results in healthy skin, ideal weight, and better stamina.
2. Embracing a healthy lifestyle. Avoid drinking, smoking, and doing other unhealthy habits to reduce the risk of illness and diseases and
to make your immune system stronger. Physical activities such as walking, running, going to the gym, and engaging in sports also
contribute to a healthier body.
3. Maintaining proper hygiene. Taking care of your body by consistently following a hygiene regimen can also help you feel good about
yourself.
4. Being confident. Self-confidence is your best make-up and results in an optimal physical well-being. Be secure in yourself, embrace a
positive outlook toward various situations and problems, and love and accept who you are.
ACTIVITY 2.1
a. Paste a picture of you when you were a pre-school, when you were in elementary, in high school, and now that you are in college. Below
the picture, list down your prominent characteristics that you remember.
My Pre-School Self
My Elementary Self
My High School Self
My College Self
For each picture, write a caption to tell a story about your own evolution. Focus on the physical changes manifested while you were growing. Be
creative.
b. Based on your pictures, answer the following questions.
1. What significant changes have you seen in yourself while growing up? What makes these changes significant?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
________________________________________________________________________
2. In your opinion, what factors contributed to those significant changes while growing up? How?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
________________________________________________________________________
3. Considering how you look now, is there anything you wish to change? Why or why not?
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
________________________________________________________________________
After answering the above questions, choose a partner from your classmates and share your answers to each other.
SECTION 2 The Sexual Self
Introduction
It has been believed that the sex chromosomes of humans define the sex (female or male) and their secondary sexual characteristics. From
childhood, we are controlled by our genetic makeup. It influences the way we treat ourselves and others. However, there are individuals who do
not accept their innate sexual characteristics and they tend to change their sexual organs through medications and surgery. Aside from our genes,
our society or the external environment helps shape our selves. This lesson helps us better understand ourselves through a discussion on the
development of our sexual characteristics and behavior.
Defining Beauty
Complete the sentences below.
1. For me, beauty means
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
______________________________________________________________________________
2. A beautiful person is
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
______________________________________________________________________________
3. I am beautiful because
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
______________________________________________________________________________
4. List down names of people you know who are beautiful.
_____________________________________________________________________________________________________________________
Word meanings: What do we mean by …?
Puberty
Estrogen
Hormones
Ovary
Syphilis
Pubic hair
Testosterone
Urethra
Testis
Chromosomes
Uterus
Menopause
Gonads
Chlamydia
Embryo
Gonorrhea
Scrotum
Gametes
Discussion
Marie, E.N. (2001) explains that the gonads (reproductive glands that produce the gametes, testis, or ovary) begin to form until about the eighth
week of embryonic development. During the early stages of human development, the embryonic reproductive structures of males and females are
alike and are said to be in the indifferent stage. When the primary reproductive structures are formed, development of the accessory structures and
external genitalia begins. The formation of male or female structures depends on the presence of testosterone. Usually, once formed, the
embryonic testes release testosterone, and the formation of the duct system and external genitalia follows. In the case of female embryos that form
ovaries, it will cause the development of the female ducts and external genitalia since testosterone hormone is not produced.
Any intervention with the normal pattern of sex hormone production in the embryo results in strange abnormalities. For instance, a genetic male
develops the female accessory structures and external genitalia if the embryonic testes fail to produce testosterone. On the other hand, if a genetic
female is exposed to testosterone (as in the case of a mother with androgen-producing tumor of her adrenal gland), the embryo has ovaries but may
develop male accessory ducts and glands, as well as a male reproductive organ and an empty scrotum. As a result, pseudohermaphrodites are
formed who are individuals having accessory reproductive structures that do not “match” their gonads while the true hermaphrodites are
individuals who possess both ovarian and testicular tissues but this condition is rare in nature. Nowadays, many pseudohermaphrodites undergo
sex change operations to have their outer selves (external genitalia) fit with their inner selves (gonads).
Source: accessscience.com
Source: courses.lumenlearning.com
A critical event for the development of reproductive organs takes place about one month before birth wherein the male testes formed in the
abdominal cavity at approximately the same location as the female ovaries, descend to enter the scrotum. If this normal event fails, it may lead to
cryptorchidism. This condition usually occurs in young males and causes sterility (which is also a risk factor for cancer of the testes) that is why
surgery is usually performed during childhood to solve this problem.
Puberty is the period of life, generally between the ages of 10 and 15 years old, when the reproductive organs grow to their adult size and become
functional under the influence of rising levels of gonadal hormones (testosterone in males and estrogen in females). After this time, reproductive
capability continues until old age in males and menopause in females.
The changes that occur during puberty is similar in sequence in all individuals but the age which they occur differs among individuals. In males, as
they reach the age of 13, puberty is characterized by the increase in the size of the reproductive organs followed by the appearance of hair in the
pubic area, axillary, and face. The reproductive organs continue to grow for two years until sexual maturation marked by the presence of mature
semen in the testes.
In females, the budding of their breasts usually occurring at the age of 11 signals their puberty stage. Menarche is the first menstrual period of
females which happens two years after the start of puberty. Hormones play an important role in the regulation of ovulation and fertility of females.
Erogenous Zones
Erogenous zones refer to parts of the body that are primarily receptive and increase sexual arousals when touched in a sexual manner. Some of the
commonly known erogenous zones are the mouth, breasts, genitals, and anus. Erogenous zones may vary from one person to another. Some people
may enjoy being touched in a certain area more than the other areas. Other common areas of the body that can be aroused easily may include the
neck, thighs, abdomen, and feet.
Human Sexual Behavior
Human sexual behavior is defined as an activity- solitary, between two persons, or in a group- that includes sexual arousal (Gebhard, P.H. 2017).
There are two major factors that determine human sexual behavior: the inherited sexual response patterns that have evolved as a means of ensuring
reproduction and that become part of each individual’s genetic inheritance, and the degree of restraint or other types of influence exerted on the
individual by society in the expression of his sexuality.
1. Solitary Behavior- self-gratification means self-stimulation that leads to sexual arousal and generally, sexual climax. Usually, most selfgratification takes place in private as an end in itself, but can also be done in a socio-sexual relationship.
2. Socio-sexual Behavior- Heterosexual behavior is the greatest amount of socio-sexual behavior that occurs between only one male and one
female.
➢ Physical contact involving necking or petting is considered as an ingredient of the learning process and eventually of courtship
and the selection of a marriage partner.
➢ Petting differs from hugging, kissing, and generalized caresses of the clothed body to practice involving stimulation of the
genitals. Petting may be done as an expression of affection and a source of pleasure, preliminary to coitus. Petting has been
regarded by others as a near-universal human experience and is important not only in selecting the partner but as a way of learning
how to interact with another person sexually.
➢ Coitus, the insertion of the male reproductive structure into the female reproductive organ, is viewed by society quite differently
depending upon the marital status of the individuals. Majority of human societies allow pre-marital coitus, at least under certain
circumstances. Moreover, in most societies, marital coitus is considered an obligation. Extramarital coitus involving wives is
generally condemned and, if permitted, is allowed only under exceptional conditions or with specified persons. Societies are
becoming more considerate toward males than females who engage in extramarital coitus.
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 reproductive
structure and female breasts) more rapid breathing, the secretion of genital fluids, vaginal expansion, and a general increase in muscle
tension. These symptoms of arousal eventually increase to a near maximal physiological level that leads to the next stage.
2. Plateau phase- it is generally of brief duration. If stimulation is continued, orgasm usually occurs.
3. Sexual climax- it is marked by a feeling of abrupt, intense pleasure, a 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.
4. Resolution phase- it is the last stage that refers to the return to a normal or subnormal physiologic state. Males and females are similar in
their response sequence. Whereas males return to normal even if stimulation continues, but continued stimulation 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 entire nervous system plays a significant role during sexual response. The autonomic system is involved in controlling the involuntary
responses. In the presence of a stimulus capable enough of initiating a sexual response, the efferent cerebrospinal nerves transmit the sensory
messages to the brain. The brain will interpret the sensory message and dictate what will be the immediate and appropriate response of the body.
Source: Afferent vs. Efferent: AP Psych Crash… albert.io
After interpretation and integration of sensory input, the efferent cerebrospinal nerves receive commands from the brain and send them to the
muscles; and the spinal cord serves as a great transmission cable. The muscles contract in response to the signal coming from the motor nerve
fibers while glands secrete their respective products. Hence, sexual response is dependent on the activity of the nervous system.
The hypothalamus and the limbic system are the parts of the brain believed to be responsible for regulating the sexual response, but there is no
specialized “sex center” that has been located in the human brain. Animal experiments show that each individual has coded in its brain two sexual
response patterns, one for mounting (masculine) behavior and one for mounted (feminine) behavior. Sex hormones can intensify the mounting
behavior of individuals.
Source: pinterest.com
Apart from brain-controlled sexual responses, there is some reflex (not brain-controlled) sexual response. This reflex is mediated by the lower
spinal cord and leads to erection and ejaculation for male, vaginal discharges and lubrication for female when the genital and perineal areas are
stimulated. But still, the brain can overrule and suppress such reflex activity- as it does when an individual decides that a sexual response is
socially inappropriate.
Sexual Problems
Sexual problems may be classified as physiological, psychological, and social in origin.
a. Physiological problems are the least among the three categories. Only a small number of people suffer from diseases that are due to
abnormal development of the genitalia or that part of the neurophysiology controlling sexual response. Some common physiologic
conditions that can disturb sexual response include vaginal infections, retroverted uteri, prostatitis, adrenal tumors, diabetes, senile
changes of the vagina, and cardiovascular problems.
b. Psychological problems comprise by far the largest category. They are usually caused by socially induced inhibitions, maladaptive
attitude, ignorance, and sexual myths held by society. An example of the latter is the belief that good, mature sex must involve rapid
erection, prolonged coitus, and simultaneous orgasm.
c. Social origin
➢ Premature emission of semen is a common problem, especially for young males. Sometimes this is not the consequence of any
psychological problem but the natural result of excessive tension in male who has been sexually deprived. Erectile impotence is
almost always of psychological origin in males under 40; in older males, physical causes are more often involve. Fear of being
impotent frequently causes impotence, and in many cases, the afflicted male is simply caught up in a self-perpetuating problem
that can be solved only by achieving a successful act of coitus.
➢ Ejaculatory impotence, which results from the inability to ejaculate in coitus, is uncommon and is usually of psychogenic origin. It
appears to be associated with ideas of contamination or with memories of traumatic experiences. Occasional ejaculatory inability
can be possibly expected in older men or in any male who has exceeded his sexual capacity.
➢ Vaginismus is a strong spasm of the pelvic musculature constricting the female reproductive organ so that penetration is painful or
impossible. It can be due to anti-sexual conditioning or psychological trauma that serves as an unconscious defense against coitus.
It can be treated by psychotherapy and by gradually dilating the female reproductive organ with increasingly large cylinders.
Sexually Transmitted Diseases
Sexually transmitted diseases (STDs) are infections transmitted from an infected person to an uninfected person through sexual contact. STDs can
be caused by bacteria, viruses, or parasites.
The following list of diseases is based on Sexually Transmitted Disease Surveillance 2016 0f the U.S. Department of Health and Human Services
Centers for Disease Control and Prevention:
1. Chlamydia is a common sexually transmitted disease. It is caused by bacteria called Chlamydia trachomatis. It can infect both men and
women. Women can get chlamydia in the cervix, rectum, or throat. Men can get chlamydia in the urethra (inside the penis), rectum, or
throat.
Source: jeffreysterlingmd.com
Inflammation of the cervix in a female
from chlamydia infection characterized
by mucopurulent cervical discharge,
redness, and inflammation
Source: slideplayer.com
Males may develop a white, cloudy or
watery discharge (shown) from the tip of
the penis.
2. Gonorrhea - a venereal disease involving inflammatory discharge from the urethra or vagina.
Source: medicinenet.com
3. Syphilis - This sexually transmitted infection is caused by a bacterium. It can be spread by vaginal, anal, or oral sex without a condom
or latex/polyurethane barrier.
Source: medicinenet.com
4. Chancroid
This sexually transmitted infection is caused by a bacterium. Symptoms may include genital sores, vaginal discharge, a burning feeling
when urinating, and swollen lymph nodes in the groin. It can be spread by vaginal or anal sex or skin-to-skin contact with sores.
Source: medicinenet.com
5. Human Papillomavirus
Human papillomavirus is the most common sexually transmitted infection. Most sexually active men and women being exposed to the
virus at some point during their lifetime.
The virus that causes HPV infection is transmitted through skin-to-skin contact. Most people get a genital HPV infection through direct
sexual contact, including vaginal, anal, and oral sex.
Source: pinterest.com
Source: medicalnewstoday.com
6. Herpes Simplex Virus
This sexually transmitted infection is caused by a virus that lives in the nerves. There are two common types of herpes. Herpes simplex type 1
(HSV-1) usually causes cold sores around the mouth. Herpes simplex type 2 (HSV-2) usually causes sores in the genital area. However, it is
possible to get HSV-2 in the mouth and HSV-1 in the genital area. Symptoms include itchy or painful blisters. The virus is spread through skin-toskin contact with sores, but it may also spread even before sores can be seen on the infected person.
Source: medicinenet.com
7. Trichomonas Vaginalis - (or “trich”) is a very common sexually transmitted disease (STD). It is caused by infection with a protozoan parasite
called Trichomonas vaginalis. Although symptoms of the disease vary, most people who have the parasite cannot tell they are infect
Source: thenativeantigencompany.com
Source: alamy.com
ACTIVITY 2.2
INSTRUCTIONS:
1. Form yourselves into groups of four teams, you may choose members of your teams.
2. The two teams will be affirmative and the other two teams will be negative.
3. You are going to debate on the following topics:
▪ Are you in favor of pre-marital sex (or live-ins)?
▪ Are you in favor of legalizing same sex marriage?
Procedure:
a. The teams should plan ahead and coordinate their presentations.
b. Each team should organize their questions and counterarguments to challenge their opponents.
c. Questions and discussion will take place after the debate involving the entire class.
Natural and Artificial Methods of Contraception
Natural Method
The natural family planning methods do not involve any chemical or foreign body introduction into the human body.
a. Abstinence
This natural method involves refraining from sexual intercourse and is the most effective natural birth control method with ideally 0% fail rate.
b. Calendar Method
This method is also called as the rhythm method. It entails withholding from coitus during the days that the woman is fertile. According to the menstrual
cycle, the woman is likely to conceive three or four days before and three or four days after ovulation.
Source: skepticsatstackexchange.com
Source: pinterest.com
c. Basal Body Temperature
The basal body temperature (BBT) indicates the woman’s temperature at rest. Before the day of ovulation and during ovulation, BBT falls at
0.5°F; it increases to a full degree because of progesterone and maintains its level throughout the menstrual cycle.
Source: ovulationdiary.com
d. Cervical Mucus Method
The change in the cervical mucus during ovulation is the basis for this method. During ovulation, the cervical mucus is copious, thin, and watery.
It also exhibits the property of spinnbarkeit, wherein it can be stretched up until at least 1 inch and is slippery. The woman is said to be fertile as
long as the cervical mucus is copious and watery.
Source: pinterest.com
e. Symptothermal Method
The symptothermal method is basically a combination of the BBT method and the cervical mucus method. The woman records her temperature
every morning and also takes note of changes in her cervical mucus. She should abstain from coitus three days after a rise in her temperature or on
the fourth day after the peak of a mucus change.
Source: authorstream.com
f. Ovulation Detection
The ovulation detection method uses an over-the-counter kit that requires the urine sample of the woman. The kit can predict ovulation through the
surge of luteinizing hormone (LH) that happens 12 to 24 hours before ovulation.
Source: shecares.com
g. Coitus Interruptus
Coitus interruptus is one of the oldest methods that prevents conceptions. A couple still goes on with coitus, but the man withdraws the moment he
ejaculates to emit the spermatozoa outside of the female reproductive organ. A disadvantage of this method is the pre-ejaculation fluid that
contains a few spermatozoa that may cause fertilization.
Artificial Method
a. Oral Contraceptives
Also known as the pill, oral contraceptives contain synthetic estrogen and progesterone. Estrogen suppresses the Follicle Stimulating Hormone
(FSH) and LH to prevent ovulation. Moreover, progesterone decreases the permeability of the cervical mucus to limit the sperm’s access to the
ova.
Source: britannica.com
b. Transdermal Patch
The transdermal patch contains both estrogen and progesterone. The woman should apply one patch every week for three weeks on the following
areas: upper outer arm, upper torso, abdomen, or buttocks. At the fourth week, no patch is applied because the menstrual flow would then occur.
Source: gettyimages.com
c. Vaginal Ring
The vaginal ring releases a combination of estrogen and progesterone and it surrounds the cervix. This silicon ring is inserted into the female
reproductive organ and remains there for three weeks and then remove on the fourth week, as menstrual flow would occur. The woman becomes
fertile as soon as the ring is removed.
Source: medlineplus.gov
d. Subdermal Implants
Subdermal implants are two rod-like implants inserted under the skin of the female during her menses or on the seventh day of her menstruation to make
sure that she will not get pregnant.
Source: heraldlive.co.za
e. Hormonal Injections
A hormonal injection contains medroxyprogesterone, and is usually given once every 12 weeks intramuscularly. The injection causes changes in the
endometrium and cervical mucus and can help prevent ovulation.
Source: harlemunited.org
f. Intrauterine Device
An intrauterine device (IUD) is a small, T-shaped object containing progesterone that is inserted into the uterus via the female reproductive organ. It
prevents fertilization by creating a local sterile inflammatory condition to prevent implantation of the zygote.
Source: en.wikipedia.org
g. Chemical Barriers
Chemical barriers such as spermicides, vaginal gels and creams, and glycerin films are used to cause the death of sperms before they can enter the cervix
and to lower the pH level of the female reproductive organ so it will not become conducive for the sperm.
Source: slideshare.net
h. Diaphragm
It is a circular, rubber disk that fits the cervix and should be placed before coitus. Diaphragm works by inhibiting the entrance of the sperm into the
female reproductive organ and it works better when used together with a spermicide.
Source: youtube.com
i.
Cervical Cap
The cervical cap is made of soft rubber and fitted on the rim of the cervix. It is shaped like a thimble with a thin rim, and could stay in place for not more
than 48 hours.
Source: youtube.com
j.
Male Condoms and Female Condoms
Male Condoms
The make condom is a latex or synthetic rubber sheath that is placed on the erect male reproductive organ before penetration into the female reproductive
organ to trap the sperm during ejaculation.
Female Condoms
Female condoms are made up of latex rubber sheaths that are pre-lubricated with spermicide. They are usually bound by two rings. The outer ring is first
inserted against the opening of the female reproductive organ and the inner ring covers the cervix.
Source: kidshealth.org
Source: avert.org
. k. Surgical Methods
During vasectomy, a small incision is made on each side of the scrotum. The vas deferens is then tied, cauterized, cut, or plugged to block the passage of
sperm.
In women, tubal ligation is performed after menstruation and before ovulation. The procedure is done through a small incision under the woman’s
umbilicus that targets the fallopian tube for cutting, cauterizing, or blocking to inhibit the passage of both the sperm and the ova.
Source: slideplayer.com
ACTIVITY 2.3 – Creative Work
Instructions:
1. Make a propose program in school or in your community that will raise the awareness of the students and to help eliminate sexually transmitted
diseases and teenage pregnancy.
2. Your proposal should be submitted using the proposal essay format.
3. Content should not be less than 3 pages.
SUMMARY
This module presented the discussion on the physical and sexual perception of the self. We have discussed about the biological design of the human
being and the factors affecting the physical well-being of an individual. We also discussed about the physiological aspects of the sexual self, including
the sexually transmitted diseases affecting the sexual self, as well as the natural and artificial methods of contraception.
Read (included on your material)
Understanding the Self – Outcome-Based Module, Jonathan Veran Macayan, PhD,RPsy/ Jasmine Nadja Junghan Pinugu, RPm,
RGC/ John Christopher Dimasaka Castillo, MSSW, RSW – C&E Publishing Inc., 2018 – pp. 49-60
Understanding the Self, Eden Joy Pastor Alata/ Bernardo Nicolas Caslib Jr./ Janice Patri Javier Serafica/ R.A. Pawilen – Rex
Book Store, 2018 – pp. 41-62
Study Questions
1. What is the biological blueprint of an individual?
2. What is heredity
3. How can we achieve physical well-being?
4. What is the developmental aspect of the reproductive system?
5. What are the erogenous zones?
6. What are the types of human sexual behavior?
7. What is the physiology of human sexual response?
8. How does the nervous system affect the human sexual reponse?
9. What are the three categories of human sexual problems?
10. What are the different sexually transmitted diseases?
11. What are the natural and artificial methods of contraception?
VII.
REFERENCES:
1. Jonathan Veran Macayan, PhD,RPsy/ Jasmine Nadja Junghan Pinugu, RPm, RGC/ John Christopher Dimasaka Castillo, MSSW, RSW
Understanding the Self – Outcome-Based Module.
2. Eden Joy Pastor Alata/ Bernardo Nicolas Caslib Jr./ Janice Patri Javier Serafica/ R.A. Pawilen – Understanding the Self, 1st Edition.
Prepared by:
Alice P. Bienvinuto
Instructor
Endorsed by:
______________________
Course Director
Approved by:
____________________
Head of Training
Noted by:
_____________________
School Administrator