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Undestanding the Self Understanding the self- Introduction to
self-awareness
Blaw 2001, Psyc241 (Bernardo College)
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Understanding
The Self
Mr. Vidal
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TABLE OF CONTENTS
Introduction to Course………………………………………………….
3
Part 1: The Self from Various Perspectives ………………………..
4
Lesson 1- Philosophy ……………………………………………………
4
Lesson 2 - Sociology …………………………………………………….
9
Lesson 3 - Anthropology …………………………………………………
14
Lesson 4 - Psychology …………………………………………………..
16
Lesson 5 - The Self in Western and Oriental/Eastern Thought …….
22
Part 2: Unpacking the Self …………………………………………….
2
Lesson 6 - The Physical Self ……………………………………………
24
Lesson 7 - The Sexual Self ……………………………………………..
28
MIDTERMASSESSMENT
37
Lesson 8 - The Material and Economic Self …………………………..
39
Lesson 9 - The Spiritual Self…………………………………………….
42
Lesson 10 - The Political Self …………………………………………..
49
Lesson 11 - The Digital Self …………………………………………….
56
Part 3: Managing and Caring for the Self ………………………….
59
Lesson 12 - Learning to be a better student ………………………….
59
Lesson 13 - Setting goals for Success ………………………………..
62
Lesson 14 - Taking charge of one's health …………………………...
66
FINALASSESSMENT
References…………………………………………………………………
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INTRODUCTION
The course deals with the nature of identity, as well as the factors and forces that affect
the development and maintenance of personality identity.
The directive to Know Oneself has inspired countless and varied ways to comply. Among
the questions that everyone has had to grapple with at one time or other is “Who am I?” At no
other period is this question asked more urgently than in adolescence – traditionally believed to
be a time of vulnerability and great possibilities. Issues of self and identity are among the most
critical for the young.
This course is intended to facilitate the exploration of the issues and concerns regarding
self and identity to arrive at a better understanding of one’s self. It strives to meet this goal by
stressing the integration of the personal with the academic – contextualizing matters discussed
in the classroom and in the everyday experience of students – making for better learning,
generating a new appreciation for the learning process, and developing a more critical and
reflective attitude while enabling them to manage and improve their selves to attain a better quality
of life.
The course is divided into three major parts:
The first seeks to understand the construct of the self from various disciplinal
perspectives: philosophy, sociology, anthropology, and psychology – as well as the more
traditional division between the East and West – each seeking to provide answers to the
difficult but essential question of “What is the self?” And raising, among others, the
question: “Is there even such a construct as the self?”
The second part explores some of the various aspects that make up the self, such as the
biological, material and the more recent Digital Self.
The third and the final part identifies three areas of concern for young students: learning,
goal setting, and managing stress. It also provides for the more practical application of
the concepts discussed in this course and enables them the hands-on experience of
developing self- help plans for self-regulated learning, goal setting, and self-care.
This course includes the mandatory topics on Family Planning and Population Education.
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THE SELF FROM VARIOUS
PHILOSOPHICAL PERSPECTIVES
LEARNING OUTCOMES:
At the end of this section, you are expected to:
1. Discuss the different representations and conceptualizations of the self from various
disciplinal perspectives.
2. Examine the different influences, factors and forces that shape the self.
3. Compare and contrast how the self has been represented across the different disciplines
and perspectives.
4. Demonstrate critical and reflective thought in analyzing the development of one's self and
identity by developing a theory of the self.
PHILOSOPHY
Philosophy is a training guide for your mind, showing how
you think in clear, analytic, and powerful ways.
INTRODUCTION
Studying philosophy in a serious and reflective way will
change you as a person. Learning to think philosophically will inspire you to be more thoughtful,
more open-minded, more attuned to the complexities and subtleties of life, more willing to think
critically about yourself and all of life’s important issues, and less willing to accept superficial
interpretations and simplistic answers. And will help you develop the understanding and insight
you will need to make intelligent choices and fulfill your potential as an individual.
This is the special power of philosophy: to provide the conceptual tools required to craft a
life inspiring in its challenges and rich in its fulfillment. Philosophy is not intended to limit your
options or dictate your choices. Your responsibility as a student is to explore, to reflect, to think
critically- and then to create yourself in the image you have envisioned.
PHILOSOPHY OF THE SELF
LESSON PROPER
Philosophy is often called the mother of all disciplines simply
because all fields of study began as philosophical
discourses.
What is Philosophy? study of acquiring knowledge through rational thinking and inquiries that
involves in answering questions regarding the nature and existence of man and the world we live
in.
What is Self? It is defined as “a unified being, essentially connected to consciousness,
awareness and agency (or, at least, with the faculty of rational choice).
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PHILOSOPHERS
A. SOCRATES - First martyr of education, knowledge, and philosophy. His philosophy underlies
in the importance of the notion "knowing oneself". A person's acceptance of ignorance is the
beginning of acquisition of knowledge. But, possession of knowledge is a virtue; ignorance is a
depravity (evil, corruption, wickedness). Knowing ourselves, lies in our own abilities, and wisdom.
Understanding ourselves is through internal questioning or introspection (understanding our
strengths and weaknesses, like vs. Dislike)
His way of teaching called Socratic Method or Socratic conversation (role of both the
teacher and the student is known to the world; asking and answering questions to stimulate critical
thinking and to draw out ideas and underlying presumptions). However, he was charged with
corruption of minors and died as a martyr that fought against ignorance and narrow-mindedness.
But for him, men's goal in life is to obtain happiness. It motivates us to act towards or avoid
things that could have negative effects in our lives. As such, by fully knowing oneself a person
will be able to achieve happiness.
B. PLATO – He is a student of Socrates that is the reason he followed the idea of Socrates in
knowing thyself. He was called the Father of academy (a place where learning and sharing of
knowledge happens; Later became one of the pillars and basis of what schools and education is
now in the present). He also wrote several literatures that tackles politics, human nature and
established the idea of virtue and intelligence.
According to Plato, a person who is a follower of truth and wisdom will not be tempted by
vices and will always be correct/moral/ethical. He believed in the division of a person's body and
soul which forms the person as a whole aside from the material things and that could be observed
and associated with a person. He believed that the soul is divided into 3 different parts that has
different views, leading to different behaviors
1. Appetitive soul - the part of the person that is driven by desire and need to satisfy
oneself. This satisfaction involves physical needs, pleasures and desires, objects, and
situations
2. Spirited soul- courageous part of a person. One who wants to do something or to right
the wrongs that they observe. This is very competitive and is very active. Competitiveness
drives one to expect positive results and winning.
3. Rational soul- the drive of our lives. The part that thinks and plan for the future (the
conscious mind). It decides what to do, when to do it and the possible results one could
have depending on their actions.
C. ST. AUGUSTINE - A saint and a philosopher of the church. He follows the idea that God
encompasses us all, that everything will be better if we are with God. He believed that God and
his teachings affects various aspects in life (that everything is better if we devote ourselves in
mending our relationship with God). His idea of a man and how to understand who we are as a
person is related to our understanding of who we are and how we question ourselves. He also
relates our existence to God being modelled in his likeness though being alive means that we are
still far from god and has yet to be truly with him. But he rejected the doubtfulness of the academy
in which one cannot or should not accept ideas from others.
St. Augustine emphasized that we may not be able to give our agreement to everything
other people tell us, but we can still agree to those who we are from our own perception. His
believes that teaching the church and establishing our sense of self with God identifies the
essence of our existence and role in the world (the reason for this is because our bodies are
limited).
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D. RENE DESCARTES – a French philosopher known to be the father of modern philosophy
because of his radical use of systematic and early scientific method to aid his ideas and
assumptions. He believed in modern dualism or the existence of body and mind and its
importance to on e's existence were presented with the evidences from experiments as well as
philosophical reasoning.
Descartes is known to be the proponent of the "methodical doubt" (continuous process of
questioning) doubting, asking questions are part of one's existence. He defined the roles of the
mind and body to the notion of one's existence and sense of self.
He is known for the statement "cogito ergo sum" (I think therefore I am) and according to
him, a person is comprised of mind (thinks and questions what the body has experienced) and
body (perceives from the different senses). The body and its perceptions cannot fully be trusted
or can easily be deceived (for example: there are times that we feel that a dream is real before
actually waking up or having different perception of size based on an objects distance from the
viewer).
Descartes believes that we should focus on the mind in order to perceive as who we are
or the essence of our existence because we cannot always trust our senses. He explained that
the more we think and doubt what we perceived from our senses and the answer that came from
such thin king or doubting leads to better understanding of ourselves. He also emphasizes that
being in constant doubt regarding one's existence is proof that a person exists.
E. JOHN LOCKE – An English philosopher and physician. He is the Father of Classical Liberation.
His works paved the way to several revolutions to fight the absolute powers of monarchs and
rulers of his time that led to the development of governance, politics, and economic system that
we now know. He works on the self is most represented by the concept "tabula rasa" (blank slate).
The experiences and perceptions of a person is important in the establishment of who that
person can become. Locke does not disregard the experiences of the person in the identification
and establishment of who we are as a person. He stated that a person is born with knowing
nothing and that is susceptible to stimulation and accumulation of learning from the experiences,
failures, references, and observations of the person
F. DAVID HUME – A Scottish philosopher. He focused his work in the field of empiricism,
skepticism, and naturalism. He explained that the Self is the accumulation of different impressions
and does not exceed the physical realm. For him, there is no permanent self because impressions
of things are based from our experiences where we can create our ideas and knowledge. Thus,
it may improve or totally be replaced
G. IMMANUEL KANT – A German philosopher that is known for his works on empiricism and
rationalism. He established that the collection of impressions and different contents is what it only
takes to define a person. He believes that the awareness of different emotions that we have,
impressions and behavior is only a part of ourselves.
He emphasizes that a person who fully understand the self has a certain level of
consciousness or sense that uses our intuition which synthesizes all the experiences, impressions
and perceptions of ourselves will pave the way to define and know who we are really are. But he
argued that the sense called "transcendental apperception" is an essence of our consciousness
that provides basis for understanding and establishing the notion of self by synthesizing one's
accumulation of experiences, intuition, and imagination
H. SIGMUND FREUD – An Austrian psychologist and physician. The Father of psychoanalysis.
Freud is well known for his work on human nature and the unconscious. He believed that man
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has different constructs of personality. He conceptualized about the different levels of
consciousness that provides an idea how a person develops a sense of self:
Man has 3 aspects of personality
1. Id- the child aspect of a person; attention is on satisfaction of one's needs and selfgratification. Driven by pleasure principle.
2. Super ego- the conscience of one's personality. Has the inclination to uphold justice
and do what is morally right and socially acceptable actions. Involved in the notion of right
or wrong that is imparted to us by our parents or people that took care for us during
childhood
3. Ego - police or the mediator between id and super ego. Operates within the boundaries
of reality, primary function is to maintain the impulses of the id to an acceptable degree.
Introduced the Levels of Consciousness:
1. Conscious- where minority of our memories are being stored and the memories that
are in the conscious is easier to be to be tapped or accessed
2. Pre-conscious - the middle part of the entirety of our consciousness; the memories
stored in this area can still be accessed but with a little difficulty
3. Unconscious- this area is where majority of our memories since childhood are deeply
stored. It is very difficult to tap the memories. It would need a trained professional and
several special techniques in order to make some memories resurface
He believed that we are a by-product of our experiences in the past and that are actions
are driven by the idea of resisting or avoiding pain, and are molded from our need for pleasure or
being happy
I. GILBERT RYLE – He used behavioristic approach to self. According to him, self is the behavior
presented by the person. The behavior that we show, emotions, and actions are the reflection of
our mind and as such is the manifestation of who we are. He does not believe that the mind and
body are two separate entities which is said to be evident in the unexplainable phenomenon or
abilities of the mind where the soul is considered; however, to some they can co-exist.
He explained that the self is exemplified in his "ghost in the machine" view (man is a
complex machine with different functioning parts, and the intelligence, and other characteristic or
behavior of man is represented by the ghost in the said machine. His idea is saying that the things
that we do, how we behave and react and all other components like the way we talk, walk and
look is generally who we are as a person
J. PAUL CHURCHLAND - A Canadian philosopher whose focus is on the idea that people should
improve our association and use of worth in identifying the self.
The self is defined by the movement of our brain. A constant movement of the brain can
be the basis of who the person is (emphasized by Churchland and his wife in the statement "the
brain as the self"). He focuses on the philosophy of "eliminative materialism" and understanding
the different neural pathways, how they work, and what implications are those movement to
people is a measurable classification on one's behavior
K. MAURICE JEAN JACQUES MERLEAU-PONTY – A French philosopher. He is known for his
works on existentialism and phenomenology. He coined the idea of phenomenology of perception
(unity of the function of the mind and the body) which is divided into three division. Merleau-Ponty
regarded that the body and mind are not separate entities but rather those two components is
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one and the same. His idea of perception follows the idea of Gestalt psychology (gives importance
on the whole rather than the sum of its parts). The perception guides our action based from our
experiences. The body perceives while our consciousness provides the meaning or interprets the
various perception we have in the world and the self could be established by the perceptions we
have in the world. One's actions, behavior and language used could be said to be the reflection
of our united perception of the world.
L. THOMAS AQUINAS - The most eminent 13th century scholar and stalwart of the medieval
philosophy, appended something to this Christian view. He explained that Man is composed of
two parts: Matter or hyle in Greek, refers to the “common stuff that makes up everything in the
universe.” and Form or morphe in Greek refers to the “essence of a substance or thing”.
In the case of human person, the body of the human person is something that he shares
even with animals. The cells in man's body are akin to the cells of any other living, organic being
in the world. However, what makes a human person a human person and not a dog, or a tiger is
his soul, his essence. To Aquinas, the soul is what animates the body; it is what makes us
humans.
SUMMARY
ACTIVITY
The philosophical framework for understanding the self was first introduced
by the ancient Greek philosophers Socrates, Plato, and Aristotle. In particular, Socrates:
“Know thyself”. But what exactly does “know thyself” mean that is self and the qualities
that define it. The different views of prominent philosophers regarding the nature of the
self are discussed and while there are disagreements in how philosophers view of the
self, most of them agree that self-knowledge is a prerequisite to a happy and meaningful
life
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SOCIOLOGY
How do you see yourself in the social world? Do you need to
just observe or are you oblige to interact with them just to get
the definition of your self? These are just two questions that
will be answered by different proponents in sociological perspective of self. Read more below and
check how these ideas can be related to you.
INTRODUCTION
GEORGE HERBERT MEAD
LESSON PROPER
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Sociologist from University of Chicago
Symbolic Interactions Perspective
THEORY OF SELF
Two parts of Self: Self-awareness and Self-image
Our bodies age biologically, but the self is something that emerges thorough social
interaction
Self is developed as we age, as we grow
Self develops through interacting with others, through reflecting on that interaction, to
thinking about how others are perceiving you, and that helps you generate an image
of yourself
Our self is mirrored in the reaction of the other
Self-image was developed in recognizing how others are perceiving us, we are
constantly trying to put ourselves in the shoes of another and think about how they are
seeing this event or situation or this action transpiring – this is imitation
When you have internalized the widespread cultural norms, mores, and expectations
of behaviors – this is generalized others
By taking the role of other, we can become self-aware
THE “I” and “ME” of the SELF
“I” – what is out there, acting, being spontaneous, doing things in the world
”me” – an object, the aggregate combined image of yourself that has been given to
you from interacting with society
HENRI de SAINT-SIMON (1760-1825)
Historic founder of French Socialism
Origin of many ideas elaborated into Comtism
His idea of the reconstruction of society were conditioned by the French Revolution and
by feudal and military system
He insisted on the necessity of new and positive reorganization of society
Industrial chiefs should control society
In medieval church, spiritual direction of society should fall to the men of science
Industrial state directed by modern science, in which universal association should
suppress war
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Men who are successfully able to organize society for productive labor are entitled to
govern it
The social aim was to produce things useful to life
Call for “society of science” – influenced his disciple Auguste Comte
HERBERT SPENCER (1820-1903)
Synthetic Philosophy - Encompasses realms of physical, psychological, biological,
sociological, and ethical
Moral Philosophy
Social Statistics
o Human happiness can be achieved only when individuals can satisfy their
needs and desires without infringing on the right of others to do the same
o In obtaining full satisfaction, one must derive pleasure from seeing pleasure in
others
Principles of Ethics – basic law of ethics and morality
o Extension of laws in the natural world, and much of his scientific justification
for his moral position
o Moral dictum: Once physical and biological realms are discovered, humans
should obey them and cease trying to construct, through political legislation,
social forms that violate these laws
o Scientific position: The laws of social organization can no more be violated
than can those of the physical universe, and to seek to do so will create, in the
long run, more severe problems
o Humans should be as free from external regulation as possible – “implicitly
obey them!”
Social Statistics
o Moral laws and laws of laissez-faire capitalism converge and how they reflect
biological laws of unfettered competition and struggle among species
o In the union of many men into one community – the law of individuation
o While decrying war as destructive, it allows more organized “races” to conquer
the ”less organized and inferior races,” increasing thereby, the level and
complexity of social organization
DAVID EMILE DURKHEIM (1858-1917)
French sociologist, cited as the principal architect of modern social sciences
Established academic discipline with Marx and Weber
How societies could maintain their integrity and coherence in modernity, an era in which
a traditional social and religious tie are no longer assumed, and in which new social
institutions have come into being
Acceptance of sociology as a legitimate science
Sociology of Knowledge
How concepts and categories of logical thought could arise out of social life
Certain aspects of logical thought common to all human did exist, but they were
products of collective life and that they were not universal a priori since the content of
categories differed from society to society
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Collective representations
The symbols and images that come to represent the ideas, beliefs, and values
elaborated by a collectivity and are not reducible to individual constituents
Created through intense social interaction and are products of collective activity
Controlled by society (as a whole) yet simultaneously by virtue of that individual’s
participation within the society
A language product of collective action, language contains within it a history
accumulated knowledge and experience that no individual would be capable of
creating on their own
Language – a social product that structures and shapes our experience of reality
ALBERT BANDURA (1925) Social Learning Theory
Theory that attempts to explain socialization and its effect on the development of the self
It looks at the individual learning process, the formation of self, and influence of society in
socializing individual
Formation of one’s identity is a learned response to social stimuli
An individual’s identity is not the product of the unconscious, but instead is the result of
modeling oneself in response to the expectations of others
Behaviors and attitudes develop in response to reinforcement and encouragement from
people around us
Self-Efficacy
People’s belief about their capabilities to produce designated levels of performance
that exercise influence over events that affect their lives
This belief determines how people feel, think, motivate themselves, and behave
People with high assurance in their capabilities approach difficult tasks as challenges
to be mastered rather than as threats to be avoided
They set themselves challenging goals and maintain strong commitment to them
despite series of failures
They attribute failure to insufficient effort or deficient knowledge and skills which are
acquirable
o Not on their personal deficiencies, on the obstacles they will encounter, and all
kinds of adverse outcomes
They approach threatening situations with assurance that they can exercise control
over them
Four Main Sources of Self-Efficacy
1. Mastery Experience
Successes build a robust belief in one’s personal efficacy
A resilient sense of efficacy requires experience in overcoming obstacles
through perseverant effort
2. Vicarious Experience
Provided by social models
Seeing people similar to oneself succeed by sustained effort raises observers’
beliefs that they too, possess the capabilities to master comparable activities
required to succeed
People seek proficient models who possess the competencies to which they
aspire
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3. Social Persuasion
People who are persuaded verbally that they possess the capabilities to master
given activities are likely to mobilize greater effort and sustain it than if they
harbor self-doubts and dwell on personal deficiencies when problem arises
People who have persuaded that they lack capabilities tend to avoid
challenging activities that cultivate potentials and give up in the face of difficulty
4. Psychological Responses
People rely partly on their somatic and emotional states in judging their
capabilities
They interpret their stress reactions and tensions as signs of vulnerability to
poor performance
KARL MARX (1818 – 1881)
Theory of Self-Estrangement or Self-Alienation
“the alienation of man’s essence, man’s loss of objectivity and his loss of realness as
self-discovery, manifestation of his nature, objectification and realization”
When a person feels alienated from others and society as a whole
A person may feel alienated by his work by not feeling like he has meaning to his
work, therefore losing their sense of self at the workplace
MAX WEBER (1864 – 1920)
German sociologist and political economist
Capitalism developed out of a Protestant ethic, a religious calling
“iron cage” – as the religion became peripheral, capitalism decoupled from its roots and
established itself as the dominant force in society
Exercise Self-Help Imagination
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✓
✓
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“Personality” makes little sense in its modern usage
“an inner devotion to the subject and only to the subject”
which raises one “to the height and dignity of the subject”
You gain personality within a field only by stepping out of your own self
Teach the subject, not your interpretation of the subject
Make your students interested in the subject itself, rather than in the person teaching it
LEWIS MORGAN
The Leasguge of the Ho-de-no-sau-nee or Iroquois (1851)
This presented the complexity of Iroquois society in a path-breaking ethnography that was
a model for future anthropologists
He wanted to provide evidence for monogenesis, the theory that all human beings
descended from a common source
The structure of the family and social institutions develops and change according to a
specific sequence
Theory of Social Evolution
Kinship relations as a basic part of society
Critical link between social progress and technological progress
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Interplay between the evolution of technology, of family relations, of property relations,
of the larger social structure, and systems of governance, and intellectual
development.
SUMMARY
✓ George Mead – Symbolic Interactions Perspective; two parts of Self: Self-awareness
and Self-image
✓ Henri de Saint-Simon – French Socialism; synthetic and moral philosophies
✓ David Emile Durkheim – Sociology of Knowledge
✓ Albert Bandura – Social Learning Theory
✓ Karl Marx – Theory of Self-Estrangement or Self-Alienation
✓ Max Weber – Self-help Imagination
✓ Lewis Morgan – Theory of Social Evolution
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A N T INTRO
H R O P O L O GY
Anthropology is a relative newcomer to the debate on
selfhood. It emerged as a subject from the imperial
ambitions of European states during the eighteenth and
nineteenth centuries and was initially an effort to identify the weaknesses and failings of other
cultures so that they could be exploited and subjugated. It was only in the late-nineteenth and
early-twentieth centuries that anthropology threw off its intimate links with the national and
religious organisations it had been serving, and began to ask the big question that has informed
its research ever since:‘ What does it mean to be human?
INTRODUCTION
Anthropology does express a unique view on the issue of selfhood: the anthropological
approach both starts and finishes with the group. The self needs to be seen as a socially defined
phenomenon, created by both the impression of the group upon the individual and the expression
of the individual upon the group. Humans have a unique relationship with other members of their
species, both communicatively and socially. Our capacity for group living and group institutions
exceeds that of every other animal on the planet. Anthropology therefore has an important voice
in the discussion of selfhood.
LESSON PROPER
MARCEL MAUSS - Remaining the same person and
turning chameleon by adapting to one’s context seems
paradoxical. However, 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 givenness. 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 nati
onality, and how to behave given
expectations and influences from others.
He studied non-Western societies all over the world and proposed the “Total Social
Phenomenon”, which tackles that every sector in a community or society should cooperate to
have a well-balanced living.
LANGUAGE
Has something to do with culture. It is a salient part of culture and ultimately, has a tremendous
effect in our crafting of the self. This might also be one of the reasons why cultural divide spells
out differences in how one regards oneself. If a self is born into a particular society or culture, the
self will have to adjust according to its exposure.
Language and culture are intertwined. A particular language usually points out to a specific
group of people. when you interact with another language, it means that you are also interacting
with the culture that speaks the language. you cannot understand one’s culture without accessing
its language directly. When you learn a new language, it not only involves learning its alphabet,
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the word arrangement and the rules of grammar, but also learning about the specific society’s
customs and behavior. when learning or teaching a language, it is important that the culture where
the language belongs be referenced, because language is very much ingrained in the culture.
CLIFFORD GEERTZ
An American cultural anthropologist who defined culture as “a system of inherited conceptions
expressed in symbolic forms by means of which men communicate, perpetuate, and develop their
knowledge about and attitudes towards life.
Basic premises of his work, "The Impact of the Concept of Culture on the Concept of Man," The
Interpretation of Cultures. (1966), include the following:
Look for what makes people/cultures different, not the same; it is more effective to analyze
human nature by noting the differences between cultures that arise over time and space
than to try to form vague notions of universals
Culture reveals the link between what man is capable of and how he actually behaves,
which in turn helps define human nature.
Culture is the "accumulated totality" of symbolic patterns that appear in different societies.
it?
ACTIVITY III
SUMMARY
✓ According to the anthropological perspective, the self is embedded in our culture.
✓ Personne is composed of the social concepts of what it means to be who he is.
✓ Moi refers to a person’s sense of who he is, his body, and his basic identity, his biological
givenness.
✓ Language is a salient part of culture and ultimately, has a tremendous effect in our crafting
of the self.
✓ Culture is a system of inherited conceptions expressed in symbolic forms by means of
which men communicate, perpetuate, and develop their knowledge about and attitudes
towards life.
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PSY
CHOLOGY
INTRO
The next perspective to be tackled is the Psychological View
of the Self. The following ideas and principles are derived from
the theories of different psychologists who theorized about the
concept of Self. Let us see how you will be able interpret your own experiences through
Psychology.
INTRODUCTION
Psychology delves in the Physiological having to with an
organism’s physical processes and the Cognitive having to
do with an organism’s thinking. Learning psychology can
help you gain better understanding of your own behavior and give useful insight thereof said
behaviors.
LESSON PROPER
It is derived from two Greek words, psyche meaning soul/mind; and logos meaning study”.
Literally, psychology means the study of souls but now it is study of mind. Psychology primarily
studies WHO and WHAT we are, WHY we act and think in a particular manner and what is our
potential as an individual. Study of psychology is concerned with specific study of behavior and
mental process. Psychology focus on the individual, cognitive functions and other possible factors
that affect the individual.
Who am I?
o A lot of people say, “I am who I am”, yet this statement still begs the quest ion “if
you are who you are, then who are you that makes who you are?”
“SELF” is the “sense of personal identity and of who we are as individuals (Jhangiani and
Tarry 2014).”
Identity- concept of an individual about himself and often referred to as “self-identity”
“Self-identity” - is the belief of what the individuals thinks and feels about him. And can
also be influenced by how others perceive an individual
Self-development is a continuous process throughout the lifespan; one’s sense of self
may change, at least somewhat, throughout one’s life.
Self-representation has important implications for socio-emotional functioning
throughout the lifespan.
WILLIAM JAMES (1890)
William James was one of the earliest psychologists to study the self and conceptualized
the self as having 2 aspects – the “I” and the “me”. Both “me” and “I” are 1st person singular
pronouns, which means that they are used by one person to refer to himself or
herself. Difference is: ... While “me” is the object pronoun, which means that it is used as the
object of the verb.
The "Me" is the social self and the "I" is the response to the "Me." In other words, the "I"
is the response of an individual to the attitudes of others, while the "me" is the organized set of
attitudes of others which an individual assumes. Mead develops William James' distinction
between the "I" and the "me.”
E.g. “Don’t wait for ME, I will be gone for long time.
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Furthermore, according to James, the “I” is the thinking, acting, feeling self. While the
“me” is the physical characteristics as well psychological capabilities that makes who you are.
James’s further assumptions on the self:
“I” (the self in action)
- Self in process, in the moment
- The impulsive, spontaneous, and
indeterminate part of the self
- Non-reflective
- Part of the self that produces
individuality
Me” (the self as an object in the world)
- The structured and determinate part of
the self
- A product of interaction and conscious
reflection
- We know the “I” only through the “me”
Attitudinal Change
Quoting William James himself “The greatest discovery of my generation is that human
beings can alter their lives by altering their attitudes of the mind”. He meant that with just the
simple change of attitude anyone even you can change your life for better or for worse.
CARL ROGERS
“When I look at the world I'm pessimistic, but when I look at people I am optimistic.” - Carl Rogers
Carl Rogers’s theory of personality also used the same terms like William James.
According to his theory, the “I” as the one who acts and decides while the “me” is what you think
or feel about yourself as an object.
The I Self reflects what people see or perceive themselves doing in the physical world
(e.g., recognizing that one is walking, eating, writing), in other words, the one who acts and
decides.
Meanwhile, the Me Self is a more subjective and psychological phenomenon, referring to
individuals’ reflections about themselves (e.g. characterizing oneself as athletic, smart,
cooperative). Therefore, it is what you think or feel about yourself.
Self-schema – is our organized system or collection of knowledge about who we are. It may also
include our interests, work, course, age, name, and physical characteristics. As you grow and
adapt to the changes around you, self-schema also changes.
Example:
a. When someone states your first name even if they are not talking about you, your
attention is drawn to them.
b. If you have provincial language and you hear someone using it, it catches your
attention.
c. If you consider yourself a book-lover, a bookstore may always entice you out of all
other stores in a mall.
Unconditional Positive Regard
Unconditional positive regard, sometimes referred to as “UPR”, is a term attributed to Carl
Rogers, the creator of person-centered counseling and one of the founders of humanistic
therapy. UPR refers to accepting and supporting another exactly as they are, without evaluating
or judging them.
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Identity and Self concept Overview
Identity is composed of personal characteristics, social roles and responsibilities, as well
as affiliations that define who one is.
SELF-CONCEPT - how someone thinks about or perceives themselves. “the individual’s
belief about himself or herself, including the person’s attributes and who and what the self
is."
Identity- concept of an individual about himself and often referred to as “self-identity” or the selfbelief of what the individuals thinks and feels about himself. And can also be influenced by how
others perceive an individual
Roles- are also part of his identity. (E.g. birth order in the family, nature of work, occupation or
title, academic and social standing)
SELF, IDENTITY, and SELF-CONCEPT are NOT FIXED in one-time frame.
For example, when you are asked about who you are, you can say
“ I was a varsity player in 5th grade” which pertains to the past,
“ a college student” which may be the present, and
“a future politician” which is the future.
They are not also fixed for life nor are they ever-changing at every moment. Think of a
malleable metal, strong and hard but can be bent and molded in other shapes.
Think about water. It can take any shape of the container, but at its core, it is still the same
element.
Experiences of the Self
The Self-concept includes two different experiences of the self:
1. The existential self - The concept that you are unique/different from others (Persian poet
RUMI pondered, “Who am I in the midst of all this thought traffic?”), Subjective (I).
2. The Categorical self -concept (and the concept of others) tends to focus on his or her
own visible characteristics, Objective (ME).
Self-Concept
The real self is WHO WE ACTUALLY ARE. It is HOW WE THINK, HOW WE FEEL, LOOK,
AND ACT. The real self can be seen by others, but because we have no way of truly knowing
how others view us, the real self is our self-image.
Self-Concept/Self-Schema Composed of 3 Things:
1. Self-Image(Real Self) – who you are at the moment (e.g. – as a student you are interested
in basketball but academically challenge in most of your subjects), Self image includes:
Physical description, Social Roles, Personal traits, existential statements
2. Ideal Self – who you like to be (e.g.- to practice more and play with the varsity team) is
how we want to be. It is an idealized image that we have developed over time, based on
what we have learned and experienced. Could include components of what our parents
have taught us, what we admire in others, what our society promotes, and what we think
is in our best interest.
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3. Ought Self ( Self-Esteem/Self-worth) – who you think you should be (e.g. – to pass your
subjects as a responsible student) Our group identity and self-awareness also has a great
impact on our SELF-ESTEEM, one of the common concepts associated with the “self. It
is defined as our own positive and negative perception or evaluation of ourselves.
A person’s ideal self may not be consistent with their actual experience (real self), or what is
even possible. This is called incongruence. One has to find solution to such discrepancies to avoid
agitation, dejection, or other negative emotions. In some instances, however, all 3 may be in line
with one another.
Self-actualization refers to the need for personal growth and development throughout one's
life. It is the highest level of Maslow's hierarchy of needs, which was developed by psychologist
Abraham Maslow. Once you are self-actualized, you've met your full potential as an individual.
Self-Esteem and Self-Worth refers to the extent to which we like, accept, or approve of
ourselves; or how much we value ourselves. Self-esteem always involves a degree of evaluation,
and we may have either a positive or a negative view of ourselves
Social Comparison Theory
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. There are types of social comparison:
1. Downward Social Comparison - is the more common type of comparing ourselves with
others. We create a positive self-concept by comparing ourselves with those who are
worse off than us. By having the advantage, we can raise our self-esteem.
2. Upward Social Comparison - comparing ourselves with those who are better off than us.
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.
In this theory, we can feel threatened when someone out-performs us, especially when that
person is close to us (i.e, a family or a friend). In this case, we usually react in 3 ways:
•
•
•
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 some kind of
acknowledgment also.
Reconsider the importance of the aspect or skill in which you were outperformed. If you
got beaten in a drawing competition, you might think drawing is not really for you and you
will find a hobby where you could excel, thus, preserving self-esteem.
Strengthen or resolve to improve that certain aspect of ourselves. Instead of quitting
drawing, you might join seminars, practice more often, read books about it, and add some
elements in your drawings that makes it unique, among others. Achieving your goal
through hardwork may increase your self-esteem, too.
CARVER AND SCHEIER (1981)
Carver and Scheier have identified 2 types of self that we can be aware of:
1. The Private self – your internal standards and private thoughts and feelings
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2. The Public self – public image commonly geared toward having a good presentation of
yourself to others.
One must find solution to such discrepancies to avoid agitation, dejection, or other negative
emotions. In some instances, however, all 3 may be in line with one another.
Self-consciousness
Self-consciousness is when self – awareness can be too much that we are concerned
about being observed and criticized by others. At other times, especially with large crowds, we
may experience deindividuation or the “loss of individual self-awareness and individual
accountability in groups” when we attuned ourselves with the emotions of our 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 (e.g. mass demonstration erupting into a riot).
•
•
Looking outside – e.g. seeing other people who are better and dreaming to become the
same.
Looking inside – reflecting on what the heart desires
SIGMUND FREUD
Sigmund Freud was an Austrian neurologist and the founder of psychoanalysis, the clinical
method for treating psychopathology through dialogue between a patient and a psychoanalyst.
Psychoanalysis is a method through which an analyst unpacks unconscious conflicts
based on the free associations, dreams and fantasies of the patient. Psychoanalysis and Sigmund
Freud
Sigmund Freud, the influential German psychologist of the early 20th century, provided
not only a revolutionary way of understanding human personality but also how society affects our
psychology. Freud's theory of human personality revealed another facet of society. Based on
Freud's formulation, the individual human mind—the source of our subjectivity—is created by
social and cultural forces that operate beneath the level of the unconscious self. It is like saying
that even in our minds, there are facets of ourselves.
In Freudian perspective, “socialization”, the lifelong process of learning the ways and
behaviors appropriate to particular society, is not only an external or structural process but also
an internal, mental process. There, in the inner psyche the individual—the unconscious and
conscious self—societal presence is constantly being engaged with by the person. This is what
makes up the totality of the person; and society is very much part of it.
Freud further concluded that mental disorder might be caused purely by psychological
factor rather than organic factors. He also proposed that dreams are the disguised expressions
of unconscious wishes and emphasized libidinal (sex) urges of a person.
Freud’s view of human nature
Freud’s view of human nature is that human beings are biological organisms motivated by
the satisfaction of bodily needs and with motivating forces that drive behavior. His theory suggests
that personality (mind) is composed of the id, the ego, and the superego.
True Self Vs False Self
The concept of true self and false self can be found in many psychological and spiritual
circles, and it can mean different things in each. Inside each of us are 2 wolves: One is evil and
one is good.
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Which wolf wins? The one you feed most.
The true self is the core of you who are, the original you, unshaped by upbringing or
society. This is the state you were born in and it is a state that still exists inside you. Your false
self can also be called your adapted self. This is the parts of you that have altered behavior,
repressed feelings and pushed your needs aside to fit in with others.
1. .
SUMMARY
Study of psychology is concerned with specific study of behavior and mental process.
Psychology focus on the individual, cognitive functions and other possible factors that
affect the individual
✓ William James was one of the earliest psychologists to study the self and conceptualized
the self as having 2 aspects – the “I” and the “me”. the “I” is the thinking, acting, feeling
self. While the “me” is the physical characteristics as well psychological capabilities that
makes who you are. Carl Rogers’s theory of personality also used the same terms “I” and
“me”. The “I” as the one who acts and decides while the “me” is what you think or feel
about yourself as an object.
✓ Carver and Scheier have identified 2 types of self that we can be aware of: The Private
self – your internal standards and private thoughts and feelings and the Public self –
public image commonly geared toward having a good presentation of yourself to others.
In the concept of True Self vs. False Self, the true self is the core of you who are, the
original you, unshaped by upbringing or society. This is the state you were born in and it
is a state that still exists inside you. Your false self can also be called your adapted self.
This is the parts of you that have altered behavior, repressed feelings, and pushed your
needs aside to fit in with others.
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THE SELF IN WESTERN AND
INTRO
ORIENTAL/EASTERN
THOUGHT
Nowadays, the Western people are quite concerned with how
to make the dharma authentically Western. But caution please,
folks. Before we start inventing a new flavor of Buddhism to suit
Western palettes, it is important to look closely at the implicit assumptions we are bringing to this
project.
INTRODUCTION
To start, we might examine more closely our underlying picture about the nature of cultural
difference. It looks something like this: Westerners tend to think of Asians as people basically like
us who just have different customs—they hold different beliefs and have different ways of doing
things. We tend to assume that Asians experience self-identity in the same way as the Westerners
do—that they are the same equation, if you will, just with different values for the variables. But
what if in fact Asians aren’t basically like the Westerners at all? What if the structure of the self—
or call it the ego or the personality—is essentially different across cultures? Wouldn’t this give us
pause? And if we are fundamentally different in this sense, how could we even know?
These are just some of the ideas that would run in the mind when we talk about Eastern and
Western culture. In this chapter, we will be discussing how the Self is seen based on some
Western and Eastern beliefs.
“One of the most effective ways to learn about oneself is by
taking
seriously the cultures of others. It forces you to pay
LESSON PROPER
attention to those details of life which differentiate them from
you.” - Edward T. Hall
CONCEPT OF SELF - There are a lot of sources in which we can analyze the perspective of
each culture and country about the concept of the “self.”
Literature - like how one depicts a hero or villain in their stories in different countries, like
USA, China, Korea, etc.
Socialization - like how they see their boss or their subordinate.
Artworks, Dances, Even Clothing - This thing may show us clues about the Self.
Cultural Diversity
▪
Put themselves first
▪
Dedicated to independent thinking and self-reliance
▪
Distant to the feelings of others
▪
Preserving, and success of the group is more important
▪
Paying attention to the needs and feelings of each member of the group
▪
Sensitive with the feelings of the members of the group to each other
WESTERN THOUGHTS
▪ They give higher value with their personal rights.
▪ The western society is trying to find and prove the "truth."
EASTERN THOUGHTS
▪ Giving more value to social responsibility and accepting the reality of life (fact) and
interested in maintaining the balance of life
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WESTERN
EASTERN
VALUES
Westerners emphasize more on the value of Eastern with their collectivistic culture, put
equality even if they see that the individual can more emphasis on hierarchy as the culture
rise above everything else. Because everyone wants to keep things in harmony and order
is on their own competition, one can say that (Qingxue, 2003).
they also promote ideals that create “fair”
Ex: For Asians, we have respectful terms for our
competition and protect the individual.
Ex: Westerners would most likely to call their
bosses, parents, or other seniors by their first
name. The boss can also be approached head-on
when conflicts or problems about him arises.
seniors and a lot of workers would not dare go
against the high-ranking officials.
SELF-DESCRIPTIONS
Talk more about their personal attributes
In general talk about their social roles or the
when describing themselves;
social situations that invoked certain traits
that they deem positive for their selves.
SELF-EVALUATIONS
personal They would rather keep a low profile as
promoting the self can be seen as
boastfulness that disrupts social relationships
INDIVIDUALISTIC
COLLECTIVIST
Focus is on the person
The group and social relations is given more
importance than individual needs and wants
Talk more about their personal attributes
Talk about their social roles or the social
situations that invoked certain traits that they
when describing themselves.
deem positive for their selves.
Highlight their personal achievements
Keep a low profile as promoting the self can
be seen as boastfulness that disrupts social
relationships
They would
achievements
highlight
their
Looks at the world in DUALITIES wherein
you are distinct from the other person, the
creator is separate from the object he
created.
Sees the other person as part of yourself as
well as the things you may create, a drama in
which everyone is interconnected with their
specific roles
WESTERN VS. EASTERN PHILOSOPHERS
CONFUCIANISM
Also known as RUISM, is described as tradition, a philosophy, a humanistic or rationalistic
religion which was developed from the teachings of the Chinese philosopher CONFUCIUS
(1551-479 BCE) who considered himself a re-codifier and re-transmitter of the theology and
values inherited from the Shang and Zhou dynasty.
It is focused on having a harmonious social life. Identity and self-concept of the
individual are interwoven with the identity and status of his/her community or culture, sharing its
pride as well as its failures.
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Subdued Self’ – personal needs are repressed (subdued) for the good of many, making
Confucian society also hierarchical for the purpose of maintaining order and balance in society.
(Ho, 1995).
3 Essential Core Values of Confucianism:
Filial Piety – respect for elders
Humaneness- goodness
Ritual - proper conduct
5 Basic Virtues of Confucianism:
Ren – benevolence, humaneness
Yi – righteous, justice
Li – proper, rite
Zhi – knowledge
Xin - integrity
TAOISM
Also known as Daoism. A Chinese philosophy based on the writings of Lao-tzu (6th
century BC) advocating humility and religious piety.
Is living in the way of the TAO or the UNIVERSE. It is a simple lifestyle and its teachings.
It aims to describe how to attain life. The self is part of the universe. It is living a balanced life with
society and nature, being open and accepting to change, forgetting about prejudices and
egocentric ideas and thinking about equality as well as complementarity among humans as well
as other beings. (Ho, 1995) The self is in harmony with everything.
The 3 Treasures or 3 Jewels - (3 ESSENTIAL ENERGIES SUSTAINING HUMAN LIFE):
Jing – “essence”
Qi – “energy”
Shen – “spirit”
Concept of Harmony - A central feature of Taoism is harmony between people and their
environment, Nature, or Tao.
The Tao Chi (Yin-Yang diagram) is an example of the value of harmony with the
environment. It is also applied to the concept of health for energy (qi/chi), balance for disease
prevention, healing, and the development of human potential.
BUDDHISM
It is the world’s 4th-largest religion, with over 520M followers or over 7% of the global
population are Buddhists. It is an Indian religion.
All Buddhist traditions share the GOAL OF OVERCOMING SUFFERING AND THE
CYCLE OF DEATH & REBIRTH, either by the attainment of Nirvana or through the path of
Buddhahood.
3 Marks of Existence:
1.
Impermanence (anicca) - all things are in constant state of flux; nothing lasts, and
everything decays
2.
Suffering (dukkha) - all things are not experienced; everything is conditioned and
conditioning
3.
Non-Self (anatta) - denies that there is anything called a “SELF”
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It is our quest to forget about the SELF, forget about the cravings of the self, break the
attachments you have with the world, and to renounce the self which is the cause of all suffering
and in doing so, attain the state of NIRVANA.
Gautama Buddha taught that all beings conditioned by causes (sankhara) are
impermanent (anicca) and suffering (dukhha), and that not-self(anatta) characterizes all
dhammas, meaning THERE IS NO “I”, “ME” or “MINE” in either the conditioned or the
unconditioned (i.e. nibbana).
Unsatisfactoriness and suffering exist and are universally experienced. Desire and
attachment are the causes of unsatisfactoriness and suffering.
ACTIVITY V
SUMMARY
✓ Western thought favors a rational-empirical approach over magical and superstitious
explanation of things, including the self.
✓ The law of Karma is the most important doctrine of Hinduism which implies that
individual actions will lead to either good or bad outcomes in one’s life.
✓ According to the teachings of Buddhism, every person has the seed of enlightenment,
hence, potential to be a Buddha.
✓ In Confucian thought, moral character is perfected by continuously taking every
opportunity to improve oneself in thought and action.
✓ To Taoists, the self is an extension of the cosmos, not of social relationships. The self
is described as one of the limitless forms of the Tao (nature).
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UNPACKING THE SELF
LEARNING OUTCOMES:
At the end of this section, you are expected to:
1. Explore the different aspects of self and identity
2. Demonstrate critical, reflective thought in integrating the various aspects of self and
identity
3. Identify the different forces and institutions that impact the development of various
aspects of self and identity
4. Examine one's self against the different aspects of self-discussed in class.
PHYSICAL SELF
People now a days are too conscious how they look. How they
see themselves in the mirror, how people will look at them and
what will people say about them. Our concept of our self an
d
the perception of people around us will always have big effect
on how we deal in a situation, cultural or not.
INTRODUCTION
LESSON PROPER
PHYSICAL SELF- refers to the body which we interface with our environment and fellow being.
It is a tangible of the person that can be directly observed examined.
Arthur Marwick (1988) defends the view that physical beauty is no more than what it is:
only “skin deep”. It is a fact of life that some people are physically beautiful while others are not.
Physical beauty is defined as a feature of a person’s body. This feature can be valued, it seems,
independent of others that make a person valuable, such as intellect, character, or humor.
However physical beauty was also considered suspect and dangerous, due to its link to sexuality
and its “merely carnal”, power and seductive side.
The modern view that acknowledges the autonomous status of physical beauty, although
widespread nowadays, is still contested by both feminists (beauty as a suspect concept, as a
male construct of feminine looks) as well a religious conservatives (only inner beauty counts).
Physical Beauty in its own right
The culture in which we are surrounded by has a significant impact on how we feel about
ourselves and the manner in which we think about our body.
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A person’s attractiveness depends on many features. We can value a person at different
levels with respect to his or her:
a. Physical looks (body, face, figure)
b. Artistic looks (clothes, make-up, perfume, hair)
c. Personal looks (Appearance, impressions, aura)
d. Performance (voice, attitude, behavior)
e. Personality (charisma, charm, appeal, allure)
f. Relational capacities (contractual skills, communication competence)
g. Friendship abilities (reliable, nice, offbeat, loveable, companionable)
Judgements can be made at each level. A person may have good looks, but nevertheless
be a faithless friend or a very poor dresser. A person may be fat and ugly but extremely charming,
with a pleasant attitude and a great personality. This is how we evaluate a person’s appearance
in everyday life. These distinctive evaluations clearly appreciate the levels as independent
dimensions. By this we could already say that evaluating someone’s beauty is difficult because
we need to see the person as a whole and not just criticizing him/her because the way of his/her
dress or because of his/her skin color. Beauty is Beauty.
If we then accept the conclusion that physical beauty can be valued, an important
implication follows. Intervention in the body itself is often the only way out for those who want to
be physically beautiful, and cosmetic or aesthetic surgery can be, at least for some people and to
some extent, the option par excellence.
Before considering the norms of physical beauty (‘What are we to conceive of as physically
beautiful or not beautiful?’), it may be helpful to consider for a moment the levels of artistic beauty
and personal looks, as mentioned above. These refer to a broader context than the narrow, bodily
one, reflecting views on the importance of make-up, clothes, fashion and individual selfexpression.
Beauty is Culture Bound
In different countries, not all feel the same way about the concept of beauty. In fact, cultures
around the world have different ideas of what is beautiful
Africa – they do not celebrate thinness the way other countries do. Famously the country
of Mauritania has come to be known as one that idolizes overweight women. This is most
often seen as a sign of wealth and fertility
Brazil – women want to appear fit and toned, and things like waxing, sculpting massages
and manicures are everyday treatment, not only reserved for the spa
Asia & Africa – skin lightening has risen in popularity.
In order to understand their inherent beauty norms, we should study today’s trends and tastes,
and their functions and meanings in our lives. In this broader context ‘a beautiful appearance’
refers to a beauty that is man-made. It is artistic in two respects: (1) it is clearly achieved by
‘cultural’ means and reflects our present culture, and (2) it expresses someone’s personal choice
and intentions. Its result is an intentional structuring from an artistic point of view: in short, artistic
beauty.
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Physical beauty in which one has an interest
In an article on Immanuel Kant’s aesthetics, Hannah Ginsborg (1997) shows that –
according to Kant – beauty can be attached to living things (organisms) as well as to artificial
things (works of art). The character of the judgement of beauty is the same in both cases.
Moreover, central to Kant’s idea of beauty is that beauty gives the observer a feeling of
disinterested pleasure or liking. By ‘disinterested’ he means that the object does not fulfill an
aim or satisfy a need. There is, for instance, no ‘wish to possess’, regardless of whether it is a
work of art or a natural object being observed. Finally, according to Kant’s view, beauty
judgements are not objective, but are nevertheless universal.
Physical beauty and Personal Identity
By assuming an attitude towards our bodily looks we more or less integrate our
appearance-related experiences in our lives, and thereby make these experiences part of our
personal ‘identity’. This notion must be grasped in order to fully understand the concept of physical
beauty. Physical beauty is understood as experienced beauty in primarily a relational perspective.
Implied is that not just that ugly nose or plain face concerns us, but the story that a person tells
about his nose or face or other bodily parts, as experienced by him and others. Stories about
reactions from friends and the attitudes of parents; stories about an inherited ethnic nose, or the
color of one’s skin; stories about one’s feelings, perhaps one’s suffering, and about expectations
for one’s future (Freedman, 1986, pp. 49–54). The characterization of a person therefore includes
experiences, values and beliefs, desires and psychological qualities, which together constitute
someone as a person (Schechtman,1996). Changing a person’s physical looks, e.g. by aesthetic
surgery, does not necessarily make someone a different person, no matter how drastic the
change.
A new sense of identity has to fit the reconstructed image and leave the old self behind:
“Altering appearance also changes the way we see ourselves, and this is a crucial
consequence of cosmetic surgery” (Freedman, pp. 54, 56). But although ‘deep’ connections
do exist between the physical (biological) and the psychological (existential) realm of life, each
undeniably represents a different perspective: “Bodies constrain, but do not determine”
(Schechtman, pp. 67–70). Bodily changes may undoubtedly change a person, but these
changes do not necessarily imply a denial or loss of his identity.
As our physical self, dictates how we act in front of other it also defines how we will manage
our self-esteem. Yet this self-esteem is vital on how we form positive and healthy relationships
with people around us. We have different kinds of self-esteem.
Self- esteem – is used to describes a person’s overall sense of self-worth or personal value. In
other words, how much you appreciate and like yourself. It involves a variety of belief about
yourself, such as the appraisal of your own appearance, beliefs, emotions, and behaviors.
Inflated Self-Esteem – this people holds high regards of themselves. Better than the other
to the point of underestimating them.
High Self-Esteem – This is a positive esteem, which make the person be satisfied of
themselves
Low Self-Esteem – This person does not value themselves and do not trust their
possibilities.
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Why Self-Esteem is Important
Self-esteem can play a significant role in your motivation and success throughout your life.
Low self-esteem may hold you from succeeding at school or work because you don’t believe to
be capable of success.
By Contrast, having a healthy self-esteem can help you achieve because you navigate life
with a positive, assertive attitude and believe you can accomplish your goals.
Sign of Healthy Self-Esteem
Signs of Low Self-Esteem
You probably have healthy self-esteem if you You tend to experience these common
are more likely to:
problems caused by low self-esteem:
✓ Avoid dwelling on past, negative
✓ You believe that others are better than
experiences
you
✓ Express your needs
✓ You find it difficult expressing your
✓ Feel confident
needs
✓ Have a positive outlook on life
✓ You focus on your weaknesses
✓ Say “no” when you want to
✓ You frequently experience feelings
such as shame, depressions, or
✓ See overall strengths and weaknesses
anxiety
and accept them
✓ You have intense fear of failure
✓ You have trouble accepting positive
feedback
✓ You have trouble saying “no”
✓ You put other people’s needs before
your own
✓ You struggle with confidence
1. https://youtu.be/wkri1NUq9ro
SUMMARY
Physical beauty is an important human value and can be evaluated on its own. The
fact, however, that our beauty judgements concern human physical beauty makes all the
difference. This human perspective presumes an idea of personhood and personal identity.
Evaluations include an inner perspective that is fundamentally relational in character. For this
reason, physical beauty is not just skin deep. Stories, in which context and contrast are
expressed, provide the sense needed for a full understanding of the concept of bodily beauty.
S E INTRO
XUAL SELF
Sex makes the world go around: It makes babies bond,
children giggle, adolescents flirt, and adults have babies. It is
addressed in the holy books of the world’s great religions, and
it infiltrates every part of society. It influences the way we dress, joke, and talk. In many ways, sex
defines who we are. It is so important, the eminent neuropsychologist Karl Pribram described sex
INTRODUCTION
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as one of four basic human drive states. Drive states motivate us to accomplish goals. They are
linked to our survival. According to Pribram, feeding, fighting, fleeing, and sex are the four drives
behind every thought, feeling, and behavior. Since these drives are so closely associated with our
psychological and physical health, you might assume people would study, understand, and
discuss them openly. Your assumption would be generally correct for three of the four drives
(Malacane & Beckmeyer, 2016). Can you guess which drive is the least understood and openly
discussed?
This module presents an opportunity for you to think openly and objectively about sex.
Without shame or taboo, using science as a lens, we examine fundamental aspects of human
sexuality—including gender, sexual orientation, sexually transmitted diseases, and behaviors.
DEVELOPMENT OF THE SEXUAL ORGANS IN THE
EMBRYO AND FETUS
Females are considered the “fundamental” sex—that is,
without much chemical prompting, all fertilized eggs would develop into females. To become a
male, an individual must be exposed to the cascade of factors initiated by a single gene on the
male Y chromosome. This is called the SRY (Sex-determining Region of the Y chromosome).
Because females do not have a Y chromosome, they do not have the SRY gene. Without a
functional SRY gene, an individual will be female.
LESSON PROPER
In both male and female embryos, the same group of cells has the potential to develop into either
the male or female gonads; this tissue is considered bipotential. The SRY gene actively recruits
other genes that begin to develop the testes and suppresses genes that are important in female
development. As part of this SRY-prompted cascade, germ cells in the bipotential gonads
differentiate into spermatogonia. Without SRY, different genes are expressed, oogonia form, and
primordial follicles develop in the primitive ovary.
Soon after the formation of the testis, the Leydig cells begin to secrete testosterone. Testosterone
can influence tissues that are bipotential to become male reproductive structures. For example,
with exposure to testosterone, cells that could become either the glans penis or the glans clitoris
form the glans penis. Without testosterone, these same cells differentiate into the clitoris.
A baby’s gender is determined at conception, and the different genitalia of male and female
fetuses develop from the same tissues in the embryo. View the video linked to below to see a
comparison of the development of structures of the female and male reproductive systems in a
growing fetus. Where are the testes located for most of gestational time?
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Further Sexual Development occurs at Puberty
Puberty is the stage of development at which individuals become sexually mature. Though the
outcomes of puberty for boys and girls are very different, the hormonal control of the process is
very similar. In addition, though the timing of these events varies between individuals, the
sequence of changes that occur is predictable for male and female adolescents. As shown in
Figure 1, a concerted release of hormones from the hypothalamus (GnRH), the anterior pituitary
(LH and FSH), and the gonads (either testosterone or estrogen) is responsible for the maturation
of the reproductive systems and the development of secondary sex characteristics, which are
physical changes that serve auxiliary roles in reproduction.
The first changes begin around the age of eight or nine when the production of LH becomes
detectable. The release of LH occurs primarily at night during sleep and precedes the physical
changes of puberty by several years. In pre-pubertal children, the sensitivity of the negative
feedback system in the hypothalamus and pituitary is very high. This means that very low
concentrations of androgens or estrogens will negatively feed back onto the hypothalamus and
pituitary, keeping the production of GnRH, LH, and FSH low.
As an individual approaches’ puberty, two changes in sensitivity occur. The first is a decrease of
sensitivity in the hypothalamus and pituitary to negative feedback, meaning that it takes
increasingly larger concentrations of sex steroid hormones to stop the production of LH and FSH.
The second change in sensitivity is an increase in sensitivity of the gonads to the FSH and LH
signals, meaning the gonads of adults are more responsive to gonadotropins than are the gonads
of children. As a result of these two changes, the levels of LH and FSH slowly increase and lead
to the enlargement and maturation of the gonads, which in turn leads to secretion of higher levels
of sex hormones and the initiation of spermatogenesis and folliculogenesis.
Signs of Puberty
Different sex steroid hormone concentrations between the sexes also contribute to the
development and function of secondary sexual characteristics. Examples of secondary sexual
characteristics are listed in Table 1.
Development of the Secondary Sexual Characteristics
Male
Female
Increased larynx size and deepening of the
voice
Increased muscular development
Growth of facial, axillary, and pubic hair, and
increased growth of body hair
Deposition of fat, predominantly in breasts and
hips
Breast development
Broadening of the pelvis and growth of axillary
and pubic hair
As a girl reaches puberty, typically the first change that is visible is the development of the
breast tissue. This is followed by the growth of axillary and pubic hair. A growth spurt normally
starts at approximately age 9 to 11 and may last two years or more. During this time, a girl’s height
can increase 3 inches a year. The next step in puberty is menarche, the start of menstruation.
In boys, the growth of the testes is typically the first physical sign of the beginning of puberty,
which is followed by growth and pigmentation of the scrotum and growth of the penis. The next
step is the growth of hair, including armpit, pubic, chest, and facial hair. Testosterone stimulates
the growth of the larynx and thickening and lengthening of the vocal folds, which causes the voice
to drop in pitch. The first fertile ejaculations typically appear at approximately 15 years of age, but
this age can vary widely across individual boys. Unlike the early growth spurt observed in females,
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the male growth spurt occurs toward the end of puberty, at approximately age 11 to 13, and a
boy’s height can increase as much as 4 inches a year. In some males, pubertal development can
continue through the early 20s.
I. SEXUAL MOTIVATIONS - are vital for the continuation of any species. One of the primary
tasks for most living organisms is reproduction. Since humans are one of the most complex
living organisms, our sexual motivations are correspondingly complex. Like hunger, sex is
motivated by both biological and psychological factors.
Erogenous Zones
Breast and Nipples - Female breasts can obviously play an important role
in breastfeeding, but breast and nipple play on anyone can also set off the fireworks
of sexual excitement. Using MRI technology, a landmark 2011 study found that nipple
stimulation in women activated the genital sensory cortex, the same part of the brain
revved by the clitoris, vagina, and cervix. People with a penis have a genital sensory
cortex, too, and the penis sends its signals there.
Mouth and Lips Science says we kiss because it floods the body with natural feelgood chemicals like dopamine, oxytocin, and serotonin. These chemicals can fuel
desire for our partner by juicing our excitement.
Neck - We sometimes refer to the hairs on the back of our neck standing up, and there’s
a reason for that. It’s a highly sensitive region. A 2018 study found it to be a pleasure
provoking part across genders, although a bit more arousing in women.
Ears - The ear bone is connected to the neck bone… In a 2016 study, females ranked
non-genital erogenous zones. The ears came in fourth — behind breasts, lips, and
neck.
Sexual Response Cycle
The famous lab studies done by William Masters and Virginia Johnson documented
the sexual response cycle in men and women. Our sexual response progresses through
four stages:
Stage I
Stage II
Stage III
Stage IV
Initial
excitement
Plateau
phase
Orgasm
Resolution
phase
Genital areas become engorged with blood, penis becomes
erect, clitoris swells, respiration, and heart rate increase.
Respiration and heart rate continue at an elevated level,
genitals secrete fluids in preparation for coitus.
Rhythmic genital contractions that may help conception,
respiration, and heart rate increase further, males ejaculate,
often accompanied by a pleasurable euphoria.
Respiration and heart rate return to normal resting states,
men experience a refractory period—a time period that must
elapse before another orgasm, women do not have a similar
refractory period and can repeat the cycle immediately.
Psychological Factors in Sexual Motivation
Unlike many animals, our sexual desire is not motivated strictly by hormones.
Many studies demonstrate that sexual motivation is controlled to a great extent by
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psychological rather than biological sources. Sexual desire can be present even when the
capability to have sex is lost. Accident victims who lose the ability to have sex still have
sexual desires. Erotic material can inspire sexual feelings and physiological responses in
men and women, including elevated levels of hormones. The interaction between our
physiology and psychology creates the myriad of sexual desires we see in society and
ourselves.
II. SEXUAL ORIENTATION - As attention and controversy about sexual-orientation issues
increase, so does research about homosexuality. Researchers (like Alfred Kinsey, who
documented the variety of human sexual behaviors in the famous Kinsey Reports) have been
able to dispel some common myths about what it means to be homosexual. Studies show that
homosexuality is not related to traumatic childhood experiences, parenting styles, the quality of
relationships with parents, masculinity or femininity, or whether we are raised by heterosexual or
homosexual parents. Although some researchers believe environmental influences probably
affect sexual orientation, these factors have not yet been identified.
Researchers have identified possible biological influences, however. Some studies
indicate that specific brain structures might differ in size in brains of homosexuals when compared
with the same structures in heterosexuals. Twin studies indicate a genetic influence on sexual
orientation since a twin is much more likely to be gay if his or her identical twin is gay. Some
researchers theorize that hormones in the womb might change brain structure and influence
sexual orientation. Since 3 to 10 percent (estimates vary) of the population worldwide is
homosexual, research in this area will certainly continue, and the causes of sexual orientations
will become clearer.
What do the terms sexual orientation, gender identity, gender expression, sexual health,
sexual behaviour, and sexuality mean?
Sexual orientation refers to a person’s physical, romantic, and/or emotional attraction
towards other people. Sexual orientation is distinct from gender identity. Sexual orientation is
comprised of three elements: sexual attraction, sexual behaviour, and sexual identity. Sexual
orientation is most often defined in terms of heterosexuality to identify those who are attracted to
individuals of a different sex from themselves, and homosexuality to identify those who are
attracted to individuals of the same sex from themselves. Gender identity is understood to refer
to each person’s deeply felt internal and individual experience of gender, which may or may not
correspond with the sex assigned at birth, including the personal sense of the body (which may
involve, if freely chosen, modification of bodily appearance or function by medical, surgical or
other means) and other expressions of gender, including dress, speech, and mannerisms. Gender
identity exists on a spectrum. This means that an individual’s gender identity is not necessarily
confined to an identity that is completely male or completely female. When an individual’s gender
identity differs from their assigned sex, they are commonly considered to be transgender, gender
fluid, and/or gender queer. Whereas when an individual’s gender identity aligns with their
assigned sex, they are commonly considered cisgender.
Gender expression refers to the way in which an individual outwardly presents their
gender. These expressions of gender are typically through the way one chooses to dress, speak,
or generally conduct themselves socially. Our perceptions of gender typically align with the
socially constructed binary of masculine and feminine forms of expression. The way an individual
expresses their gender is not always indicative of their gender identity. Sexual health is a state of
physical, emotional, mental and social wellbeing in relation to sexuality; it is not merely the
absence of disease, dysfunction or infirmity.
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Sexual health requires a positive and respectful approach to the possibility of having
pleasurable and safe sexual experiences, free of coercion, discrimination, and violence. For
sexual health to be attained and maintained, the sexual rights of all persons must be respected,
protected and fulfilled. Sexual behavior is used to describe the way in which an individual sexually
engages with others. Sexual behavior is not always determined by an individual’s sexual
orientation. For instance, an individual can be identified as MSM (men who have sex with men)
regardless of whether or not they have sex with women or have a personal or social gay or
bisexual identity. This concept is useful because it also includes men who self-identify as
heterosexual but have sex with other men and would not otherwise be reached through public
health interventions. The term MSM is also useful in identifying male sex workers whose clients
include other men. Sexuality is a central aspect of being human throughout life [that]
encompasses sex, gender identities and roles, sexual orientation, eroticism, pleasure, intimacy
and reproduction. Sexuality is influenced by the intersection of biological, psychological, social,
economic, political, cultural, legal, historical, religious, and spiritual factors.
What do the terms lesbian, gay, bisexual, transgender, cisgender, queer, and intersex mean?
Lesbian women and gay men are
attracted to individuals of the same sex
and/or gender identity as themselves.
Lesbian women and gay men were once
commonly grouped as homosexual, but
this term is no longer used as it has a
history in the wrongful pathologization of
people with non-heterosexual orientations
as a mental health disorder.
Bisexual people may be attracted to
individuals of the same or different sex
and/or gender identity.
Cisgender means having a gender
identity that matches one’s assigned sex,
Queer is an umbrella term which is
commonly used to define lesbian, gay, bi,
trans, and other people and institutions on
the margins of mainstream culture.
Historically, the term has been used to
denigrate sexual and gender minorities, but
more recently it has been reclaimed by these
groups and is increasingly used as an
expression of pride and to reject narrow
reductive labels.
Intersex people are born with physical or
biological sex characteristics (including
sexual anatomy, reproductive organs, and/or
chromosomal patterns) that do not fit the
traditional definitions of male or female.
These characteristics may be apparent at
birth or emerge later in life, often at puberty.
Intersex people may be subjected to gender
assignment interventions at birth or in early
life with the consent of parents through this
practice is largely contested by intersex
persons and has been the subject of a
number of recommendations by human
rights experts and bodies.
III. SEXUALLY TRANSMITTED DISEASES (STDS) — or sexually transmitted infections
(STIs) — are generally acquired by sexual contact. The organisms (bacteria, viruses or parasites)
that cause sexually transmitted diseases may pass from person to person in blood, semen, or
vaginal and other bodily fluids.
Sometimes these infections can be transmitted non-sexually, such as from mother to
infant during pregnancy or childbirth, or through blood transfusions or shared needles. STDs don't
always cause symptoms. It's possible to contract sexually transmitted diseases from people who
seem perfectly healthy and may not even know they have an infection.
Symptoms - Sexually transmitted diseases (STDs) or sexually transmitted infections (STIs) can
have a range of signs and symptoms, including no symptoms. That's why they may go unnoticed
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until complications occur or a partner is diagnosed. Signs and symptoms that might indicate
an STI include:
Sores or bumps on the genitals or in the
oral or rectal area
Painful or burning urination
Discharge from the penis
Unusual or odd-smelling vaginal discharge
Unusual vaginal bleeding
Pain during sex
Sore, swollen lymph nodes, particularly in
the groin but sometimes more widespread
Lower abdominal pain
Fever
Rash over the trunk, hands, or feet
Signs and symptoms may appear a few days after exposure, or it may take years before
you have any noticeable problems, depending on the organism.
IV. BIRTH CONTROL METHODS - In choosing a method of contraception, dual protection from
the simultaneous risk for HIV and other STDs also should be considered. Although hormonal
contraceptives and IUDs are highly effective at preventing pregnancy, they do not protect against
STDs, including HIV. Consistent and correct use of the male latex condom reduces the risk for
HIV infection and other STDs, including chlamydial infection, gonococcal infection, and
trichomoniasis.
Reversible Methods of Birth Control
➢
Intrauterine Contraception
Levonorgestrel intrauterine system (LNG IUD)—The LNG IUD is a small T-shaped
device like the Copper T IUD. It is placed inside the uterus by a doctor. It releases a small
amount of progestin each day to keep you from getting pregnant. The LNG IUD stays in
your uterus for up to 3 to 6 years, depending on the device. Typical use failure rate: 0.10.4%.1
Copper T intrauterine device (IUD)—This IUD is a small device that is shaped in the
form of a “T.” Your doctor places it inside the uterus to prevent pregnancy. It can stay in
your uterus for up to 10 years. Typical use failure rate: 0.8%.
➢
Hormonal Methods
Implant—The implant is a single, thin rod that is inserted under the skin of a women’s
upper arm. The rod contains a progestin that is released into the body over 3 years. Typical
use failure rate: 0.1%.
Injection or “shot”—Women get shots of the hormone progestin in the buttocks or arm
every three months from their doctor. Typical use failure rate: 4%.
Combined oral contraceptives—Also called “the pill,” combined oral contraceptives
contain the hormones estrogen and progestin. It is prescribed by a doctor. A pill is taken
at the same time each day. If you are older than 35 years and smoke, have a history of
blood clots or breast cancer, your doctor may advise you not to take the pill. Typical use
failure rate: 7%.
Progestin only pill—Unlike the combined pill, the progestin-only pill (sometimes called
the mini-pill) only has one hormone, progestin, instead of both estrogen and progestin. It
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is prescribed by a doctor. It is taken at the same time each day. It may be a good option
for women who can’t take estrogen. Typical use failure rate: 7%.
Patch—This skin patch is worn on the lower abdomen, buttocks, or upper body (but not
on the breasts). This method is prescribed by a doctor. It releases hormones progestin
and estrogen into the bloodstream. You put on a new patch once a week for three weeks.
During the fourth week, you do not wear a patch, so you can have a menstrual period.
Typical use failure rate: 7%.
Hormonal vaginal contraceptive ring—The ring releases the hormones progestin and
estrogen. You place the ring inside your vagina. You wear the ring for three weeks, take
it out for the week you have your period, and then put in a new ring. Typical use failure
rate: 7%.
➢
Barrier Methods
Diaphragm or cervical cap—Each of these barrier methods are placed inside the vagina
to cover the cervix to block sperm. The diaphragm is shaped like a shallow cup. The
cervical cap is a thimble-shaped cup. Before sexual intercourse, you insert them with
spermicide to block or kill sperm. Visit your doctor for a proper fitting because diaphragms
and cervical caps come in different sizes. Typical use failure rate for the diaphragm: 17%.
Sponge—The contraceptive sponge contains spermicide and is placed in the vagina
where it fits over the cervix. The sponge works for up to 24 hours, and must be left in the
vagina for at least 6 hours after the last act of intercourse, at which time it is removed and
discarded. Typical use failure rate: 14% for women who have never had a baby and 27%
for women who have had a baby.
Male condom—Worn by the man, a male condom keeps sperm from getting into a
woman’s body. Latex condoms, the most common type, help prevent pregnancy, and HIV
and other STDs, as do the newer synthetic condoms. “Natural” or “lambskin” condoms
also help prevent pregnancy, but may not provide protection against STDs, including HIV.
Typical use failure rate: 13%.1 Condoms can only be used once. You can buy condoms,
KY jelly, or water-based lubricants at a drug store. Do not use oil-based lubricants such
as massage oils, baby oil, lotions, or petroleum jelly with latex condoms. They will weaken
the condom, causing it to tear or break.
Female condom—Worn by the woman, the female condom helps keeps sperm from
getting into her body. It is packaged with a lubricant and is available at drug stores. It can
be inserted up to eight hours before sexual intercourse. Typical use failure rate: 21%,1 and
also may help prevent STDs.
Spermicides—These products work by killing sperm and come in several forms—foam,
gel, cream, film, suppository, or tablet. They are placed in the vagina no more than one
hour before intercourse. You leave them in place at least six to eight hours after
intercourse. You can use a spermicide in addition to a male condom, diaphragm, or
cervical cap. They can be purchased at drug stores. Typical use failure rate: 21%.
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➢
Fertility Awareness-Based Methods
Fertility awareness-based methods—Understanding your monthly fertility pattern
external icon external icon can help you plan to get pregnant or avoid getting pregnant.
Your fertility pattern is the number of days in the month when you are fertile (able to get
pregnant), days when you are infertile, and days when fertility is unlikely, but possible. If
you have a regular menstrual cycle, you have about nine or more fertile days each month.
If you do not want to get pregnant, you do not have sex on the days you are fertile, or you
use a barrier method of birth control on those days. Failure rates vary across these
methods. Range of typical use failure rates: 2-23%.
➢
Lactational Amenorrhea Method
For women who have recently had a baby and are breastfeeding, the Lactational
Amenorrhea Method (LAM) can be used as birth control when three conditions are met:
1) amenorrhea (not having any menstrual periods after delivering a baby), 2) fully or nearly
fully breastfeeding, and 3) less than 6 months after delivering a baby. LAM is a temporary
method of birth control, and another birth control method must be used when any of the
three conditions are not met.
➢
Emergency Contraception
Emergency contraception is NOT a regular method of birth control. Emergency
contraception can be used after no birth control was used during sex, or if the birth control
method failed, such as if a condom broke.
Copper IUD—Women can have the copper T IUD inserted within five days of unprotected
sex.
Emergency contraceptive pills—Women can take emergency contraceptive pills up to
5 days after unprotected sex, but the sooner the pills are taken, the better they will work.
Some emergency contraceptive pills are available over the counter.
➢
Permanent Methods of Birth Control
Female Sterilization—Tubal ligation or “tying tubes”— A woman can have her
fallopian tubes tied (or closed) so that sperm and eggs cannot meet for fertilization. The
procedure can be done in a hospital or in an outpatient surgical center. You can go home
the same day of the surgery and resume your normal activities within a few days. This
method is effective immediately. Typical use failure rate: 0.5%.
Male Sterilization–Vasectomy—This operation is done to keep a man’s sperm from
going to his penis, so his ejaculate never has any sperm in it that can fertilize an egg. The
procedure is typically done at an outpatient surgical center. The man can go home the
same day. Recovery time is less than one week. After the operation, a man visits his
doctor for tests to count his sperm and to make sure the sperm count has dropped to zero;
this takes about 12 weeks. Another form of birth control should be used until the man’s
sperm count has dropped to zero. Typical use failure rate: 0.15%.
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M A TINTRO
ERIAL SELF
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 want to have
and already possess is related to our self.
INTRODUCTION
Belk (1988) stated that “we regard our possessions as parts of ourselves. We are what we have
and what we possess.” There is a direct link between self-identity with what we have and possess.
Our wanting to have and possess has a connection with another aspect of the self, the material
self.
A Harvard psychologist in the late nineteenth century,
William James, wrote in his book, The Principles of
LESSON PROPER
Psychology in 1890 that understanding the self can be
examined through its different components.
James described these components as:
✓ Its constituents
✓ The feelings and emotions they arouse – self-feelings;
✓ The actions to which they prompt – self-seeking and self-preservation.
The constituents of self are composed of the material self, the social self, the spiritual self and the
pure ego. (Trentmann 2016; Green 1997)
The material self, according to James primarily is about our bodies, clothes, immediate family and
home. We are deeply affected by these things because we have put much investment of our self
to them.
The innermost part of our material self is our body.
Intentionally, we are investing in our body. We are directly
attached to this commodity that we cannot live without. We strive
hard to make sure that this body functions well and good. Any
ailment or disorder directly affects us. We do have certain
preferential attachment or intimate closeness to certain body
parts because of its value to us.
There were people who get their certain body parts
insured. Celebrities, like Mariah Carey who was reported to have placed a huge amount for the
insurance of her vocal cords and legs (Sukman 2016).
Next to our body are the clothes we use. Influenced by the “Philosophy of Dress” by
Herman Lotze, James believed that clothing is an essential part of the material self. Lotze in his
book, Microcosmus, stipulates that “any time we bring an object into the surface of our body, we
invest that object into the consciousness of our personal existence taking in tis contours to be our
own and making it part of the self.” (Watson 2014). The fabric and style of the clothes we wear
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bring sensations to the body to which directly affect our attitudes and behavior. Thus, clothes are
placed in the second hierarchy of material self. Clothing is a form of self-expression. We choose
and wear clothes that reflect our self (Watson 2014).
Third in the hierarchy is our immediate family. Our parents and siblings hold another
great important part of our self. What they do or become affect us. When an immediate family
member dies, part of our self dies, too. When their lives are in success, we feel their victories as
if we are the one holding the trophy. In their failures, we are put to shame or guilt. When they
are in disadvantage situation, there is an urgent urge to help like a voluntary instinct of saving
one’s self from danger. We place huge investment in our immediate family when we see them
as the nearest replica of our self.
The fourth component of material self is our home. Home is where our heart is. It is the
earliest nest of our selfhood. Our experiences inside the home were recorded and marked on
particular parts and things in our home. There was an old cliché about rooms: “if only walls can
speak.” The home thus is an extension of self, because in it, we can directly connect our self.
Having investment of self to things, made us attached to those things. The more
investment of self-given to the particular thing, the more we identify ourselves to it. We also
tended to collect and possess properties. The collections in different degree of investment of self,
becomes part of the self. As James (1890) described self: “a man’s self is the sum total of all
what he CAN call his.” Possessions then become a part or an extension of the self.
We are What We Have
Russel Belk (1988) posits that “…we regard our possessions as part of ourselves. We
are what we have and what we possess.” The identification of the self to things started in our
infancy stage when we make a distinction among self and environment and others who may desire
our possessions.
As we grow older, putting importance to material possession decreases. However,
material possession gains higher value in our lifetime if we use material possession to find
happiness, associate these things with significant events, accomplishments, and people in our
lives. There are even times, when material possession of a person that is closely identified to the
person, gains acknowledgment with high regard even if the person already passed away.
Examples of these are the chair in the dining room on which the person is always seated,
the chair will be the constant reminder of the person seated there; a well-loved and kept vehicle
of the person, which some of the bereaved family members have a difficulty to sell or let go of
because that vehicle is very much identified with the owner who passed away; the favorite pet or
book, among others that the owner placed a high value, these favorite things are symbols of the
owner.
ACTIVITY VIII
SUMMARY
The possessions that we dearly have tell something about who we are, our self-concept, our
past, and even our future.
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SPIRITUAL SELF
Spiritual self is one of the four 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. It is 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 of our unconquerable will ( James 1890) is purer than all other sentiments
of satisfaction(Green 1997). The ability to use moral sensibility and conscience may be seen
through the expressions of religion, its beliefs and practices. In the same manner, cultural rituals
and ceremonies are some manifestations what people believe in. Moreover, seeking the meaning
of life is a journey that the spiritual self is on.
INTRODUCTION
What Is the Difference between the Soul and the Spirit?
LESSON PROPER
The terms soul and spirit have been discussed at length
throughout philosophy, literature, and religion. Even scientists
have ventured remarks about the soul. Often, though, soul and spirit are interpreted to mean the
same thing and end up being used interchangeably. This can lead to the question, “Is there a
difference between the soul and the spirit, and does it really matter if there is?” Regardless of
what philosophy, literature, religion, or some scientists say, we have to ask, “What does the Bible
say?” The Bible clearly makes many references to both. So what does God’s Word say about our
soul and our spirit? And why can knowing this be a crucial factor in our spiritual progress and
relationship with God?
Are they the same thing?
1 Thessalonians 5:23 says, “And the God of peace Himself
sanctify you wholly, and may your spirit and soul and body be
preserved complete, without blame, at the coming of our Lord Jesus
Christ.” This verse clearly tells us that human beings are made up
of three parts—the spirit, soul, and body. In the original Greek
language, the conjunction “and” in “spirit and soul and body”
indicates the three are different from one another. So just as the body is separate and distinct
from the soul, the soul is also separate and distinct from the spirit, as illustrated in the diagram
below:
Hebrews 4:12 makes an even finer distinction, saying, “For the word of God is living and
operative and sharper than any two-edged sword, and piercing even to the dividing
of soul and spirit and of joints and marrow, and able to discern the thoughts and intentions of
the heart.” From this verse, we can understand that the soul and the spirit are so close to one
another that the two require the word of God to divide them, to separate them from each other.
Based on these two verses alone, we can conclude that our soul and our spirit are not the same
thing. In fact, it is evidently not only important for us to see that they are distinct components, but
also to discern one from the other.
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Religion - Rebecca Stein (Stein 2011) works on the definition of religion "as set of cultural beliefs
and practices that usually includes some 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. 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 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.
An individual lives in a society where there are many practices of religion. The choice of
religious belief lies within the spiritual self. Although the choice maybe influenced by the society
and its culture.
Ritual - is the performance of ceremonial acts prescribed by a tradition or sacred law (Britannica
2017). Ritual is a specific, observable mode of behavior exhibited by all known societies. It is thus
possible to view ritual as a way of defining or describing humans.
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.
The self can be described as a ritual being who exhibits a striking parallel between their
ritual and verbal behavior. Just as language is a system of symbols that is based upon arbitrary
rules, ritual may be viewed as a system of symbolic acts that is based upon arbitrary rules.
Participation to rituals is expressions of religious beliefs.
SOME WORLD RELIGIOUS BELIEFS AND PRACTICES
There are different religions with different beliefs and practices. Some major world religions are
Buddhism, Christianity, Hinduism, Islam, and Judaism. Excerpt of some religious beliefs and
practices are found in the University of London’s Religion and Belief Guide 2017.
Buddhism
Beliefs - Buddhism believes that life is not a bed of roses. Instead, there are suffering, pain, and
frustrations. When people suffer, they want to experience the goodness of life and avoid
disappointments. It becomes a habit known as the reactive cycle of wanting and hating, like and
dislike, and craving and aversion. This reactive cycle can be broken through the practice of
mediation, acquiring more wisdom and deeper understanding, and acceptance of things as they
are.
Customs and Practices - There are two types of meditation practices: samatha and vipassana.
Samatha is practiced as mindfulness of breathing and development of loving- kindness (Metta
Bhavana). Vipassana practices aim at developing into reality. Acquiring wisdom is by studying
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Buddha's teaching, the Dharma. Through the reflection of Dharma, Buddhists can achieve a
deeper understanding of life.
Buddhist believe in non-violence principle - Some of the major Buddhist celebrations are
Parinirvana Day in February; Buddha Day (Wesak) in May; Dharma Day in July: Padmasambhava
Day in October; and Sangha Day in November.
Christianity
Beliefs - Christians believe in Trinitarian God. One God in three personas: God the Father
(Creator), God the Son (Savior), and God the Holy - Spirit. Eternal life after death will be achieved
through faith in Jesus Christ. Jesus Christ is, God the Son, who came into flesh, to spread the
Good News of Salvation. He died on the cross for the sin of the humanity but resurrected from
the death, so that anyone who believes in Him will be saved and have eternal life. The Holy Bible
is a selection of books, which is divided into two, the Old Testament and New Testament
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.
Christmas and Resurrection (Easter) are the two major celebrations in Christianity.
Christmas, usually on December 25, commemorates the birth of Jesus Christ while Resurrection
Sunday (depends on the lunar calendar, sometime in March or April) celebrates the resurrection
of Jesus Christ from death.
Hinduism
Beliefs - Hinduism covers a wide range of traditional beliefs and religious groups; thus, there is
no single founder or leader. Hindus believe that existence is a cycle of birth, death and rebirth,
governed by Karma. Karma is a concept where the reincarnated life will depend on how the past
life was spent. Hindus believe that the soul passes through a cycle of successive lives and its
next incarnation is always dependent on how the previous life was lived. Vedas are sacred
scriptures of Hindus. Mahabharata and Ramayana are two other important texts of the Hindus.
Customs and Practices - Diwali, and Navrati are the most celebrated festivals of the Hindus.
Diwali is the Festival of Lights while Navrati is the festival of nine nights, which celebrate the
triumph of good over evil. Hindus have set dates to honor particular manifestations of God.
Islam
Beliefs - Muslims believe in Allah, who is their "One God." They believed 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."
Muslims believe that Mohammed is the last and final prophet sent by God. Mohammed
was born in Mecca in 570 CE and received revelations from God through the Angel Gabriel over
a period of 23 years. The Holy Book of Islam is called the Quran, which was taught to be recited
in Arabic because any translation is seen as inadequate.
Customs and Practices
Muslims believe in the five pillars of Islam, which are the foundation of Muslim life:
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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. Hajj - the yearly pilgrimage to Mecca. Muslims who can afford are asked to do the
pilgrimage at least once in their lifetime.
5. Sawm - the fasting. Muslims do fasting from food, drink, and sexual act, during the
celebration of Ramadan. Ramadan is the ninth month of the Islamic lunar calendar. The
fast is from dawn to sunset.
Two of the major festivals in Islam are Eidul-Fitr and Eidul-Adha. Eidul-Fitr is the
celebration at the end of Ramadan, while Eidul-Adha is celebrated within the completion of the
Pilgrimage, the Hajj.
Judaism
Beliefs - The Jews believe in the God of Abraham, the same God that liberated the Hebrew slaves
from Egypt to Canaan, the Promised Land through the leadership of Moses and later, Joshua.
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.
Custom and Practices
Five major festivals observed by Jews:
1.
2.
3.
4.
5.
Rosh Hashanah – New Year
Yom Kippur – Day of Atonement
Pesach – Passover
Shavuot – Pentecost
Sukkot – Tabernacles. The Jewish Sabbath begins on Friday evening at sunset and is
an important time when families gather for the Shabbat meal.
Religious beliefs, rituals, practices, and customs are all part of the expression of the spiritual self.
What to believe and how to manifest the belief is entirely dependent on the individual, to the self.
Religious beliefs and practices, therefore, are formed relative to its context and culture.
Finding and Creating Meaning of Life
Another extensive study of self can be found in the works of Dr. Viktor E. Frankl. The Viktor
Frankl Institute in Vienna was created in 1992.
Dr. Viktor E. Frankl was born on March 26, 1905 in Vienna, Australia where famous
psychiatrists Sigmund Freud and Alfred Adler lived. At a young age, he wrote a short paper to
Freud which was published after three years. He graduated with a medical degree from the
University of Vienna in 1930. Was assigned in Vienna Hospital suicide ward and headed the
Rothschild Hospital, eight years later.
A survivor of the Holocaust, Dr. Frankl published a book about logotherapy. In 1959, the
book was translated to English and was revised in 1963 as The Doctor and the Soul: An
Introduction to Logotherapy. His book, Man’s Search for Meaning has been used as a textbook
in high school and college courses. Dr. Frankl died in 1997.
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Logotherapy
Logotherapy is a psychotherapy introduced by Dr. Viktor Frankl, the Father of
Logotherapy. Main belief of this is that “man’s primary motivational force is search for meaning.”
Which aids individuals to find personal meaning of life, whatever life situation they may be.
In logotherapy, meaning can be discovered by creating a work or doing a deed,
experiencing something, or encountering someone and the attitude toward unavoidable suffering.
According to the Viktor Frankl institute of Logotherapy, it uses the philosophy of optimism in the
face of tragedy, where people are capable of “fuming suffering into human achievement and
accomplishment; deriving from guilt the opportunity to change oneself for the better; and deriving
from life’s transistorizes an incentive to take responsible action.”
Basic Concepts of Franklin Psychology
Life has meaning under all circumstances.
Main motivation for living is our will to find meaning in life.
Freedom to find meaning.
Furthermore, it 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
All psychotherapies make philosophical assumptions about the human persons that
cannot be proved with certainty. Viktor Frankl Institute of Logotherapy states the assumptions of
logotherapy, which include the following:
1. The human being is an entity consisting of body, mind, and spirit. First assumption
deals with body (soma), mind (psyche), and spirit (noos).
2. Life has meaning under all circumstances, even the most miserable. Assumption two
is “ultimate meaning”
3. People have a will to meaning. The third assumption is seen as our main motivation
for living and acting.
4. People have freedom under all circumstances to activate the will to find meaning.
Assumption four is that we are free to activate our will to find meaning, and this can be
done under any circumstances.
5. Life has a demand quality to which people must respond if decisions are to be
meaningful. The meaning of the moment is more practical in daily living than ultimate
meaning.
6. The individual is unique. Deals with one’s sense of meaning. Enhanced by the
realization that we are irreplaceable.
In essence, all humans are unique with an entity of body, mind, and spirit. We all go
through unique situations and are constantly looking to find meaning. We are always free to do
these in response to certain demands.
Frankl’s Sources of Meaning
Popova (2017) discussed Viktor Frankl’s work. There are three possible sources of the
meaning of the purposeful work, courage in the face of difficulty, and love.
1. Purposeful Work. To find the meaning of life starts with holding a future goal.
2. Courage in the Face of Difficulty. A meaningful life is a life with suffering.
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3. Love. Popova (2017) quoted Dr. Frankl’s notes about his experience in the Nazi Camp:
“For hours I stood hacking at the icy ground. The guard passed by, insulting me, and
once again, I communed with my beloved. More and more I felt that she was present,
that she was with me; I had the feeling that I was able to touch her, able to stretch out
my hand and grasp hers. The feeling was very strong: she was there. Then, at that
very moment, a bird flew down silently and perched just in front of me, on the heap of
soil which I had dug up from the ditch, and looked steadily at me”
Dr. Frankl’s wife, parents, and some relatives were victims of gas chambers. His love for
his wife kept him fight for his life. Popova (2017) also quoted Dr. Frankl’s definition of love: “Love
is the only way to grasp another human being in the innermost core of his personality. No one
can become fully aware of the very essence of another human being unless he loves him. by his
love, he is enabled even more, he sees that which is potential in him. Furthermore, by his love,
the loving person enables the beloved person to actualize these potentialities. By making him
aware of what he can be and of what he should become, he makes these potentialities come true”
Castello (2015) captured Frankl’s message: “The ultimate secret on the spiritual
foundation of life is that love is salvation and joy eternity.” The ultimate factor to find the meaning
of life is love.
ACTIVITY IX
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SUMMARY
Spiritual self is one of the four 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. It is 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 of our unconquerable will ( James 1890) is purer than all other
sentiments of satisfaction(Green 1997). The ability to use moral sensibility and conscience
may be seen through the expressions of religion, its beliefs, and practices. In the same
manner, cultural rituals and ceremonies are some manifestations what people believe in.
Moreover, seeking the meaning of life is a journey that the spiritual self is on. Rebecca Stein
(Stein 2011) works on the definition of religion "as set of cultural beliefs and practices that
usually includes some or all of basic characteristics. Ritual is the performance of ceremonial
acts prescribed by a tradition or sacred law (Britannica 2017). There are different religions
with different beliefs and practices. Some major world religions are Buddhism, Christianity,
Hinduism, Islam, and Judaism. Excerpt of some religious beliefs and practices are found in
the University of London’s Religion and Belief Guide 2017. Buddhism believes that life is not
a bed of roses. Instead, there are suffering, pain, and frustrations. Christians believe in
Trinitarian God. One God in three personas: God the Father (Creator), God the Son (Savior),
and God the Holy - Spirit. Eternal life after death will be achieved through faith in Jesus Christ.
Hinduism covers a wide range of traditional beliefs and religious groups; thus, there is no
single founder or leader. Hindus believe that existence is a cycle of birth, death and rebirth,
governed by Karma. Muslims believe in Allah, who is their "One God." They believed in the
unity and universality of God. The Jews believe in the God of Abraham, the same God that
liberated the Hebrew slaves from Egypt to Canaan, the Promised Land through the leadership
of Moses and later, Joshua. Logotherapy is a psychotherapy introduced by Dr. Viktor Frankl,
the Father of Logotherapy. Main belief of this is that “man’s primary motivational force is
search for meaning.” Which aids individuals to find personal meaning of life, whatever life
situation they may be.
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POLITICAL SELF
What makes a Filipino, a Filipino? We have all been asked this
at one point. How did you answer? Are you a Filipino because
of your physical characteristics, your language, or your
birthplace? How do we separate the Filipino identity from cultural influences during the
colonization era?
INTRODUCTION
ETHYMOLOGY AND DEFINITION
POLITICS - The English word "politics" derives from
the Greek word and the title of Aristotle's classic work
politiká (Πολιτικά; affairs of the cities).
It is defined as (1) the science of government; and (2) the activities of a political party. The word
politics is a noun, while the word political is an adjective which pertains to governmental affairs
or to politics.
LESSON PROPER
Simply, politics is a set of activities that are associated with making decisions in groups, or other
forms of power relations between individuals.
Filipino - The word Filipino has roots from the Spanish colonization, more specifically from “las
Islas Filipinas” or "the Philippine Islands".
Filipino means (1) a native or national of the Philippines, or a person of Filipino descent; and (2)
the national language of the Philippines
WHO IS A FILIPINO?
The 1987 Constitution of the Philippines tells us who the citizens of the Philippines are.
▪
According to the Constitution, Filipino citizens are: (1) Those who are citizens of
the Philippines at the time of the adoption of this Constitution; (2) Those whose
fathers or mothers are citizens of the Philippines; (3) Those born before January
17, 1973, of Filipino mothers, who elect Philippine citizenship upon reaching the
age of majority; and (4) Those who are naturalized in accordance with law.
To understand that better, let’s look at the modes of acquiring Philippine citizenship.
▪
There are two (2) generally recognized forms of acquiring Philippine citizenship:
1. Filipino by birth
a. Jus soli (right of soil) which is the legal principle that a person’s
nationality at birth is determined by the place of birth (e.g. the
territory of a given state)
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b. Jus sanguinis (right of blood) which is the legal principle that, at
birth, an individual acquires the nationality of his/her natural
parent/s. The Philippine adheres to this principle.
2. Filipino by naturalization which is the judicial act of adopting a foreigner
and clothing him with the privileges of a native-born citizen. It implies the
renunciation of a former nationality and the fact of entrance into a similar
relation towards a new body politic (2Am.Jur.561, par.188).
However, citizenship is not the only element we need to consider in identifying who a
Filipino is.
▪
History, culture, traits, and values are also part of what makes one a Filipino.
FILIPINO TRAITS AND VALUES
Any geographical unit has common traits and values. For Filipinos, the following are what
we are most known for (some of them are positive traits, while some are negative traits, can you
tell which is which?):
1. The Filipino Hospitality
A true trademark of Filipinos
It involves;
▪ welcoming guests and tourists as if they are blood related
▪ making their guests “feel at home”
▪ bringing out their best sets of plates and utensils for honored guests and
would even go as far as spending a lot of money and going into debt.
2. Respect for Elders
Filipinos greet and address their elders in distinct ways to show respect.
▪ Mano culture, po at opo
▪ Ate for older sister, Kuya for older brother, Tito for uncle, Tita for aunt, Lola
for grandmother and Lolo for grandfather, Manong and Aling for older
people outside the family.
3. Respect for Elders
Filipinos greet and address their elders in distinct ways to show respect.
▪ Mano culture, po at opo
▪ Ate for older sister, Kuya for older brother, Tito for uncle, Tita for aunt, Lola
for grandmother and Lolo for grandfather, Manong and Aling for older
people outside the family.
4. Cheerful Personality (Joy and Humor)
Filipinos have cheerful and fun-loving approach to life. We have a pleasant, happy
disposition.
▪ Contributes not only to Filipino charm, but also to the indomitability of spirit.
- It has been said that smiling is a coping strategy for many Filipinos
especially during trying times and calamities.
- Filipinos always try to maintain a positive outlook in life which
makes them resilient.
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5. Self-Sacrifice
• the giving up of one's own interests or wishes in order to help others
• Filipinos often wish comfort and better lives for their loved ones and would even
go to the extent of working abroad hundreds of miles away to earn more money
and save up for them (OFW).
6. Bayanihan
• Derived from the word Bayan which means town, nation, or a community in
general.
• Bayanihan literally means “being a bayan” and is thus used to refer to the spirit of
communal unity and cooperation of Filipinos.
• A traditional system of mutual assistance in which the members of a community
work together to accomplish a difficult task. In later use also: a spirit of civic unity
and cooperation among Filipinos.
• Usually observed during calamities, but best exemplified by the old tradition of
neighbors helping to relocate a family by carrying the whole house (bahay kubo).
7. “Bahala Na” Culture
• “Bahala na” is the Filipino version of the famous line “Hakuna Matata” meaning no
worries.
• The phrase is said to have originated from “Bathala na,” where Bathala means
God.
8. Colonial Mentality
• Colonial mentality is regarded as the lack of patriotism and the attitude where
Filipinos favor foreign products more than their own.
o It does not only concern goods, but also the desire to look more foreign
than local and keep up with foreign beauty trends.
• Attributed from the centuries of colonization Filipinos had experienced under the
Spanish, American, and Japanese rule.
9. Manana Habit
• Filipino term for procrastination.
• Derived from longer Filipino phrase “Mamaya na”.
• Poor habit of laziness that results in heavier workloads
10. Ningas Kugon
“Ningas” is a Filipino term for flame and “kugon” is a term for Cogon grass that
easily burns out after it is put into flames.
Refers to the attitude of eagerly starting things but quickly losing eagerness soon
after experiencing difficulty, just like how fast fire burns Cogon grass.
11. Pride
A high or inordinate opinion of one's own dignity, importance, merit, or superiority,
whether as cherished in the mind or as displayed in bearing, conduct, etc.
Filipinos are known for being prideful (e.g. holding on to their pride as if they are
more precious than keeping a good relationship with family and loved ones)
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A lot of Filipinos find it hard to apologize first.
12. Crab Mentality
Resents the achievement of another, instead of feeling happy for that person.
▪
Just like crabs in a container, they pull each other down and ruin each other’s
reputation rather than bringing them up, resulting to no progress.
13. Filipino Time
Arriving late at commitments, class, dinner or parties especially if they are meeting
someone close to them.
FILIPINO MAKERS - The hallmarks of being a Filipino, a constant reminder of our nationality.
1. Proverbs or Salawikain
These are sayings that convey lesson and reflections on Filipino practices, beliefs
and traditions.
▪
An example of a Filipino proverb are the sayings “Kung may tiyaga, may
nilaga” and “Kung ano ang itinanim, siyang aanihin”.
2. Superstitions
A belief or notion, not based on reason or knowledge, in or of the ominous
significance of a particular thing, circumstance, occurrence, proceeding, or the like.
Some of Filipino superstitions are passed down from generation to generation.
▪ Some of these maybe influenced by beliefs from other cultures but Filipinos
have retold these superstitions according to their own experiences.
▪ Some examples are:
- Serve pancit (noodles) at birthdays - believed to represent long life.
- Referred to as either “usog” or “bati”, this superstition says that
when a person with strong energy greets a child, the child may soon
after suffering from unexplainable discomfort.
2. Myths and Legends
These stories are aimed to explain the origin of things, at the same time, teach a
valuable lesson.
Alamat ng Pinya is one example of myth.
3. 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.
Icons have made the Filipinos known worldwide through their abilities and
expertise.
Now that you have a more concrete sense of who you are as a Filipino, let us talk about the
politics side of things. The political self is shaped and enhanced through active citizenship.
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THE POLITICAL SELF AND DEVELOPING ACTIVE CITIZENSHIP
Politics function based on a particular social economic and cultural context. The nature of
politics and political systems is dependent on the culture of the state.
▪
Political claims made by any person are influenced by their geographical location
and ideology (i.e. Being a Filipino Citizen living in the Philippines influences your
political claims).
▪
Politics is concerned with power. Power inequalities can be observed within
societies. The one who holds power holds influence.
Politics goes hand in hand with the society.
▪
Politics pervades the structure of society, and thus influences inhabitants in their
beliefs, ethics, and behavior.
Political Identity
▪
Identity is the story that we tell ourselves and others about who we are, who we
were, and who we foresee ourselves to be. Identity shapes many of aspects of life,
from how we see the world to how we behave.
▪
The concept of a political identity can best be understood as an inner narrative of
one’s political self.
- Orientation of political self
o National identity
o Various forms of specific knowledge, feelings, beliefs about political
institutions
o More transient views about specific policies, issues, programs,
personalities and events
▪
Much of the literature on identity admits that a political identity is a vague concept
inherently difficult to measure (Valde 1996).
As members of the society, people are naturally obligated to participate in a political
system.
▪
As Aristotle stated, “Man is, by nature, a political animal.” This is because man is
a social being and are naturally drawn to various political involvements in order to
satisfy their social needs.
▪
The political self is not only shaped by one’s political affiliation or beliefs. One’s
sense of accountability should be manifested in promoting certain advocacies
through healthy political engagement. This is aligned with the concept of active
citizenship.
- Active citizenship refers to the structured forms of engagement with political
processes and everyday forms of participation in society.
- It is also defined as the process of sharing decisions which affect one’s life
and the life of a community in which one lives. Participation is the
fundamental right of citizenship.
- Active citizenship is anchored on one’s cognitive and behavioral
engagement to participate in formal and informal political activities.
- Different people manifest different levels of active citizenship; some they
take a more active approach in making their voices heard, while some, less
so.
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-
-
-
Active citizenship is a practice of democracy.
o Democracy should not only be thought of as a form of government. It
is a communal system that allows freedom of citizens to make
informed choices that allow them to be heard.
Active citizenship is a social construct.
o It fosters social relatedness and belongingness.
The most important goal of active citizenship is to instill change and
influence society at large.
Active citizenship is also associated with the “sense of community.”
o People, including adolescents, participate in communal activities
because it gives a sense of belonging in a particular group.
For the younger generation, active citizenship can contribute to their social
development.
o Engaging in such activities can also enhance efficacy and competence
of the younger generation, as they are considered to be the “future
leaders” of the society.
o The participation of the youth in nation-building activities enhances
their value orientation and fosters integrity, compassion, and the sense
of justice, which are crucial to the holistic development of a citizen of
a nation.
o The participation of the youth in political discourse and social activities
can result in cultural and political paradigm shifts that may be felt even
by future generations.
HOW TO BE A GOOD FILIPINO
Be an active and responsible Filipino citizen.
▪
Keep abreast of current events and participate in government programs aimed at
the country’s progress and development.
▪
Exercise your right to vote; choose a representative that would serve the interests
of the people and the Filipino nation.
▪
Exercise your rights responsibly and with due regard for the rights of others.
▪
Uphold the Constitution and obey the laws.
Study the Philippine history.
▪
By learning the Philippine history, you will hopefully develop a sense of nationalism
and patriotism.
▪
This will help you recognize abuse of political power, and how to contribute into
making a better country.
▪
This will put you in perspective, not to take for granted the sacrifices of our
ancestors.
Support local products.
▪
Help strengthen the local economy.
▪
A strong economy means there is stable work for more Filipinos, and more
investments within and from outside the country.
Speak the Filipino language.
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▪
To love of our own language is to show pride at being a Filipino, it is a way of
displaying love for one’s own country.
Do not spread fake news and be democratic in engaging with dissent.
▪
Verify your resources, be responsible in your postings and arguments. Remember
that you also have the duty to be a role model to the younger generations.
Do not litter. Dispose of your garbage properly. Segregate. Recycle. Conserve.
▪
Take care of our home, the land that feeds us and sustains us.
There are other ways and other things you can do, to be a good Filipino, but remember first and
foremost your duty as a human, and that is to be respectful and kind, not just to your fellow
Filipinos, but to your fellow humans.
SUMMARY
✓ The whole Filipino identity does not only include cultural traits and values, but also
active citizen participation and is influenced by political identity.
✓ Politics function based on a particular social economic and cultural context. The
nature of politics and political systems is dependent on the culture of the state.
Active citizenship, on the other hand, refers to the structured forms of engagement
with political processes and everyday forms of participation in society.
✓ The Filipino value system or Filipino values refers to the set of values that a majority
of the Filipino have historically held important in their lives.
✓ There are many ways you can do to be a “good Filipino”, but the best one is by
being an active and responsible citizen.
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DIGI T AL SEL F
The Internet has been a big part of our lives especially in this
generation. We use it for various purposes such as
entertainment, communication, business, and academic
matters. It is indeed of great help for almost every one of us. On the other hand, it has also affected
our behavior and identity online and offline.
INTRODUCTION
LESSON PROPER
DIGITAL SELF
More than half of the worldwide
population uses the Internet and it
continues to increase. 25 years ago,
Tim Berners-Lee made the World
Wide Web. The Philippines is
among one of the countries with the
most active Internet users.
Figure 1: An example of a Global Digital Snapshot in 2020
More people are becoming interested and devoted on online activities. In a survey in the
Philippines (2016), the most avid users of the Internet are adolescents.
Figure 2: Time Spent in using Social Media by Country
Among the Filipino youth, the use of digital
technology has now become part of the self—
the digital self. The digital self is the aspect of
the self that is expressed with others through
online interactions on the internet, specifically
in social networking sites. On such sites, users
normally disclose personal information such
as their name, age, birthdate, address, and
contact details. Some users also provide very
personal information about themselves such
as their likes, dislikes, hobbies, favorite food,
favorite movies, places they have visited, relationship status, thoughts, feelings, and important
events in their lives. This sharing of personal information on social networking sites may be related
to the strong desire of adolescents for social approval and acceptance. Similar can be said about
adults.
I.
SELF-PRESENTATION & IMPRESSION MANAGEMENT
Self-presentation is the process of controlling how one is perceived by other people. To
construct positive images, individuals selectively provide information about them and carefully
cater this information in response to other’s feedback. Personal identity is the interpersonal level
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of self which differentiates the individual as unique from others, while social identity is the level
of self whereby the individual is identified by his or her group memberships.
Digital devices help us share information broadly, more than ever before. Facebook and
other social media applications are now a key part of self-presentation for about 49% of humanity.
As a result, researchers become concerned with actively managing identity & reputation. In
addition, they also warn against the phenomenon of “oversharing.” Sometimes, people become
unaware of the extent of information they share online. They forget to delineate what can be
shared online and what should not. Furthermore, it provides a more complete narration of self
and gives people an idealized view of how they would like to be remembered by others. One of
the reasons for so much self-disclosure online is the so-called disinhibition effect. The lack of
face-to-face meetings, together with feelings of anonymity & invisibility, gives people the freedom
for self-disclosure but can also “flame” others and may sometimes cause conflict. The resulting
disinhibition causes people to believe that they are able to express their “true self” better online
than they ever could in face-to-face contexts. However, it does not mean that there is a fixed “true
self.” The self is still a work in progress and we keep on improving & developing ourselves every
single day. Self-revelation can be therapeutic to others especially if it goes together with selfreflection. But it does appear that we now do a large amount of our identity work online. When
the internet constantly asks us: “Who are you?” and “What do you have to share?” it is up to us if
we are going to provide answers to such queries every time we use the internet and to what extent
we are going to share details of ourselves to others.
In addition to sharing the good things we experience, many of us also share the bad,
negative, and “sinful” things we experience. We also comment and react on the negative
experiences of others. Sometimes, we empathize with people but we also argue with others
online. Relationships may be made stronger or broken through posts online. Consequently, we
should have a filtering system to whatever information we share online, as well as to what
information we believe in, which are being shared or posted by others online. We should look at
online information carefully whether they are valid and true before believing and promoting them.
In the same way, we should also think well before we post or share anything online in order to
prevent conflicts, arguments, and cyberbullying thus preserving our relationship with others.
II.
ONLINE GUIDELINES
✓ Stick to safer websites
✓ Guard your passwords
✓ Limit what you share
✓ Remember that anything you put online is there forever, even if you try to delete it
✓ Do not embarrass or be mean with other people online
✓ Always tell if you see strange or bad behavior online
✓ Be choosy about your online friends
✓ Be patient
III.
DATA PRIVACY ACT
To protect the people from invasion of privacy, Republic Act 10173, otherwise
known as the Data Privacy Act of 2012 was passed in the Philippines. The act states that:
It is the policy of the State to protect the fundamental human right of privacy, of
communication while ensuring free flow of information to promote innovation and growth.
The State recognizes the vital role of information and communication technology in nationbuilding and its inherent obligation to ensure that personal information in information and
communication systems in the government and in the private sector are secured and
protected. Personal information in this context refers to any information, whether recorded
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in a material form or not, from which the identity of an individual is apparent or can be
reasonably and directly ascertained by the entity holding the information, or when put
together with other information would directly and certainly identify an individual.
SUMMARY
✓ The digital self is the aspect of the self that is expressed with others through online
interactions on the internet, specifically in social networking sites.
✓ The Philippines has the fastest growing internet population in Southeast Asia.
✓ Self-presentation is the process of controlling how one is perceived by other people.
✓ Personal identity is the interpersonal level of self which differentiates the individual
as unique from others.
✓ Social identity is the level of self whereby the individual is identified by his or her
group memberships.
✓ The disinhibition effect causes people to believe that they are able to express their
“true self” better online than they ever could in face-to-face contexts.
✓ Republic Act 10173, otherwise known as the Data Privacy Act of 2012, protects
people from invasion of their privacy.
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MANAGING AND CARING FOR
THE SELF
LEARNING OUTCOMES:
At the end of this section, you are expected to:
1. Understand the theoretical underpinnings for how to manage and care for different aspects
of the self
2. Acquire and hone new skills and learnings for better managing of one's self and behaviors
3. Apply these new skills to one's self and functioning for a better quality of life.
LEARNING TO BE A BETTER STUDENT
Some people say, learning is a never-ending journey, that we
have to constantly instill knowledge and wisdom in order for
us to grow, reach our fullest potential and to overcome life’s
challenges.
INTRODUCTION
Learning should not just mean studying for your quizzes and exams in school. Learning could
also occur outside the confines of a book or classroom, like when you want to acquire a new move
in your favorite sport, or the skills for a certain hobby, among others.
Furthermore, the techniques here are not the only techniques available and months or years from
now, new ways on how to study better will be discovered or rediscovered. What is important at
this moment is that you learn these things. (Eden Alata, et.al, 2018)
Metacognition is commonly defined as “thinking about
thinking” (Livingston, 1997; Papaleontiou- Louca 2003). It is
the awareness of the scope and limitations of your current
knowledge and skills (Meichenbaum, 1995 in American Institutes for Research 2010). Due to this
awareness, metacognition enables the person to adapt their existing knowledge and skills to
approach a learning task, seeking for the optimum result of the learning experience (American
Institutes for Research 2010).
LESSON PROPER
Metacognition is also not limited to the thinking process of the individual. It also includes keeping
one’s emotions and motivations while learning in check (Papaleontiou-Louca, 2003). Some
people learn better when they like the subject, some when they are challenged by the topic, and
others if they have a reward system each time they finish a task. The emotional state and the
motivation of a person then should be in the preferred ideal state for that person in order to further
facilitate his or her learning. (Alata, E. 2018)
Metacognition basically has two aspects:
1. self-appraisal and;
2. self-management of cognition.
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Self-appraisal is your personal reflection on your knowledge and capabilities while selfmanagement is the mental process you employ using what you have in planning and adapting to
successfully learn or accomplish a certain task (Paris and Winnograd, 1990 in PapaleontiouLouca, 2003). Metacognition allows people to take charge of their own learning. It involves
awareness of how they learn, an evaluation of their learning needs, generating strategies to meet
these needs and then implementing strategies (Hacker, 2009)
According to Waterloo Student Success Office, the following are skills that can help you in
exercising metacognition:
1. Knowing your limits. Knowing your limits also looks at the scope and limitations of your
resources so that you can work with what you have at the moment and look for ways to
cope with other necessities.
2. Modifying your approach. It begins with the recognition that your strategy is not
appropriate with the task and/or that you do not comprehend the learning experience
successfully.
For example, you are not able to understand what you are reading, you should learn to
modify your strategy in comprehending your material. You might wat to read and reread a
page in five-minute intervals instead of trying to finish the material in one sitting.
3. Skimming. This is basically browsing over a material and keeping an eye on keywords,
phrases, or sentences. It is also about knowing where to search for such key terms.
4. Rehearsing. This is not just about repeatedly talking, writing, and/ or doing what you have
learned, but also trying to make a personal interpretation or summary of the learning
experience.
5. Self-test. This is trying to test your comprehension of your learning experience or the skills
you have acquired during learning.
For example, you can make an essay questions or definition of terms test while you are
reading or watching a material.
Other strategies that you need to develop include asking questions about methods, self-reflection,
finding a mentor or support group if necessary, thinking out loud (though you have to be
considerate of others also when doing this), and welcoming errors as learning experience.
Queensland University of Technology Library, identified other guidelines or techniques that you
can use in studying.
1. Make an outline of the things you want to learn, the things you are reading or doing, and/
or the things you remember.
2. Break down the task in smaller and more manageable details.
3. Integrate variation in your schedule and learning experience. Change reading material
every hour and do not put similar topics together. Also include physical activities in your
planning.
4. Try to incubate your ideas. First, write your draft without doing much editing. Let the ideas
flow. Then leave your draft at least overnight or around 24 hours— some even don’t look
at it for a week—and do something else. After a given period, go back to your draft and
you might find a fresh perspective about it. Sometimes, during incubation, you suddenly
have ideas coming to you.
5. Revise, summarize and take down notes, then reread them to help you minimize
cramming in the last minute, especially when you have a weakness in memorizing facts
and data.
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6. Engage what you have learned. Do something about it. On a reading material for example,
highlight keywords and phrases, write your opinions about the matter on a separate
notebook, or create a diagram or concept map. Some people also learn best by copying
the key paragraphs word for word. You may want to look for other definitions and compare
or contrast materials.
In summary, metacognitive strategies are methods used to help students know and understand
the way they can acquire and process knowledge or in simplest term, it means processes intended
for learners to “think about their “thinking”.
ACTIVITY XII
(5) .
SUMMARY
✓ Metacognition is commonly defined as “thinking about thinking”.
✓ Metacognition allows people to take charge of their own learning. It involves
awareness of how they learn, an evaluation of their learning needs, generating
strategies to meet these needs and then implementing strategies (Hacker, 2009)
✓ According to Waterloo Student Success Office, the following are skills that can help
you in exercising metacognition: 1. Know your limits, 2. Modifying your approach, 3.
Skimming, 4. Rehearsing. 5. Self-Test
✓ Queensland University of Technology Library, identified other guidelines or techniques
that you can use in studying.
o Make an outline of the things you want to learn.
o Breakdown the task in smaller and more manageable details.
o Integrate variation in your schedule and learning experience.
o Try to incubate your ideas.
o Revise, summarize, and take down notes then reread.
o Engage what you have learned and do something about it.
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SETTING GOALS FOR SUCCESS
Through this chapter, you would
gain knowledge on new skills and
learnings for better managing of
one’s self and behavior.
INTRODUCTION
After working on this chapter, you should be able to do the following:
Identify the importance of goal
Understand the concept of Bandura’s Self efficacy and Dweck’s Mindset
Learn Locke’s goal setting theory
LESSON PROPER
People at some point in their life feel as if they're adrift in the
world. They work hard, but they don't seem to get anywhere
worthwhile.
A reason that they feel this way is that they haven't spent enough time thinking about what they
want from life, and haven't set themselves formal goals. It is like having a major journey with no
real idea of your destination? This would be hard and time consuming isn’t it?
A renowned psychologist in the name of Albert Bandura, made a significate contribution to all
branches of Psychology. One of this is Social Cognitive Theory which is a fundamental part of
positive psychology, and a part of the social learning theory is the Self-Efficacy Theory.
What is Self-Efficacy Theory
Self-Efficacy Theory is commonly defined as the belief in one’s capabilities to achieve a
goal or an outcome. It is the ability to influence events that affect one’s life and control the way
these events are experienced (Bandura,1994)
Students with high self-efficacy enjoy challenges and endure failure and can recover
quickly with setbacks, whereas students with low self-efficacy are more likely to avoid difficult
tasks and have low commitment to goals that may result to poor academic performance. Students
with higher self-efficacy set higher goals and expend more effort towards their achievement.
Theoretical Constructs
Bandura recognized four prominent sources of self-efficacy and asserted that it is by the
interplay of these factors that we grow significant belief or disbelief in ourselves.
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Mastery Experiences
Success has an on-point
impact on the way we think about
ourselves. Achieving in a task
boosts confidence and increases
the likelihood of attaining similar
tasks again. We gain a sense of
‘mastery’ over it. Failure, on the
other hand, does just the opposite.
It breaks our confidence and
leaves
us
in
self-doubt.
(Chowdhury, 2020)
Building efficacy through selfmastery requires resilience to
manage
expectations
about
success and accept
failure
positively. People who succeed after overcoming the obstacles and recuperating from the
breakdown have a strong sense of self-belief efficacy. A good example of this is workshops,
seminars, on-the job training or apprenticeship these help us hone the skills we needed and be
proficient to increase self-efficacy.
Vicarious Experiences
Another factor of efficacy roots from observing the success and failures of others around
us, especially people who we can relate to. Similarity to others is a cue for gauging one’s selfefficacy (Schunck,1995), people we follow, admire, and want to replicate their actions, principles,
and achievements indirectly teach and persuade us to repeat the same. We are more willing to
put in efforts and work in the direction that they show us. Watching similar people succeed or
hearing their success stories motivate us, however watching them fail threatens the self-efficacy.
Verbal/ Social Persuasion
When people are persuaded verbally that they can achieve or master a task, they are
more likely to do a task. A study done by (Gonzales et.al, 2009) suggest that coaching has an
impact on the athletes will to win the game. To boost their mood to be in it to win it.
Emotional and Physical Experiences
Our present mental and physical states influence self-efficacy to a great extent. Having
feeling of tension, anxiety and weariness can lower our self-efficacy. Negative experiences and
stress make us vulnerable whereas positive experiences and happiness make us feel good about
ourselves. Bandura (1977) said that the cues that we receive from our mind and body at any given
moment and the way we perceive these cues shape our sense of self.
Carol S. Dweck, a psychologist on the faculty at Stanford University, proposed mindset
theory as a way to understand the effects of the beliefs that individuals hold for the nature of
intelligence. This in turn has implications for learning and education.
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Mindset Theory: Fixed vs Growth
Dweck proposed that the implicit theories that people hold for the nature and causes of
intelligence have a number of implications, particularly for motivation to practice and learn.
“Mindset” is a term used by Dweck to explain the assumptions, methods, or notations held by one
or more people or group of people. It represents the cognitive processes activated in response to
a given task.
Fixed Mindset (before termed as entity mindset) is an innate or in-born personality of a person,
who you are or how God made you on the other hand Growth Mindset (or the incremental
mindset), where people believe that training and effort to learn can change one’s qualities and
traits.
Individuals with a fixed mindset tend to be interested only in feedback on their success in activities
to the degree that it serves to evaluate their underlying ability. They are not using the feedback to
learn, since they do not believe that their success depends on their effort to learn. Rather, they
believe that success depends on the level of innate ability that they have. Therefore, they dread
failure, because it suggests constraints or limits that they will not be able to overcome.
A growth mindset, on the other hand, attributes success to learning. Therefore, the individual is
not terrified of failure, because it only signals the need to pay attention, invest effort, apply time
to practice, and master the new learning opportunity. They are confident that after such effort they
will be able to learn the skill or knowledge, and then to improve their performance.
GOAL SETTING THEORY
Most people would probably agree that goal setting is one of the main ingredients for a
person to succeed. Dr. Edwin Lock pioneers a research in 1960s about setting goals. His theory
was inductively developed within industrial/work setting much from where the SMART goal
oriented, he collaborated with Dr. Gary Lantham to a seminal work “A Theory of Goal Setting and
Task Performance”.
Goal Setting Theory states that there is a relationship between how difficult and specific a goal
was and the people’s performance task. He found that specific and difficult goals led to better task
performance than vague or easy goals.
Five Principles of Goal Setting
1. Clarity. A goal must be specific and clear.
2. Challenge. An easy or tedious goal is demotivating.
But keep a realistic balance: don’t expect anyone
on your team to spin straw into gold.
3. Commitment. Your employees have to understand
and buy in to the goal from the outset.
4. Feedback. Provide regular feedback throughout the whole process. This helps to keep the
goal on track.
5. Task complexity. Think about realistic timescales and break down the process into subgoals with regular reviews
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SUMMARY
✓ Self-Efficacy Theory is commonly defined as the belief in one’s capabilities to achieve
a goal or an outcome. It is the ability to influence events that affect one’s life and
control the way these events are experienced (Bandura,1994).
✓ Bandura recognized four prominent sources of self-efficacy and asserted that it is by
the interplay of these factors that we grow significant belief or disbelief in ourselves.
✓ Dweck proposed that the implicit theories that people hold for the nature and causes
of intelligence have a number of implications, particularly for motivation to practice
and learn. “Mindset” is a term used by Dweck to explain the assumptions, methods,
or notations held by one or more people or group of people. It represents the cognitive
processes activated in response to a given task.
✓ Fixed Mindset (before termed as entity mindset) is an innate or in-born personality of
a person, who you are or how God made you on the other hand Growth Mindset (or
the incremental mindset), where people believe that training and effort to learn can
change one’s qualities and traits.
✓ Goal Setting Theory states that there is a relationship between how difficult and
specific a goal was and the people’s performance task. He found that specific and
difficult goals led to better task performance than vague or easy goals.
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TAKING CHARGE OF ONE’S HEALTH
In the previous lessons, you were taught on understanding
yourself by examining different areas such as how you think,
where your principles (moral and political) are anchored on,
exploring your physical being and the physiological aspects of it. Also, you were able to know
what are the material things that can be associated with one’s self, same with what self you
present in your digital world and the technology’s impact to you.
INTRODUCTION
After all these topics previously discussed, you are now at the last unit wherein you will be putting
the pieces back together and focus on taking charge on your self holistically.
Understanding one’s self is not enough, the essence of it comes to the part where you take charge
and take care of yourself. In, totality, all of which is part of understanding one’s self plays a big
part on one’s health. People at some point in their life feel as if they're adrift in the world. They
work hard, but they don't seem to get anywhere worthwhile
SELF-CARE: TAKING CHARGE
LESSON PROPER
Self-care is defined as engaging in activities and behaviors
that have a positive effect on one’s mental and physical health (Greene, 2017).
In an article by Davis (2018) about ways to take better care of yourself she mentioned the
importance of taking good care of your body, mind, and soul every day, not just when one gets
sick. Learning how to eat right, reduce stress, exercise regularly, and take a time-out when you
need it are touchstones of self-care and can help you stay healthy, happy, and resilient.
Why Do We Often Fail at Self-Care?
Practicing self-care isn’t always easy. Most of us are crazy busy, have stressful jobs, or are too
consumed with technology to make time for ourselves. Me-time is usually last on the agenda.
Worse, we can sometimes feel guilty about taking the time required to take care of ourselves. So
getting started with self-care can be challenging.
How Do You Engage in Self-Care?
Fortunately, there are many things you can do to engage in self-care.
To start, go to the link provided on the list of references and take the quiz to know about your
well-being. (refer to Assessment part of this unit)
Self-care is vital for building resilience toward those stressors in life that you can’t eliminate. When
you’ve taken steps to care for you mind and body, you’ll better equipped to live your best life
(Scott, 2020). She has come up with five domains wherein one can look into and make sure that
it is being attended to to be able to make sure one is taking charge of one’s health.
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5 DOMAINS TO ENSURE SELF-CARE (Scott, 2020)
1. Physical Self-Care
Taking care of your physical health is very important for you to function well. There is
a strong connection between your body and your mind. When you are physically feeling
better, your mind will function better too.
Physical self-care includes eating healthy, having some physical activities, grooming
and minding some physical health issues that may need medical attention.
Self-assessment:
What do you do to make sleep part of a self-care routine?
Start by thinking about your nightly routine. Are you eating or drinking immediately
before bed?
Are you getting adequate rest or sleep?
Is your diet balanced with proper nutrients?
Are you taking charge of your health?
Do you manage to get some physical activities for your body?
2. Social Self-Care
Socialization is key to self-care. Close connections are important to your well-being.
The best way to cultivate and maintain close relationships is to put time and energy into
building relationships with others
Everyone has different social needs. The key is to figure out what social needs you
prefer and how to make time for it.
Self-assessment:
Are you getting enough face-to-face time with friends?
What are the things you do to nurture your relationships with your friends and
family?
Can you Identify persons whom you feel comfortable with and makes you feel good
about yourself?
3. Mental Self-Care
The way you think and the things that you're filling your mind with greatly influence your
psychological well-being.
Mental self-care includes doing things that keep your mind sharp, like puzzles, or
learning about a subject that fascinates you. You might find reading books or watching
movies that inspire you fuels your mind.
Mental self-care also involves doing things that help you stay mentally healthy.
Practicing self-compassion and acceptance, for example, helps you maintain a
healthier inner dialogue.
Self-assessment:
Are you making enough time for activities that mentally stimulate you?
Are you doing proactive things to help you stay mentally healthy?
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Do you have a list of materials that stimulates your mind?
4. Spiritual Self-Care
Research shows that a lifestyle including religion or spirituality is generally a healthier
lifestyle.
Nurturing your spirit, however, doesn't have to involve religion. It can involve anything
that helps you develop a deeper sense of meaning, understanding, or connection with
the universe.
Whether you enjoy meditation, attending a religious service, or praying, spiritual selfcare is important.
Self-assessment:
What questions do you ask yourself about your life and experience?
Are you engaging in spiritual practices that you find fulfilling?
How do you express your spiritual belief?
5. Emotional Self-Care
It's important to have healthy coping skills to deal with uncomfortable emotions, like
anger, anxiety, and sadness. Emotional self-care may include activities that help you
acknowledge and express your feelings on a regular basis.
Whether you talk to a partner or close friend about how you feel, or you set aside time
for leisure activities that help you process your emotions, it's important to incorporate
emotional self-care into your life.
Self-assessment:
Can you recognise emotions you experience daily?
Do you have healthy ways to process and manage your emotions?
Do you incorporate activities into your life that help you feel recharged?
ACTIVITY XIV
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Taking charge of your self:
From the previous lessons, write down concrete ways on
how you (will) take charge on the different areas of Self.
1. Physical Self
2. Sexual Self
3. Material/Economic Self
4. Spiritual Self
5. Political Self
6. Digital Self
ASSESSMENT XIV
Create your Commitment to Take Charge of your SELF:
SUMMARY
Why Self-care is necessary?
✓
✓
✓
✓
It increases sense of self-love, allowing appreciation and acceptance of who a person is
It promotes feelings of calm and relaxation, serving as a way to refocus and come back
to daily life refreshed and ready to take on anything
It improves both physical and mental health by reducing the effects of prolonged stress
on mind and body
Taking charge of one’s health, you have to make sure that the 5 domains are being
attended to and they are physical, social, mental, spiritual and emotional.
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FINAL
ASSESSMENT
Name:
Course:
Year and Section:
Story of Amanda Taylor
I’m a mixed chick born and raised in Gainesville, Florida. No one ever thought I’d be anything, no
one graduated high school in my family. My mother worked at Taco Bell and my father fled the
country on criminal charges when I was three.
I grew up in an abusive home with my two younger brothers. By 12th grade, I had been raped,
molested, abused, homeless and hungry. I remember every detail of my childhood very vividly,
every man my mother brought to the house, every one she left us for, and the one who tried to
drown my brother in the bathtub while she ran to the store.
I remember living in a trailer with no electricity, a tarp for a wall and a piece of plywood where the
floor was supposed to be. I remember moving every single year from one project to another. I
remember seeing so much violence as a child that I became desensitized to it. It was just a part
of life.
I remember being homeless, walking miles as a child, bus after bus with my bothers, just to get
to the free food lines. I remember waiting in the food stamp line for what seemed like forever just
so my mother could hand us all a brown food stamp dollar to spend at the ice cream truck.
I remember sneaking out of my window at night just so I could sleep in a quiet place, so I wouldn’t
be tired the next day at school. I don’t know what it means to be broken or weak because growing
up, survival meant I had to be strong and vigilant. They told me to drop out of school when I was
15 to learn a trade, but I didn’t.
I was the first person in my family to graduate high school. Until I was accepted into the University
of Florida, the teachers, the career counselor and my mother told me that I wouldn’t. They said I
couldn’t be a doctor, so I said, “watch me!” I feel at home in the struggle, it motivates me like
nothing else. From the mud I was formed and out of the mud I grew.
I lost my best friend in 2010, I’ve been divorced twice now at 32, and I am a single parent with
two toddler boys. My story isn’t sad, it’s real. This is real life! Nothing sugar coated about it just
like me. I don’t need your validation. I’m not swayed by your opinion. I know who I am and the
value that I possess.
Every struggle that I have endured I’ve strategically mapped out so that I can share it with you.
My father from Kingston and my mother from New York both grew up in poverty as I did. So, what
did I become? What I always was buried deep beneath the mud. A diamond, too tough to break,
too beautiful to ignore. Love — I became love — unconditional, unwavering, strong and pure.
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I’ve been through hell a time or two, but your hell doesn’t scare me. I am never blind. I know where
I am going, and I know why when it’s dark or when there’s light. At the top of the St. George
Museum on the 14th of July, I looked over the skyline in Paris, France, that little mixed girl from
the hood who they said would be nothing more. One thing I am is free because I love who I am
and what I am meant to be.
Life isn’t always pretty, but if you keep going with purpose you will see more. I did graduate from
UF, learned French, saw Paris. I graduated with my master’s degree to help people cultivate hope
when they feel like giving up. I’ve faced eviction, I’ve had my things repossessed, I’ve been
incarcerated without just cause, I’ve been homeless with the anger and heartache of knowing I
couldn’t provide basic necessities for my children. Yet, I ask for nothing from no one because my
faith is that God has a plan for me and moves people as he sees.
So even as my partner put his hands on me, lied to me, cheated on me, stole from me and tried
every which way to sabotage me, I still made it. Three years into my PhD, I stand here. I’ve
learned a whole new career and became a mother times two. None of these are small feats.
So, what I want you to learn from who I am is how powerful it is to know you who you are and
what you stand for regardless of anyone else. Who do you want to be?
“I am not what happened to me, I am what I choose to become” - Carl Jung
Questions to ponder:
1. Give as many descriptions as you can about the personality of Amanda.
2. Which sentences in her story do you like best? Cite your reasons why you like them?
3. In Amanda’s experience in pain, how would you relate yourself dealing with your own pain?
4. Identify at least 3 unpacking the self, happened with Amanda.
5. What characteristics do you think Amanda made when she set her free from her own pain?
6. What seems to be the life goal of Amanda?
7. What do you believe to be the factors that enabled Amanda to achieve her goal?
8. If you were Amanda, how would you see yourself surviving? Are there things Amanda has
done which you also have also done?
9. Create a plan on how you will improve your mental health.
10. Create a commitment plan where, when and who will be involved in your plan to boost your
mental health.
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