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GED 101 Understanding the Self
Understanding the self (Batangas State University)
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GED 101 Understanding the Self
UNDERSTANDING THE SELF
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Bersoto, M.A., Arcega, A.M., & Cullar, D. S.
GED 101 UNDERSTANDING THE SELF
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Course Title
UNDERSTANDING THE SELF
Course Code
GED 101
Course Category
GENERAL EDUCATION
Prerequisite(s)
NONE
Semester/ year
FIRST SEMESTER/ YEAR 1
Credit Hours
3 (3 HOURS LECTURE)
Reference CMO
CMO NO.20 SERIES OF 2013
Date Prepared
JULY 16, 2020
Period of Study
18 WEEKS
Contact Hours
3 HOURS LECTURE
COURSE RATIONALE AND DESCRIPTION
The course deals with the nature of identity, as well as the factors and forces that affect the development
and maintenance of personal identity. This course is intended to facilitate the exploration of the issues and
concerns regarding self and identity to arrive at a better understanding of one9s 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 experiences 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 themselves to attain a better quality of life. (Adopted from CHED9s prescribed
course description)
INTENDED LEARNING OUTCOMES (ILO)
Upon completion of this course, the students should be able to:
1. Examine the aspects of the self, and the different influences, factors, and forces that shape the self;
2. Demonstrate critical and reflective thought in analyzing the development of one9s self and identity
and integrating the various aspects of self and identity by developing a theory of the self; and
3. Apply new skills and learnings about self-care to one9s self and functioning for a better quality of
life.
CRITERIA FOR ASSESSMENT
40%
Activities/ Exercises/Quizzes
20%
Projects/Outputs
40%
Major Examinations
100% Total
TEACHING, LEARNING, AND ASSESSMENT STRATEGIES
Teaching and Learning Strategies
1. Lecture. Lecture notes with links to related resources and other Web sites embedded in the will be
placed on Google Classroom (GED 101) and/or group chat via FB Messenger for the learners to
review. Presentation of lectures via audio or video; and access on Open Educational resources will
also be uploaded in the Google classroom for students to revisit as needed.
2. Self-Directed Learning. The study and activity guide will be placed on Google Classroom and/or
group chat via FB Messenger to facilitate individualized and self-paced learning activities. This
will allow students to work at a convenient time and pace to search and utilize vast resources. The
GED 101 UNDERSTANDING THE SELF
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Discussion Group. Students will be asked to reflect on a subject under discussion and present their
views through Stream post (Google Classroom) and/or group cat (FB Messenger).
Assessment Strategies
1. Activity/Exercises/Quizzes Activities/exercises will be given to students to discover by questions or
practical activities or reflection assignments, what the students know about the lesson or what they
can do or like.
2. Projects/Outputs. Group and/or individual projects including concept papers, and plan development
and implementation, will be required for the students to pursue special interests, write or create and
publish or present their outputs via the internet.
3. Major Examinations. There will be two (2) written major examinations including Midterm and Final
exams, to be conducted to evaluate the students' progress in the course. The test questions will be sent
via Google Classroom (Classwork) and/or FB Messenger (Group Chat) on the scheduled date of
examination.
BOOKS AND OTHER REFERENCES
1. Avelino, S.E., Sanchez, C.A. (1996). Personality Development and Human Relations. Rex
Book Store Inc., Sta Mesa Heights, Quezon City, Philippines
2. Personality Traits. Edward Diener and Richard E. Lucas. Accessed July 25, 2020.
https://nobaproject.com/modules/personality-traits#discussion-questions
3. Self-Understanding & Self-Concept: How We Perceive Ourselves. Natalie Boyd. Accessed
July 25, 2020. https://study.com/academy/lesson/self-understanding-and-self-concept.html
4. Personality. Accessed July 25, 2020.
https://sg.inflibnet.ac.in/bitstream/10603/148426/12/12_chapter%205.pdf
5. 4 Reasons Why Self-understanding is Essential. Kee9s Blog. Accessed July 25, 2020.
https://intuitivehaven.com/4-reasons-why-self-understanding-is-essential/
6. Self and Personality. National Council of Educational Research and Training (NCERT).
Accessed July 25, 2020. http://www.ncert.nic.in/NCERTS/l/lepy102.pdf
7. What Is Self-Concept? The Psychological Exploration of "Who Am I?". Kendra Cherry.
Accessed July 25, 2020. https://www.verywellmind.com/what-is-self-concept-2795865
8. Arcega, A M., Cullar, D. S., Evangelista, L. D. & Falculan, L. M. (2018). Understanding the
Self. Malabon City: Mutya Publishing House Inc.
9. Villafuerte, Salvacion L.(PhD), et al. (2018) Understanding the Self. Quezon City, Philippines:
Nieme House Co. Ltd.
10. Understanding the Self. Accessed July 16, 2020. ched.gov.ph/wpcontent/uploads/2017/10/Understanding-the-Self.pdf
11. Alata, E.J.P., Caslib, B.N., Serafica, J.P.J., Pawilen, R.A. (2018). Understanding the Self. Rex
Book Store Inc., Sta Mesa Heights, Quezon City, Philippines
12. Gazzingan, L. B. et al. (2019). Understanding the Self. Muntinlupa City: Panday-Lahi
Publishing House, Inc.
13. Hewstone, et.al. (2015). An Introduction to Social Psychology. UK: British Psychological
Society and John Wiley and Sons Ltd.
14. Krueger, D.W. 2002 Integrating body self and psychological self: Creating a new story in
psychoanalysis and psychotherapy. Accessed date: July 24, 2020.
https://psycnet.apa.org/record/2003-06051-000
15. McKinley, N. M. (2012). Continuity and change in self-objectification: Taking a life-span
approach to women9s experiences of objectified body consciousness. Accessed date: July 24,
2020. https://doi.org/10.1037/12304-005
16. Santrock, J (2014) Adolescence. New York, USA: McGraw Hill International edition
17. Santrock, M (2016) Essentials of LifeSpan Development 4th Ed. New York, USA: McGraw
Hill International Edition
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18. Douglas, M (1973) Self-Evidence. Accessed July 24, 2020.
https://us.sagepub.com/sites/default/files/upm-assets/66916_book_item_66916.pdf
19. Seventeenth congress (First Regular session). Accessed July 20, 2020.
http://www.congress.gov.ph/legisdocs/first_17/CR00101.pdf
20. Marshall, E. and Tanner, S. Introduction to Psychology. Accessed July 28, 2020.
https://opentextbc.ca/introductiontopsychology/chapter/6-3-adolescence-developingindependence-and-identity/
21. Master, A. and Johnson, T. Human Sexual Response. Accessed July 28, 2020.
https://canvas.du.edu/courses/24161/files/1152570
22. Remez, R. Developing Adolescent. Accessed July 28, 2020.
https://www.apa.org/pi/families/resources/develop.pdf
23. Rosenthal, M. (2013). Human Sexuality from Cells to Society. Asia: Cengage Learning
24. The Material/Economic Self. Steven C. Valerio's Blog. Accessed July 20, 2020.
https://utsged101portfolio.wordpress.com/section-3-the-material-economic-self/
25. Gaines, J (1980). Material Possession. Accessed July 24, 2020.
https://faculty.washington.edu/jdb/452/452_chapter_02.pdf
26. Boorstin, D. J. (1973).The Americans: The democratic experience. New York: Random House.
27. Goffman, E. The presentation of Self in everyday life. Accessed July 29, 2020.
https://monoskop.org/images/1/19/Goffman_Erving_The_Presentation_of_Self_in_Everyday_
Life.pdf
28. The Material/Economic Self. Steven C. Valerio's Blog. Accessed July 20, 2020.
https://utsged101portfolio.wordpress.com/section-3-the-material-economic-self/
29. Tuan, J. Extending Theory of self. Accessed July 30, 2020.
https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1559-1816.1998.tb01685.x
30. https://www.actionresearch.net/living/rawalpdf/Chapter7.pdf
31. Daskeo , K. Self-awareness and Self-knowledge. Accessed July 28, 2020.
https://gupea.ub.gu.se/bitstream/2077/30157/1/gupea_2077_30157_1.pdf
32. Frankle, V & Stein, G. Examination of Self. Accessed July 28. 2020.
https://files.eric.ed.gov/fulltext/EJ1163278.pdf
33. Frankl, V. Man9s Search for meaning. Accessed July 28, 2020.
https://edisciplinas.usp.br/pluginfile.php/3403095/mod_resource/content/1/56ViktorFrankl_Ma
ns%20Search.pdf
34. Giddens, A. Self-Identity in Modernity. Accessed July 30, 2020.
https://skemman.is/bitstream/1946/12134/1/Self-Identity%20in%20Modernity.pdf
35. Magos.J. Invisible Voices. Accessed July 28, 2020. https://www.divaportal.org/smash/get/diva2:788803/FULLTEXT01.pdf
36. McClenon, J. Handbook of Self and Identity. Accessed July 29, 2020.
https://dornsife.usc.edu/assets/sites/782/docs/handbook_of_self_and_identity__second_edition_-_ch._4_pp._69-104_38_pages.pdf
37. The Political Self: Developing Active Citizenship. Steven C. Valerio's Blog. Accessed July 19,
2020. https://utsged101portfolio.wordpress.com/section-1-the-political-self-developing-activecitizenship/rio's
38. The Digital Self: Why Do We Express Ourselves On Social Media Like We Do? Accessed
July 27, 2020 from https://sensum.co/blog/the-digital-self-why-do-we-express-ourselves-onsocial-media-like-we-do
39. Goal-Setting Theory. Accessed July 21, 2020 https://gostrengths.com/what-is-goal-settingtheory/#:~:text=Goal%2Dsetting%20theory%20refers%20to,who%20set%20general%2C%20
easy%20goals.
40. Golden Rules for Goal-Setting. Accessed July 21, 2020.
https://www.mindtools.com/pages/article/newHTE_90.htm
41. Healthy Lifestyle: 5 Keys to a Longer Life. Accessed July 21, 2020
https://www.health.harvard.edu/blog/healthy-lifestyle-5-keys-to-a-longer-life-2018070514186
42. Living Healthy Lifestyle. Accessed July 27, 2020
(https://apps.who.int/iris/handle/10665/108180).
43. Healthy Lifestyles for College Students. Accessed July 27, 2020 from
https://miami.asa.edu/about-asa/news/maintaining-healthy-habitscollege/#:~:text=LOAD%20UP%20ON%20HEALTHY%20FOODS,fresh%20foods%20for%
20each%20meal.
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44. Managing Stress. Accessed July 29, 2020 from https://campusmindworks.org/helpyourself/self-care/managing-stress/
45. Self Care and Wellness: Taking Care of Yourself So You Can Be Your Best. Accessed July 28,
2020 from https://www.ferris.edu/RSS/eccc/tools/wellness.htm
46. Raphailia Michael, MA. What Self-Care Is- and What It Isn9t. Last updated: 8 Jul 2018.
Accessed June 11, 2020. https://psychcentral.com/blog/what-self-care-is-and-what-it-isnt-2/.
COURSE POLICIES
Grading System
The grading system adopted by this course is as follows:
98
Excellent
1.00
100
94
Superior
1.25
97
Very Good
1.50
90
93
88
Good
1.75
89
85
Meritorious
2.00
87
83
Very Satisfactory
2.25
84
Satisfactory
2.50
80
82
Fairly Satisfactory
2.75
78
79
Passing
3.00
75
77
Failure
5.00
Below 70
Incomplete
INC
*Students who got a computed grade of 70-74 will be given an appropriate remedial activity in which the
final grade should be either passing (3.0) or failure (5.0).
Class Policy
Prompt and regular attendance of students is required. Total unexcused absences shall not exceed ten (10)
percent of the maximum number of hours required per course per semester (or per summer term). A
semester has 18 weeks.
Missed Examinations
Students who failed to take the exam during the scheduled date can be given a special exam provided
he/she has a valid reason. If it is a health reason, he/she should provide the faculty with the medical
certificate signed by the attending Physician. Other reasons shall be assessed first by the faculty to
determine its validity.
Academic Dishonesty
Academic dishonesty includes acts such as cheating during examinations or plagiarism in connection with
any academic work. Such acts are considered major offenses and will be dealt with according to the
University9s Student Norms of Conduct.
Dropping
Dropping must be made official by accomplishing a dropping form and submitting it at the Registrar9s
Office before the midterm examination. Students who officially drop out of class shall be marked
<Dropped= whether he took the preliminary examination or not and irrespective of their preliminary
grades.
A student who unofficially drops out of class shall be given a mark of <5.0= by the instructor.
OTHER COURSE POLICIES AND REQUIREMENTS
1. Show up! To succeed in this course, you must choose to accomplish every scheduled class session
and activities in its entirety. See <Course Schedule= for your reference.
2. Do the work! To succeed in this class, you must choose to do your very best work in studying for
each class session and on all your assignments and activities. See <Course Schedule=, for additional
information on completing assignments.
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3. Respect. You will be exposed to a variety of viewpoints, values and opinions in college that will
differ from your own. All students in this class should feel comfortable expressing their viewpoints
and concerns in class. You are an important part of creating an atmosphere that makes this possible.
4. Flex Days/Late Work. Due dates for every assignment/activities are provided on the Study and
activity guide (and posted in Google Classroom and GED 101 group chat via FB messenger). Unless
otherwise stated, assignments/activities are due on those days.
However, I recognize that sometimes <life happens.= In these instances, you may use your allotted
two flex days. These days allow you to submit an assignment up to two days late without penalty.
You can use these days for any assignment and for any reason. You do not need to provide me with
the reason: simply message me and tell me how many of your flex days you would like to use.
Once you9ve exhausted your flex days, then point deductions will occur for any assignment submitted
after the deadline.
●
●
An assignment submitted 24 hours after the due date will only be eligible for 80% of the
maximum number of points allotted.
Assignments submitted more than 24 hours after the due date will not be accepted.
5. Take care of yourself. Do your best to maintain a healthy lifestyle this semester by eating well,
exercising, avoiding drugs and alcohol, getting enough sleep, and taking time to relax.
TEACHING, LEARNING, AND ASSESSMENT (TLA) ACTIVITIES
Week
1
Topics / Reading List
COURSE ORIENTATION &
INTRODUCTION
Reading List:
GED 101 Course Information Syllabus
(CIS) GED 101 Study Guide
Topic Outcomes
Develop a sense of school
spirit and identity with the
culture of the course
Delivery Method
Lecture and Discussion
Group (via Google
Classroom and/or FB
messenger (Group chat))
Demonstrate positive
attitude towards the start
of the classes
Navigate the syllabus and
identify the course policy
and schedule
1
UNDERSTANDING THE SELF
Introduction to Self Understanding
Personality
Determinants of Personality
Introduce the lessons on
understanding the self
Differentiate the concepts
of self, personality, traits,
and it contribution to self
knowing and
understanding.
Self Directed Learning,
Lecture, and Group
Discussion (via Google
Classroom and/or FB
messenger (Group chat))
Personality Traits
Who am I?
Reading List: 1-7
2
Activity #1: The Mini-IPIP
(International Personality Item Pool
Representation of the NEO PI-R) Scale
Reinforce understanding
of some of the topics
covered in Week 1
THE SELF ACCORDING TO
PHILOSOPHY
Socrates, Plato, St. Augustine, Descartes,
Locke, Hume, Kant, Freud, Ryle,
Churchland, Merleau-Ponty
Compare and contrast the
different philosophical
foundations and
conceptualization of self
The activity guide will be
sent via Google Classroom
(Classwork) and/or FB
Messenger (Group Chat)
Self Directed Learning,
Lecture, and Group
Discussion (via Google
Classroom and/or FB
messenger (Group chat))
Reading List: 8, 11, 13
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3
Activity #2: SELF IN ONE LINE
Assess understanding of
the topics covered in
Week 2
The activity guide will be
sent via Google Classroom
(Classwork) and/or FB
Messenger (Group Chat)
THE SELF ACCORDING TO
SOCIOLOGY AND ANTHROPOLOGY
The Self as a product of modern society
among other constructions
Mead and the Social Self
Examine various
sociological and
anthropological
perspectives that shapes
the self.
Self Directed Learning,
Lecture, and Group
Discussion (via Google
Classroom and/or FB
messenger (Group chat))
ACTIVITY #3: COMPARE ME UP!
Assess understanding of
the topics covered in
Week 3
THE SELF ACCORDING TO
PSYCHOLOGY
The Self as a Cognitive Construction
Analyze the psychological
underpinnings that
describe the self.
The activity guide will be
sent via Google Classroom
(Classwork) and/or FB
Messenger (Group Chat)
Self Directed Learning,
Lecture, and Group
Discussion (via Google
Classroom and/or FB
messenger (Group chat))
The Self and person in contemporary
anthropology
The Self embedded in culture
Reading List: 8, 11, 13
4
William James and the Me-Self and I-Self
Real and Ideal Self
Multiple versus Unified Self
True versus False Self
The Self as Proactive and Agentic
Reading List: 8, 11, 13
5
ACTIVITY # 4: THE VERSUSES!
Assess understanding of
the topics covered in
Week 4
THE SELF IN THE WESTERN AND
ORIENTAL/EASTERN THOUGHT
Individualistic versus Collective Self
Examine the western,
oriental, and eastern
perspectives on the
formation of self.
The Social Construction of the Self in
Western Thought
The Self as embedded in relationships and
through spiritual development in Confucian
thought
Reading List: 8, 11, 13
ACTIVITY # 5: MY SELF: AN
INDIVIDUALISTIC OR
COLLECTIVE?
6 to 7
Assess understanding of
the topics covered in
Week 5
The activity guide will be
sent via Google Classroom
(Classwork) and/or FB
Messenger (Group Chat)
Self Directed Learning,
Lecture, and Group
Discussion (via Google
Classroom and/or FB
messenger (Group chat))
The activity guide will be
sent via Google Classroom
(Classwork) and/or FB
Messenger (Group Chat)
UNPACKING THE SELF
THE PHYSICAL SELF
The concept of Physical Self
The self as impacted by the body
The impact of culture on body image and
Self-esteem
Describe the concept of
Physical Self
Translate how the self is
impacted by the body
Self Directed Learning,
Lecture, and Group
Discussion (via Google
Classroom and/or FB
messenger (Group chat))
Assess how culture affects
their own body image and
self-esteem
Reading List: 8,13-17
6
ACTIVITY #6: MY BODY, MY LIFE
7
ACTIVITY #7: BIRTH OF A BEAUTY
ACTIVITY #8: HOW IT AFFECTS
ME?
Reinforce understanding
of the topics covered in
Week 6 and 7
The activity guide will be
sent via Google Classroom
(Classwork) and/or FB
Messenger (Group Chat)
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8 to 9
THE SEXUAL SELF
Development of Secondary Sex
Characteristics and human reproductive
system
Erogenous Zones
Discuss the different
secondary characteristics,
erogenous zones, STIs and
methods of contraception
Self Directed Learning,
Lecture, and Group
Discussion (via Google
Classroom and/or FB
messenger (Group chat))
Understanding Human Sexual response
The basic biology of sexual behavior
Understanding the chemistry of lust, love
and attachment
The Psychological Aspect: What turns
people on
The diversity of sexual behavior and gender
differences, solitary, heterosexual,
homosexual, bisexual, transsexual
Sexually Transmitted Diseases (STIs)
Methods of Contraception
Compose a personal
poem/song/spoken word
poetry to express the
understanding on love and
its psychological aspects
Defend your side on the
issues regarding gender
differences, SOGIE, STIs
and other related issues in
the community
Reading List: 8, 13, 20-23
8
ACTIVITY #9: SEXUAL SELFHOOD
OUTPUT# 1: CASE ANALYSIS
9
10
11
ACTIVITY #10: EXPLORING LOVE
OUTPUT#2: PHOTOJOURNAL (by
group)
MIDTERM EXAMINATION
THE MATERIAL SELF/ECONOMIC
SELF
I shop, therefore, I am: I have therefore I
am?
Shaping the way we see ourselves: the role
of consumer culture on our sense of self and
identity
Reading List: 8, 13, 24-29
ACTIVITY #11: SEMIOTIC
ANALYZING
ACTIVITY #12: WHAT IS THE
FUNCTION?
12
Reinforce understanding
of the topics covered in
Week 8 and 9
The activity guide will be
sent via Google Classroom
(Classwork) and/or FB
Messenger (Group Chat)
Evaluate the students'
progress
The test questions will be
sent via Google Classroom
(Classwork) and/or FB
Messenger (Group Chat)
on the scheduled date of
examination.
Self Directed Learning,
Lecture, and Group
Discussion (via Google
Classroom and/or FB
messenger (Group chat))
Explore the different
aspect of
material/economic self
Examine one's self against
the consumer culture of
the community
Reinforce understanding
of the topics covered in
Week 11
Assess understanding of
the topics covered in
Week 11
THE SPIRITUAL SELF
The practice of religion: belief in
supernatural being and power
The concept of "dungan" spirit or soul
Religion, Spirituality, Magic, Witchcraft
and Identity
Finding and creating meaning
Three ways of discovering meaning in life
Compare and Contrast
different rituals and
ceremonies and other
practices
The activity guide will be
sent via Google Classroom
(Classwork) and/or FB
Messenger (Group Chat)
Self Directed Learning,
Lecture, and Group
Discussion (via Google
Classroom and/or FB
messenger (Group chat))
Integrate and assess the
meaning of their lives
Reading List: 8, 12-13, 16, 30-36
13
ACTIVITY #13: ARE YOU
RELIGIOUS?
OUTPUT #3: MEANING OF LIFE
Reinforce understanding
of the topics covered in
Week 12
THE POLITICAL SELF
Discuss the nature of
politics, elements of active
citizenship, and how they
shape one9s political self
Politics, Citizenship, and the Self
Active Citizenship
The activity guide will be
sent via Google Classroom
(Classwork) and/or FB
Messenger (Group Chat)
Self Directed Learning,
Lecture, and Group
Discussion (via Google
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Reading List: 8, 37
ACTIVITY # 14 DEVELOPING
CITIZENSHIP
14
THE DIGITAL SELF
The Self in the Digital World
Reinforce understanding
of the topics covered in
Week 13
Discuss the development
of digital self
The Digital Self: Why do we express
ourselves on Social Media like we do?
Reading List: 8, 9, 38
ACTIVITY # 15 ME AND MY SOCIAL
MEDIA
ACTIVITY # 16 NETIQUETTE
Assess understanding of
the topics covered in
Week 13
Classroom and/or FB
messenger (Group chat))
The activity guide will be
sent via Google Classroom
(Classwork) and/or FB
Messenger (Group Chat)
Self Directed Learning,
Lecture, and Group
Discussion (via Google
Classroom and/or FB
messenger (Group chat))
The activity guide will be
sent via Google Classroom
(Classwork) and/or FB
Messenger (Group Chat)
MANAGING AND CARING FOR THE SELF
15
LEARNING TO BE A BETTER
STUDENT
How Learning Happens in the Human
Brain
Metacognition and Study Strategies
Managing your Own Learning: SelfRegulated Learning
Develop personal self-care
routine plan to
demonstrate one's
understanding of
managing and caring for
one self
Self Directed Learning,
Lecture, and Group
Discussion (via Google
Classroom and/or FB
messenger (Group chat))
Reading List: 8, 9
SETTING GOALS FOR SUCCESS
The Importance of Goals
Goal- Setting Theory
Golden Rules for Goal-Setting
Reading List: 8, 9,39-40
The activity guide will be
sent via Google Classroom
(Classwork) and/or FB
Messenger (Group Chat)
ACTIVITY # 17 EFFECTIVE
LEARNING STRATEGY
ACTIVITY# 18 PLANNING WITH
GOAL-SETTING SHEET
16
TAKING CHARGE OF ONE’S
HEALTH
Living a Healthy Lifestyle
Self Directed Learning,
Lecture and Group
Discussion ( via Google
Classroom and/orFB
messenger (group Chat))
Managing Stress
Self-care and Wellness
Reading List: 8, 9, 41-46
17
OUTPUT#4 GET REFRESHED: A 15DAY CHALLENGE PLAN TO TAKE
BETTER CARE OF YOURSELF
18
FINAL EXAMINATION
Evaluate the students'
progress
The activity guide will be
sent via Google Classroom
(Classwork) and/or FB
Messenger (Group Chat)
The test questions will be
sent via Google Classroom
(Classwork) and/or FB
Messenger (Group Chat)
on the scheduled date of
examination.
HOW TO USE THE MODULE
Thee icons will help you journey with this Module.
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STUDY SECTION
In the study section you are tasked to look at closely in order to read the articles.
You are expected to devote time and attention to acquiring knowledge on the topic
in each lesson.
ACTIVITY SECTION
Activity section aims to discover by questions or practical activities, what you
know about the lesson or what can you do or like.
END OF WEEK SECTION
This section signals the end of the lessons and activities for each week.
WHAT COULD YOU LEARN NEXT SECTION
This section provides you the preview of the lesson/topic the following week.
FINAL ASSESSMENT SECTION
In this section your progress in the course will be evaluated.
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WEEK 1: UNDERSTANDING THE SELF
Introduction to Self Understanding
Understanding oneself is essential to understand behaviors and beliefs that
affects ourselves and others specifically in becoming effective and successful
person in life, work, and relationship. Moreover, self-understanding (1) provides
a sense of purpose; (2) leads to healthier relationships; (3) helps harness your
natural strength; and (4) promotes confidence.
This module will introduce you to the basic concepts of self and
personality, and how they are related with each other. Self and personality
characterized the way we define our existence, also these refers on how we organized
our experiences that are reflected to our behavior. On the other hand, people have different ideas about
themselves. These ideas represent the self of the person. Moreover, we behave in different ways in a given
situation, but people also behave fairly stable in different circumstances. The relatively permanent pattern
of behavior represents personality of the person. In details,
Personality




The etymological derivative of personality comes from the word <persona=, the theatrical masks
worn by Romans in Greek and Latin drama. Personality also comes from the two Latin words <per=
and <sonare=, which literally means <to sound through=.
Personality have no single definition since different personality theories have different views on
how to define it. However, the commonly accepted definition of personality is that it is a relatively
permanent traits and unique characteristics that give both consistency and individuality to a
person9s behavior (Roberts & Mroczek, 2008).
Personality plays a key role in affecting how people shape their lives. It involves the complex
relationship of people with their environment, how they cope and adjust through life, and how they
respond to demands of physical and social challenges.
Personality is the overall pattern or integration of a person9s structure, modes of behavior, attitudes,
aptitudes, interests, intellectual abilities, and many other distinguishable personality traits.
Personality is the conglomeration of the following components: physical self, intelligence,
character traits, attitudes, habits, interest, personal discipline, moral values, principles and
philosophies of life.
Determinants of Personality
Personality refers to the total person in his/her overt and covert behavior. The determinants of factors
of personality are as follows:

Environmental Factors of Personality. The surroundings of an individual compose the
environmental factors of personality. This includes the neighborhood a person lives in, his school,
college, university and workplace. Moreover, it also counts the social circle the individual has.
Friends, parents, colleagues, co-workers and bosses, everybody plays a role as the determinants of
personality.

Biological Factors of Personality. This further includes:
1) hereditary factors or genetic make-up of the person that inherited from their parents. This
describes the tendency of the person to appear and behave the way their parents are;
2) physical features include the overall physical structure of a person: height, weight, color,
sex, beauty and body language, etc. Most of the physical structures change from time to
time, and so does the personality. With exercises, cosmetics and surgeries, many physical
features are changed, and therefore, the personality of the individual also evolves; and
3) brain. The preliminary results from the electrical stimulation of the brain (ESB) research
gives indication that better understanding of human personality and behavior might come
from the study of the brain.
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Situational Factors of Personality. Although these factors do not literally create and shape up an
individual9s personality, situational factors do alter a person9s behavior and response from time to
time. The situational factors can be commonly observed when a person behaves contrastingly and
exhibits different traits and characteristics.

Cultural Factors. Culture is traditionally considered as the major determinants of an individual9s
personality. The culture largely determinants what a person is and what a person will learn. The
culture within a person is brought up, is very important determinant of behavior of a person. Culture
is complex of these belief, values, and techniques for dealing with the environment which are
shared among contemporaries and transmitted by one generation to the next.
Personality Traits
Personality traits reflect people9s characteristic patterns of thoughts, feelings, and behaviors.
Personality traits imply consistency and stability4someone who scores high on a specific trait like
Extraversion is expected to be sociable in different situations and over time. Thus, trait psychology rests on
the idea that people differ from one another in terms of where they stand on a set of basic trait dimensions
that persist over time and across situations.
The most widely used system of traits is called the Five-Factor Model. This system includes five
broad traits that can be remembered with the acronym OCEAN: Openness, Conscientiousness,
Extraversion, Agreeableness, and Neuroticism. Each of the major traits from the Big Five can be divided
into facets to give a more fine-grained analysis of someone's personality. In addition, some trait theorists
argue that there are other traits that cannot be completely captured by the Five-Factor Model. Critics of the
trait concept argue that people do not act consistently from one situation to the next and that people are very
influenced by situational forces. Thus, one major debate in the field concerns the relative power of people9s
traits versus the situations in which they find themselves as predictors of their behavior.
The Five-Factor Model of Personality
Research that used the lexical approach showed that many of the personality descriptors found in
the dictionary do indeed overlap. In other words, many of the words that we use to describe people are
synonyms. Thus, if we want to know what a person is like, we do not necessarily need to ask how sociable
they are, how friendly they are, and how gregarious they are. Instead, because sociable people tend to be
friendly and gregarious, we can summarize this personality dimension with a single term. Someone who is
sociable, friendly, and gregarious would typically be described as an <Extravert.= Once we know she is an
extravert, we can assume that she is sociable, friendly, and gregarious.
The most widely accepted system to emerge from this approach was <The Big Five= or <FiveFactor Model= (Goldberg, 1990; McCrae & John, 1992; McCrae & Costa, 1987). The Big Five comprises
five major traits shown in the Figure 2 below. A way to remember these five is with the acronym OCEAN
(O is for Openness; C is for Conscientiousness; E is for Extraversion; A is for Agreeableness; N is for
Neuroticism). The table below provides descriptions of people who would score high and low on each of
these traits.
Table 1. Descriptions of Personality Traits
Big 5 Trait
Definition
Openness
The tendency to appreciate new art, ideas, values, feelings, and behaviors.
Conscientiousness
The tendency to be careful, on-time for appointments, to follow rules, and
to be hard working.
Extraversion
The tendency to be talkative, sociable, and to enjoy others; the tendency to
have a dominant style.
Agreeableness
The tendency to agree and go along with others rather than to assert one
owns opinions and choices.
Neurotism
The tendency to be frequently experience negative emotions such as anger,
worry, and sadness, as well as being itnerpersonally sensitive.
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Table 2. Example behaviors for those scoring low and high for the big 5 traits
Big 5 Trait
Example
Scorers
Behavior
for
LOW Example Behavior for HIGH Scorers
Openness
Prefers not to be exposed to Enjoys seeing people with new types
alternative moral systems; narrow of haircuts and body piercing;
interest; inartistic; not analystica; curious; imaginative; untraditional
down-to-earth
Conscientiousness
Prefers spur-of-the-moment action Never late for a date; organized;
to
planning;
unrealiable; hardworking; neat, persevering;
hedonistic; careless; lax
punctual; self-disciplined
Extraversion
Preferring a quiet evening reading Being the life of the party9 active;
to a loud party; sober; aloof; optimistic; fun-loving; affectionate
unenthusiastic
Agreeableness
Quickly and confidently asserts Agrees with other about political
own
rights;
irritable; opinions; good-natured; forgiving;
manipulative; uncooperative; rude gullible; helpful; forgiving
Neurotism
Not getting irritated by sall Constantly worrying about little
annoyances; calm, unemotional; things; insecure; hypochondrical;
hardy; secure; self-satisfied
feeling inadequate
Scores on the Big Five traits are mostly independent. That means that a person9s standing on one
trait tells very little about their standing on the other traits of the Big Five. For example, a person can be
extremely high in Extraversion and be either high or low on Neuroticism. Similarly, a person can be low in
Agreeableness and be either high or low in Conscientiousness. Thus, in the Five-Factor Model, you need
five scores to describe most of an individual9s personality. In the exercises part of this module there is a
short scale to assess the Five-Factor Model of personality (Donnellan, Oswald, Baird, & Lucas, 2006). You
can take this test to see where you stand in terms of your Big Five scores.
Traits are important and interesting because they describe stable patterns of behavior that persist
for long periods of time (Caspi, Roberts, & Shiner, 2005). Importantly, these stable patterns can have broadranging consequences for many areas of our life (Roberts, Kuncel, Shiner, Caspi, & Goldberg, 2007). For
instance, think about the factors that determine success in college. If you were asked to guess what factors
predict good grades in college, you might guess something like intelligence. This guess would be correct,
but we know much more about who is likely to do well. Specifically, personality researchers have also
found the personality traits like Conscientiousness play an important role in college and beyond, probably
because highly conscientious individuals study hard, get their work done on time, and are less distracted by
nonessential activities that take time away from school work. In addition, highly conscientious people are
often healthier than people low in conscientiousness because they are more likely to maintain healthy diets,
to exercise, and to follow basic safety procedures like wearing seat belts or bicycle helmets. Over the long
term, this consistent pattern of behaviors can add up to meaningful differences in health and longevity.
Thus, personality traits are not just a useful way to describe people you know; they actually help
psychologists predict how good a worker someone will be, how long he or she will live, and the types of
jobs and activities the person will enjoy.
Who Am I?
Have you ever ask yourself the question, <Who am I?=? Answering the question 'Who am I?' can
lead to a solid self-concept and self-understanding. For many people, answering this question isn't very
easy. For others, a solid understanding of who they are is a big part of their lives. Understanding of who
you are as a person is called self-concept and understanding what your motives are when you act is
called self-understanding.
In definition, self-concept is generally thought of as our individual perceptions of our behavior,
abilities, and unique characteristics4a mental picture of who you are as a person. For example, beliefs such
as "I am a good friend" or "I am a kind person" are part of an overall self-concept.
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Self-concept tends to be more malleable when people are younger and still going through the
process of self-discovery and identity formation. As people age, self-perceptions become much more
detailed and organized as people form a better idea of who they are and what is important to them.
According to the book Essential Social Psychology by Richard Crisp and Rhiannon Turner:

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
The individual self consists of attributes and personality traits that differentiate us from other
individuals. Examples include introversion or extroversion.
The relational self is defined by our relationships with significant others. Examples include siblings,
friends, and spouses.
The collective self reflects our membership in social groups. Examples include British, Republican,
African-American, or gay.
At its most basic, self-concept is a collection of beliefs one holds about oneself and the responses
of others. It embodies the answer to the question "Who am I?". The lesson to follow will facilitate learning
about the self, and self concept.
ACTIVITY # 1: The Mini-IPIP (International Personality Item Pool Representation of the NEO PIR) Scale (20 points)
This section aims to reinforce your understanding of the topics covered in
Week 1 through the activity below.
Instructions: Below are phrases describing people9s behaviors. Please use the
rating scale below to describe how accurately each statement describes you.
Describe yourself as you generally are now, not as you wish to be in the
future. Describe yourself as you honestly see yourself, in relation to other
people you know of the same sex as you are, and roughly your same age.
Please read each statement carefully and put a number from 1 to 5 next to it to
describe how accurately the statement describes you. Answer the guide questions at the end of the
activity.
1 = Very inaccurate
2 = Moderately inaccurate
3 = Neither inaccurate nor accurate
4 = Moderately accurate
5 = Very accurate
1.
_____ Am the life of the party (E)
2.
_______ Sympathize with others9 feelings (A)
3.
_______ Get chores done right away (C)
4.
_______ Have frequent mood swings (N)
5.
_______ Have a vivid imagination (O)
6.
_______Don9t talk a lot (E)
7.
_______ Am not interested in other people9s problems (A)
8.
_______ Often forget to put things back in their proper place (C)
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9.
_______ Am relaxed most of the time (N)
10.
______ Am not interested in abstract ideas (O)
11.
______ Talk to a lot of different people at parties (E)
12.
______ Feel others9 emotions (A)
13.
______ Like order (C)
14.
______ Get upset easily (N)
15.
______ Have difficulty understanding abstract ideas (O)
16.
______ Keep in the background (E)
17.
______ Am not really interested in others (A)
18.
______ Make a mess of things (C)
19.
______ Seldom feel blue (N)
20.
______ Do not have a good imagination (O)
Scoring: The first thing you must do is to reverse the items that are worded in the opposite direction. In
order to do this, subtract the number you put for that item from 6. So if you put a 4, for instance, it will
become a 2. Cross out the score you put when you took the scale, and put the new number in representing
your score subtracted from the number 6.
Items to be reversed in this way: 6, 7, 8, 9, 10, 15, 16, 17, 18, 19, 20
Next, you need to add up the scores for each of the five OCEAN scales (including the reversed numbers
where relevant). Each OCEAN score will be the sum of four items. Place the sum next to each scale
below.
__________ Openness: Add items 5, 10, 15, 20
__________ Conscientiousness: Add items 3, 8, 13, 18
__________ Extraversion: Add items 1, 6, 11, 16
__________ Agreeableness: Add items 2, 7, 12, 17
__________ Neuroticism: Add items 4, 9,14, 19
Compare your scores to the norms below to see where you stand on each scale. If you are low on a trait, it
means you are the opposite of the trait label. For example, low on Extraversion is Introversion, low on
Openness is Conventional, and low on Agreeableness is Assertive.
19320 Extremely High,
8310 Low,
17318 Very High,
637 Very low,
14316 High,
435 Extremely low
11313 Neither high nor low; in the middle,
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Guide Questions: Answer the following questions in an essay form with a maximum of 300 words. Write
your answers in a clean sheet of paper. Take a photo and turn it in using GED 101 group chat via FB (10
points each).
1.
2.
3.
4.
5.
How do you describe your scores on Mini IPIP Scale? Do you think the results are accurate? Why?
Do you think personality changes through time? How?
Discuss how we develop our personality.
Differentiate personality from self.
How will you answer the question, <Who am I?=?
References/Sources:
Personality Traits. Edward Diener and Richard E. Lucas. Accessed July 25, 2020.
https://nobaproject.com/modules/personality-traits#discussion-questions
Self-Understanding & Self-Concept: How We Perceive Ourselves. Natalie Boyd. Accessed July 25, 2020.
https://study.com/academy/lesson/self-understanding-and-self-concept.html
Personality. Accessed July 25, 2020.
https://sg.inflibnet.ac.in/bitstream/10603/148426/12/12_chapter%205.pdf
4 Reasons Why Self-understanding is Essential. Kee9s Blog. Accessed July 25, 2020.
https://intuitivehaven.com/4-reasons-why-self-understanding-is-essential/
Self and Personality. National Council of Educational Research and Training (NCERT). Accessed July
25, 2020. http://www.ncert.nic.in/NCERTS/l/lepy102.pdf
What Is Self-Concept? The Psychological Exploration of "Who Am I?". Kendra Cherry. Accessed July
25, 2020. https://www.verywellmind.com/what-is-self-concept-2795865
END OF WEEK 1
Well done on finishing Week 1!
WHAT COULD YOU LEARN NEXT?
Week 2: THE SELF ACCORDING TO PHILOSOPHY
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WEEK 2: THE SELF ACCORDING TO PHILOSOPHY
Philosophy
Philosophy is defined as the study of knowledge or wisdom from its Latin roots,
philo (love) and sophia (wisdom). This field is also considered as <The Queen
of All Sciences= because every scientific discipline has philosophical
foundations.
Various thinkers for centuries tried to explain the natural causes of everything
that exist specifically the inquiry on the self preoccupied these philosophers in
the history. The Greek philosophers were the ones who seriously questioned myths
and moved away from them in attempting to understand reality by exercising the art of questioning that
satisfies their curiosity, including the questions about self. The following lecture will present the different
philosophical perspectives and views about self.
Socrates

A philosopher from Athens, Greece and said to have the
greatest influence on European thought.

According to the history he was not able to write any of
his teachings and life9s account instead, he is known from the
writings of his student Plato who became one of the greatest
philosophers of his time. Socrates had a unique style of asking
questions called Socratic Method.

Socratic Method or dialectic method involves the search
for the correct/proper definition of a thing. In this method,
Socrates did not lecture, he instead would ask questions and
engage the person in a discussion. He would begin by acting as if
he did not know anything and would get the other person to clarify
their ideas and resolve logical inconsistencies (Price, 2000).

The foundation of Socrates philosophy was the Delphic
Oracle9s that command to <Know Thyself=. Here, Socrates would like to emphasize that knowing
or understanding oneself should be more than the physical self, or the body.
According to Socrates, self is dichotomous which means composed of two things: The physical
realm or the one that is changeable, temporal, and imperfect. The best example of the physical
realm is the physical world. The physical world is consisting of anything we sense 3 see, smell,
feel, hear, and taste. It is always changing and deteriorating. The ideal realm is the one that is
imperfect and unchanging, eternal, and immortal. This includes the intellectual essences of the
universe like the concept of beauty, truth, and goodness. Moreover, the ideal realm is also present
in the physical world. One may define someone as beautiful or truthful, but their definition is
limited and imperfect for it is always relative and subjective. It is only the ideal forms themselves
that are perfect, unchanging, and eternal.
For Socrates, a human is composed of body and soul, the first belongs to the physical realm because
it changed, it is imperfect, and it dies, and the latter belongs to ideal realm for it survives the death.
Socrates also used the term soul to identify self.
Image Source: https://www.goodreads.com/author/show/275648.Socrates
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The self, according to Socrates is the immortal and unified entity that is consistent over time. For
example, a human being remains the same person during their childhood to adulthood given the
fact that they undergone developmental changes throughout their lifespan.
Plato

A student of Socrates, who introduced the idea of a threepart soul/self that is composed of reason, physical appetite and
spirit or passion.
o The Reason enables human to think deeply, make wise
choices and achieve a true understanding of eternal truths.
Plato also called this as divine essence.
o The physical Appetite is the basic biological needs of
human being such as hunger, thirst, and sexual desire.
o And the spirit or passion is the basic emotions of human
being such as love, anger, ambition, aggressiveness and
empathy.

These three elements of the self works in every individual
inconsistently. According to Plato, it is always the responsibility
of the reason to organize, control, and reestablish harmonious
relationship between these three elements.
Plato also illustrated his view of the soul/self in <Phaedrus= in his metaphor: the soul is like a
winged chariot drawn by two powerful horses: a white horse, representing Spirit, and a black horse,
embodying appetite. The charioteer is reason, whose task is to guide the chariot to the eternal realm
by controlling the two independent-minded horses. Those charioteers who are successful in setting
a true course and ensuring that the two steeds work together in harmonious unity achieve true
wisdom and banquet with the gods. However, those charioteers who are unable to control their
horses and keep their chariot on track are destined to experience personal, intellectual, and spiritual
failure.
Image Source: https://www.alamy.com/plato

St. Augustine
Image Source: http://lexchristianorum.blogspot.com/

He is considered as the last of the great ancient
philosophers whose ideas were greatly Platonic. In melding
philosophy and religious beliefs together, Augustine has been
characterized as Christianity9s first theologian.

Like Plato, Augustine believed that the physical body is
different from the immortal soul. Early in his philosophical
development he described body as <snare= or <cage= of the soul
and said that the body is a <slave= of the soul he even characterized
that <the soul makes war with the body=. Later on he came to view
the body as <spouse= of the soul, with both attached to one another
by a <natural appetite.= He concluded, <That the body is united
with the soul, so that man may be entire and complete, is a fact we
recognize on the evidence of our own nature.=

According to St. Augustine, the human nature is
composed of two realms:
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1. God as the source of all reality and truth. Through mystical experience, man is capable of
knowing eternal truths. This is made possible through the existence of the one eternal truth
which is God. He further added that without God as the source of all truth, man could never
understand eternal truth. This relationship with God means that those who know most about
God will come closest to understanding the true nature of the world.
2. The sinfulness of man. The cause of sin or evil is an act of mans9 freewill. Moral goodness
can only be achieved through the grace of God.
He also stated that real happiness can only be found in God. For God is love and he created humans
for them to also love. Problems arise because of the objects humans choose to love. Disordered
love results when man loves the wrong things which he believes will give him happiness.
Furthermore, he said that if man loves God first and everything else to a lesser degree, then all will
fall into its rightful place.
Rene Descartes

A French philosopher, mathematician, and considered the
founder of modern philosophy.

Descartes, famous principle the <cogito, ergo sum4<I
think, therefore I exist= established his philosophical views on
<true knowledge= and concept of self.

He explained that in order to gain true knowledge, one
must doubt everything even own existence. Doubting makes
someone aware that they are thinking being thus, they exist.
The essence of existing as a human identity is the possibility of
being aware of our selves: being self-conscious in this way is
integral to having a personal identity. Conversely, it would be
impossible to be self-conscious if we did not have a personal
identity of which to be conscious. In other words, the essence
of self is being a thinking thing.
The self is a dynamic entity that engages in metal operations 3 thinking, reasoning, and perceiving
processes. In addition to this, self-identity is dependent on the awareness in engaging with those
mental operations.
He declared that the essential self or the self as the thinking entity is radically different from the
physical body. The thinking self or soul is a non-material, immortal, conscious being, independent
of the physical laws of the universe while the physical body is a material, mortal, non-thinking
entity, fully governed by the physical laws of nature.
He also maintained that the soul and the body are independent of one another and each can exist
and function without the other. In cases in which people are sleeping or comatose, their bodies
continue to function even though their minds are not thinking, much like the mechanisms of a clock.
He identified the physical self as part of nature, governed by the physical laws of the universe, and
available to scientific analysis and experimentation, and the conscious self (mind, soul) is a part of
the spiritual realm, independent of the physical laws of the universe, governed only by the laws of
reason and God9s will. And because it exists outside of the natural world of cause-and-effect, the
conscious self is able to exercise free will in the choices it makes.
Image Source: https://www.sapaviva.com/
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John Locke

An English philosopher and physician and famous in his
concept of <Tabula Rasa= or Blank Slate that assumes the
nurture side of human development.

The self, according to Locke is consciousness. In his essay
entitled On Personal Identity (from his most famous work, Essay
Concerning Human Understanding) he discussed the reflective
analysis of how an individual may experience the self in
everyday living. He provided the following key points:
1.
To discover the nature of personal identity, it is important
to find out what it means to be a person.
2.
A person is a thinking, intelligent being who has the
abilities to reason and to reflect.
3.
A person is also someone who considers themself to be
the same thing in different times and different places.
4.
Consciousness as being aware that we are thinking4
always accompanies thinking and is an essential part of the thinking process.
5. Consciousness makes possible our belief that we are the same identity in different times and
different places.
 Although Locke and Descartes believed that a person or the self is a thinking intelligent being who
has the abilities to reflect and to reason, Locke was not convinced with the assumptions of Plato,
St. Augustine and Descartes that the individual self necessarily exists in a single soul or substance.
For Locke, personal identity and the soul or substance in which the personal identity is situated are
two very different things. The bottom line of his theory on self is that self is not tied to any particular
body or substance. It only exists in other times and places because of the memory of those
experiences.
Image Source: https://www.laphamsquarterly.org/
David Hume

He was a Scottish philosopher and also an empiricist.

His claim about self is quite controversial because he
assumed that there is no self! In his essay entitled, <On Personal
Identity= (1739) he said that, if we carefully examine the
contents of [our] experience, we find that there are only two
distinct entities, "impressions" and "ideas".

Impressions are the basic sensations of our experience, the
elemental data of our minds: pain, pleasure, heat, cold,
happiness, grief, fear, exhilaration, and so on.

On the other hand, ideas are copies of impressions that
include thoughts and images that are built up from our primary
impressions through a variety of relationships, but because they
are derivative copies of impressions, they are once removed
from reality.

Hume considered that the self does not exist because all
of the experiences that a person may have are just perceptions
and this includes the perception of self. None of these perceptions resemble a unified and
permanent self-identity that exists over time.
Image Source: https://www.britannica.com/
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He further added that there are instances that an individual is limited in experiencing their
perception like in sleeping. Similarly, when someone died all empirical senses end and according
to him, it makes no sense to believe that self exists in other forms. As an empiricist, Hume provide
an honest description and analysis of his own experience, within which there is no self to be found.
Hume explained that the self that is being experienced by an individual is nothing but a kind of
fictional self. Human created an imaginary creature which is not real. <Fictional self= is created to
unify the mental events and introduce order into an individual lives, but this <self= has no real
existence.
Sigmund Freud

A well-known Australian psychologist and considered as
the Father and Founder of Psychoanalysis. His influence in
Psychology and therapy is dominant and popular in the 20th to
21st century.

The dualistic view of self by Freud involves the conscious
self and unconscious self.

The conscious self is governed by reality principle. Here,
the self is rational, practical, and appropriate to the social
environment. The conscious self has the task of controlling the
constant pressures of the unconscious self, as its primitive
impulses continually seek for immediate discharge.

The unconscious self is governed by pleasure principle. It
is the self that is aggressive, destructive, unrealistic and
instinctual. Both of Freud9s self needs immediate gratification
and reduction of tensions to optimal levels and the goal of every individual is to make unconscious
conscious.
Freud proposed how mind works, he called this as provinces or structures of the mind. By illustrating
the tip of the iceberg which according to him represents conscious awareness which characterizes the
person in dealing with the external world. The observable behavior, however, is further controlled by
the workings of the subconscious/unconscious mind.
Subconscious serves as the repository of past experiences,
repressed memories, fantasies, and urges. The three levels of
the mind are:
1. Id. This is primarily based on the pleasure principle. It
demands immediate satisfaction and is not hindered by
societal expectations.
2. Ego. The structure that is primarily based on the reality
principle. This mediates between the impulses of the id
and restraints of the superego.
3. Superego. This is primarily dependent on learning the
difference between right and wrong, thus it is called
moral principle. Morality of actions is largely
dependent on childhood upbringing particularly on
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rewards and punishments.
Image Source: https://www.researchgate.net/
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According to Freud, there are two kinds of instinct that drive individual behavior 3 the eros or the life
instinct and the thanatos of the death instinct. The energy of eros is called libido and includes urges
necessary for individual and species survival like thrist, hunger, and sex.in cases that human behaior is
directed towards destruction in the form of aggression and violence, such are the manifestations of
thanatos.
Gilbert Ryle
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
A British analytical philosopher. He was an important
figure in the field of Linguistic Analysis which focused on the
solving of philosophical puzzles through an analysis of
language.

According to Ryle, the self is best understood as a pattern
of behavior, the tendency or disposition for a person to behave
in a certain way in certain circumstances.

He opposed the notable ideas of the previous
philosophers and even claimed that those were results of
confused conceptual thinking he termed, category mistake.

The category mistake happens when we speak about the
self as something independent of the physical body: a purely
mental entity existing in time but not space
Immanuel Kant

A German Philosopher who made great contribution to
the fields of metaphysics, epistemology, and ethics. Kant is
widely regarded as the greatest philosopher of the modern
period.

Kant maintained that an individual self makes the
experience of the world comprehensible because it is
responsible for synthesizing the discreet data of sense
experience into a meaningful whole.

It is the self that makes consciousness for the person to
make sense of everything. It is the one that help every individual
gain insight and knowledge. If the self failed to do this
synthesizing function, there would be a chaotic and insignificant
collection of sensations.

Additionally, the self is the product of reason, a regulative
principle because the self regulates experience by making
unified experience possible and unlike Hume, Kant9s self is not the object of consciousness, but it
makes the consciousness understandable and unique.
Transcendental apperception happens when people do not experience self directly, instead as a
unity of all impressions that are organized by the mind through perceptions. Kant concluded that
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
all objects of knowledge, which includes the self, are phenomenal. That the true nature of things is
altogether unknown and unknowable (Price, 2000).
For Kant, the kingdom of God is within man. God is manifested in people9s lives therefore it is
man9s duty to move towards perfection. Kant emphasized that people should always see duty as a
divine command (Price, 2000).
Paul and Patricia Churchland
Image Source: http://thesciencenetwork.org/
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An
American
philosopher interested in the
fields of philosophy of mind,
philosophy of science, cognitive
neurobiology, epistemology, and
perception.

Churchlands9
central
argument is that the concepts and
theoretical vocabulary that people
use to think about the selves4
using such terms as belief, desire,
fear, sensation, pain, joy4
actually misrepresent the reality
of minds and selves. He claims
that the self is a product of brain
activity.
The behavior of the self can be attributed to the neuropharmacological states, the neural activity in
specialized anatomical areas.
Neurophilosopy was coined by Patricia Churchland, the modern scientific inquiry looks into the
application of neurology to age-old problems in philosophy. The philosophy of neuroscience is the
study of the philosophy of science, neuroscience, and psychology. It aims to explore the relevance
of neurolinguistic experiments/studies to the philosophy of the mind.
Patricia Churchland claimed that man9s brain is responsible for the identity known as self. The
biochemical properties of the brain according to this philosophy of neuroscience is really
responsible for man9s thoughts, feelings, and behavior.
Paul Churchland is one of the many philosophers and psychologists that viewed the self from a
materialistic point of view, contending that in the final analysis mental states are identical with,
reducible to, or explainable in terms of physical brain states. This assumption was made due to the
physiological processes of the body that directly affecting the mental state of the person. The advent
of sophisticated technology and scientific research gives hope to understand the connection
between the physical body and the mind/brain relationship that integrated in the self.
Being an eliminative materialist, he believes that there is a need to develop a new vocabulary and
conceptual framework that is grounded in neuroscience. This new framework will be a more
accurate reflection of the human mind and self.
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Maurice Merleau-Ponty

A French philosopher and phenomenologist.

He took a very different approach to the self and
the mind/body <problem.= According to him, the division
between the <mind= and the <body= is a product of
confused thinking. The self is experienced as a unity in
which the mental and physical are seamlessly woven
together. This unity is the primary experience of selves
and begin to doubt it when an individual use their minds
to concoct abstract notions of a separate mind and body.

Developed the concept of self-subject and
contended that perceptions occur existentially. Thus, the
consciousness, the world, and the human body are all
interconnected as they mutually perceive the world.

According to him, the world and the sense of self
are emergent phenomena in the ongoing process of man9s
becoming.
Phenomenology provides a direct description of the human experience which serves to guide man9s
conscious actions. He further added that, the world is a field of perception, and human
consciousness assigns meaning to the world. Thus man cannot separate himself from his
perceptions of the world.
Perception is not purely the result of sensations nor it is purely interpretations. Rather consciousness
is a process that includes sensing as well as interpreting/reasoning.
Image Source: http://all-to-human.blogspot.com/
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References/Sources:
Arcega, A M., Cullar, D. S., Evangelista, L. D. & Falculan, L. M. (2018). Understanding the Self. Malabon
City: Mutya Publishing House Inc.
Gazzingan, L. B. et al. (2019). Understanding the Self. Muntinlupa City: Panday-Lahi Publishing House,
Inc.
Alata, E.J.P., Caslib, B.N., Serafica, J.P.J., Pawilen, R.A. (2018). Unsertanding the Self. Rex Book Store
Inc., Sta Mesa Heights, Quezon City, Philippines
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ACTIVITY # 2: SELF IN ONE LINE (55 points)
This section aims to assess your understanding of some of the topics covered
in Week 2 through the activity below.
Instructions: Write a one-sentence description of self according to the
following philosophers. Write your answers in a clean sheet of paper. Take a
photo and turn it in using Google Classroom (GED 101 Class) GED 101
group chat via FB.
Philosophers
Socrates
One sentence definition of self
Plato
St. Augustine
Descartes
Locke
Hume
Kant
Freud
Ryle
Churchland
Merleau-Ponty
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END OF WEEK 2
Well done on finishing Week 2!
WHAT COULD YOU LEARN NEXT?
Week 3: THE SELF ACCORDING TO SOCIOLOGY AND
ANTHROPOLOGY
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WEEK 3: THE SELF ACCORDING TO SOCIOLOGY AND ANTHROPOLOGY
Sociology and Anthropology
Sociology and Anthropology are two interrelated disciplines that
contributes to the understanding of self. Sociology presents the self as a
product of modern society. It is the science that studies the development,
structure, interaction, and collective behavior of human being. On the other
hand, Anthropology is the study of humanity. This broad field takes an
interdisciplinary approach to looking at human culture, both past and present.
The following set of sociologists and anthropologist offered their views about
self.
George Herbert Mead and the Social Self

Mead is an American philosopher, sociologist, and
psychologist. He is regarded as one of the founders of social
psychology and the American sociological tradition in general.
Mead is well-known for his theory of self.

He postulated that, the self represents the sum total of
people9s conscious perception of their identity as distinct from
others. Mead argued that the self like the mind is social
emergent. This means that individual selves are the products of
social interaction and not logical or biological in nature.

He claimed that the self is something which undergoes
development because it is not present instantly at birth. The self
arises in the process of social experience and activity as a result
of their relations to the said process as a whole and to other
individuals within that process. In other words, one cannot
experience their self alone, they need other people to experience
their self.
The social emergence of self is developed due to the three forms of inter-subjective activity, the
language, play, and the game.
He proposed the stages of self formation:
1. Preparatory Stage. Mead believed that the self did not exist at birth. Instead, the self
develops over time. Its development is dependent on social interaction and social
experience. At this stage, children9s behaviors are primarily based on imitation. It was
observed that children imitate the behaviors of those around them. At this stage, knowing
and understanding the symbols are important for this will constitute their way of
communicating with others throughout their lives.
2. The Play Stage. Skills at knowing and understanding the symbols of communication is
important for this constitutes the basis of socialization. Through communication, social
relationship are formed. Now children begin to role play and pretend to be other people.
Role-taking in the play stage is the process of mentally assuming the process of another
Image Source: https://wannabeinsociology.wordpress.com/
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person to see how this person might behave or respond in a given situation (Schefer, 2012).
The play stage is significant in the development of the self. It is at this stage where child
widens his perspective and realizes that he is not alone and that there are others around him
whose presence he has to consider.
3. The Game Stage. Here, the child is about eight or nine years of age and now does more
than just role-take. The child begins to consider several tasks and various types of
relationships simultaneously. Through the learnings that were gained in stage two, the child
now begins to see not only his own perspective but at the same time the perspective of
others. In this final stage of self development, the child now has the ability to respond not
just to one but several members of his social environment.
Generalized other the person realizes that people in society have cultural norms, beliefs and values
which are incorporated into each self. This realization forms basis of how the person evaluate
themselves.
The self, according to Mead is not merely a passive reflection of the generalized other. The
responses of the individual to the social world are also active, it means that a person decides what
they will do in reference to the attitude of others but not mechanically determined by such
attitudinal structures. Here, Mead identified the two phases of self:
1. the phase which reflects the attitude of the generalized other or the <me=; and
2. the phase that responds to the attitude of generalized other or the <I=.
In Mead9s words, the "me" is the social self, and the "I" is a response to the "me". Mead defines
the "me" as "a conventional, habitual individual and the <I= as the <novel reply= of the individual
to the generalized other.
Generally, Meads theory sees the self as a perspective that comes out of interactions, and he sees
the meanings of symbols, social objects, and the self as emerging from negotiated interactions.
The Self as a product of modern society among other constructions
Georg Simmel
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 Simmel was a German sociologist, philosopher, and
critic. He was intensely interested in the ways in which
modern, objective culture impacts the individual9s subjective
experiences.
 In contrast to Mead, Simmel proposed that there is
something called human nature that is innate to the individual.
This human nature is intrinsic to the individual like the natural
inclination to religious impulse or the gender differences. He
also added that most of our social interactions are individual
motivations.
 Simmel as a social thinker made a distinction between
subjective and objective culture. The individual or subjective
culture refers to the ability to embrace, use, and feel culture.
 Objective culture is made up of elements that become
separated from the individual or group9s control and identified
as separate objects.
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There are interrelated forces in modern society that tend to increase objective culture according to
Simmel. These are urbanizations, money, and the configuration of one9s social network.
Urbanization is the process that moves people from country to city living. This result to the
concentration of population in one place brought about by industrialization. This paved way to the
organization of labor or increased division of labor, which demands specializations wherein this
creates more objective culture.
Simmel also stressed that the consumption of products has an individuating and trivializing effect
because this enables the person to create self out of things. By consumption, an individual able to
purchase things that can easily personalized or express the self. People used commodities to create
self-concept and self-image. Simmel also said that products used in the modernity to express and
produced the self is also changing. It becomes more and more separated from subjectivity
(subjective culture) due to division of labor and market economy. Many products are easily
replaced, subjected to the dynamics of fashion and diversification of markets which leads to
inappropriate sign use.
Money creates a universal value system wherein every commodity can be understood. Money also
increases individual freedom by pursuing diverse activities and by increasing the options for selfexpression. Money also makes the individual to be less attached to the commodities because the
individual tends to understand and experience their possession less in terms of their intrinsic
qualities and more of their objective and abstract worth. Additionally, money also discouraged
intimate ties with people. Money comes to stand in the place of almost everything 3 and this
includes relationship! Money further discourages intimate ties by encouraging a culture of
calculation.
Because of urbanization, Simmel observed that social networks also changed. Group affiliations in
urban is definitely different from rural settings wherein the relationship are strongly influenced by
family. An individual tends to seek membership to the same group which makes the family as basic
socialization structure. This natural inclination to join groups is called by Simmel as organic
motivation and the grouping is called primary group. This group is based on ties of affection and
personal loyalty endure over long periods of time, and involve multiple aspects of a person9s life.
On the other hand, in the modern urban settings, group membership is due to rational motivation
or membership due to freedom of choice. This characterized the secondary group which is goal and
utilitarian oriented, with a narrow range of activities, over limited time spans. As a result, it is more
likely that an individual will develop unique personalities. Moreover, Simmel said that a complex
web of group affiliations produces role conflicts and blasé attitude. Role conflict is a situation that
demands a person of two or more roles that clash with one another. Blasé attitude is an attitude of
absolute boredom and lack of concern. This is the inability or limited ability to provide emotional
investment to other people.
The Self and Person in the Contemporary Anthropology

The four subfields of anthropology 3 Archeology, Biological Anthropology, Linguistics, and
Cultural Anthropology, suggest that human beings are similar and different in varying ways and
tendencies. For example, people have the same need for food and water, but they have different
means on how to satisfy them. These similarities and differences make life so interesting. As one
learn facts/information that make them similar to the other, they will also discover that they have
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
different characteristics the define them. This knowledge aims to highlight the uniqueness of each
person and making them value life and existence even more. The subfields of Anthropology are as
follows:
o Archeology. Focus on the study of the past and how it may have contributed to the
present ways of how people conduct their daily lives. Archeologists have so far
discovered the unique ways in which human beings adapted to the changes in their
environment in order for them to survive. Among their discoveries around the world is
the species, homo sapiens did not become extinct because of their ability to think, use
tools and learn from experience. In relating to the contemporary society, people still aim
for survival, for their basic needs to be fulfilled and to live legacy to their society.
o Biological Anthropology. Focus on how the human body adapts to the different earth
environments. Among the activities of Anthropologists are identification of probable
causes of diseases, physical mutation, and death, evolution, and comparison of dead and
living primates. They are interested in explaining how the biological characteristics of
human being affects their way of living. Accordingly, human beings at present still share
the same biological strengths and vulnerabilities. Like eating balanced nutrients and
minerals that are beneficial to all human beings while being exposed to a virus in a
pandemic might cause negative implications to many.
o Linguistic Anthropology. Focused on using language as means to discover a group9s
manner of social interaction and their worldview. Anthropologists in this field want to
discover how language is used to create and share meanings, to form ideas and concepts
and to promote social change. Furthermore, they also study how language and modes
of communication changes over time.
o Cultural Anthropology. Focused in knowing what makes one group9s manner of living
forms an essential part of the member9s personal and societal identity. This encompasses
the principles of Theory of Cultural Determinism which suggests that the human nature
is determined by the kind of culture he is born and grew up in. Cultural diversities are
manifested in different ways and different levels of dept. The following are the ways in
which culture may manifest itself in people:
 Symbols. These are the words, gestures, pictures or objects that have recognized
or accepted meaning in a particular culture. Example: colors have similar meaning
across all cultures.
 Heroes. These are persons from the past or present who have characteristics that
are important in culture. They may be real of work of fictions. Example: Fiction
3 Thor, Captain America; Real 3 Jose Rizal, Apolinario Mabini.
 Rituals. These are activities participated by a group of people for the fulfilment of
desired objectives and are concerned to be socially essential. Example: Wedding,
fiesta, Christmas celebration, graduation, etc.
 Values. These are considered to be the core of every culture. These are
unconscious, neither discuss or observed, and can only be inferred from the way
people act and react to situations. Example: hospitality, respect for elders etc.
The field of Anthropology offers another way by which a person can view themselves. As self is
formed or determined by the past and present condition, by biological characteristics, the
communication and language use, and the lifestyle we choose to live.
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The Self Embedded in the Culture
Clifford Geertz

Clifford Geertz was an Anthropology Professor at the
University of Chicago. He studied different cultures and
explored on the conception of the self in his writings entitled,
<The Impact of the Concept of Culture on the Concept of Man=
(1966) in his fieldwork at Java, Bali and Morrocco.

The analysis of Geertz (1966) in his cultural study about
the description of self in Bali is that the Balinese person is
extremely concerned not to present anything individual
(distinguishing him or her from others) in social life but to enact
exclusively a culturally prescribed role or mask. In one instance,
Geertz (1973) gave an example of the stage fright that pervades
persons in Bali because they must not be publicly recognizable
as individual selves and actors points precisely to the fact that
agency or an ability to act in one9s own account is an integral
ability of human beings4an ability which continually threatens
the culturally established norm of nonindividuality
Image Source: https://en.wikipedia.org/wiki/Clifford_Geertz
ACTIVITY # 3: COMPARE ME UP! (20 points)
This section aims to assess your understanding of some of the topics covered
in Week 3 through the activity below.
Instructions: Differentiate the Sociological and Anthropological views on
self based on the above discussions in an essay form with maximum of 150
words. Write your answers in a clean sheet of paper. Take a photo and turn
it in using Google Classroom (GED 101 Class) GED 101 group chat via FB.
Sociology
Anthropology
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References/Sources:
Arcega, A M., Cullar, D. S., Evangelista, L. D. & Falculan, L. M. (2018). Understanding the Self. Malabon
City: Mutya Publishing House Inc.
Gazzingan, L. B. et al. (2019). Understanding the Self. Muntinlupa City: Panday-Lahi Publishing House,
Inc.
Alata, E.J.P., Caslib, B.N., Serafica, J.P.J., Pawilen, R.A. (2018). Unsertanding the Self. Rex Book Store
Inc., Sta Mesa Heights, Quezon City, Philippines
END OF WEEK 3
Well done on finishing Week 3!
WHAT COULD YOU LEARN NEXT?
Week 4: THE SELF ACCORDING TO PSYCHOLOGY
GED 101 UNDERSTANDING THE SELF
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WEEK 4: THE SELF ACCORDING PSYCHOLOGY
Psychology
Psychology is a scientific study of mental processes and
human behavior. It aims to describe, analyze, predict, control human
behavior in general. Self is an essential construct in psychology
because it fulfills the goals of the discipline in studying human and
the reason for their action. Many psychologists tried to define the
origin of mental processes and behavior but they all settle down with
numerous theories and assumptions. The following descriptions on
the formation of self were presented for you to have a clear picture on
the psychological perspective of self.
The Self as Cognitive Construction

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The cognitive aspect of the self is known as self-concept. Self-concept is defined as self-knowledge,
a cognitive structure that includes beliefs about personality traits, physical characteristics, abilities,
values, goals, and roles, as well as the knowledge that an individual exist as individuals. As humans
grow and develop, self-concept becomes abstract and more complex.
According to the psychologist Dr. Bruce A. Bracken in 1992, there are six specific domains that
are related to self-concept these are:
1) the social domain or the ability of the person to interact with others;
2) the competence domain or the ability to meet the basic needs;
3) the affect domain or the awareness of the emotional states;
4) the physical domain or the feelings about looks, health, physical condition, and overall
appearance;
5) academic domain or the success or failure in the school; and
6) family domain or how well one function within the family unit.
William James and the Me-Self and I-Self
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William James is a well-known figure in Psychology who
is considered as the founder of functionalism. He brought
prominence to U.S. psychology through the publication of The
Principles of Psychology (1890) that made him more influential
than his contemporaries in the field.

James made a clear distinction between ways of
approaching the self 3 the knower (the pure or the I 3 Self) and
the known (the objective or the Me 3 Self). The function of the
knower (I-Self) according to James must be the agent of
experience. While the known (Me-Self) have three different but
interrelated aspects of empirical self (known today as selfconcept): the Me viewed as material, the Me viewed as social,
and the Me viewed as spiritual in nature.

The material self is consists of everything an individual
call uniquely as their own, such as the body, family, home or
style of dress. On the other hand, social self refers to the
recognition an individual get from other people. Lastly, spiritual
self refers to the individual inner or subjective being.
Real and Ideal Self
Carl Rogers
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Carl Rogers is best known as the founder of clientcentered therapy and considered as one of the prominent
humanistic or existential theorists in personality. His therapy
aimed to make the person achieve balance between their selfconcept (real-self) and ideal self.

The real self includes all those aspects of one's identity
that are perceived in awareness. These are the things that are
known to oneself like the attributes that an individual possesses.

The ideal self is defined as one9s view of self as one
wishes to be. This contains all the aspirations or wishes of an
individual for themselves.

A wide gap between the ideal self and the self-concept
indicates incongruence and an unhealthy personality.
Psychologically healthy individuals perceive little discrepancy
between their self-concept and what they ideally would like to
be.
Multiple versus Unified Self
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According to Multiple Selves Theory, there are different aspects of the self exist in an individual. From
here, we can say that self is a whole consist of parts, and these parts manifest themselves when need
arise.
Gregg Henriques proposed the Tripartite Model of Human Consciousness, wherein he described that
self is consist of three related, but also separable domains these are the experimental self, private self,
and public self.
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The experiential self or the theater of consciousness is a domain of self that defined as felt
experience of being. This includes the felt consistency of being across periods of time. It is tightly
associated with the memory. This is a part of self that disappears the moment that an individual
enter deep sleep and comes back when they wake up.
o The private self consciousness system or the narrator/interpreter is a portion of self that verbally
narrates what is happening and tries to make sense of what is going on. The moment that you read
this part, there is somewhat like a <voice= speaking in your head trying to understand what this
concept is all about.
o Lastly, the public self or Persona, the domain of self that an individual shows to the public, and
this interacts on how others see an individual. Henriques9 Tripartite Model attempts to capture the
key domains of consciousness, both within the self and between others.
 Unified being is essentially connected to consciousness, awareness, and agency. A well-adjusted
person is able to accept and understood the success and failure that they experienced. They are those
kinds of person who continually adjust, adapt, evolve and survive as an individual with integrated,
unified, multiple selves.
o
True versus False Self
Donald Winnicott

Donald Winnicott was a pediatrician in London who
studied Psychoanalysis with Melanie Klein, a renowned
personality theorist and one of the pioneers in object relations
and development of personality in childhood.

According to him, false self is an alternative personality
used to protect an individual9s true identity or one9s ability to
<hide= the real self. The false self is activated to maintain social
relationship as anticipation of the demands of others.
Compliance with the external rules or following societal norms
is a good example of this. false self can be a healthy self if it is
perceived as functional for the person and for the society and
being compliant without the feeling of betrayal of true self. On
the other hand, unhealthy false self happens when an individual
feels forced compliance in any situation.

On the contrary, true self has a sense of integrity and
connected wholeness that is rooted in early infancy. The baby
creates experiences of a sense of reality and sense of life worth living. Winnicott claimed that true
self can be achieved by good parenting that is not necessarily a perfect parenting.
Image Source: http://freudquotes.blogspot.com/
The Self as Proactive and Agentic
Albert Bandura
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 Albert Bandura is a psychologist and Professor Emeritus
of Social Science in Psychology at Stanford University. He
is known for his theory of social learning by means of
modeling. He is famous for his proposed concept of selfefficacy.
 His personality theory, The Social Cognitive Theory
asserts that a person is both proactive and agentic, which
means that we have the capacity to exercise control over our
life. This theory emphasized that human beings are
proactive, self-regulating, self-reflective, and selforganizing.
 Self as proactive means an individual have control in any
situation by making things happen. They act as agent in
doing or making themselves as they are. Agency is a
defining feature of modern selfhood. Agents assume some
degree of ownership and control over things, both internally
(I control my own thoughts) and externally (I make things
happen in the environment). The ability of an individual to
pursue their goals in life is an example of agentic approach
to self.
 According to Bandura (1989), self-efficacy beliefs
determine how people feel, think, motivate themselves and
behave. Such beliefs produce these diverse effects through four major processes. They include
cognitive, motivational, affective and selection processes. A strong sense of efficacy enhances human
accomplishment and personal well-being in many ways.
In contrast Bandura (1989) said that people who doubt their capabilities shy away from difficult tasks
which they view as personal threats. They have low aspirations and weak commitment to the goals they
choose to pursue. When faced with difficult tasks, they dwell on their personal deficiencies, on the
obstacles they will encounter, and all kinds of adverse outcomes rather than concentrate on how to
perform successfully. They fall easy victim to stress and depression.
Image Source: https://www.uky.edu/

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ACTIVITY # 4: THE VERSUSES! (50 points)
This section aims to assess your understanding of some of the topics
covered in Week 4 through the activity below.
Instructions: Differentiate the following terms in the box in one
sentence. Write your answers in a clean sheet of paper. Take a photo
and turn it in using Google Classroom (GED 101 Class) and/or GED
101 group chat via FB (5 points each).
Me-Self
I-Self
Real Self
Ideal Self
Multiple Self
Unified Self
True Self
False Self
Proactive Self
Agentic Self
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References:
Arcega, A M., Cullar, D. S., Evangelista, L. D. & Falculan, L. M. (2018). Understanding the Self. Malabon
City: Mutya Publishing House Inc.
Gazzingan, L. B. et al. (2019). Understanding the Self. Muntinlupa City: Panday-Lahi Publishing House,
Inc.
Alata, E.J.P., Caslib, B.N., Serafica, J.P.J., Pawilen, R.A. (2018). Unsertanding the Self. Rex Book Store
Inc., Sta Mesa Heights, Quezon City, Philippines
END OF WEEK 4
Well done on finishing Week 4!
WHAT COULD YOU LEARN NEXT?
Week 5: THE SELF IN THE WESTERN AND
ORIENTAL/EASTERN THOUGHT
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WEEK 5: THE SELF IN THE WESTERN AND ORIENTAL/EASTERN
THOUGHT
Western and Oriental/Eastern Thought
Cultural differences and environment creates different perceptions of
the self. The most common distinction between people and cultures is the
Eastern-Western distinction. Eastern are known as the Asian countries, and
Western represents the Europe and Northen America. It must be noted that
countries who are geographically closer to each other my share
commonalities, but factors that may create diffrences must be considered.
Individualistic versus Collective Self
Understanding individualism and collectivism could help in the understanding of the cross-cultural
values of a person. Not every culture is at one end or the other of the spectrum, but the majority tend to
favor one over the other in everyday life.
Individualistic Self






Individualism is not the idea that individuals should live like isolated entity, nor the idea that they
should never get or give help from others, nor the idea that an individual never owes anything to other
people.
Individualism is the idea that the fundamental unit of the human species that thinks, lives, and acts
toward goals is the individual. This means that we can form our own independent judgments, act on
our own thoughts, and disagree with others.
Each adult individual can consider what is in his own best interests. Each can act on his own private
motivations and values and can judge other people as good people to form relationships with, or as bad
people to be avoided. Each can decide whether to cooperate with others to solve problems. Each can
choose to think for himself about the conclusions that the majority of others in a group come to,
accepting or rejecting their conclusions as indicated by his own thought.
Example of the description would include an individual identifies primarily with self, with the needs of
the individual being satisfied before those of the group. Looking after and taking care of ourselves,
being self-sufficient, guarantees the well-being of the group. Independence and self-reliance are greatly
stressed and valued.
In general, people tend to distance themselves psychologically and emotionally from each other. One
may choose to join groups, but group membership is not essential to one9s identity or success.
Individualist characteristics are often associated with men and people in urban settings.
Western cultures are known to be individualistic.
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Collective Self


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Collectivism is the idea that the fundamental unit of the human species that thinks, lives, and acts
toward goals is not the individual, but some group. In different variants, this group may be the
family, the city, the economic class, the society, the nation, the race, or the whole human species.
The group exists as a super-organism separate from individuals: A group may make its own
decisions, acts apart from the actions of individuals, and has its own interests apart from those of
the individuals that compose it.
Under collectivism, individuals are analogous to ants in the protection of their queen ant. The
individual ant doesn9t have minds of their own, and generally cannot disagree with the hive. Any
ant that acts in a way contrary to the interests of the group is a malfunctioning ant. If an ant does
not follow the certain pattern of how they protect their queen, it will be entirely unable to support
itself, find other ants that support other queen ant and will surely die in short order. If the
malfunctioning ant stays within the group, it will be a threat to the line appropriate to protecting
the queen ant.
Examples of the collectivist thinking is when our identity is in large part, a function of our
membership and role in a group, e.g., the family or work team. The survival and success of the
group ensures the well-being of the individual, so that by considering the needs and feelings of
others, one protects oneself. Harmony and the interdependence of group members are stressed and
valued. Group members are relatively close psychologically and emotionally, but distant toward
non-group members. Collectivist characteristics are often associated with women and people in
rural settings.
Asian countries are known to be collective in nature.
The Social Construction of the Self in Western Thought




Self has been an area of interest by French and English philosophers, and evident in the ideas of
Greek philosophers like Socrates and Plato.
Descartes in 17th century emphasized the self in his dictum <I think therefore I am= which claims
that cognitive basis of the person9s thoughts is proof for the existence of the self.
Kant believed that the self is capable of actions that entitles it to have rights as an autonomous
agent.
Here are some qualities imparted to the Western subjective self. It sketches some features on
subjectivity and ways of thinking of western persons. This provides an impressionistic profile
through the use of a few strokes characterizing some ways of being and thinking of many western
persons.
o Western self as analytic. Since analytic and inductive modes of thinking were
prominent for person in western cultures, to see objects as divisible combinations of
yet smaller objects. Real things are not only visualized but immaterial things like
thoughts, ideas and memories would be given emphasis.
o Western self as monotheistic. Monotheism can be known as the rigid consequence of
the doctrine of normal human being. It is like forcing the concentration of supernatural
capabilities.
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o
o
Western self as individualistic. The emphasis on individualism has direct and indirect
effects on both the presentation of self (in public ways) and the experience of the self
(in private awareness).
Western Self as materialistic and rationalistic. The western accentuation of rational,
scientific approach to reality has tended to define spiritual and immaterial phenomena
as potentially superstitious and dangerous. In any society, belief system is stratified
and composed of a hierarchy of interrelated, causal-explanatory models.
The Self as Embedded in Relationships and through Spiritual Development in Confucian Thought
 Confucius was born in the period of the Zhou Dynasty in 551 BCE
in the state of Lu. He grew up poor although he was descended from
scholarly family.
 Confucius philosophy is known as humanistic social philosophy
which focusses on human beings and the society in general.
 Confucianism is centered on ren which can be manifested through
the li (propriety), xiao (filiality), and yi (rightness). For Confucius,
ren reflects the person9s own understanding of humanity. It is found
within each person and can be realized in one9s personal life and
relationship. Ren guides human actions that makes life worth living
which can be realized through li, xiao, and yi:
o Li the propriety. Rules of propriety should be followed to guide
human actions. These rules are the customs, ceremonies, and
traditions that forms the basis of li. According to Confucius, <to
master oneself and return to propriety is humanity= (Koller, 2007). Self mastery
involves self development. Self mastery is characterized by self-control and the will to
redirect impulses to change these to socially accepted expression of human nature. Li
conforms to the norms of humanity, thus one must fulfill their duties and
responsibilities in this five (5) relationships: father and son, ruler and subject, older
and younger brothers, husband and wife, friend and friend.
Xiao the filiality. This is the virtue of reverence and respect for the family. Parents
should be revered for the life they and given. Children show respect to their parents by
exerting efforts to take care of themselves. Reverence for parents and family is further
demonstrated by bringing honor to the family, making something of himself and to
earn respect of other. If, however, the person is having difficulty giving his family the
honor that they deserved, he should just do this best to not disgrace the family.
Relationship that exist in the family reflect hoe the person relates to others in the
community. The family is the reflection of the person. How the person interacts
socially and the values they emulate can all be traced back to their family environment.
This forms the bases of the person9s moral and social virtues (Koller, 2007).
Yi the rightness. The right way of behaving which is unconditional and absolute. Right
is right, and what is not right is wrong. Actions must be performed and carried out
because they are right actions. Confucius emphasized that actions should be performed
because they are right and not for selfish benefits that they provide.
Image Source: https://www.oshonews.com/
o
o
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ACTIVITY # 5: MY SELF: AN INDIVIDUALISTIC OR COLLECTIVE? (20 points)
This section aims to assess your understanding of some of the topics covered
in Week 5 through the activity below.
Instructions: In a maximum of 300 words, write an essay with the title, My
Self: an Individualistic or Collective? Explain how you consider yourself as
individualistic or collective in nature. Write your answers in a clean sheet of
paper. Take a photo and turn it in using Google Classroom (GED 101 Class)
GED 101 group chat via FB
Name:
Section:
My Self: an Individualistic or Collective?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
References/Sources:
Arcega, A M., Cullar, D. S., Evangelista, L. D. & Falculan, L. M. (2018). Understanding the Self. Malabon
City: Mutya Publishing House Inc.
Gazzingan, L. B. et al. (2019). Understanding the Self. Muntinlupa City: Panday-Lahi Publishing House,
Inc.
Alata, E.J.P., Caslib, B.N., Serafica, J.P.J., Pawilen, R.A. (2018). Unsertanding the Self. Rex Book Store
Inc., Sta Mesa Heights, Quezon City, Philippines
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END OF WEEK 5
Well done on finishing Week 5!
WHAT COULD YOU LEARN NEXT?
Week 6: THE PHYSICAL SELF
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WEEK 6: PHYSICAL SELF
THE PHYSICAL SELF: BODY IMAGE AND SELF ESTEEM
Understanding the self of in different classification of physical aspects is one way to
discover a person9s real self.
The concept of Physical Self
●
The understanding of the Physical self is shaped by biological and environmental factors.
●
The Biological blueprint involves Heredity and its important factors. Heredity is defined as the
transmission of traits from parents to offspring. The traits are made up of specific information embedded
within one9s gene. Genotype refers to the specific information embedded within one9s genes; not all
genotypes translate to an observed physical characteristic. Phenotype is the physical expression of a
particular trait. Each individual carries 23 pairs of chromosomes, which are threadlike bodies in the
nucleus of the cell and the storage unit of genes. The 23rd pair, also known as sex
chromosomes, determines the sex of an individual. Within each chromosome is the deoxyribonucleic
acid (DNA), which is a nucleic acid that contains the genetic instructions specifying the biological
development of every individual.
●
Maturation is known as the completion of growth of a genetic character within an organism or the
unfolding of an individual9s inherent traits or potential.
●
As you grow up, you are exposed to environmental influences that shape your physical self, including
those from your social networks, societal expectations, and cultural practices that will lead a person to
understand themselves.
●
According to Santrock (2014), self-understanding is the individual9s cognitive representation of self
which consists of substance and the content of self-conceptions. Self-understanding can be described as
simple to perplex and involve a number of aspects of the self. It also changes throughout the life span
as the person grows older.
●
As children advance in age, their interests change and with these come changes in their bodies. The
changes are rapid and before parents notice it, they are no longer babies but teenagers. An obvious change
in teenagers are the changes in Physical Self. The Physical Self refers to the concrete dimensions of the
body, it is the tangible aspect of the person which can be directly observed and examined.
●
Physical Characteristics are the defining traits or features of a person9s body. This is also the first thing
people see when they look at another person that could include facial features, hairstyle, clothes, or
figure. They encompass everything that one can describe about a person or group of people, by just
looking.
●
Erik Erikson believed in the importance of the body from early development because the physical as
well as intellectual skills will somehow serve as a basis to whether a person has achieved a sense of
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competence and be able to manage and face the demands of life complexities. William James, on the
other hand, considered the body as the initial source of sensation and necessary for origin and
maintenance of personality.
●
A period of rapid physical changes is in Puberty. According to Santrock (2016), puberty is not the same
as adolescence because puberty ends prior to the end of the adolescent period. But the recognized puberty
as the most essential marker of the beginning of adolescence. The changes experienced during puberty
are different from girls and boys. Girls reach puberty earlier than boys and experience menarche which
is her first menstrual flow. Boys, two or three years later, experience spermarche or semenarche which
is his first ejaculation or nocturnal emission (wet dreams).
●
Puberty is a brain neuroendocrine process occurring primarily in early adolescence that triggers the rapid
physical changes. The Pituitary gland is the master endocrine gland that controls growth and regulates
functions of all the other endocrine glands including gonads. The chemical substances secreted by the
gonads promotes physical changes such as height, widening of the hips and increase in fatty tissues in
the breast of girls and responsible for boy9s growth of facial and body hair, muscles, and changes in
voice.
The self as impacted by the body
●
Different levels of connectedness characterize the relationship between self and body. These
connectedness may be
in a positive or negative ways, or in helpful
or destructive ways.
Nevertheless, it is between individuals as well as across situations. The potential of the physical
body to be regarded as an object introduces the possibility of trait and state body as well as the state
of the self.
●
Perspectives in Understanding Physical Self:
1. Psychodynamic Perspective
Freud9s theory of the ego was primarily known as body ego, that solidifies the importance
of body in understanding the self. The body and its evolving mental representations form the
basis of a sense of self (Krueger, 2002). The development of a body self mainly has
three
stages: early psychic experience of the body in which sensations like tactile like in infants
enable babies to discriminate bodies from their surroundings, which contribute to the sense of
self. Next is defining body surface boundaries which is the stage of being awareness of body
image in contrast to surface boundaries. Last stage is the distinguishing of the body9s internal
states which is the stage of having cohesion of the body. In these images and experiences of
the body and the body, surfaces can be organized into holistic understanding of the body.
Theory suggests that Physical body both has objective and subjective components.
Individual9s conception and acknowledgment of their physical bodies substantiate their
assessment of the sense of totality which is an integral to his/her experience of the physical
world. Moreover, one9s experience of one9s physical body may be a key predictor of a variety
of behaviors.
2. Cognitive-Behavioral Perspective
Focuses on perceptual, cognitive, and affective aspects which is a multidimensional
experience that can aid a more precise understanding of the body . The cognitive-behavioral
perspective makes multiple distinctions to facilitate precise conceptual and operational
definitions of body-image related variables.
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The cognitive behavioral model of body image recognizes multiple determinants of
body image with a distinction between those determinants that are historical versus those
determinants that are proximal or concurrent that predispose or influence how people come to
think, feel, and act in relation to their body.
3. Feminist Perspective
Relies on the social construction in which there is a possibility of individuals to
experience their bodies in distorted ways (especially, women). women9s dissatisfaction with
their bodies as a systematic social phenomenon rather than a result of individual pathology
(McKinley, 2002).
Specifically, the duality established between the mind and body in Western societies
and the pairing of men with the <mind= and women with the <body= contribute to women
experiencing their bodies differently than men.
●
Factors that affect perception of the Physical Self:
1. Personal Factors
a. Introspection and Self-reflection. Looking inward is one of the simplest
ways to achieve self-knowledge. According to Hewstone, et al., (2015)
Introspection is the process is the process by which one observes and
examines one9s internal state (mental and emotional) after behaving in a
certain way.
b. Self-Perception Theory. As stated by Hewstone and Bem (2015) Selfperception theory explains that since one9s internal state is difficult to
interpret, people can infer their inner states by observing their own
behavior 3 as if they are an outside observer. Physical perception includes
all aspects of a person9s perception of his physical self.
c. Self-concept. According to Hewstone, et al., (2015), self-concept is a
cognitive representation of self-knowledge which includes the sum total
of all beliefs that people have about themselves. It is a collection of all
individual experience involving one9s characteristics, social roles, values,
goals and fears. Physical concept is the individual9s perception or
description of his physical self, including his physical appearance.
d. Personal Identity. This is the concept a person has about himself that
develops over the years. This includes aspects of his life that he was born
into like family, nationality, gender, physical traits as well as the choices
he makes, such as what he does for living, who his friends are and what he
believes in.
2. Social Factors
a. Attachment Process and Social Appraisal. According to Bowlby (1969),
people learn about their value and lovability when they experience how
their mothers or caregivers care for them and respond to their needs.
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b. Maintaining, Regulating and expanding the self in interpersonal
relationships .
c. The Looking-glass Self Theory. Charles Horton Cooley stated that a
person9s self grows out of society9s interpersonal interactions and the
perception of others. The view of oneself comes from a compilation of
personal qualities and impressions of how others perceive the individual.
Therefore, in a looking-glass self, the self-image is shaped and reflected
from the social world. Other people9s reactions would serve as a mirror
in which people see themselves particularly the way in which they are
perceived and judged by others.
d. Social Comparison. The
work of Leon Festinger in 1954 introduced
another way of understanding oneself by comparing one9s traits, abilities,
or opinions to that of others. Social Comparison is a process of comparing
oneself with others in order to evaluate one9s own abilities and opinions.
There are two types of social comparison:
● Upward social comparison happens when an individual compares
themselves to others who are better than them.
● Downward social comparison happens when an individual
compares themselves to someone who is in a worse situation than
they are in especially when they are feeling low.
e. Social Identity Theory (Collective Identity). This was formulated by tajfel
and Turner 1973 which provides a framework about how people achieve
understanding about themselves by being a member of their group. This
idea assumes that as a member of the group they will not be discriminated
against by an out-group. It will enhance their self-esteem because they
feel secured with the shield of group membership where they belong.
Social groups include gender, ethnicity, religion, profession, political
membership and business organizations.
References:
Arcega, A M., Cullar, D. S., Evangelista, L. D. & Falculan, L. M. (2018). Understanding the Self. Malabon
City: Mutya Publishing House Inc.
Gazzingan, L. B. et al. (2019). Understanding the Self. Muntinlupa City: Panday-Lahi Publishing House,
Inc.
Hewstone, et.al. (2015). An Introduction to Social Psychology. UK: British Psychological Society and John
Wiley and Sons Ltd.
Krueger, D.W. 2002 Integrating body self and psychological self: Creating a new story in psychoanalysis
and psychotherapy. Accessed date: July 24, 2020. https://psycnet.apa.org/record/2003-06051-000
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McKinley, N. M. (2012). Continuity and change in self-objectification: Taking a life-span approach to
women9s experiences of objectified body consciousness. Accessed date: July 24, 2020.
https://doi.org/10.1037/12304-005
Santrock, J (2014) Adolescence. New York, USA: McGraw Hill International edition
Santrock, M (2016) Essentials of Life Span Development 4th ed. New York, USA: McGraw Hill
International Edition
ACTIVITY # 6: MY BODY, MY LIFE (20 points)
This section aims to assess your understanding of some of the topics covered in Week
6 through the activity below.
A. Reflect on the presented article <The Physical Self= in Week 6, answer the question. Express your
thoughts in 5-10 sentences.
QUESTION:
1. On what perspective of Understanding the Physical Self do you think is most
influential to your life? Give concrete examples .
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Which of factors that affect perception of the Physical Self would you say is mostly
used by teenagers in your age nowadays?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Write your answers in a clean sheet of paper. Take a photo and turn it in using Google Classroom (GED
101Class) GED 101 group chat via FB messenger.
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END OF WEEK 6
Well done on finishing Week 6!
WHAT COULD YOU LEARN NEXT?
Week 7: PHYSICAL SELF= The impact of culture on body image and self-esteem
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WEEK 7: PHYSICAL SELF: The Physical Self: Body Image and Self Esteem
Understanding the self includes understanding the surroundings and what influences
our outlook in our beauty. Culture may seem to have an effect also on how people view
themselves and how they construct their images and boost their self-esteem. Physical
aspect of the self may also provide understanding and the importance of beauty.
The Impact of Culture on Body Image and Self-Esteem: The Importance of Beauty
●
After going through all the concepts and theories that may affect the person9s view of his physical
self, there9s another factor that strongly impacts this perception, his cultural milieu. Culture is
defined as a social system that is characterized by the shared meanings that are attributed to people
and events by its members.
●
There are a lot of movies in the past that are about the body. One of the most successful horror
movies of the 1950s entitled Invasion of the Body Snatcher, wherein human beings were replaced
with new bodies and devoid human emotions. Another is the The Stepford Wives that took the idea
of body replacement. In this movie husbands were killing their wives and replacing them with
robots who look exactly like them, but perfectly submissive. Some other movies about the body
include Shallow Hal (2001), Huge (2010), 200 pound Beauty (2010) and Imperfect (2019).
●
The makeup of a body is a collection of cells, combined into organs, which themselves operate in
systems. In humans, that body typically takes on a form with two arms, two legs, a torso, and a
head. But the question is, is there such a thing as a universal decontextualized body? The answer is
no. bodies are shaped in countless ways by culture, by society, and by the experiences that are
shared with a social and cultural context. Since it is also shaped by history, there are always
changing ideas about it. It can be assumed that the body is contingent 3 meaning molded by factors
outside the body, and internalized into the physical being itself.
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●
A significant aspect of culture that strongly influences adolescents who are in a face-to-face
encounter with their physical selves is how their culture conceptualizes beauty. Young adolescents
are forced to adhere to society9s definition of beauty lest they be labelled ugly or <pangit= in local
dialect.
●
This is what is called the social constructionist approach to understanding the physical self. This
suggests that beauty, weight, sexuality, or race do not simply result from the collection of genes
one inherited from one9s parents. Instead, these bodily features only take on the meaning that they
have. A person may have a certain set of facial features, or weigh a certain number of pounds and
attractiveness will come from the time and place in which they live.
●
These meanings occur within a set of culturally constructed power relations which suggest that, for
example, women must be attractive in order to be valuable. But this process does not just happen
after we enter culture. How those features will be interpreted will then be shaped by culture, but
the features themselves will already be present. Meaning what occurs is that once something comes
to take on cultural meaning, it becomes naturalized: people think that things are the way that they
are because they have always been that way. These meanings have been created, and that they can
change, and that there9s nothing natural at all. Even something that seems to be rooted in the body
as disability is partially socially constructed.
●
This differs from what might be called an essentialist view of the body. Essentialism means that
bodies are defined entirely by their biological make-up 3 bones, muscles, hormones, and the like.
Much of human behavior can also be reduced to many of those biological functions, it is referred
to by social scientists call a reductionist idea that complex human behaviors can be reduced to
something as simple as, for example, hormones. This simply means that we cannot understand the
biological organism without first understanding social, cultural, and historical context in which it
exists.
●
Another example of how norms of masculinity and femininity shape not just behavior, but public
perceptions are those people who did activities of the other gender. They were praised at the same
time and criticized just by doing what is not expected to their gender. With this, the idea that the
body is marked with culture and society is the term social skin to refer to the ways in which social
categories become inscribed onto physical body. Through the social skin, the body becomes the
symbolic stage on which dramas of society are enacted. This idea is from the anthropologist
Terence Turner (1980).
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●
Another anthropologist, Mary Douglas (1973) said that the body is the most natural symbol for and
medium of classification, and thus rules associated with controlling the body and its processes
emerge as a powerful means of social control. She is the one who centralized the analysis of the
body focused on traditional societies. Therefore, the physical body is a threat to the social body.
Further, she finds that societies with strict social limits would regard boundaries with caution
including bodily boundaries.
●
In sociology, how the body operates as a
focus and symbol has been understood as
well. In the fourteenth to the seventeenth
centuries, the civilization process includes
the beginning of Europeans to internalize
many of the external forms of social
control;
however,
shame
and
embarrassment took place, controlling their
behaviors from within. This control of
behavior from within was made as theory
by Erving Goffman (1982) which is called
the Dramaturgical theory. The theory
suggests that we are all actors on a stage,
and much of what we do is engage in
impression management during which we
must monitor and adjust our own behavior in accordance with how people want others to perceive
them.
●
A woman is what she wears 3 this statement is from the work of Janes Gaines on fashion (1990)
which implies that women are often defined completely by their clothing 3. In this study, it suggests
that people have body images. Body image can be described as a representation of how individuals
think and feel about their own physical attributes. Body image is both internal (personal) and
external (society).
●
This includes (1) how a person perceives his body, (2) how a person feels about their physical
appearance, (3) how a person thinks and talks to themselves about their bodies, and (4) a sense of
how other people view their bodies. Though sometimes how a person looks has possibly never held
as much as societal importance or reflected so significantly on our perceived self-worth.
●
Body image is the mental representation one creates, but it may or may not bear close relation to
how others actually see you. Body image is subject to all kinds of distortion from internal elements
like our emotions, moods, early experiences, attitudes of our parents, and much more. The mass
media has increasingly become a platform that reinforce cultural beliefs and projects strong views
on how we should look, that we as individuals often unknowingly validate. With such strong
societal scrutiny, it is easy to see how the focus is on negative body image. Nevertheless, it strongly
influences behavior. Preoccupation with and distortions of body image are widespread among
American women (and to a lesser extent, among males), but they are driving forces in eating
disorders, feeding severe anxiety than can be assuaged only by dieting.
●
Having a sense of understanding that healthy attractive bodies come in many shapes and sizes,
and that physical appearance says very little about the character or value of a person, a person can
have a positive body image. How to get to this point depends on the acceptance and esteem that a
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person has for himself. This can be related to the meaning of self-esteem. In which, it is related to
how much a person likes himself, how they recognize or appreciate their individual character,
qualities, skills, and accomplishments. Like body image, self-esteem can also be based on how a
person thinks other people look at them as a person.
●
Self-esteem is the overall evaluation that a person has of himself which can be positive or negative,
high or low. Self esteem is a measure of the person9s self-worth based on some personal or social
standard. It is a global evaluative dimension of the self.
●
Self-esteem is how valuable to himself and others he person perceives himself to be. Needless to
say, people with positive or high self-esteem are happier, have a sense of accomplishment and
purpose and relate well with others.
● The impact of culture on body image and self-esteem has
been very crucial for sometimes people depend on this as
when they define beautiful. It has been assumed that
preferences for beauty are gradually learned through cultural
transmission and exposure to contemporary media.
● Charles Darwin in 1871 became one of the first persons,
if not the first, to think and write extensively about human
beauty from a biological point of view, concluding that there
is no universal standard of beauty with respect to the human
body and attempts to determine underlying dimensions of
beauty are futile. However, in 1985, contrary to Darwin9s
beliefs, Samuels and Ewy showed that both 3-month-old and
6-month-old infants looked longer at male and female faces
previously rated as attractive by adults, suggesting that infants have the cognitive ability to
discriminate attractiveness. These findings have been further supported, and it has even been shown
that young infants show preferences for attractive faces, measured by looking time, that transcends
gender, race, and age. Problems and other issues will arise when a person9s definition of body
image is different from the understanding of beauty.
●
Young people put so much pressure on themselves to attain unrealistic ideals to the point of risking
mental and physical health is unacceptable. The following are some aspects in culture that may
have led to some misconceptions:
1. Society9s ideal for the perfect physical form for men and women.
2. Images of perfection brought by all types of media i.e print, television, film, and
internet.
3. Since a standard has been set by society and reinforced by the media, any
characteristic that does not conform to the standard is labelled as ugly. Body
diversity in size and structure due to genetic heritability is not tolerated.
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●
These misconceptions strongly affect
how the young form their body image
and its influence on their self-esteem.
Knowing that adolescence is the period
where self-identity is formed, it is
important for adults in the environment
to listen to these young people and
provide proper guidance and support.
●
Yes, beauty is important. But being
beautiful still depends how a person
defines beauty and the standards he sets
to meet this definition. It is a big mistake
to base beauty on some else9s standard.
People are different and each one is
uniquely beautiful.
References:
Arcega, A M., Cullar, D. S., Evangelista, L. D. & Falculan, L. M. (2018). Understanding the Self.
Malabon City: Mutya Publishing House Inc.
Douglas, M (1973) Self-Evidence. Accessed July 24, 2020.
https://us.sagepub.com/sites/default/files/upm-assets/66916_book_item_66916.pdf
Gaines, J (1980). Material Possession. Accessed July 24, 2020.
https://faculty.washington.edu/jdb/452/452_chapter_02.pdf
Gazzingan, L. B. et al. (2019). Understanding the Self. Muntinlupa City: Panday-Lahi Publishing House,
Inc.
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ACTIVITIES ON PHYSICAL SELF
This section aims to reinforce your understanding of some of the topics covered in
Week 7 through the two activities below.
ACTIVITY #7: BIRTH OF A BEAUTY (30 points)
A. Reflect on your own personal concept of what for you is a real Beauty. Use the format below.
Direction:
1. Cut out or Download a picture of a person you consider to be beautiful and put it
on box number 1
2. Cut out or Download your own picture put it inside box number 2.
3. Below each of the pictures describe what for you is beautiful about one each of
them and why. Limit your answers into 5-7 sentences each.
Name:
Year and Section:
Box number 1
Box number 2
Take a photo and turn it in using Google Classroom (GED 101Class) GED 101 group chat via FB
messenger.
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ACTIVITY #8: HOW IT AFFECTS ME? (15 points)
B. List down at least 10 commercial or movies, or tv shows, that you think affects the concept of
beauty and self-esteem of people nowadays.
1._____________
6. _____________
2. ____________
7. _____________
3. ____________
8. _____________
4. ____________
9. _____________
5. ____________
10. ____________
Write your answers in a clean sheet of paper. Take a photo and turn it in using Google Classroom (GED
101Class) GED 101 group chat via FB messenger.
END OF WEEK 7
Well done on finishing Week 7!
WHAT COULD YOU LEARN NEXT?
Week 8: THE SEXUAL SELF
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WEEK 8: SEXUAL SELF
THE SEXUAL SELF: BODY IMAGE AND SELF ESTEEM
This section tackles one of the most crucial aspects of human development, the sexual self. It
highlights biological and environmental factors that shape sexual
development. Being a complex and amazing structure, the human body is a
source of strength, beauty, and wonder. Like a well-designed machine, a
healthy body has parts whose parts function smoothly together. Like a
harmonious orchestra that musicians play together, they produce beautiful
music, a healthy body that has parts whose operations are in harmony with
others.
Introduction
●
Sexual selfhood is defined as how one thinks about himself or herself as a sexual individual. Human
sexuality is a topic that just like beauty is culturally diverse. This should be understood in varied
ways.
1. Historical.
●
In Ancient Greece, it is the male that assumes the dominant
role. The male symbol, the penis, was viewed as the symbol
of fertility and how the male body was structured and was
greatly admired. Their wives were considered as objects to be
possessed just like property. Women, on the other hand, were
forbidden to own property and had no legal and only function
was to bear children. The Greek word for woman is <gyne=
means 3 bearer of children.
●
In the Middle Ages (476-1450), bore witness to the strong influence of church particularly in
matters of sexuality. The church decreed that all sexual acts that do not lead to procreation were
considered evil. Women were labelled as either temptress (like Eve) or a woman of virtue (like
Virgin Mary).
●
In the protestant reformation of the 16th century (1483-1546) Martin Luther, John Calvin and other
Protestant leaders initiated a movement against the Roman Catholic Church. Protestantism believed
that sexuality is a natural part of life and that priests should be able to marry and have families.
Martin Luther King and John Calvin believed that the reason for sexual intimacy was to strengthen
the physical and emotional bond between husbands and wives and not just procreation.
●
By the 17th and 18th century, the Puritans, a group of people who were discontented with the Church
of England rallied for religious, moral and societal reformation. They had positive view on marital
sex and did not tolerate sex outside marriage. Premarital sex, therefore, was considered immoral.
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●
In the Victorian Era (1837-1901), homosexuality and prostitution were rampant and considered to
be threats to social order. People in this era were not comfortable in discussing breast or buttocks,
they used other terms instead.
●
Through the years and in the 20th century, interest in sexuality became more evident and accepted
in society. The separation of church and state reduced the influence the church had over sexual
mores. Also, the rise of feminism allowed for changes in employment, home life, and sexual
standards for women. Over time, cultural diversity and social norms offered varied views on what
today may be considered as sexually normal.
2. Biological.
●
Knowing the structures and functions of the reproductive system is essential to the understanding
of sexuality. In the nervous system, it is the brain that initiates and organizes sexual behavior.
Through the process of sexual reproduction, the next generation of human beings are created by
the fusion of the egg cell and sperm cell. This will be discussed further in the next pages.
3. Sociobiological/Evolutionary.
●
This perspective studies how evolutionary forces
affect sexual behavior. According to sociobiological
theory, natural selection is a process by which organisms
that are best suited to their environment are most likely to
survive. Traits that lead to reproductive advantage tend to
be passed on, whereas maladaptive traits are lost. On the
basis of human sexual behavior, it all begins with physical
attraction.
●
Beauty is more than just cultural standard. It is
primarily an evolutionary standard for attracting the best
male or female in the lot to ensure that one9s genetic
characteristics will be passed on to the next generation.
●
Although survival is the goal of the evolutionary perspective, physical attraction which ends in sex
does not mean that the attraction will be lasting. For what is really important in human sexual
relationships is the love, care, and responsibility each gender has for the other.
4. Psychological
●
Rosenthal (2013) also explained that sexuality is not a mere physical response. Rather, it also
involves emotions, thoughts and beliefs.
●
Sigmund Freud was one of the most prominent people to explain sexuality, through his theories.
According to him, human beings are faces with two forces 3 sex instinct and libido (pleasure) and
death or aggressive instinct (harm toward oneself or towards others).
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●
Sex instinct does not only pertain to the sexual act rather it could also mean anything that could
give pleasure to the person. Thus, human behavior is geared towards satisfying the sex instinct
and/or death instinct. A person9s libido or sexual energy is located in an area of the body at different
psychosexual stages. These areas of pleasure are called erogenous zones. These will be discussed
further in the following pages.
●
Freud also regarded personality as composed of three structures: the id, the Ego and the Superego.
The id is the part which always seeks for pleasure and aggression. It follows the pleasure principle
because it wants the person to attain gratification immediately. It is unconsciously saying <I want
it now!=. The Superego is the person9s sense of morality; it follows the moral principle whose role
is to restrict demands of the id. It is developed when children are taught the difference between
right and wrong. The ego follows the analytical principle. It analyses the need of the id and its
consequences as dictated by the superego and thinks of ways to satisfy the need in an acceptable
manner.
5. Religious
●
Judaism holds a positive and natural outlook toward marital sex which they consider as blessed by
God and pleasurable for both men and women. Sexual connection provides an opportunity for
spirituality and transcendence.
●
In Islam, family is considered of utmost importance, and celibacy within marriage is prohibited.
Muslim men are allowed to have up to four wives but Muslim women can only have one husband.
Sex is permitted only within marriage and extramarital sex is penalized.
●
According to Taoism, which originated in China, sex is not only natural and healthy, but a sacred
union necessary to people9s physical, mental, and spiritual being. The sexual union is a way to
balance male and female energy.
●
In Hinduism, sexuality is seen as spiritual force, and the act of ritual lovemaking is a means of both
celebrating and transcending the physical
●
For the Roman Catholic Church, marriage is purely for intercourse and procreation. Pope John Paul
II confirmed the idea that married couples should engage in intercourse only for the purpose of
procreation. They further believed that homosexual orientation, in itself is not sinful, but
homosexual acts are immoral and sinful. The use of birth control is strongly opposed but they agree
to natural family planning and prohibit abortion.
Development of Secondary Sex Characteristics and Reproductive System
●
This part is understanding the sexual self in Biological manner.
●
From a purely physical standpoint, our bodies are made mainly of water. We are also made of
many minerals, including calcium, phosphorous, potassium, sulfur, sodium, chlorine,
magnesium, and iron. In order of size, the elements of the body are organized into cells, tissues,
and organs. Related organs are combined into systems, including the musculoskeletal,
cardiovascular, nervous, respiratory, gastrointestinal, endocrine, and reproductive systems
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●
There are two kinds of reproduction: asexual and sexual. Many biochemical events must
occur before an organism can reproduce either way.
1. Asexual reproduction
The simplest form of reproduction that literally means without sex. A single celled animal
grows to a certain stage or size and divides into two identical organisms. Multi-celled asexual
organisms have developed several unique reproductive strategies. For example, the jellyfish
reproduces by budding, a process where a new individual begins to grow (bud) from the
original organism and is eventually released as a small, free swimming organism.
2. Sexual reproduction
In organisms that reproduce sexually, there are males and females and reproduction occurs
when partners come together. This also involves reproductive cells, including a female ovum
(egg) and a male9s sperm.
●
Network of organs and signaling molecules happened in the process of the human reproductive
system. In which, interaction and communication make it possible to the human ability to
produce and bear live offspring. It is distinguished from all other organ systems of the human
body by the fact that it is composed of two anatomically different organ plans, one for the
female and one for the male. It is also a slow-developing system, with the reproductive organs
obtaining full maturity at some point during adolescence, the transitional phase of growth and
development between childhood and adulthood.
●
In both male and female embryos, the tissues that will form the structures of the internal
genitalia that are destined to develop in only one way, either as structures in the female
reproductive system or structures in the male reproductive system, but not both.
●
Provided all organs are present, normally constructed, and functioning properly, the seven
essential features of human reproduction are:
o
o
o
o
o
o
o
●
(1) liberation of an ovum, or egg, at a specific time in the reproductive cycle;
(2) internal fertilization of the ovum by spermatozoa, or sperm cells;
(3) transport of the fertilized ovum to the uterus, or womb;
(4) implantation of the blastocyst, the early embryo developed from the fertilized
ovum, in the wall of the uterus;
(5) formation of a placenta and maintenance of the unborn child during the entire
period of gestation;
(6) birth of the child and expulsion of the placenta; and
(7) suckling and care of the child, with an eventual return of the maternal organs to
virtually their original state.
The male reproductive system essential parts are as follows:
Penis 3 a male sexual organ consisting of the internal root and external shaft and glans.
Root 3 the portion of the penis that extends internally into the pelvic cavity.
Shaft 3 the length of the penis between the glans and the body.
Glans 3 the head of the penis; richly endowed with nerve endings.
Cavernous bodies 3 the structures in the shaft of the penis that engorge with blood during sexual
arousal.
6. Foreskin 3 a covering of skin over the penile glans.
1.
2.
3.
4.
5.
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7. Corona 3 the rim of the penile glans.
8. Frenulum 3 a highly sensitive, thin strip of skin that connects the glans to the shaft on the underside
of the penis.
●
The female reproductive system essential parts are as follows:
1. Vulva 3 encompasses all female external genital structures 3 the hairs, fold of skin, and the urinary
and vaginal openings.
Mons Veneris 3 a triangular mound over the pubic bone above the vulva.
Labia majora 3 the outer lips of the vulva.
Labia minora 3 the inner lips of the vulva, one on each side of the vaginal opening.
Prepuce 3 the foreskin or fold of skin over the clitoris.
Clitoris 3 a highly sensitive structure of the female external genitals, the only function of which
is sexual pleasure.
f. Shaft 3 the length of the clitoris between the glans and the body.
g. Glans 3 the head of the clitoris; richly endowed with nerve endings.
h. Cruca 3 the innermost tips of the cavernous bodies that connect to the pubic bones.
i. Vestibule 3 the area of the vulva inside the labia minora.
j. Urethra 3 the tube through which urine passes from the bladder to outside the body.
a.
b.
c.
d.
e.
2. Internal Structure
a. Vagina 3 a stretchable canal in the female that opens at the vulva and extends about four inches
into the pelvis.
b. Rugae 3 the folds of tissue in the vagina.
c. Cervix 3 the small end of the uterus, located at the back of the vagina.
d. Uterus 3 a pear shaped organ inside the female pelvis, within which the fetus develops.
e. Fallopian tubes 3 two tubes in which the egg and sperm travel, extending from the sides of
the uterus.
f. Ovaries 3 female gonads that produce ova and sex hormones.
●
These are the parts of the reproductive organs that are considered to be important. The primary
and secondary characteristics refer to specific physical differentiate males and females in
sexually dimorphic species 3 species having two forms that are determined by their sex; that
is, species in which males and females look different from each other. Primary characteristics
are there from birth (for example, penises and vaginas). Secondary sexual characteristics
emerge at puberty (such as low voices and beards in men, and high voices and no facial hair in
women). Samples includes:
●
These secondary sexual characteristics are not used in reproduction, but are apparent in most
dimorphic species. Hormones secreted through the hypothalamus initiate the development of
classically male or female secondary sexual traits.
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●
These secondary sex characteristics can
also be known as some of the first changes in a boy
are the growth of his and growth of pubic hair.
Later, the chest becomes larger, hair grows in the
armpits, muscles grow in the arms and legs and
shoulders become larger and stronger.
●
In some males, hair also grows on the
chest, but generally, Asian men are less hairy and
less muscular than Caucasian men, and those from
Africa have coarser body hair. Facial hair, which
usually grows first above the lips and later grows
on the cheeks, may grow into a mustache and
beard unless the boy shaves regularly.
The larynx (voice box) becomes larger as well,
resulting in a deeper voice. In girls, pubic hair begins to grow, followed by underarm
hair; breasts develop, with the areola around the nipple becoming darker. Fat deposits around
the hips and buttocks also contribute to the female's more rounded appearance.
●
With girls, the menstrual cycle begins, it may be irregular, with some monthly cycles occurring
without ovulation. Since 1840, menstruation has been beginning a few months earlier every
decade, possibly due to better nutrition or to the consumption of meat that contains hormones.
In general, girls gain less height and weight than boys do during their teenage years.
●
The list below shows some of these characteristic differences between human males and
females.
For boys, these include
●
More pronounced body hair
characteristics (beard, chest, etc.) and
usually more coarse
●
Less pronounced body hair
characteristics (mostly in pubic
region, hair all over is usually finer)
●
●
Heavier musculature
Angular features (i.e. square jaw,
triangular mid region)
Narrow hips
Muscular pectorals (chest)
Less fat tissue overall
Deeper voice
●
●
Lighter musculature
Rounded features (i.e. softer facial
features, hourglass mid-region)
Wider hips (for child bearing)
More pronounced breasts with more
fatty tissue
More fat tissue overall
Higher voice
●
●
●
●
●
For girls, these include
●
●
●
●
Puberty is the stage of physical maturation in which an individual becomes physiologically capable
of sexual reproduction. The biological changes include: (1) neurosecretory factors and/or
hormones, (2) modulation of somatic growth, and (3) initiation of the development of the sex
glands. The physiology of puberty includes also the activation of the hypothalamic pituitary-
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gonadal axis which induces and enhances the
progressive ovarian and testicular sex hormone
secretion.
●
It is also responsible for the profound biological,
morphological, and psychological changes to
which adolescent is subjected. In addition, there
are sex steroid production which appearance and
maintenance of sexual characteristics are included
as well as the person9s capacity for reproduction.
Source: https://goo.gl/8NsTKd
●
Puberty proceeds through five stages from
childhood to full maturity as described by
Marshall and Tanner (2006). In both sexes, these
stages reflect the progressive modifications of the
external genitalia and of sexual hair. Secondary
sex characteristics appear at a mean age of 10.5 years in girls and 11.5 to 12 years in boys.
●
Puberty Stages (Female )
P1
Pre-pubertal
P2
Early development of sub-areolar breast bud
+/- small amounts of pubic hair and axillary hair
P3
Increase in size of palpable breast tissue and areolar
Increase amount of dark pubic hair and axillary hair
P4
Further increase in breast size and areolae that protrude above breast level
Adult Pubic hair
P5
Adult Stage
Pubic hair with extension to upper thigh
●
The prepubertal uterus is tear-drop shaped, with the neck and isthmus accounting for up to twothirds of the uterine volume; then, with the production of estrogens, it becomes pear shaped, with
the uterine body increasing in length and thickness proportionately more than the cervix.
●
The rising levels of plasma gonadotropins stimulate the ovary to produce increasing amounts of
estradiol. Estradiol is responsible for the development of secondary sexual characteristics, that is,
growth and development of the breasts and reproductive organs, fat redistribution (hips, breasts),
and bone maturation. The maturation of the ovary at adolescence correlates well with estradiol
secretion and the stages of puberty.
●
During puberty, plasma estradiol levels fluctuate widely, probably reflecting successive waves of
follicular development that fail to reach the ovulatory stage. The uterine endometrium is affected
by these changes and undergoes cycles of proliferation and regression, until a point is reached when
substantial growth occurs so that withdrawal of estrogen results in the first menstruation
(menarche). Female secondary sexual characteristics include breast development, pubic and/or
axillary hair, and menses occur earlier than normal variations from the mean, the terms premature.
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Puberty Stages (Males)
P1
Prepubertal
Testicular length less than 2.5 cm
P2
Early increase in testicular size, scrotum
slightly pigmented
Few long and dark pubic hair
P3
Testicular length 3.3-4 cm
Lengthening of the penis, increase of
pubic hair
Source: https://goo.gl/d314zv
P4
Testicular length 4.1-4.5 cm, increase in
length and thickening of the penis
Adult amount of pubic hair
●
Secondary sexual development in boys includes growth kinetics are enhanced from early puberty
on, this is on maximal velocity of attaining it only around 14 to 15 years of age. Testis increases in
size, mainly at the expense of the seminiferous tubules. Also the interstitial (leydig) cells develop
and ensure synthesis and secretion of testosterone. A testicular volume of 4ml or a longitudinal
diameter greater than or equal to 2.5 cm and a slight progressive increase in scrotal folds and
pigmentation constitute the first signs of puberty. The increase in testicular size observed during
pre puberty and puberty results essentially from the development of the seminiferous tubules.
●
The testicular volume increases throughout puberty up to Tanner stage P4 when a longitudinal
diameter of 5.0 + 0.5 cm or a volume of 17.6 + 4.0 ml is reached. A significant increase of plasma
testosterone is found only between Tanner pubertal stages P3 and P4. Dihydrotestosterone shows
a pattern similar to that of testosterone, and the proportion of dihydrotestosterone to testosterone
decreases gradually until adulthood, when dihydrotestosterone levels are approximately 10% of
those of testosterone.
●
Remember, that at the start of puberty, changes that happen in the bodies of young males and
females are both secondary and primary sexual changes. Whereas, secondary sexual changes are
physical changes that distinguish males from females.
Discussing Erogenous Zones
●
This part could be understanding the sexual self in a Psychological manner.
●
Erogenous zones can be understood in a certain way we understand our body. These are areas of
the human body that have heightened sensitivity. The stimulation of these areas may result in the
foundation and production of sexual fantasies, sexual arousal, and orgasm. These are areas that are
more sensitive than others all over the body.
●
Varieties of sexual excitement may be provoked that will classify the erogenous zones. Erogenous
zones vary from culture to culture and over time. Essentially, these parts have high concentration
of nerve endings, that the result is they are particularly sensitive to touch, pressure, or vibration.
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●
In psychology, the five stages of Freud9s psychosexual theory of development:
1. Oral stage, the child erogenous zone is the mouth which receives gratification through
eating and sucking.
2. Anal stage, the erogenous zone is the anus in which sexual gratification is derived from
defecation
3. Phallic stage, erogenous zone is the genitals. Here the child experiences sexual attraction
towards the opposite sex parent. Oedipus complex (sexual attraction of the body child
toward the mother) and Electra complex (sexual attraction of the girl child towards the
father)
4. Latency stage, sexual impulses lie dormant as the child is occupied by social activities
such as going to school and playing.
5. Genital stage, where the erogenous zone is again the genitals. At this time, the sexual
attraction is directed towards others, usually one of opposite sex.
●
According to his theory, each stage of psychosexual development must be met successfully for
proper development; if we lack proper nurturing and parenting during a stage, we may become
stuck in, or fixated on, that stage. Freud9s psychosexual theory has been seriously criticized for the
past few decades and is
now considered largely
outdated. However, the
erogenous zones were
discussed in each of the
stages of psychosexual
development, that if not
outgrown
will
have
fixations for that certain
stage.
●
Erogenous
zones
is
different from sexual
fetishes. According to
Freud, a fetish is an
inappropriate object (a
shoe for example) that is
substituted for a woman
and used for sexual
gratification.
An
erogenous zone is a body
part (a foot, for instance)
that
arouses
sexual
curiosity and draws a man's
attention to the whole
female body. Fetishism is
an individual personality
disorder, while erogenous
zones
are
sexual
preferences shared by most
men at a given time or
place. Fetishes belong to
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the science of psychopathology while erogenous zones belong to the social world of costume
and fashion.
●
The phrase erogenous zones was coined near the end of the nineteenth century and used in the early
twentieth century by some psychologists to describe how simple pressure to these parts of the body
could arouse complete orgasm in what were defined as hysterical persons (generally understood to
be women).
●
The second general meaning of the phrase, to be dealt with at some length here, refers to a visual
phenomenon associated with clothing and body adornment. For cultural anthropologists, erogenous
zones are those areas of the female body which men find sexually arousing and which women alter
or adorn to attract the male eye.
●
Because of this understanding, it can be noted that culture determines their unique fixation for
erogenous zones. Examples are Asian men prize the nape of the neck while Europeans are fixated
with waist. In defiance of common sense, the genitals rarely become erogenous zones.
Human increases their likeness through body paint, cosmetics, mutilation or other procedures like
Western women paint their lips red, enhancing resemblance to the labia; Aristocratic Chinese
women bound their feet so it would be tiny, curled feet more closely resembled the vulva. More
societies alter their erogenous zones to make them more beautiful or prominent.
●
Understanding Human Sexual Response
●
One of the great qualities of a human being is its ability to be modified by experiences. This process
is known as learning and conditioning, which most of the aspects of human behavior, even sexual
behavior appear to be a product of it. Like the preferences people have of type of individual as
partners 3 tall, short, younger, or varieties of partners like heterosexual/homosexual. The
classification of behavior as normal or away from normal represents culture based rather than
scientifically explained.
●
As part of the transition from childhood to adulthood, all adolescents experience sexual feelings.
Some act upon these feelings by having sexual intercourse; others don9t have intercourse but
engage in behaviors stopping short of penile/vaginal intercourse; some engage in anal intercourse
or oral sex (Remez, 2000); and others deny their sexual feelings by focusing intensely on nonsexual pursuits.
●
Other adolescents are able to have socially acceptable intercourse through early, sometimes prearranged, marriages. Sexual behavior among adolescents is not new 3 what is new is the delay in
marriage that attends increasing educational attainment, and non-agricultural and increasingly
technological free market societies.
●
Individuals become erotically aroused when they observe other individuals engaging in sexual
activity. The human sexual response can be understood through a cycle. This is also called the
sexual response cycle. It refers to the sequence of physical and emotional changes that occur as a
person becomes sexually aroused and participates in sexually stimulating activities.
●
Advantages can be known if a person would know how their bodies respond during each cycle.
Men and women experience sexual arousal very differently, not only physiologically but
psychologically. For many women, the excitement phase has much more of an emotional
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component. Women are motivated to have sexual responses by a need for emotional intimacy. It is
this motivation that causes them to react to sexual stimuli and thus enter the excitement phase.
●
Master and Johnson categorized the human sexual response into four stages which they called the
Human Sexual Response Cycle (HSRC);
Stage
Description
Excitement
This is the body9s initial response to sexual arousal.
It is characterized by an increase in heart rate and blood pressure as
well as heightened muscle tone.
Plateau
This is the period of sexual excitement prior to orgasm
It is characterized by intensification of the changes begun during the
excitement phase.
●
Orgasm
This is characterized by waves of intense pleasure (climax), often
associated with vaginal contractions in females and ejaculation in
males.
Resolution
In this phase the body returns to its non-excited stage.
Sexual response varies from person to person and sexual fulfillment can occur without the
completion of all phases described by Master and Johnson. Rosenthal (2013) has included the stage
of desire prior to excitement which is a drive or motivation to seek out sexual objects or to engage
in sexual activities.
References:
Arcega, A M., Cullar, D. S., Evangelista, L. D. & Falculan, L. M. (2018). Understanding the Self.
Malabon City: Mutya Publishing House Inc.
Gazzingan, L. B. et al. (2019). Understanding the Self. Muntinlupa City: Panday-Lahi Publishing House,
Inc.
Marshall, E. and Tanner, S. Introduction to Psychology. Accessed July 28, 2020.
https://opentextbc.ca/introductiontopsychology/chapter/6-3-adolescence-developing-independence-andidentity/
Master, A. and Johnson, T. Human Sexual Response. Accessed July 28, 2020.
https://canvas.du.edu/courses/24161/files/1152570
Remez, R. Developing Adolescene. Accessed July 28, 2020.
https://www.apa.org/pi/families/resources/develop.pdf
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Rosenthal, M. (2013). Human Sexuality from Cells to Society. Asia: Cengage Learning
Seventeeth congress (First Regular session). Accessed July 20, 2020.
http://www.congress.gov.ph/legisdocs/first_17/CR00101.pdf
ACTIVITIES ON SEXUALL SELF
This section aims to assess your understanding of some of the topics covered in Week
8 through the two activities below.
ACTIVITY #9: SEXUAL SELFHOOD (15 points)
A. Reflect on the presented article <The Sexual Self= in Week 8, answer the question. Limit your
answers in 5 sentences each only.
Questions:
1. Describe your own Sexual Selfhood.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What are the changes in your body that lead to your discovery of sexual self?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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OUTPUT# 1: CASE ANALYSIS (50 points)
Based on the presented topic of Sexual Self, make this case analysis output
Direction:
1. Read the article below and analyze the case.
2. Answer the following questions:
a. What are the challenges that was faced by Lily?
b. What you do feel about Lily9s case through all her experiences?
c. How would you analyze Lily9s case in connection with Sexual Self? You may cite
researches, reports and other supporting documents for this
d. What is your conclusion, suggestions and realizations?
Case Study: Lily, Female Genital Mutilation (FGM)
http://www.ashianasheffield.org/case_studies/case-study-3-female-genital-mutilation-fgm/
I was born in Sierra Leone and lived with my mother and sister. I was cut when I was 8 years old. I was
told that there will be a grand ceremony and they bought me a very pretty dress. They invited a lot of
other women and there was music and dance. Then the women took me into an empty room and one
came behind me and pinned me to the floor by pressing my shoulders hard. Another held my left leg and
a third held my right leg. At that point I started panicking and asked them to release me. They did not
listen. My mother has disappeared and the only familiar face was that of my auntie who kept on telling
me to lie down and be quiet. A very old lady came in sat in front of my opened legs and opened a piece
of cloth. She took out a blade and started cutting me. The pain was excruciating. I started screaming. I
tried with all my strength to free my legs but the two women holding me, held harder and harder and I
kept screaming. The woman kept on cutting. I think I fainted at that point.
I felt betrayed by my mother and did not want to talk to her. She told me that when I grew up I would be
able to have children safely and my husband would love me.
Since that day I had a lot of pain when I passed water and when I started having a period I would scream
from the pain sometimes. I never felt anything when my husband came to my bed at night. I cleaned his
house, cooked for him and he forced me to sleep with him all the time. It hurt a lot. I could not have
children; it might have been a result of the cutting. My husband left me because he had the right to take
another wife and because he said I brought him bad luck.
I was at a really low point in my life, I had nobody
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Rubrics of the Case Analysis:
Key Grading point
%
Clear explanation of key
strategic issues
20%
Below Standard
Approaching
Standard
At Standard
Exceeds Standard
Shows little
understanding of
the issues, key
problems, and the
company9s
present situation
and strategic
issues.
Shows some
understanding of
the issues, key
problems, and the
company9s
present situation
and strategic
issues.
Shows adequate
knowledge of the
issues, key
problems, and the
company9s
present situation
and strategic
issues.
Shows superior
knowledge of the
issues, key
problems, and the
company9s
present situation
and strategic
issues.
Executive
summary
missing or
poorly
constructed
Executive
summary
inadequate
Executive
summary
adequate
Effective
Executive
Summary
20%
Critical issues and
key problems that
supported the
Case Analysis
were poorly
identified,
analyzed, and
supported.
Critical issues and
key problems that
supported the
Case Analysis
were not clearly
identified,
analyzed, and
supported.
Critical issues and
key problems that
supported the
Case Analysis
were partially
identified,
analyzed, and
supported.
Critical issues and
key problems that
supported the
Case Analysis
were clearly
identified,
analyzed, and
supported.
20%
Analysis of key
change drivers
and the
underlying the
issues inadequate.
Analysis of key
change drivers
and the
underlying the
issues were not
identified.
Analysis of key
change drivers
and the
underlying the
issues were
partially identified
Analysis of key
change drivers
and the
underlying the
issues were
clearly identified
20%
Effective
recommendations
and/or plans of
action not
provided.
Effective
recommendations
and/or plans of
action inadequate.
Effective
recommendations
and/or plans of
action were
partially provided.
Effective
recommendations,
solutions, and/or
plans of action
were provided.
Specific data or
facts were
occasionally
referred when
Specific data or
facts were
referred when
necessary to
• The problems, scope, and
seriousness was clearly
identified in the discussions.
• There was a well focused
diagnosis of strategic issues
and key problems that
demonstrated a good grasp of
the company9s present
situation and strategic issues.
• Effective Executive Summary
• Did not waste space
summarizing information
already found in the case.
Valid arguments; analysis
● Logically organized, key
points, key arguments, and
important criteria for
evaluating business strategies
were easily identified
● Critical issues and key
problems that supported the
Case Analysis were identified
and clearly analyzed and
supported.
Appropriate analysis,
evaluation, synthesis for the
specific industry identified
● There was complete data on
which to base a thorough
analysis
● Key change drivers
underlying the issues were
identified.
● Synthesis, analysis, and
evaluations were clearly
presented and supported in a
literate and effective manner.
Conclusions and
recommendations are
congruent with strategic
analysis
● Specific recommendations
and/or plans of action
provided.
● Specific data or facts were
referred to when necessary to
Specific data or
facts necessary to
support the
analysis and
Specific data or
facts were not
referred when
necessary to
support the
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support the analysis and
conclusions.
● Recommendations and
conclusions were presented
and supported in a literate and
effective manner.
Proper organization,
professional writing, and
logical flow of analysis. APA
formatting
● Logically organized, key
points, key arguments, and
important criteria for
evaluating the business logic
easily identified.
● Key points were supported
with a well thought out
rationale based on applying
specific concepts or analytical
frameworks to the data
provided in the case.
● Proper grammar, spelling,
punctuation, 3rd person
objective view, professional
writing, and syntax.
20%
conclusions was
not provided.
analysis and
conclusions.
necessary to
support the
analysis and
conclusions.
support the
analysis and
conclusions.
Key points were
poorly identified
and supported
with a well
thought out
rationale based on
applying specific
concepts or
analytical
frameworks to the
data provided in
the case.
Key points were
not identified and
supported with a
well thought out
rationale based on
applying specific
concepts or
analytical
frameworks to the
data provided in
the case.
Key points were
partially identified
and supported
with a well
thought out
rationale based on
applying specific
concepts or
analytical
frameworks to the
data provided in
the case.
Key points were
clearly identified
and supported
with a well
thought out
rationale based on
applying specific
concepts or
analytical
frameworks to the
data provided in
the case.
Adequate
grammar,
spelling,
punctuation,
professional
writing, and
syntax
Excellent
grammar,
spelling,
punctuation,
professional
writing, and
syntax
Grammar,
spelling,
punctuation,
professional
writing, and
syntax needs
significant
improvement
Grammar,
spelling,
punctuation,
professional
writing, and
syntax needs
improvement
END OF WEEK 8
Well done on finishing Week 8!
WHAT COULD YOU LEARN NEXT?
Week 9: SEXUAL SELF: UNDERSTANDING SEXUAL BEHAVIOR, STIS AND
CONTRACEPTION
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WEEK 9: SEXUAL SELF: THE SEXUAL SELF: UNDERSTANDING SEXUAL
BEHAVIOR, STIS AND CONTRACEPTION.
This section will provide understanding on the developing a sexual self-concept that
is an important developmental task of adolescence; however, little empirical evidence
describes this development, nor how these changes are related to development in
sexual behavior. Highlight of this part is the understanding of the chemistry of love,
lust and attachment; The Psychological aspect; the sexually diverse behavior;
Sexually Transmitted Disease (STIs) and Contraception.
Understanding the Chemistry of Lust, Love, and Attachment
●
According to anthropologist Helen Fisher (2016) there are three stages of falling in love. In
each stage, a different set of brain chemicals run the show. These stages are lust, attraction,
and love.
1. Lust
●
When people are in the
stage of lust, they feel
physically attracted and
drawn to their object of
affection.
There
are
elements of mystery that
make things exciting.
Source: https://goo.gl/rKRP9d
●
Lust is driven by the desire
for sexual gratification. The
evolutionary basis for this
is from people9s need to
reproduce, a need shared
among all living things.
●
Through
reproduction,
organisms pass on their
genes, and contribute to the
perpetuation
of
their
species. The hypothalamus
of the brain plays a big role
in this, stimulating the production of the sex hormones testosterone and estrogen from the testes
and ovaries.
●
While these chemicals are often stereotyped as being male and female, respectively, both play
a role in men and women. As it turns out, testosterone increases libido in just about everyone.
The effects are less pronounced with estrogen, but some women report being more sexually
motivated around the time they ovulate, when estrogen levels are highest.
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2. Attraction
●
Attraction is characteristic that causes pleasure or interest by appealing to a person9s desires or
tastes, and causes one to be drawn to the other.
●
In this stage, a person may begin to be obsessed about their object of affection and crave for
his presence. A person may don9t feel like sleeping or eating. People can certainly lust for
someone they are attracted to, and vice versa, one can happen without the other.
●
.Attraction has brain pathways that controls <reward= behavior, which explains the first few
months of a relationship. Dopamine is the main player in the brain9s reward pathway. When it
is released, people feel good. In this case, these things spending time with loved ones with high
levels of dopamine and related hormones (norepinephrine) are released.
●
These chemicals make
people energetic, and euphoric
that can lead to decreased
appetite and insomnia 3 which
actually means a person is so
<in love= that this person
cannot eat or cannot sleep. In
addition, norepinephrine plays
a large role in the fight or flight
response, which has a say
when people are stressed and
kept them alert.
●
Brain scans of people in love have actually shown that the primary <reward= centers of the
brain. Finally, attraction seems to lead to a reduction in serotonin, a hormone that is involved
in appetite and mood. In the end, everyone is capable of defining love for themselves. And, for
better or for worse, if it9s all hormones, maybe each of us can have <chemistry= with just about
anyone.
3. Attachment
●
This stage involves wanting to make a more lasting commitment to your loved one. All the
goals are dedicated to the object of affection being a part of a person9s life. dopamine decreases
and attraction goes down.
●
If things are going well, it gets replaced by the hormones oxytocin and vasopressin, which
create the desire to bond, affiliate with, and nurture your partner. You want to cuddle and be
close and share your deepest secrets with her. You plan and dream together.
●
Understanding the science of lust, attraction, and attachment can help a person develop more realistic
expectations of their relationships.
●
Most romantic relationships begin with two individuals falling into love with each other. The singer
Robert Palmer compares love with an addiction. This was verified in a study in which 17 participants
who were madly in love were asked to go to the lab and bring a picture of their loved one. Participants
were placed in a brain scanner (fMRI functional magnetic resonance imaging) which measures the
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neural activity of the brain. Their
brain activity was recorded that when
participants gazed at a photo of their
beloved, regions in the brain were
activated. Those parts are closely
associated with the anticipation of
reward and with focused attention.
This is the dopamine system in the
brain which is the same system
involved in pleasure and addiction.
Fisher, et al (2006) concluded that,
rather than defining love as an
emotion, <being in love= can be
considered a strong motivation 3 an
addictive craving to be with the other
person (Hewstone et al, 2015).
●
Thus, early passionate love is not an emotion in and if itself. Rather, it is best characterized as a
<motivation or goal oriented state that leads to various specific emotions, such as euphoria aor anxiety=.
Unlike many emotions, love is not associated with any specific facial expression, and I am focused on
a single reward. The emotions associated with love 3 elation, anxiety, joy, fear 3 may come and go. But
motivation to be with the beloved 3 remains.
●
Love can be characterized by concern for other9s well-being, a desire for physical presence and
emotional support. In a study of Tennov in 1979, though sex is an important component of romantic
love, 95% of women and 91% of male respondents did not agree with the statement that <the best thing
about love is sex=.
●
John Lee9s Love Styles:
1. Eros (EH-ros). Love is based on a strong sexual and emotional component. This type of love
creates initial excitement of a new relationship. A romantic and passionate love which emphasizes
physical attraction and sexual desire. The Eros lover dreams of the ideal characteristics of a partner
and usually experiences love at first sight. The relationship, however, seldom lasts forever because
they tend to be quick to fall in and out of love.
2. Agape (AH-gah-pay). This is altruistic and selfless love. The person shows his love without
expecting to receive the same in return. He considers the wishes of his partner as more important
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than his own. He may not have a
perfect partner but he will always
be there to support and offer his
love.
3. Storge (Store-gay). This is loverelated friendship and based on
nonsexual affection. The person
experiences love as a gradual and
slow process. When love is storge,
love takes time. Storgic lovers do
not suddenly fall in love with an
idealized lover. Commitment,
stability and comfort are their
goals.
4. Ludus. For ludic lovers, love is
just a game, something for fun or
entertainment. They do not experience jealousy. They do not value commitment or intimacy. They
manipulate their partners by lying, cheating and deceiving.
5. Mania. This is characterized by an intense feeling which may lead to obsessive and possessive love
towards the loved one. Manic lovers always check the partner9s whereabouts. They easily get
jealous and their experience of love is out of control. They are easily taken advantage of by ludic
lovers.
6. Pragma. This is a practical and business-like love. Pragmatic lovers may plan the best time to get
married, have children, and other future plans. Love is based on what is appropriate. It is not intense
nor out of control.
●
The Triangular Theory of Love by Robert Sternberg, According to him, love is made up of three
components:
1. Intimacy. This includes the desire to give and receive emotional closeness, support, caring and
sharing.
2. Passion. This is the hot component of love which can be described as intensely romantic or sexual
desire for another person usually accompanied by physical attraction and physiological arousal.
3. Commitment. This is the cold component of love. It is the decision to maintain the relationship
through good times and bad times.
● Sternberg also described several types of love based on the above components.
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1. Liking (Intimacy). This only
involves emotional intimacy and has
no passionate intention for long-term
commitment. It is just a friendly
relationship.
2. Infatuation (Passion). This is
associated with a high degree of
physiological arousal. There is only
passion without intimacy or
commitment. It is usually called
<love at first sight= and may fade
quickly.
3. Empty love (Commitment). This
involves only commitment. A
relationship. With no intimacy and
passion. Couples only stay together
for their children or other important
reasons.
4. Romantic love (Passion and Intimacy). It is a
combination of both passion and intimacy which
may be present during the first phase of a
relationship. This is characterized by emotional
intensity and sexual excitement. The experience of
passionate love may be positive and negative.
5. Companionate
love
(Intimacy
and
Commitment). The components are both intimacy
and commitment which is experienced in long
deeply committed friendship or marriage where
passion has faded. It is more durable than romantic
love and may grow over time.
6. Fatuous love (Passion and Commitment). A
combination of passion and commitment
experienced by a couple who spent a short time in
courtship and suddenly decided to get married.
7. Consummate love (Passion, Intimacy, and
Commitment). There exists a healthy balance of
passion, intimacy, and commitment shared by couples considered to be ideal for each other.
● The psychology of love shows that there are psychological theories that would explain why people
fall in love.
1. Behavioral Reinforcement Theory. When someone received a reward such as free ride or other
favors from another, a positive feeling may be experienced. The better the feeling associated with
the behavior of a person, the more likely it is for the behavior to be repeated.
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2. Physiological Arousal Theory. This explains the most acceptable theories about emotions: the
bodies experience a physiological change first, then people assign an emotion to that physical
sensation. It is based on the interpretation of the brain. For instance, when a big spider falls in
front of an individual, the stress reaction would be: the person might gasp, the heart would pound
faster, and breathing would quicken. The brain would interpret an emotion associated with this
experience as the feeling of FEAR. In another situation, a girl who happens to see her crush
walking by will have the same experience as the person who encounters the spider (a person might
gasp, the heart and respiratory rate would elevate): the brain would have different interpretation
in the second case, a feeling of LOVE.
3. Evolutionary Theories. This explains that love arose due to some sociobiological need. Males
tend to look for young, healthy females mates to carry their offspring. Females prefer males who
have the resources to support them and their offspring.
●
Based on social psychological data from Rosenthal (2013), the factors that would determine
with whom people fall in love are:
o Physical attractiveness (though beauty is in the eye of the beholder)
o Reciprocity (people tend to like an individual who also like them)
o Proximity (being around anytime physically or virtually)
o Similarities (same age, religion, education, race, physical attractiveness, intelligence,
and socio-economic class)
The diversity of sexual behavior: solitary, heterosexual, homosexual, bisexual and transsexual
●
Human sexual behavior is any activity, solitary,
by pair or by group which includes sexual arousal.
●
Human sexual behavior may conveniently be
classified according to the number and gender of the
participants.
●
Not all sexual arousal can lead to sexual activity.
Humans are constantly exposed to sexual stimuli when
seeing attractive persons or seeing advertisement with
sexual themes through mass media.
●
There is solitary behavior involving only one
individual, and there is sociosexual behavior involving
more than one person.
●
Sociosexual behavior is generally divided into
heterosexual behavior (male with female) and
homosexual behavior (male with male or female with
female). If three or more individuals are involved it is, of
course, possible to have heterosexual and homosexual
activity simultaneously.
●
In both solitary and sociosexual behavior there
may be activities that are sufficiently unusual to warrant
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the label deviant behavior. The term deviant should not be used as a moral judgment but simply
as indicating that such activity is not common in a particular society. Since human societies
differ in their sexual practices, what is deviant in one society may be normal in another.
●
Solitary behavior 3 A behavior with the intention of stimulating self that caused arousal
usually done in private. This behavior is more common to males. There is great individual
variation in frequency. Solitary behavior provides pleasure for self with emotional content with
sole control to the degree of pleasure.
●
One of the necessary tasks of growing up is learning to cope with one9s sexual arousal and to
achieve some balance between suppression, which can be injurious, and free expression, which
can lead to social difficulties. There is great variation among individuals in the strength of sex
drive and responsiveness, so this necessary exercise of restraint is correspondingly difficult or
easy.
●
On the other hand, Rosenthal (2013) defined sexual orientation as a person9s predisposition or
inclination regarding sexual behavior, emotional attachment or physical attraction to one or
both sexes.
●
The phrase <sexual orientation= is preferred over <sexual preference= which implies a
conscious or deliberate choice of a sexual partner. The following are types of sexual
orientations:
1. Heterosexuality 3 it is the attraction to members of opposite sex.
2. Homosexuality 3 refers to a person whose sexual orientation is toward another of the same
sex. It is the attraction to members of the same sex.
a. Lesbian 3 is the term used to describe a woman whose sexual and romantic attraction
toward women.
b. Gay - is a man whose sexual and romantic attraction is towards other men.
3. Bisexual 3 is a person who may be sexually oriented to both men and women
4. Transsexual 3 these are people experience a gender identity that is inconsistent with, or
not culturally associated with, their assigned sex, and desire to permanently transition to
the gender with which they identify, usually seeking medical assistance.
o
o
o
o
According to DSM V (2013), refers to the broad spectrum of individuals who
transiently or persistently identify with a gender different from their natal gender.
Transsexual denotes an individual who seeks, or has undergone, a social transition
from male to female or female to male, which in many, but not all, cases also involve
a somatic transition by cross-sex hormone and genital surgery (sex reassignment
surgery).
In clinical viewpoint, a person is suffering from gender dysphoria if there is distress
that may accompany the incongruence between one9s expressed gender or gender
identity and one9s assigned gender.
Although not all individuals will experience distress as a result of incongruence, many
are distressed if desired physical interventions by means of hormones and/or surgery
are not available.
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5. Pansexual 3 is a new sexual orientation of persons who are sexually attracted to people
regardless of their sex or gender identity. The word <pan= is a Greek word for <all r every=.
Thus, they may also be called <gender blind= for they believe that gender and sex are not
determining factors for getting sexually attracted to both males and females whereas
pansexual is more fluid. Aside from men and women they may also be attracted to
transgender, transsexual, androgynous and other gender categories.
Sexually Transmitted Disease (STD)
●
Sexually Transmitted Diseases (STD) are also known as Sexually Transmitted Infections (STI),
together with venereal disease, these are infections that are commonly spread by sexual
intercourse. These are infections that are passed from one person to another through sexual
contact, blood transfusion, breastfeeding, and a certain amount of saliva.
●
Most STD9s affect both
men and women, but in many
cases the health problems they
cause can be more severe for
women. If a pregnant woman has
an STD, it can cause serious
health problems for the baby.
Antibiotics can treat STDs
caused by bacteria, yeast, or
parasites. There is no cure for
STDs caused by a virus, but
medicines can often help with the
symptoms and keep the disease
under control.
●
Some causes of STDs
are: bacteria, parasites, yeast, and
viruses. These STDs can be
dangerous, although in today9s
generation it can be treated in
different ways, but if not it can
lead
to
Human
Immunodeficiency Virus (HIV)
or even Acquired immune
deficiency syndrome or acquired
immunodeficiency
syndrome
(AIDS).
●
The following are some
examples of STIs:
1. HIV/AIDS. HIV stands for Human Immunodeficiency Virus with AIDS stands for
Acquired Immunodeficiency Syndrome. Thus, HIV is a virus while AIDS is a condition or
syndrome. HIV can lead to infections that attack and destroy the CD4 (Tcells) of the
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immune system which is the body9s natural defense against such illness as tuberculosis,
pneumonia, and cancer.
o
HIV without treatment
can lead to AIDS but not all cases
of HIV develop AIDS. Only
untreated HIV may lead to AIDS.
Presently, there is no effective
cure for HIV. But the condition
can be controlled with proper
medical care.
o
The
antiretroviral
therapy (ART) is a combination
of medications that are used to
prevent HIV from replicating to
protect the body against the virus
and infection. However, ART is
not a cure. It helps those with HIV
positive to live longer and happier
and lowers the risk of advancing
the condition into AIDS.
o
In the statistics of Philippine Department of Health (DOH), in 2008), there is one (1)
newly diagnosed HIV case per day. In 2010, it increased to four (4) cases per day. In
2012, it became nine (9) per day. In 2014, it has blown to seventeen (17) cases per day
and in 2016, there are twenty-sex (26) reported daily cases of newly diagnosed HIV.
2. Genital Herpes. This is a sexually transmitted infection caused by a large family of viruses
of different strains. These strains produce other non-sexually transmitted diseases such as
chicken pox and mononucleosis.
o
Most individuals have no or only minimal signs or symptoms. When signs do occur,
they typically appear as one or more blisters on or around the genitals or rectum. The
blisters break, leaving tender sores that may take two to four weeks to heal the first
time they occur. Typically, another outbreak can appear weeks or months after the first,
but it almost always is less severe and shorter.
o
The virus remains in the body for life and the lesions may recur from time to time.
Severe or frequently recurrent genital herpes is treated with one of several antiviral
drugs that are available by prescription. These drugs help control the symptoms, but
do not eliminate the herpes virus from the body.
3. Genital Warts. Genital warts (also called venereal warts or Condylomata Acuminata) are
caused by the human papillomavirus, a virus related to the one that causes common skin
warts. Certain high-risk types of HPV can cause cervical cancer and other genital cancers,
but these are different from the types that cause genital warts.
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o
Genital warts usually first appear as small, hard painless bumps in the vaginal area or
around the anus. If untreated, they may grow and develop a fleshy, cauliflower-like
appearance.
4. Gonorrhea. This a sexually transmitted infection caused by bacterium Neisseria
gonorrheoeae which thrives in the moist mucous membranes linings of the mouth, throuat,
vagina, cervix, urethra, and the anal tract.
o
Most women who are infected have no symptoms. Even when a woman has symptoms,
they can be so non-specific as to be mistaken for a bladder or vaginal infection. The
most common symptoms of gonorrhea are a vaginal discharge or vaginal bleeding
between periods. Untreated cases can lead to serious complications, including PID,
ectopic pregnancy and infertility.
o
Symptoms for males are discharge from the penis and burning sensations during
urination.
5. Syphilis. This is a sexually transmitted infection caused by bacterium Treponema
palligum, a spirochete. If left untreated, syphilis may progress through four phases: Primay
(chancre sores appear), Secondary (general skin rashes occur), latent (a period that can last
for several years with no overt symptoms), and tertiary (cardiovascular disease, blindness,
paralysis, skin ulcers, liver damage, mental problem and even death may occur).
6. Chlamydia. This is one of the most common sexually transmitted infections, named for
Chlamydia trachomatis, an organism that spreads through sexual contact and infects the
genital organs of both sexes.
o
Many people with chlamydial infection, however, have few or no symptoms of
infection; it often goes undiagnosed and untreated. Once diagnosed with chlamydial
infection, a person can be treated with an antibiotic.
Methods of Contraception (Artificial and Natural)
●
There are a lot of reasons why people use contraceptives. Some purposes of birth control are
to prevent pregnancy, many women choose to use contraception because of certain health
advantages. For example, some hormonal birth control methods may help regulate your
period, reduce acne, and/or lower endometriosis-related pain.
●
In general, with the exception of male and female sterilization, all methods that are appropriate
for healthy adults are also potentially appropriate for healthy, post-pubertal adolescents. Once
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puberty has been achieved,
methods that are physiologically
safe for adults are also
physiologically
safe
for
adolescents.
●
In reality, contraceptive use
entails consideration of more than
just medical safety. Before
discussing contraceptive options,
a person must be given the
opportunity to express their needs
and to decide freely whether they
want to protect against pregnancy
or need to protect against
STI/HIV.
●
Once a decision is made for protection, sexually active individual should be presented with
options that, if used consistently and correctly, will prevent pregnancy and, depending upon an
individual9s circumstances, prevent sexually transmissible diseases. When selecting a method,
a person should consider the nature of their sexual relationship, sexual behaviors engaged in,
frequency of intercourse, risk of Sexually Transmitted Infection (STI) or even HIV, ability to
comply with the use, ability to tolerate side effects, cost, convenience, religious beliefs and
other personal factors that may affect their decisions.
●
Some of the methods of contraception:
1. Hormonal method of contraception (prevents the release of an egg or ovulation)
a. Oral Contraceptives (Pills) 3 These are daily oral contraceptives. Some contain estrogen and
progesterone; others are progestin only and are over 99% effective if used according to
instruction. Often reduces bleeding and period pain, and may help with premenstrual
symptoms. Missing pills, vomiting or severe diarrhea can make it less effective.
b. The Patch 3 It is a small patch you stick on the skin that releases estrogen and progestogen. It
stops ovulation. It can make
bleeds regular, lighter, and less
painful, however, may be seen and
can cause skin irritation.
c. The ring 3 The contraceptive
vaginal ring is a small plastic ring
a woman inserts into her vagina
every month and releases
hormones to stop ovulation. One
ring stays in for three weeks 3 you
don9t have to think about
contraception every day and must
be comfortable with inserting and
removing it.
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d. Implants - A small, flexible rod put under the skin of the upper arm releases progestogen.
Works for 3 years but can be taken out sooner. It requires a small procedure to fit and remove
it.
e. Injectable - An injection of progestogen. Works for 8 or 13 weeks 3 you don9t have to think
about contraception during this time. Can9t be removed from the body so side effects may
continue while it works and for some time afterwards.
2. Barrier methods (methods that physically or chemically block the sperm from reaching an egg
and provide a barrier between direct skin to skin contacts)
a. Diaphragm - A flexible latex (rubber) or silicone device, used with spermicide, is put into the
vagina to cover the cervix. Can be put in any time before sex.
b. Cervical Caps 3 These are similar to the diaphragm, though they are generally always made of
silicone. They are put into the vagina to cover the cervix and are 92 to 96 percent effective
when used correctly.
c. Male and Female Condoms or spermicides - For Males: A very thin latex (rubber) polyurethane
(plastic) or synthetic sheath, put over the erect penis. For Females: Soft, thin polyurethane
sheath that loosely lines the vagina and covers the area just outside. Condoms are the best way
to help protect yourself from sexually transmitted infections
3. Behavioral Methods
a. Rhythm or Calendar Method 3 It is a way to determine a woman9s most fertile and interfile
times by charting the menstrual cycle. It is also known as natural family planning or fertility
awareness.
b. Abstinence or celibacy 3 It refers to the avoidance of sexual intercourse.
c. Outercourse 3 It is a sexual activity that does not include the insertion of the penis into the
vagina.
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d. Withdrawal 3 it happens when a man removes his penis from vagina and ejaculate outside of
the woman9s body.
4. Sterilization (procedures that make an individual permanently incapable of conceiving or
fertilizing a partner)
a. Tubal Ligation /Sterilization 3 It is a surgery for
women in which fallopian tubes are tied to prevent
eggs from travelling to the uterus so a woman cannot
get pregnant.
b. Vasectomy 3 It is an operation in which the
surgeon makes a small cut in the upper part of the
scrotum then ties or blocks the vas deferens. Men can
still have orgasm or ejaculation after the operation.
5. Intrauterine Device (IUD) 3 It is a small device
that is placed in the uterus by a doctor to prevent
pregnancy.
6. Emergency Contraception - It is a measure that protects against pregnancy after unprotected sex
has already occurred. It could be through IUD or higher dosage of pills.
References:
Arcega, A M., Cullar, D. S., Evangelista, L. D. & Falculan, L. M. (2018). Understanding the Self.
Malabon City: Mutya Publishing House Inc.
Gazzingan, L. B. et al. (2019). Understanding the Self. Muntinlupa City: Panday-Lahi Publishing House,
Inc.
Marshall, E. and Tanner, S. Introduction to Psychology. Accessed July 28, 2020.
https://opentextbc.ca/introductiontopsychology/chapter/6-3-adolescence-developing-independence-andidentity/
Master, A. and Johnson, T. Human Sexual Response. Accessed July 28, 2020.
https://canvas.du.edu/courses/24161/files/1152570
Remez, R. Developing Adolescene. Accessed July 28, 2020.
https://www.apa.org/pi/families/resources/develop.pdf
Rosenthal, M. (2013). Human Sexuality from Cells to Society. Asia: Cengage Learning
Seventeeth congress (First Regular session). Accessed July 20, 2020.
http://www.congress.gov.ph/legisdocs/first_17/CR00101.pdf
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ACTIVITIES ON SEXUAL SELF
This section aims to reinforce your understanding of some of the topics covered in
Week 9 through the two activities below.
ACTIVITY #10: EXPLORING LOVE (20 points)
A. Reflect on the presented article <The Sexual Self= in Week 9, then express yourself by choosing a
song that you like about love.
Direction:
-
Write the lyrics of your song choice about what true love is. (Make your song choices in any
genre of music but limit it in the year 2010 3 present only)
Highlight the line/phase that for you really expresses the meaning of true love.
Answer the following questions:
a. Why this song is expresses True love for you?
b. If given a chance to dedicate this song, to whom will you dedicate the song and why?
Write your answers in a clean sheet of paper. Take a photo and turn it in using GED 101 group chat via FB
messenger.
OUTPUT#2: PHOTOJOURNAL (by group) (50 points)
Based on the presented topic of Sexual Self with the collaboration with the Batangas State
University Gender and Development Office, you will make a Photojournal
●
●
●
●
●
●
Direction:
The theme for this year9s photo journal is <We Make Change Work for Women.= So you may
explore on different topics about women presented in the Sexual self.
There should be 3 students for each group. And they must submit only one (1) photo entry.
Entry must be the contestants9 original work.
Only photos taken by digital cameras are allowed. There should be no professional editing done
for the picture, only for the brightness or colors.
Photo must be in JPEG format
Pictures must have a title and a 5 sentences explanation.
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Rubrics for Grading:
Highlight
4 points
3 points
2 points
Provides unique and
interesting approach to
subject in the
photography, writing
and story message
Some unique
aspects evident
which add to story
message.
Interesting
elements
support the story
message, but are
not unique.
No evidence of
unique or
interesting
elements that
connect to the
story.
All story elements
relate compelling story
(setting, character,
plot, exposition,
conflict, climax,
resolution)
Most of the story
elements evident
which still provide
a compelling story.
While some
elements of
story evident,
they do not
support a
compelling
story.
Few elements
present which
do not support a
coherent,
compelling
story.
Lighting, angles,
composition, cropping
and content in all
photos support story.
Variety of images.
Lighting, angles,
composition,
cropping and
content in all
photos support
story
Either quality of
photos are not
consistent or
they do not
support the
story.
Neither photo
quality or story
support is
evident in
images
provided.
Originality
Exceptional
Very strong/
rewards
contemplation
Reasonably
solid and
interesting
Acceptable but
not interesting
Timeliness
Photo Journal is
submitted 2-3 days
(49-72 hours) after the
deadline.
Photo Journal is
submitted 1-2 days
(25-48 hours) after
the deadline.
Photo Journal is
submitted within
1 day (24 hours)
after the
deadline.
Photo Journal is
submitted on or
before deadline.
Creativity
Creativity is the original, fresh, and
external expression of the
imagination of the maker by using the
medium to convey an idea, message
or thought. Compelling Essay's evoke
laughter, sadness, anger, pride,
wonder or another intense emotion.
The use and control of light to create
dimension, shape and roundness in an
image or the way the creator uses
words to express thoughts and
emotions can be considered
Storytelling
Storytelling refers to the Essay's
ability to evoke imagination, create a
feeling, tell a story, or visually
illustrate an idea. The images should
tell the story in a visual way creating
interest by capturing the moment.
Images can better illustrate the story
and keep the viewers interest with
variety, angles, lighting, color, etc
Photography content
Photography includes impact,
creativity, technical excellence,
composition, lighting, style, color and
story telling. The photos should
provide variety, interesting angles,
imagination, and properly illustrate
the story being told.
1 points
Rubric by Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 4/2014
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END OF WEEK 9
Well done on finishing Week 9!
WHAT COULD YOU LEARN NEXT?
Week 10: MIDTERM EXAMINATION
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WEEK 10: MIDTERM EXAMINATION
The test questions for the Midterm Examination will be send to you on the
scheduled date of examination via Google Classroom. Kindly check your
Classwork Folder in GED 101 Class.
WHAT COULD YOU LEARN NEXT?
Week 11: MATERIAL SELF
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WEEK 11: MATERIAL SELF
The Material Self
This section focuses on how people maintain extensions of themselves through
material possessions and maintenance of particular lifestyles. In the context of what
the society values as needs and wants, this section discusses how an individual
acquires goods, the factors that shape his/her economic decisions, and what these
things say about one9s sense of self.
● Our possessions are a major contributor to and reflection of our identities. A variety of evidence
is presented supporting this simple and compelling premise. The Material self suggest that the
environment surroundings affects what we think we need versus to what we really need. This
also develops on thinking alone or thinking and deciding with other people in terms of
purchasing.
I shop, therefore, I am. I have, therefore, I am?
● Identities can be reflected on the possessions that people have. Some research are identified
and drawn upon in developing this concept which the concept is from consumer behavior. To
be able to identify this consumer behavior, people need to gain some understanding of the
meanings that consumer attach to possessions. People should first recognize that possessions,
intentionally or unintentionally, regard their possessions as parts of themselves.
● People are likely to purchase products that can relate to their personality. Material possessions
signify some aspects of one9s sense of self and identity.
● Possessions, tell a lot about their owners. Thus, one9s sense of self and identity is influential
on how an individual chooses to purchase his/her wants and how he/she makes economic
decisions that will address his/her personal and social needs
● The decisions that go into the purchase of items and certain services is dependent on a number
of factors, including financial constraints, availability of items and services, and the influence
of family and friends.
● However, the most important factor is determining whether these items and services fall under:
o
o
Wants. Synonymous with luxuries. People buy them for reasons that do not warrant
necessity.
Needs. These are importants for survival. Food, clothing, and shelter are basic needs
so people purchase them out of necessity.
● In the process of acquiring material goods, people generally consider 2 things:
o
o
Utility. Concerned with how things serve a practical purpose.
Significance. Concerned with the meaning assigned to the object. It is also concerned
with how objects become powerful symbols or icons of habit and ritual which can be
quite separate from their primary function.
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● According to John Heskett, a British writer and lecturer on the economic, political, cultural and
human value of industrial design, design combines <need= and <desire= in the form of a
practical object that can also reflect the user9s identity and aspirations through its form and
decoration. For him, there is a significance and function behind everyday things. He explains
the effect of design in everyday life. This reflects the personal identity wherever the person is:
home, work, and restaurant or at a leisure place. This design really matters from the smallest
things like toothpick, spoon and fork, the kind and presentation of food that people eat up to
the bigger gadgets, equipment and cars.
● Roland Barthes (1915 3 1980) the
French theorist, was one of the first
to observe the relationship that
people have with objects, and in
particular looked at the objects as
signs or things which could be
decoded to convey messages
beyond their practical value.
● In the 1950s, he popularized the
field of Semiology (the study of
objects as signs). A sign is anything
that conveys meaning. It was
Barthes who revealed that
everyday objects are not just things
but a complex system of signs
which allows one to read meaning
into people and places. What
people increasingly produce are not material objects, but signs.
● In Semiotic analysis, objects function as signifiers in the production of meaning. For example,
clothes may have a simple functional meaning, to cover and protect the body but also double
up as a sign. They construct a meaning and carry a message, which as member of a culture one
can understand.
● According to him, a sign has two elements: signifier which refers to its physical form and
signified, the mental concepts it refers to. Hence, objects are not just things but are reflections
of the wider lives of communication and individuals. Not surprisingly, the clothes one wears,
the car one drives and the furnishing of one9s home, are all expressions of one self, even when
they act as disguises rather than reflections.
● As Tuan (1998) argues, <Our Fragile sense of self needs support, and this we get by having and
possessing things because, to a large degree, we are what we have and possess=. This premise
regarded possessions is a part of self of a person that is not a new concept. This is concluded
by William James who laid the foundations for modern conceptions of help, he said that <a
man9s self is the sum total of all the he can call his, not only his body and his psychic powers,
but this clothes and his house, his wife and children, his ancestors and friends, his reputation
and works, his lands, and yacht and bank-account.
● All these things give him the same emotions. If they wax and prosper, he feels triumphant; if
they dwindle and die away, he feels cast down,-not necessarily in the same degree for each
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thing, but in much the same way for all.= If people define possessions as things they call theirs,
James was saying that people are the sum of their possessions.
● Some of the evidence is found in the nature of self-perceptions, particularly found in the
diminished sense of self when possessions are unintentionally lost or stolen. Anthropologically,
the role of possessions are treated ritually and after death.
● In addition, the self-have areas that are not reviewed more on the relationship between
possessions and sense of self. Essentially, the having, doing, and being can be a focus on
understanding material self that is relevant to the question of how people define who they are.
● In addition, material self can be explained in understanding self-extension. That is, both good
and bad aspects of objects are seen to attach to people through their physical contact or
proximity. This can result in multiple levels of self. On the other hand, to give importance on
the number of categories of possessions that are commonly incorporated into the sense of self.
Categories may be collections, money, pets, other people, and body parts.
● The Theory of the meaning of material possession suggest that material goods can fulfil a range
of instrumental, social, symbolic and affective functions:
1. Instrumental functions relate to the functional properties of a product. For example, a
person bought a pick-up style car for family and business functions.
2. Social symbolic function signifies personal qualities, social standing, group affiliation and
gender role. For instance buying Iphone instead of other mobile phones.
3. Categorical functions refers to the extent to which material possessions may be used to
communicate group membership or status.
4. Self-expression functions reflect a person9s unique qualities, values or attitudes. There are
people who may represent themselves by collecting objects with a Hello Kitty brand and
the like.
● Also Objects or Materials as Process of Self-Extension, which includes the following:
1. Ways of incorporating Possessions into the Extended Self
● Sartre suggests that there are three primary ways through which a person learns to regard an
object as part of self. One way is through appropriating or controlling an object for personal
use.
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● This can be done through appropriate intangible or non ownable objects by overcoming,
conquering, or mastering them. . Similarly, it is only through learning to ride a first bicycle,
manipulating a new computer system, driving a first car, or successfully negotiating rapids in
a new kayak that these objects really become parts of the extended self. Sartre also sees giving
possessions to others as a means of extending self-a special form of control.
● A second way of having an object and incorporating it into self is by creating it; this view
echoes anthropological findings and Locke's (1690) political philosophy. Whether the thing
created is a material object or an abstract thought, the creator retains an identity in the object
for as long as it retains a mark or some other association with the person who brought it into
existence.
● This identity is codified through copyrights, patents, and scientific citations that preserve
associations between people and their mental creations. Sartre feels that buying an object is
merely another form of creating the object, and that even the latent buying power of money
contributes to a sense of self.
● The third way in which objects become a part of self is by knowing them. Whether the object
known is a person, place, or thing, Sartre maintains that the relationship in knowing the object
is inspired by a carnal and sexual desire to have the object.
2. Contamination
● Goffman (1971, pp. 44-47) suggests six modes of interpersonal contamination. An important
omission in this list of modes of interpersonal contamination is the acquisition of possessions
of another person that have been intimately associated with that person. The following are some
of the contamination a person may experience:
Violation of one's personal space
Touching and bodily contact;
Glancing, looking, and staring;
Noise pollution;
Talking to/addressing one
Bodily excreta. Corporeal excreta (spittle, snot, perspiration, food particles, blood,
semen, vomit, urine, and fecal matter-and stains of these); b. Odor (e.g., flatus, tainted
breath, body smells); c. Body heat (e.g., on toilet seats); d. Markings left by the body
(e.g., plate leavings-leftover food).
3. Maintaining Multiple Levels of Self
● As previously noted, some possessions are more central to self than are others. The possessions
central to self may be visualized in concentric layers around the core self, and will differ over
individuals, over time, and over cultures that create shared symbolic meanings for different
goods.
● However, there is another sense in which the individual has a hierarchical arrangement of levels
of self, because people exist not only as individuals, but also as collectivities. They often define
family, group, subculture, nation, and human selves through various consumption objects.
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● Boorstin (1973) suggests, one of the key ways of expressing and defining group membership
is through shared consumption symbols. Such symbols help identify group membership and
define the group self. Just as an individual may use personal possessions such as jewelry,
automobile, make-up, and clothing to help define an individual sense of self, a family is most
apt to use distinct family possessions to define a family self for its members.
● The first is that the house is a symbolic body for the family. Just as clothing alters the
individual's body, furnishings and decorations alter the family's body. The second important
point is that the expressive imagery of the house that is definitional of the family is only fully
acquired during consumption. At the point of acquisition, only a portion of the ultimate
meaning of these objects is present
● In considering the functions of extended self, discussion was directed toward the relative roles
that having, doing, and being play in people9s lives and identities. Developmental evidence
suggests that this identification with things begins quite early in life as the infant learns to
distinguish self from the environment and then from others who may envy a person9s
possessions.
● Emphasis on material possessions tends to decrease with age, but remains high throughout life
as people seek to express themselves through possessions and use material possessions to seek
happiness, remind themselves
of
experiences,
accomplishments, and other
people in their lives, and even
create a sense of immortality
after death. The accumulation
of possessions provides a
sense of past and tells people
who they are, where they came
from and where they are going.
● Self-extension occurs through
control and mastery of an
object, through creation of an
object, through knowledge of
an object, and through
contamination via proximity
and habituation to an object.
The extended self operates not
only on an individual level, but
also on a collective level
involving family, group,
subcultural, and national
identities. These additional levels of self were posited to account for certain behaviors that
might be seen as selfless in the narrower individual sense of self.
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The role of Consumer Culture on the Sense of Self and Identity
● Consumers unconsciously (and sometimes consciously) know that their possessions are
intimately tied to their sense of the self. Product ownership and use help consumers define and
live out their identity. By implication, then, the current view construes a dichotomy between
what one is sans possessions and what one becomes due to or with possessions.
● Consumer Identity is the pattern of consumption that describes the consumer. People may no
longer consume goods and services primarily because of its functional satisfaction. This
develops the consumer culture. Consumption has become increasingly more meaning-based:
brands are often used as symbolic resources for the construction and maintenance of identity.
● Brands and products are now being used by many consumers to express their identities. People
may construct their social identities through the consumption of commercial brands or luxury
commodities. This is one of the basic features of people in the modern era, a behavior that leads
to consumerism.
● Consumerism is the preoccupation with an inclination towards the buying of consumer goods.
This is because of the availability of the pen market or technology based market. High class
consumption is attached to the identities of people in the society and it legitimizes consumer
culture in the daily lives of people.
● To fully explicate that view and tease out the underlying theory, it is first necessary to dissect
this sans possessions' self. Decomposing the sans possessions' self would help us place
possessions in a better context4how possessions fit into the consumer's self. The sans
possession' view of self is populated in the consumer behavior literature by two visibly
different discourses.
● The first is a 'personal identity' view, wherein self is seen as a multi-faceted, multi-layered,
social and psychological being, reflecting, deeply and continually, on itself. This conception
has blossomed richly in the post-modem, interpretivist consumer research literature where it is
referred to as the core self.
● A consumer's identity is deemed to reside in a personal narrative 4the story consumers
constantly construct and play out in their minds about who they are and/or are striving to
become. Self is viewed as a sum of personal qualities, more or less enduring, that an individual
sees himself in possession of. These include personality traits in their subjective version (i.e.,
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personality traits as perceived by the person himself/herself) as well as any superficial
behavioral and body appearance traits.
● The self-narrative conception of identity offers a rich literary view against which products and
brands may be appraised for potential fit. But it calls for intensive high-skilled ethnographic
research. The self-image view lends itself to easy, quantitative measurement. But as already
argued, this view is anchored and embedded entirely in personality-like dispositions and
surface characteristics and ignores other content' 4described below.
● This view serves, if at all, to appraise consumers' superficial images of self, and to deploy this
brand of research in self-image brand-image congruence models (e.g., Malhotra, 1981; Todd,
2001). However, brand choices, particularly those made to primarily enact and advance one's
self concept, often go beyond such superficial image' congruence.
● Purchase can be the consumer's self-concept or self-identity. This includes both sans
possessions' self and the extended self, and is often the object of introspection among most
consumers at one time or the other. Although the concept of 'I' can include virtually everything
a person ever come to own and live with, a systematic list would include six components: (a)
their bodies; (b) their values and character; (c) their success and competence, (d) their social
roles, (e) their traits, and, finally (f) their possessions.
● Not all products a person consumes become possessions. Some are clearly consumables, not
possessions. And not all products that qualify to be called possessions become part of the
extended self. Even so, products (consumables and durables alike) can relate to one's selfconcept without becoming part of the self-concept. This would be the case when products are
instrumental in furthering some component of the self-concept.
● If a person had to invest a lot of resources (money, time, energy) finding and selecting a product
then to psychologically justify that kind of investment, people tend to view that product as part
of their extended self. For this reason, more expensive purchases and hard to find purchases,
and purchases for which they saved for a long time are more likely to become part of the
extended self.
● Products thus can relate to one's self in two ways: (a) by being instrumental to enhancing their
self sans possessions,' and (b) by becoming a valued possession. As to the second role, product
possessions become part of self (actually extended self by six mechanisms described above: by
self-based choice, by investment in acquisition, by investment in use, by bonding during use,
as collections, and as memory markers.
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● Not all product categories have a place in a person's sense of self. Such products are best sold
based on functional benefits; of course, these functional benefits can be displayed as connected
to higher level outcomes in relevant means-end-chains.
References:
Arcega, A M., Cullar, D. S., Evangelista, L. D. & Falculan, L. M. (2018). Understanding the Self.
Malabon City: Mutya Publishing House Inc.
Boorstin, D. J. (1973).The Americans: The democratic experience. New York: Random House.
Gazzingan, L. B. et al. (2019). Understanding the Self. Muntinlupa City: Panday-Lahi Publishing House,
Inc.
Goffman, E. The presentation of Self in everyday life. Accessed July 29, 2020.
https://monoskop.org/images/1/19/Goffman_Erving_The_Presentation_of_Self_in_Everyday_Life.pdf
The Material/Economic Self. Steven C. Valerio's Blog. Accessed July 20, 2020.
https://utsged101portfolio.wordpress.com/section-3-the-material-economic-self/
Tuan, J. Extending Theory of self. Accessed July 30, 2020.
https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1559-1816.1998.tb01685.x
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ACTIVITIES ON MATERIAL SELF
This section aims to assess your understanding of some of the topics covered in Week
10 through the two activities below.
ACTIVITY #11: SEMIOTIC ANALYZING (15 points)
A. Reflect on the presented article <The MATERIAL Self= in Week 10, Fill out the box below with
your answers.
Direction: Write your Signified to the following Signifier. Provide just brief details about
your significance.
Signifier
Signified
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ACTIVITY #12: WHAT IS THE FUNCTION? (10 points)
Directions: Write I if the statement refers to Instrumental, S for Symbolic, and A if it connotes
affective function
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
_____ Buying the latest model of mobile phone to show others how cool you are.
_____ Walking the dog to the park because it allows you to meet other people
_____ Buying a condo unit will be cheaper than using the car to go to school
_____ Buying a laptop to make your classmates think that you are as well-off as they are.
_____ Taking the car on a road trip will make the journey to Bicol more enjoyable than taking
the plane.
_____ Getting a diploma because it can be a way to earn big
_____ Getting a diploma for recognition and sense of accomplishment.
_____ Buying a mobile phone to communicate with family anytime
_____ Buying expensive bag because it is an original Gucci
_____ Buying a car to show other people that you can afford to have one.
Take a photo of your answers and turn it in using Google Classroom (GED 101 Class) and/or GED 101
group chat via FB messenger.
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END OF WEEK 11
Well done on finishing Week 11!
WHAT COULD YOU LEARN NEXT?
Week 12: THE SPIRITUAL SELF
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WEEK12: SPIRITUAL SELF
THE SPIRITUAL SELF
This chapter discuss the different world religions, the beliefs of early
Filipinos on different gods and goddesses, superstitious beliefs, beliefs in faith
healer, soul and spirit and how those beliefs was changed since the Spanish and
American colonization. It also discuss the different rituals, ceremonies, the
practice of religion, magic and witchcraft and also finding and creating the
meaning of life.
The practice of religion: belief in supernatural being and power
●
According to Giddens (2006), religion is a cultural system of commonly shared beliefs and rituals
that provide a sense of ultimate meaning by creating an idea of reality that is sacred, allencompassing and supernatural.
●
He identified the key elements of
religion such as (a) religion is a form of
culture-shares all characteristics of
culture such as shared beliefs, values
that create an identity, (b) religion
involves beliefs that take the form of
ritualized practices - all members
engage in behaviors that identify them
as members of the community, and (c)
religion provides a sense of purposefeeling that life is ultimately
meaningful.
●
In addition, Durkheim (1912) defined
religion as a unified system of beliefs
and practices relative to sacred things,
things set-apart and forbidden beliefs
and practices which unite into one
single moral community called a
Church, all those who adhere to them.
https://www.insidehighered.com/views/2016/08/22/understand-todays-world-morestudents-should-study-religion-essay
●
Statistics indicate Christianity as the world9s largest religion with a 33% population. It is followed
by Islam with a 21% population, Hinduism with a 14% population, Buddhism with 6% population,
Chinese Traditionalism at around 6% and Judaism at only about 0.22%.
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●
Philippines is the only Christian country in the South East Asia. Filipinos show their religiosity
through participating on different religious practices such as baptism, fiestas, <sinakulo,= prayer,
fellowship, communion, and other activities related to church.
●
Before the Spanish colonization, Filipinos believed in animism, a belief that all objects have
spirits. They also believed in supernatural being. According to McClenon (1991), the concept of
supernatural has been shaped by the Western notion of nature and causality and it is culturally
specific.
●
Filipinos praised the trees, plants, sun, moon, stars and other living and non-living things. They
also praised the spirit of their ancestors, which is called <cult of the dead.= They believed on the
immortality of the soul. An evidence of this is the Manunungul Jar where the remains of the dead
were kept. This image shows the belief of life after death by early Filipinos.
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https://pt.slideshare.net/topengpogi/sculpture-72009328
●
The memories of the dead are remained through carving their image using gold and stone. This is
called <larawan= or <likha= in Tagalog, <diwata= in Bisaya and <bul-ol= in Ifugao. They also
offered sacrifices and prayers for guidance, sympathy and beseech. Not all <anitos= are good, there
are few who are evil.
●
The priestess which is also called as <baylan,= <babaylan,= or <katalona= does the ritual or offering.
Early Filipinos practiced polytheism, a belief in many gods, which was brought by the early
Chinese and Indian merchants. Some of their gods are Bathala, the Almighty God, Agni, God of
Fire, Mandarangan, God o War, Sidapa, God of Death, Lalahon, God of Harvest, and Siginarugan,
God of Hell. These beliefs are passed orally to the next generation.
https://www.silent-gardens.com/culture.php
●
However, there were some changes on the beliefs of the early Filipinos when the Spaniards
brought Christianity in the archipelago. The changes were not immediate because early beliefs are
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already practiced in the country. What the Spaniards did was, they adopted the Christianity in the
belief of Filipinos on animism. Monotheism was introduced by Spaniards, a belief in only God,
which has three personas, God the Father, God the Son, and God the Holy Spirit.
●
According to the Holy Bible, they already existed before the creation of the world. God the Father
sent his son, Jesus Christ to save humanity, which whoever believes in Him should not perish but
have an eternal life. When Jesus Christ died and rose after three days, the holy spirit was left in
humanity which serves as the conscience that guides the human beings in doing right things and
avoiding committing sins.
●
Not all tribes are converted into Christianity,
some of them remained in their animism
beliefs. At present, where modern technology
is part of the lives of Filipinos, there are some
who are still following and practicing the
superstitious beliefs.
●
According to Daskeo (2012), many Filipinos
still spice their life with superstitious beliefs that they strongly believe could help them cope
with day to day activities especially most important events in life such as marriage, finding a job,
and moving to a new house.
●
Common Superstitions:
o If a person bites their tongue, it means somebody is thinking of them;
o A girl with shite spots on her fingernails is inconstant in love;
o It is bad to sweep the floor at six o9clock in the evening for it means driving away good
fortune and graces
o One should not open an umbrella while inside a house; a centipede is likely to fall from
the ceiling;
o If a pregnant woman sews her dress while wearing it, her baby will born without hole in
the rectum;
o Appearance of a comet foretells war
https://www.shopback.ph/blog/tabi-tabi-po-top-10-pinoy-superstitions
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●
These superstition beliefs are passed by the early ancestors orally and still practiced by some of
the Filipinos in recent times. With the influence of Americans and science, the numbers of
Filipinos following superstitious beliefs were diminished.
●
One of the influences of American colonization is the introduction of science in the day to day
lives of Filipinos especially on health and sanitation. Their influence taught the Filipinos that
believing in superstitious beliefs may be detrimental to health. Like do not throw the dusts outside
the house after sweeping the floor, because you may experience difficulty in money matters.
The Concept of <Dungan= (Spirit or Soul)
●
The term animism is one of the oldest beliefs which is taken from the Latin word Anima meaning
breath or soul. Animism is the belief that everything in nature 3 living things like trees, plants, and
even non-living rocks or streams 3 have their own spirit or divinity. Animism beliefs are still
present, accepted and never entirely disappeared.
●
The soul according to the indigenous Filipinos is known as Kaluluwa, Ikararuwa or kararuwa. It
is taken from the root word duwa which means two. The soul has two parts 3 one is the physical
part, where it is connected to the body and its life, and other spiritual, where it exists on its own.
●
For Ibanags, the soul is the principle of life in man. Body is the matter; soul is the form. As long
as the body and soul are one unit, man is alive.
●
Death is the separation of the soul from the body. The body cannot stay alive without the soul. But
the soul can live without the body. Freed from the body, it ceases to experience thirst and hunger,
cold and heat. As spirit, the soul is the opposite of the body which is matter.
●
The Dungan may leave the body voluntarily while the person is asleep according to BIsayans.
Among the ancient Filipinos, when the person is asleep they should not be awakened quickly in
order to give ample time for the Dungan to return to the body.
●
While the Dungan is travelling outside of the body it should be free from accidents because there
is a possibility that it might be trapped in a jar or be poured out with liquid from a vessel. When
the soul has safety returned home to the body of its owner, they could then be awakened.
●
It is for this reason that the Dungan needs protection and nurture. Soul-nature, the folks believe,
means the performance of age-old spirit rituals many of which are still followed in the local
provinces today. Examples of these are birth, illness and death rituals consisting of trances,
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prayers, and animal sacrifices. An adult person with a healthy Dungan properly lodged in his
physical body will have bodily health and well-being, intelligence and good sense.
Religion, Spirituality, Magic, Witchcraft and Identity
The Function of Rituals
● Ritual traditions of Filipinos are best understood in terms of their intentions. At the core of any
ritual, balance between man and nature, and the spirit world is very important. Rituals is an attempt
to enhance and maintain this balance.
●
This is evident in some villages which perform rituals to restore the state of affairs when the
balance is lost. Human nature are innumerable reasons for causing a shift in this balance. There
are equally innumerable rituals that can be done to correct the imbalance. This is the reason for
having a broad range of ritual practices in the Philippines (Obusan, 2015).
●
Rituals have several functions. There are rituals to have a good harvest, ask for the guidance and
protection from their ancestors and unseen forces, to heal the sick, to bring good luck and to
conceive.
●
Like in the case of Ifugao. They have rituals for marriage. If the two couples are planning to tie
the knot, they will ask guidance from their ancestors. The butcher opens the body of a sacrificial
pig and they examine if the internal organs of the pig are healthy or not. If it is healthy, they have
the approval to tie the knot this year, if not, they may try again in the following year. The purpose
of this ritual is to study the carcass for omens that guides them in their decision like marriage.
●
Dance and chants are a very essential part of their ritual. Rituals are usually accompanied by
dances. It is the higher symbolic form for the Filipino. It represents the distillation of collective
memory, affect, religious piety, humility, and purity of intention. Even a complex message can be
articulated or maybe understood through dance (Obusan 2015).
http://philippineslifestyle.com/punnuk-an-ancient-celebration-of-harvest-at-the-ifugao-rice-terraces/
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Rituals and Ceremonies
●
Magos (1997), discussed the mara-it or dangerous zone of Panay Island. According to her,
Panaynon believes in spirit beings in the sea like siokoy (half-man, half fish sea monster) and
the mangingilaw (half man, half monkey man eating monster) forest which are very harmful. They
also believe that the earth and the universe has a layered structure with spirit beings live in each
layer.
●
Lupan-on are spirits beings who live on land, the idalmunon are spirit beings who live underneath
the surface of the earth and the tubignon are spirit beings who live in water. These folks remind
them that the earth is sacred, inhabited by the spirit and thus dangerous. If Panaynon uses the
earth's resources with discourtesy or greed, they will make the spirits angry. There are necessary
fishing and farming rites to be performed regularly to gain the favor from spirits such as daga
(bloodletting) and the samba (communal fishing rite).
●
People of Zambales also conduct a ritual in building their house. According to the official website
of the Provincial Government of Zambales, residents of this province perform rituals before
building a house. The ritual starts with choosing which day is specified in the Pilaton as a good
day to start the project.
●
According to Ms. Cristeta Acebes, principal of Uyugan Elementary School (2012), <pilaton,=
refers to a list of dates, including the phases of the moon, that would ensure the success of any
major undertaking or activity of residents in the province. The second step is burying coins in the
first hole during laying of foundation. Fresh animal blood is allowed to be dropped in the same
place. On the day set to roof the house, relatives, neighbours and friends usually come to help.
Those who cannot perform actual construction work normally offer akhad (anything that can be
served or cooked as food) or tudung (drinks, usually wine) (Provincial Government of Zambales).
http://www.batanes.gov.ph/wp-content/uploads/rituals2.jpg
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Religion, Magic, and Witchcraft
●
Religion
Religion came from the
Latin word religio means
to respect or care for. It is
generally defined as;
<belief in, worship of, or
obedience
to
a
supernatural power or
powers considered to be
divine or to have control
of human destiny."
●
According to Santrock
(2014), religion is an
organized set of beliefs,
practices, rituals and
symbols that increases an
individual9s connection to
a sacred or transcendent
other (God, higher power,
ultimate truth).
●
It may also be referred to as an organized system of beliefs, ceremonies, rules used to worship
god. Another description for religion is, an interest, a belief, or an activity deemed to be of utmost
importance to a person or group.
●
However, there is no exact definition of religion. Religion is functional especially in the unification
of a certain place or country. It binds the people through its teachings, practices and the end goal
that everyone wants to attain. If there is no religion, what would be the content and priority of the
law making body in creating and proposing a bill in the congress? Probably, that would be the
earthly things in the world.
●
Religiousness is the degree by which one is affiliated with an organized religion in terms of the
person9s participation in the prescribed rituals and practices, connection with its beliefs and
involvement with its community of believers.
●
Spirituality, on the other hand, involves experiencing something beyond oneself in a transcendent
manner and living in a way that benefits others and society. It could be related to a search for the
sacred.
●
The term <sacred= may signify a person, an object, a principle, or a concept that transcends the
self. The sacred can include a divine being or a divine object that is <set apart= and considered as
holy or beyond ordinary. The reference to what religion is, also refers to the dynamics of the
meaning attached to spirituality. It emerges as people relate to the developmental and existential
challenges of the search for the meaning of existence amidst the ambiguity of life.
●
Spiritual identity is the persistent sense of self that addresses ultimate questions about the nature,
purpose and meaning of life. It results in behavior that are consonant with the individual9s core
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values. The definition of a sense of
spiritual identity focuses on the
individual construction of a
relationship to the sacred and
ultimate meaning.
●
Magic
Magic is the power apparently
influencing the course of events by
using mysterious or supernatural
forces. It is the ability to use
supernatural forces to make
impossible things happen, such as
making people disappear or
controlling events in nature.
●
A magician is usually a worker in the kind of magic that is on the whole public and good, whereas
a sorcerer is generally considered an evil figure, one who deals in matters that his or her clients
would rather keep secret and one whose work may be downright antisocial (Frankle and Stein,
2005).
●
A sorcerer is translated from the Greek word pharmakos, and carries with it the idea of medicine,
magic potion, drugs, and poison. A wizard is one who is thought to be acquired with the secrets
of the nonmaterial or unseen world while a necromancer is one who is <seeking unto the dead=. It
is a term that includes all forms of attempt to make contact with departed spirits.
●
Balang is the Filipino term for a sorcerer. It is used to describe malignant sorcery or familiar spirits
(usually a swarm of destructive insects, specially carnivorous beetles). In the Philippines, it
swarms small invisible insects residing in bamboos that enter the body through open space causing
the intestine, stomach, lungs, and liver to swell during high tides and shrink during low tides.
Mambabarang is a person who practices this specific type of sorcery or witchcraft. Binarang is
the target (usually a person) of sorcery or witchcraft.
●
Kulam is the Tagalog word for <voodoo= or <witchcraft=. It is one of the most well-known aspects
of Philippine folklore. The fear of kulam usually has an effect on how a person conducts himself
in the community and on how people treat each other in a community. A mangkukulam is a person
who uses black magic or spells on a victim. After the spell is cast, the victim will experience a
form of illness which cannot be cured by modern medicine, misfortunes to himself and loved ones,
inability to concentrate, lack of sleep, loss of appetite, freak accidents, and other unexplained
events.
●
Albulario/mananambal is a Filipino practitioner of traditional medicine; he is also a medicine man
who is also capable of performing sorcery. Albulario is a Filipino witch doctor, folk healer or
medicine man. When the person feels that his ailments and misfortunes are caused by kulam, he
consults an albulario who performs rituals in order to defeat the spells of the mangkukulan and
bring the person back to normalcy.
●
Most Filipinos aside from being a superstitious people believe in the mythical creatures of local
folklore which includes the aswang, manananggal, kapre, dwende, sirena, syokoy, engkanto,
sigbin, tikbalang, tianak and many others. According to local folklore such creatures inhabit dark
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forest and unexplored regions of barrios in the provinces. Each region has their own mythical
creature which usually comes out in the night looking for food in the form: fresh blood, pregnant
mothers (they target the fetus), and human organs like the liver or for victims to take them into the
other world.
Finding and Creating Meaning
●
Everybody is experiencing different challenges and problems in life. Some have common
problems, but some do not. Some have different strategies in solving the same problems. There
are some who are good at hiding their problems or sufferings. Some people may think their
problems are bigger than the problems of others. However, when they ask some people or have an
open forum, they will realize that they are wrong. There are other people who have bigger and
more difficult problems than them.
●
Viktor Frankl an Austrian neurologist and psychologist
founded Logotherapy. Logotherapy is based on the
premise that the human person is motivated by a <will to
meaning,= an inner pull to find a meaning in life (Frankl
1988). Finding and creating meaning in life is what Viktor
Frankl would like to teach to everybody. The following
list of tenets represents basic principles of logotherapy:
http://pagehanify.com/7criteria/coaching/mans-search-for-meaning-dr-viktor-frankl/
1.
2.
●
Life has meaning under all circumstances, even the most miserable ones.
Every occurrence in one9s life has meaning. People tend to find the meaning of that occurrence
especially if it is a good incident or circumstances. However, they tend to ask themselves or God
for the occurrence of bad happenings in their lives. Sometimes, they ask themselves and God,
<why did it happen to them?= <why did it happen to their love ones, despite that they are good
people, they do not deserve to experience that such sufferings, but why them?= There are things
beyond the control of humanity, cannot explain by their minds and intelligence, but Almighty God
can. Individuals must realize that whatever circumstances they have, even if it is good or not, they
must find that life has meaning. Those circumstances have purpose and meaning in their lives.
Our main motivation for living is our will to find meaning in life.
● People experience different sufferings in life in terms of relationship, love, studies, money, job,
etc. Finding meaning in life despite the sufferings should be the main motivation for living. An
example of this is, an individual who developed an inner hatred towards her family when she knew
that her mother tried many times to abort her due to poverty and her siblings bullied her that she
was an adopted child. She developed a thought that she is not part of the family and even at the
start, she is an unwanted child. This pushes her to be the black sheep of the family and be involved
in different vices. Time is a good healer. During her rebellious stage, she realized that she was
only destroying herself, it will not change the attitude and personality of her family. She also
realized that she only needs to accept her family as they are and forgive the family members who
caused her pain. Being a rebellious person will not make her family to change. The change will
start on one9s initiative and not by other people. Finally, she found the meaning of her life. The
feeling of rejection disappeared as times went by. She was alive when she was still an unborn child
because someday, she will serve as the light of other people living in a dark life and will be an
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inspiration to the youth. Those are her motivations for living. She is thankful to the Almighty God
for discovering the meaning of her life.
3.
We have freedom to find meaning in what we do, and what we experience, or at least in the
stand we take when faced with a situation of unchangeable suffering.
● Problems and challenges are inevitable. These make individuals strong and hold their faith to their
God. These also make them to be flexible in a changing and dynamic society, to win in the battle
or to accept the defeat but with satisfactory adjustment. Everybody is entitled to have and practice
freedom in finding meaning in whatever they do or experience. They are not slaves to anyone and
are not manipulated by other people. Their actions should not be dictated by anyone, rather, it is
their will that will be done. It is the right of everybody to look for the meaning in their lives when
faced with a situation of unchangeable suffering. Situations with unchangeable suffering may
cause pain, but at the end of the day, individuals will find its purpose in their lives.
●
According to Frankl, everybody can discover the meaning in their life in three different ways:
https://www.youtube.com/watch?v=tCpa0AFepoM
1. By creating a work or doing a deed
o Individuals will find the meaning in their lives through the works, accomplishments, and
achievements they have. This will give insights and realization to individuals that creating
or doing something specially to fulfill not only their needs but also the needs of other
people, that they will find the meaning of their life.
2. By experiencing something or encountering someone
o Individuals will discover the meaning in their lives by opening opportunities to experience
something or to meet other people. Confining themselves in a four corner of their room
will only limit themselves to new experiences of life. If they tend to open themselves to
new experiences or to encounter other people, their world will be wider. They will realize
that others9 problems and situations are more difficult than them; that they are less
fortunate people; that they have to give importance to their lives and to the people that
love them; and to change themselves to become good and responsible individuals.
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3.
By the attitude we take toward unavoidable suffering and that everything can be taken from
a man but one thing: the last of the human freedoms4to choose one's attitude in any given
set of circumstances
●
Individuals will find meaning in their lives by having a positive attitude towards circumstances.
Failures in life, for example, is unavoidable suffering that gives pain to individuals. Facing those
failures in a positive way with a positive and right attitude will make individuals more mature,
more responsible, and think more ways to solve the problems. Having a positive attitude in facing
the problems will also help individuals to cope up with the problems like death of a love one. It
will make them cope up easily and move on with their lives without losing their cherished
memories.
References:
Acebes, C. Understanding the Self. Accessed July 28, 2020.
https://www.actionresearch.net/living/rawalpdf/Chapter7.pdf
Arcega, A M., Cullar, D. S., Evangelista, L. D. & Falculan, L. M. (2018). Understanding the Self.
Malabon City: Mutya Publishing House Inc.
Daskeo , K. Self-awareness and Self-knowledge. Accessed July 28, 2020.
https://gupea.ub.gu.se/bitstream/2077/30157/1/gupea_2077_30157_1.pdf
Frankle,
V
&
Stein,
G.
Examination
https://files.eric.ed.gov/fulltext/EJ1163278.pdf
of
Self.
Accessed
July
28.
2020.
Frankl, V. Man9s Search for meaning. Accessed July 28, 2020.
https://edisciplinas.usp.br/pluginfile.php/3403095/mod_resource/content/1/56ViktorFrankl_Mans%20Sea
rch.pdf
Gazzingan, L. B. et al. (2019). Understanding the Self. Muntinlupa City: Panday-Lahi Publishing House,
Inc.
Giddens, A. Self-Identity in Modernity. Accessed July 30, 2020.
https://skemman.is/bitstream/1946/12134/1/Self-Identity%20in%20Modernity.pdf
Magos.J. Invisible Voices. Accessed July 28, 2020. https://www.divaportal.org/smash/get/diva2:788803/FULLTEXT01.pdf
McClenon, J. Handbook of Self and Identity. Accessed July 29, 2020.
https://dornsife.usc.edu/assets/sites/782/docs/handbook_of_self_and_identity_-_second_edition__ch._4_pp._69-104_38_pages.pdf
Santrock, J (2014) Adolescence. New York, USA: McGraw Hill International edition
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ACTIVITIES ON SPIRITUAL SELF
This section aims to assess your understanding of some of the topics covered in Week
10 through the two activities below.
ACTIVITY #13: ARE YOU RELIGIOUS? (20 points)
1. Reflect on the presented article <The SPITIRUAL Self= in Week 11, then answer the following:
Directions: This is an informal quick survey with analysis. The following questions will be answered
briefly as possible. Place a check mark on each box that applies to you below and answer the guide
questions:
Do you consider yourself to be religious?
Do you pray before meals?
Do you value your relationship with
God?
Do you set time for praying alone in the
church?
Do you have religious duties as church
officers?
Do you frequently participate in church
activities?
Do you always go to church or visit the
chapel 2 or more times a week?
DO you do volunteer in the church9s civic
programs?
Do you pray before going to school?
Do you actively join church propagation?
Self Processing (Guide Questions):
1. How do you express your religiosity?
Write your answers in a clean sheet of paper. Take a photo and turn it in using GED 101 group chat via FB
messenger.
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OUTPUT #3: MEANING OF LIFE (50 points)
Directions: write a good descriptive essay about MEANING of life, you should be able to describe some
key elements of your life like Mindset, Environment, Relationships, Everyday activities, Hobbies, or
Experiences and many other things that make up your life.
Guide Questions:
1. What is my attitude toward life?
2. How do I perceive my life?
3. Which life experiences influence the way I face today9s world?
4. What do I want from life?
5. Do I enjoy my life to the full or not?
Write your answers in a clean sheet of paper. Take a photo and turn it in using Google Classroom (GED
101 Class) and/or GED 101 group chat via FB messenger.
END OF WEEK 12
Well done on finishing Week 12!
WHAT COULD YOU LEARN NEXT?
Week 13: POLITICAL SELF
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WEEK 13: POLITICAL SELF: DEVELOPING ACTIVE CITIZENSHIP
This section discusses the nature of politics, elements of active citizenship,
and how they shape one9s political self. It details how one can become
actively involved in political and communal affairs, and how they are
significant to the shaping of the self.
The brief primers on Politics, Citizenship and the Self and Active Citizenship were accessed July 27, 2020
from
https://utsged101portfolio.wordpress.com/section-1-the-political-self-developing-activecitizenship/rio's
POLITICS, CITIZENSHIP AND THE SELF

As members of the society, people are naturally obligated to participate in a political system as social
citizens. Politics refers to the actions or activities concerned with achieving and using power in a
nation or society. It is also defined as the ways that power is shared in an organization and the ways
it is affected by personal relationships between people who work together.

As Aristotle stated, <man is, by nature, a political animal.= This is because man is a social being and
that people naturally drawn to various political involvements in order to satisfy their social needs.

Politics as imbibed by man implies several things:
1. Politics is concerned with power. Power inequalities can be observed within societies. The one
who holds power holds influence.
2. Politics functions 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
advocates are influenced by their geographical location and ideology.
3. The political is also personal. One9s personal choices reflect his/her personal politics; both are
indistinguishable.
4. Politics goes hand in hand with the society. Politics pervades the structure of society, and thus
influences inhabitants in their beliefs, ethics, and behavior.

However, the political self is not only shaped by one9s political affiliation or beliefs. One9s sense of
accountability should be manifested in promoting certain advocacies through healthy political
engagement. This is aligned with the concept of active citizenship.
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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 one9s life and the life of a community in which one lives. Participation is the fundamental right
of citizenship.

Active citizenship is anchored on one9s 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.

Active citizenship is a practice of democracy. Democracy should not only be thought of as a form
of government. It is a communal system that allows volitional freedom of citizens to make
informed choices that allow them to be heard.

Active citizenship is a social construct. It fosters social relatedness and belongingness.

The most important goal of active citizenship is to instil change and influence society at large.
Active citizenship is also associated with the <sense of community.= People, including adolescents,
participate in communal activities because it gives a sense of belonging in a particular group. Active
citizenship may facilitate ethnic pride and provide a voice to the woes of their social group.
For the younger generation, active citizenship can contribute to their social development. 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. 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.
Active citizenship helps an individual embrace his/her individuality through the choices he/she
makes and the behavior he/she manifests. The political self is a result of various personal and
environmental factors that impact the individual. 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. Thus, the future begins now.
SOURCE: The Political Self: Developing Active Citizenshp. Steven C. Valerio's Blog. Accessed July 19, 2020.
https://utsged101portfolio.wordpress.com/section-1-the-political-self-developing-active-citizenship/rio's
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ACTIVITY # 14 DEVELOPING CITIZENSHIP (40 points)
Answer the two questions.
QUESTIONS:
1. Identify three (3) COVID-19 public advisories and/or government
mandates that you observed.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2. If you will be the president of the country will you implement those advisories and mandates?
Why or why not? Express your thoughts in 2-4 sentences.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Write your answers in a clean sheet of paper. Take a photo and turn it in using Google Classroom (GED
101 Class) GED 101 group chat via FB messenger.
END OF WEEK 13
Well done on finishing Week 13!
WHAT COULD YOU LEARN NEXT?
Week 14: DIGITAL SELF
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WEEK 14: DIGITAL SELF
This section explores the impact of technology on the society. It focuses on
how technology use enables people to become digital citizens, how it
sustains relationships and forge collaborations with other people, and what
kind of digital identities are being forged while outlining the responsible
use of technology.
The brief primer on The Self in the Digital World was accessed July 27,
2020 from https://utsged101portfolio.wordpress.com/section-2-the-digitalself-uncovering-digital-citizenship
THE SELF IN THE DIGITAL WORLD

The millennial generation is known to be the generation of digital natives because millennials were
born in an era of rapid technological advancement. As a result, daily life is almost always dependent
on the functions of technology, especially the internet which provides people with a venue of
presenting their identified through social media platforms.

The advent of technology comes with a corresponding challenge: to ensure that technology is used
properly. This is the essence of digital citizenship, which refers to the norms of appropriate and
responsible behaviour towards technology use. Digital citizenship is anchored in 3 general
principles: respecting, educating, and protecting oneself and others. Digital citizenship serves the
purpose or regulating human behaviour in a highly-technological and digital world.

A major concern of living in the digital era is how technology shapes one9s sense of self and identity.
One concept that is related to the concept of the digital self is online disinhibition. It is defined as
the lack of restraint one feels when communicating online in comparison to communicating in
person.

Some individuals lose their inhibition in social interactions because there is an aspect of being
present only in the virtual, a sort of anonymity. Anonymity may serve as an option for individuals
who are naturally shy and introverted to express their thoughts, without threat to their self-esteem.

Nowadays, however, people are more inclined to show their own personalities via online channels.
The internet becomes a multi-media venue for showcasing personal traits, qualities, and even
experiences. The values and beliefs he/she upholds are also expressed in his/her online behavior.
Thus, technology, through the development of virtual spaces and communities accessible through
the internet, can be a basis of evaluating the consistency of the self.

The permeating nature of technology has also influenced various technological and online behaviors
people manifest. Within the concept of digital citizenship, there are 9 themes that cover these
behaviors:
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
The themes listed above emphasize the proliferation of technology in the world and how they are
used for specific purposes. Suffice it to say, technology is here to stay. There is a need to adapt to
the dynamic changes that technology entails.

Technology offers limitless opportunities; its presence is inevitable. However, technology need not
control the society and people9s lives. An individual must define himself/herself based solely on
his/her terms.
Source: The Digital Self: Uncovering Digital Citizenship. Steven C. Valerio's Blog. Accessed July 19,
2020. https://utsged101portfolio.wordpress.com/section-2-the-digital-self-uncovering-digital-citizenship/
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This article was accessed July 27, 2020 from https://sensum.co/blog/the-digital-self-why-do-we-expressourselves-on-social-media-like-we-do
THE DIGITAL SELF: WHY DO WE EXPRESS OURSELVES ON SOCIAL MEDIA LIKE WE
DO?
The Development of the Digital Self
The idea of the digital self developed from the original phenomenon of the 8extended self9, pioneered by
Russell Belk in 1988. He believed our possessions are a major contributor to and reflection of our identities.
Back in the day, it was external objects, such as clothes, jewellery and cars etc. that he believed we used
and considered as part of ourselves. Think about it, could you live without your smartphone or laptop? (Be
honest…)
Nowadays however, it isn9t merely tangible belongings that researchers consider as part of our extended
self. Our digital possessions such as photos, videos, statuses, texts, and emails are now seen to be
significantly important to shaping our digital self.
Why do we have a Digital Self?
The idea of the Digital Self is an interesting and relatively new topic discussed in consumer behaviour
research. Researchers, such as Stone (1996) and Hemetsburger (2005) claim that the digital web allows us
to try out different personas that differ from our real life identities. But why would we want to even do this?
We were especially interested in looking at why we express ourselves online the way we do and we wanted
to share the most common reasons:





We want to meet the expectation of others: research shows over 50% of women would edit their
social media photos to look better and meet the expectations that the media and magazines have set
We want to boost our self-esteem: people upload photos and statuses online that they feel will
receive 8likes9 and positive feedback in which ultimately helps their egos
To feel a sense of belonging: Some of us want to fit in with the crowd and upload things that are
8down with the trend9 - for instance, who notices the amount of people posting pictures of their
food increasing? It didn9t come from nowhere.
Bigger sense of freedom: Unlike real life, digital platforms allow us to express ourselves in any
way we want to without anyone there to physically judge us
Striving to be our ideal selves: Digital Apps, such as Facetune, that allow us to improve our
appearances on photos (through teeth whitening, skin smoothing and body shape editing) helps
consumers to express as their 8ideal9 self online and inevitably feel better about themselves
In conclusion, the digital world has provided us with greater opportunities to express our identity in any
form we want to. But what we all need to remember is: how will we feel if we go so far to express ourselves
differently online that we forget what reality is, or worse, we end up resenting it?
Accessed July 27, 2020 from https://sensum.co/blog/the-digital-self-why-do-we-express-ourselves-onsocial-media-like-we-do.
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ACTIVITIES ON DIGITAL SELF
This section aims to assess your understanding of some of the topics
covered in Week 14 through the two activities below.
ACTIVITY # 15 ME AND MY SOCIAL MEDIA (10 points)
Reflect on the presented article <The Digital Self= in Week 14, answer the question. Express your thoughts
in 3-5 sentences.
QUESTION:
Why do we express ourselves on Social Media like we do?=
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
ACTIVITY # 16 NETIQUETTE (20 points)
Create 5 internet etiquette or netiquette.
Make sure you submit your own work. (i.e., not borrowed/copied from any other source, including our
assigned readings and your classmates).
Format:
INTERNET ETIQUETTE
1.
2.
3.
4.
5.
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Write your answers in a clean sheet of paper. Take a photo and turn it in using Google Classroom (GED
101 Class) and/or GED 101 group chat via FB messenger.
END OF WEEK 14
Well done on finishing Week 14!
WHAT COULD YOU LEARN NEXT?
Week 15-17: MANAGING AND CARING FOR THE SELF
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WEEK 15-17: MANAGING AND CARING FOR THE SELF
In this section you are expected to develop your own self-care routine plan to demonstrate your
understanding of managing and caring for one9s self. This section focuses on learning to be a better student,
goal setting for success and taking charge of one9s health.
WEEK 15: A. LEARNING TO BE A BETTER STUDENT
There is no doubt that being the better student is advantageous. The better
student you are, the more you will learn, and that knowledge will serve you
well throughout your life.
Read the articles on How Learning Happens in the Human Brain;
Metacognition and Study Strategies; and Managing Your Own Learning:
Self-Regulated Learning. And answer Activity # 17.
HOW LEARNING HAPPENS IN THE HUMAN BRAIN
To understand the way learning occurs in the brain, here9s a brief primer.

Learning is simply what the brain does. Whether you are studying Math, refining your dance
moves, remembering a conversation with a dear friend, or reading the lecture notes, it9s all about
learning.

Learning is a physical process in which new knowledge is represented by new brain cell
connections. The strength and formation of these connections are facilitated by chemicals in the
brain called growth factors.

As a result of breakthroughs in neuroscience research, including neuroimaging and neuroelectric
monitoring of neurons (brain cells) firing, we now can observe how the brain responds during
learning. These technologies provide visible representations of the brain's response to instructional
practices, revealing neurological activity as information travels from the body's sensory intake
systems through the attention and emotional filters, forming memory linkages and activating the
highest cognitive networks of executive function (Accessed July 27, 2020 from
http://www.ascd.org/publications/books/119008/chapters/How-the-Brain-Learns-Best.aspx).

Brain is an enormous network of neurons. Each tiny neuron is a pretty complicated little machine.
Each neuron connects with many other neurons. It <listens= for electrical and chemical signals from
other neurons and fires its own signal, an action potential, when it receives enough input from the
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neurons that connect to it. The action potential gets <heard= by other neurons and influences their
firing as well. Put together billions and billions of these neurons into a network; wire up some of
the inputs to senses like vision, touch, and hearing; wire up some of the outputs to muscles… and
you get an amazingly complex system capable of thought, learning, memory, and emotion
(Accessed July 27, 2020 from https://www.forbes.com/sites/quora/2018/01/26/what-processes-aretaking-place-in-our-brains-when-we-learn-new-things/#2f6543a951f9).

The article below presents evidence based explanation on how the brain learns.
How the Brain Learns
Accessed July 27, 2020 from https://trainingindustry.com/articles/content-development/how-the-brainlearns/
The brain acts as a dense network of fiber pathways consisting of approximately 100 billion (1010)
neurons. The brain consists of three principle parts 3 stem, cerebellum and cerebrum 3 as shown in Figure
1 below. Of the three, the cerebrum is most important in learning, since this is where higher-ordered
functions like memory and reasoning occur. Each area of the cerebrum specializes in a function 3 sight,
hearing, speech, touch, short-term memory, long-term memory, language and reasoning abilities are the
most important for learning.
Figure 1: The Human Brain
So how does learning happen? Through a network of neurons, sensory information is transmitted by
synapses (see Figure 2) along the neural pathway and stored temporarily in short-term memory, a volatile
region of the brain that acts like a receiving center for the flood of sensory information we encounter in our
daily lives.
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Figure 2: Synapse Across Two Neurons
Once processed in short-term memory, our brain9s neural pathways carry these memories to the structural
core, where they are compared with existing memories and stored in our
long-term memory, the vast repository of everything we have ever experienced in our lives. This process
occurs in an instant, but it is not always perfect. In fact, as information races across billions of neurons9
axons, which transmit signals to the next neuron via synapse, some degradation is common. That9s why
many of our memories are incomplete or include false portions that we make up to fill holes in the real
memory.
Neuroscientists have long believed that learning and memory formation are made by the strengthening and
weakening
of
connections
among
brain
cells.
Recently,
researchers
at
the
University of California Irvine9s Center for the Neurobiology of Learning and Memory proved it. In
experiments with mice, they were able to isolate and observe the actions of the brain while learning a new
task. Researchers found that when two neurons frequently interact, they form a bond that allows them to
transmit more easily and accurately. This leads to more complete memories and easier recall. Conversely,
when two neurons rarely interacted, the transmission was often incomplete, leading to either a faulty
memory or no memory at all.
As an example of this, consider your daily commute. You don9t really need to think consciously about how
to get to work, because it is a trip you have taken so many times that the memory of how to navigate is
ingrained. The neurons that control this memory have communicated so often, they have formed a tight
bond, like a group of old friends.
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Contrast your daily commute with the experience of driving to a location you have never visited. To make
this trip, your brain has to work much harder. You need to get directions, write
them down or print them and then pay extra attention to road signs along the way. In this case, the neurons
involved in navigating to this new destination have not shared synapses frequently before and so they
communicate incompletely or inefficiently. This requires forming new connections within the brain, which
results in greater conscious effort and attention on our part.
This research has important implications for learning, especially regarding how we acquire new knowledge,
store it in memory and retrieve it when needed. When learning new things, memory and recall are
strengthened by frequency and recency. The more we practice and rehearse something new and the more
recently we have practiced, the easier it is for our brain to transmit these experiences efficiently and store
them for ready access later. This process is called fluency.
Another recent study at the Martinos Center for Biomedical Imaging, Department of Radiology,
Massachusetts General Hospital and Harvard Medical School found that the structural core of the brain
receives sensory information from different regions and then assembles bits of data into a complete picture
that becomes a memory of an event. This memory is strengthened by multiple sensory inputs. For example,
if we both see and hear something, we are more likely to remember it than if we only hear it.
If we experience an emotional reaction to something 3 fear, anger, laughter or love 3 that emotion becomes
part of the memory and strengthens it dramatically. In recalling memories, subjects who had experienced
an emotional reaction were far more likely to remember the event and with higher accuracy than those who
simply witnessed an event without any emotional attachment. That explains why highly emotional events
3 birth, marriage, divorce and death 3 become unforgettable.
What does this neuroscience research suggest about learning? We need to ensure that learning engages all
the senses and taps the emotional side of the brain, through methods like humor, storytelling, group activities
and games. Emphasis on the rational and logical alone does not produce powerful memories.
A third recent discovery at the University of Michigan9s Biopsychology Program confirmed that the brain
behaves selectively about how it processes experiences that enter through our five
senses. The brain is programmed to pay special attention to any experience that is novel or unusual. It does
this by making comparisons between the new information brought through the senses and existing
information stored in our brain9s long-term memory. When the brain finds a match, it will quickly eliminate
the new memory as redundant.
When new information contradicts what9s already stored in memory, however, our brains go into overdrive,
working hard to explain the discrepancy. If the new information proves useful to us, it becomes a permanent
memory that can be retrieved later. If this new information does not seem useful or if we do not trust its
source, we are likely to forget it or even reject it altogether, preferring to stick with the information we
already possess.
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Since learning inherently requires acquisition of new information, our brains9 propensity to focus on the
novel and forget the redundant makes it a natural learning ally. In fact, our brains are hard wired to learn,
from the moment we are born. Our native curiosity is driven by our brain9s inherent search for the unusual
in our environment.
On the other hand, past memories can be an impediment to future learning that contradicts previous
information. As we age and gain more experience, we tend to rely too much on our past knowledge. We
may miss or even reject novel information that does not agree with previous memories. Recent brain
research is unlocking many of the mysteries of learning. Learning professionals should stay abreast of these
developments and derive learning methods based upon the way the brain learns naturally.
The table below summarizes the three recent research findings and their implications for training.
Table 1: Learning Implications of Brain Science
Recent Brain Research Finding
Implications for Learning
Frequency and recency of neuron
synapses increase memory
Increase frequency through
practice and maintain fluency through
use
Emotions strengthen memory
Appeal to and engage emotions
while learning
Learning causes changes to the
physical structure of the brain
Engaging in learning increases
our ability to learn throughout our lives
Memories are stored in multiple
parts of the brain
Engage all senses when learning
Our brains are programmed to
focus on new and unusual inputs
Learning should tap into the
brain9s natural curiosity and intrinsic
motivation
Source: Ford, Donald J. How the Brain Learns. Accessed July
https://trainingindustry.com/articles/content-development/how-the-brain-learns/
27,
2020
from
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METACOGNITION AND STUDY STRATEGIES
Source: Arcega, A M., Cullar, D. S., Evangelista, L. D. & Falculan, L. M. (2018). Understanding the Self.
Malabon City: Mutya Publishing House Inc.
The brain serves as the control unit of the body. Human beings9 physiological, behavioral and cognitive
functions depend on it. The brain can perform many forms of complex and covert behaviors like thinking
and other higher order functions like metacognition.
Metacognition is often defined as <thinking about your own thinking.= In 1979, it was termed by American
developmental psychologist John H. Flavell. Cognition means thinking while Meta means beyond so the
phrase means beyond thinking. It is a person9s awareness of ones thoughts and one9s ability to control it.
Metacognition is a higher order thinking which control the cognitive process involved in the learning
process.
Metacognition consists of two components: the knowledge and regulation (Lai, 2011; Flavell, 1979). The
learner9s awareness of one9s ability to understand and learn concepts, and knowledge about one9s learning
strategies is called metacognitive knowledge while the learner9s ability to observe one9s method of
thinking, planning, evaluate the effectiveness of the own learning strategies and identifying the outcomes
is called metacognitive regulation.
Metacognitive knowledge has three types. First, the declarative knowledge (person knowledge) is the
understanding of ones capacities. It is one9s subjective assessment. For example Albert is aware that he has
above average mathematical ability and Diane assessed her knowledge in arts as excellent. Second is the
procedural knowledge (task knowledge) it is the person9s awareness of one9s knowledge and assessment
whether a task is easy or difficult. For example, Albert thinks that painting is a difficult task while Diane
considers the task as easy and stress-free. Last is the strategy knowledge (conditional knowledge) is the
person9s ability to use strategies to acquire information, learn new skills or understand concepts. It also
refers to one9s ability to cope or adapt other strategies to different situations. For example, Diane would
like to learn more about algebra and considered lecture as ineffective, so she tried other methods like
answering online algebra tests and participation in group studies.
Metacognitive regulation on the other hand is a person9s ability to monitor and assess their knowledge.
Monitoring involves observing one9s knowledge and assess whether one did well or not. A person may also
evaluate the outcome or output of one9s knowledge and distinguish whether such outcome is what the
person expected and whether it can be improved.
Metacognition has an important role in acquiring knowledge or skill therefore it is important to teach
learners metacognitive control. Metacognitive strategies can be taught and learned gradually. Teaching
students self-evaluation skills help facilitate learning. Below are some metacognitive study strategies that
students may use to learning effectively.
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Here are some metacognitive study skills and strategies:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Listening to your own thoughts by speaking clearly.
Self-monitoring. Observing and evaluating one9s behavior or performance on specific task.
Reflection. Think deeply about what is being learned.
Awareness of rubrics. Identify basis for evaluation which aids in planning and decision
making.
Self-tests.
Observing overt teacher demonstration and modeling.
Comprehension. Knowing the meaning of the text being read or concept being learned.
Rehearsing. Repeatedly doing a skill or acquiring information and adapting strategies to
ensure better performance or retention.
Knowing one9s limits. Awareness of one9s mental and physical capacities for specific task.
Being aware of one9s traits and capacity leads to a better understanding of ourselves. Assessment tools help
a person identify these traits.
MANAGING YOUR OWN LEARNING: SELF-REGULATED LEARNING
Source: Arcega, A M., Cullar, D. S., Evangelista, L. D. & Falculan, L. M. (2018). Understanding the Self.
Malabon City: Mutya Publishing House Inc.
Students who are conscious of their strengths and weaknesses, and can induce themselves to undertake and
improve their learning are self- regulated learners. The ability to manage ones learning is definitely an
advantage for individuals.
In the Self-Regulated Learning model, pioneered by Barry Zimmerman, self-regulation is composed of
three phases: forethought, performance control and self-reflection. In the first phase, (forethought) the selfregulated student expects and prepares for the approaching learning task. Then in the second stage
(performance control) the student organizes and performs the procedures while learning. This consists of
self-talk and self-monitoring to make the most of the learning opportunity. In the last phase, (self reflection)
the self-regulated student reflects at the end of the learning task. The student matches the result of their
performance to their objectives.
Questions that a self-regulated student asks themselves
Phase 1: Forethought
When is the best time for me to
get the task done?
Phase 2: Performance Control
Am I following the plan
correctly?
Where is the best place to
complete the task?
Am I focused or not?
Which condition distracted me
or helped me succeed?
What strategies can I use to help
me keep working?
Which strategies are most
effective?
How will I start?
Phase 3: Self-Reflection
Did I meet the goal?
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Zimmerman (2001) and colleagues claimed that when students become engaged, they take greater
responsibility for their learning and their academic performance improves. The self-regulated learning
(SRL) model uses a continuing sequence of planning, practice and evaluation.
The illustration below shows the series of feedback cycles
Plan it
Evaluate
it
What is the problem?
-Review prior performance
-Conduct a task analysis
Am I doing the plan correctly?
-Set processing goals to implement
a learning strategy
-Self-observe your strategic
behavior and outcomes
Practice
it
Did the plan work?
-Self-evaluate strategy use and
goal achievement
-Maintain or adapt the strategy
ACTVITY # 17 EFFECTIVE LEARNING STRATEGY (10 points)
Answer the question. Express your thoughts in 1-5 sentences.
What effective learning strategies did you adopt during this
quarantine period?
Write your answers in a clean sheet of paper. Take a photo and turn it in using Google Classroom (GED
101 Class) and/or GED 101 group chat via FB messenger.
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WEEK 15: B. SETTING GOALS FOR SUCCESS
Understanding the importance of goals and the techniques involved
in setting achievable goals is vital to becoming successful.
THE IMPORTANCE OF GOALS
Source: Arcega, A M., Cullar, D. S., Evangelista, L. D. & Falculan, L. M. (2018). Understanding the Self.
Malabon City: Mutya Publishing House Inc.
A goal is the desired outcome anticipated by a person or organization. It may be a long term vision or a
short term outcome which can be achieved through careful planning, execution and evaluation. Goal setting
establishes a standard or objective to serve as target of one9s actions. It is involved in all the self-regulation
/metacognitive process. Whereas forefront is to goal setting; as performance control is to goal directed
action; as self-reflection is to evaluation of goal progress.
Goals help us to concentrate our energy, arrange strategies, consciously having a purpose-centered life, and
provide us a sense of accomplishment. Locke (1969) said that working toward a goal is also a major source
of motivation and improves performance and that clear goals and appropriate feedback motivates a person.
Based on reviews, 90% of laboratory and field studies on the effects of goal setting on performance showed
that specific and challenging goals led to higher performance. Goals influence performance by directing
attention, mobilizing effort, increasing determination, and encouraging plan development. Burton (1983)
claimed that people who use goal setting effectively suffer less from stress and anxiety, concentrate better,
perform better, confident and are satisfied.
Locke (2002) claimed that a person9s uppermost moral goal is the attainment of one's own happiness and
even coined the phrase 'pursuit of happiness,' in his book An Essay Concerning Human Understanding. In
setting goals for life and happiness, Locke9s writings focus on building the best qualities in life. In the
person level it focuses in positive personal traits (e.g. capacity for love, courage, interpersonal skill) while
group level focuses on civic virtues and actions leading to enhanced social responsibility (e.g. work ethic,
altruism, responsibility).
GOAL- SETTING THEORY
Read and reflect on the attached article - What is Goal-Setting Theory? The article comprehensively
discuss the technical definition of goal-setting theory; the five effective goal-setting principles; and the
practical application of effective goal-setting.
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What Is Goal-Setting Theory?
Accessed July 21, 2020 from https://gostrengths.com/what-is-goal-settingtheory/#:~:text=Goal%2Dsetting%20theory%20refers%20to,who%20set%20general%2C%20easy%20goals.
The Technical Definition
Goal-setting theory refers to the effects of setting goals on subsequent
performance. Researcher Edwin Locke found that individuals who set
specific, difficult goals performed better than those who set general, easy
goals. Locke proposed five basic principles of goal-setting: clarity, challenge,
commitment, feedback, and task complexity.
Huh? What does that mean?
One of the most effective ways to stay motivated is to set goals for yourself.
However, the type and quality of goals you set affects how well they will work.
Imagine you are 30 pounds overweight and want to drop some extra weight. When setting your goal, you
have several options. You could say, <I want to lose weight within the next year. I will go on a diet to lose
the weight.= This goal is pretty vague and poorly defined; you haven9t specified how much weight you
want to lose or what concrete steps you will take to lose it.
Alternatively, you could say, <I want to lose two pounds a week for the next four months. I will exercise
for at least 30 minutes, five days per week. I will also change my diet to include three servings of fruits and
vegetables as well as whole-grain products. I will also limit myself to eating out just one day per week.=
This goal is much more specific and includes actionable steps.
The simple act of setting an effective goal gives you a better chance of realizing that goal. In fact, listed
below are several principles crucial to setting effective goals.
Effective goal-setting principles:
1. Clarity. A clear, measurable goal is more achievable than one that is poorly defined. In other words,
be specific! The most effective goals have a specific timeline for completion.
2. Challenge. The goal must have a decent level of difficulty in order to motivate you to strive toward
the goal.
3. Commitment. Put deliberate effort into meeting this goal. Share your goal with someone else in
order to increase your accountability to meet that goal.
4. Feedback. Set up a method to receive information on your progress toward a goal. If losing 30
pounds in four months turns out to be too hard, it is better to adjust the difficulty of your goal midway through the timeline than to give up entirely.
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5. Task complexity. If a goal is especially complex, make sure you give yourself enough time to
overcome the learning curve involved in completing the task. In other words, if a goal is really
tough, make sure you give yourself some padding to give you the best chance at succeeding.
How do I use this in my life?
Setting a goal is a great way to encourage achievement and stay motivated. However, many of us set goals
that are ineffective at pushing us to do our best. When you are helping your youthling with a project or
trying to improve an aspect of your daily life, think carefully about the goals you set. Ensure that each goal
accounts for some or all of the principles above: clarity, challenge, commitment, and feedback.
Work with your youthling to set goals that are appropriate and achievable given her abilities. Begin by
letting her set her own goal. Perhaps she wants to get 100% on her next Math test. This goal meets the
criteria of being clear, challenging, and is something she has committed to. Talk together about whether
that is an attainable goal. If she routinely gets C9s on math assignments, achieving a perfect score might be
a poor goal. Next, set a clear action plan for achieving the goal. Consider the complexity of the task and
how much time will be needed to be successful.
In the end, her goal might read something like this: <I want to get 100% on my next Math test. I will perform
5 algebra problems every night for the next two weeks. My mom will give me feedback on whether I am
getting the problems correct and how to fix my mistakes.= This clear, achievable goal provides motivation
and a specific plan for receiving feedback. Even if she does not reach 100% on her test, goal-setting theory
states that she will perform much better than had she made a non-specific, easy goal.
What are Goal Setting Tools?
Accessed July 22, 2020 from https://positivepsychology.com/goal-setting-exercises/
It9s one thing to know about goal setting, and how it can help you, but another entirely to know how to
actually set goals and stick with them. Goal setting tools are a great way to help you set goals, keep track
of, and stay focused on what you9re trying to achieve.
These tools and can be informal, for example:





A handwritten diary or journal tracking your goals and smaller daily achievements
Using your mobile phone to set daily reminders or countdown apps for when you want to achieve
certain things by
Motivational notes and posters set around your home or work desk as friendly reminders
Telling friends and family what you9re working towards so they can offer support
Visualization activities including meditation, positive affirmations, and mindfulness
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Or they can be formalized, such as:




Regular meetings/reviews with your line manager at work to keep you accountable (if your goals
are work related)
Joining groups or meet-ups with individuals trying to achieve the same goals (such as weight loss,
or athletic groups/fitness classes)
Working with a peer coach or mentor to help motivate you to stay on track
Utilizing goal setting software tools and apps to help keep you on track (Milestone Planner and
Goal Scapeto name a few)
Which tool is right for you will depend on what you9re specific goals are, how long you want to take to
achieve them, and whether it is an individual or group goal.
GOLDEN RULES OF GOAL SETTING
Five Rules to Set Yourself Up for Success
Accessed July 22, 2020 from https://www.mindtools.com/pages/article/newHTE_90.htm
Have you thought about what you want to be doing in five years' time? Are you clear about what your main
objective at work is at the moment? Do you know what you want to have achieved by the end of today?
If you want to succeed, you need to set goals. Without goals you lack focus and direction. Goal setting not
only allows you to take control of your life's direction; it also provides you a benchmark for determining
whether you are actually succeeding. Think about it: having a million dollars in the bank is only proof of
success if one of your goals is to amass riches. If your goal is to practice acts of charity, then keeping the
money for yourself is suddenly contrary to how you would define success.
To accomplish your goals, however, you need to know how to set them. You can't simply say, "I want" and
expect it to happen. Goal setting is a process that starts with careful consideration of what you want to
achieve, and ends with a lot of hard work to actually do it. In between, there are some very well-defined
steps that transcend the specifics of each goal. Knowing these steps will allow you to formulate goals that
you can accomplish.
Here are our five golden rules of goal setting:
The Five Golden Rules
1. Set Goals That Motivate You
When you set goals for yourself, it is important that they motivate you: this means making sure that they
are important to you, and that there is value in achieving them. If you have little interest in the outcome, or
they are irrelevant given the larger picture, then the chances of you putting in the work to make them happen
are slim. Motivation is key to achieving goals.
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Set goals that relate to the high priorities in your life. Without this type of focus, you can end up with far
too many goals, leaving you too little time to devote to each one. Goal achievement requires commitment,
so to maximize the likelihood of success, you need to feel a sense of urgency and have an "I must do this"
attitude. When you don't have this, you risk putting off what you need to do to make the goal a reality. This
in turn leaves you feeling disappointed and frustrated with yourself, both of which are de-motivating. And
you can end up in a very destructive "I can't do anything or be successful at anything" frame of mind.
Tip:
To make sure that your goal is motivating, write down why it's valuable and important to you. Ask yourself,
"If I were to share my goal with others, what would I tell them to convince them it was a worthwhile goal?"
You can use this motivating value statement to help you if you start to doubt yourself or lose confidence in
your ability to actually make the goal happen.
2. Set SMART Goals
You have probably heard of SMART goals already. But do you always apply the rule? The simple fact is
that for goals to be powerful, they should be designed to be SMART. There are many variations of what
SMART stands for, but the essence is this 3 goals should be:
 Specific.
 Measurable.
 Attainable.
 Relevant.
 Time Bound.
Set Specific Goals
Your goal must be clear and well defined. Vague or generalized goals are unhelpful because they don't
provide sufficient direction. Remember, you need goals to show you the way. Make it as easy as you can
to get where you want to go by defining precisely where you want to end up.
Set Measurable Goals
Include precise amounts, dates, and so on in your goals so you can measure your degree of success. If your
goal is simply defined as "To reduce expenses" how will you know when you have been successful? In one
month's time if you have a 1 percent reduction or in two years' time when you have a 10 percent reduction?
Without a way to measure your success you miss out on the celebration that comes with knowing you have
actually achieved something.
Set Attainable Goals
Make sure that it's possible to achieve the goals you set. If you set a goal that you have no hope of achieving,
you will only demoralize yourself and erode your confidence.
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However, resist the urge to set goals that are too easy. Accomplishing a goal that you didn't have to work
hard for can be anticlimactic at best, and can also make you fear setting future goals that carry a risk of nonachievement. By setting realistic yet challenging goals, you hit the balance you need. These are the types
of goals that require you to "raise the bar" and they bring the greatest personal satisfaction.
Set Relevant Goals
Goals should be relevant to the direction you want your life and career to take. By keeping goals aligned
with this, you'll develop the focus you need to get ahead and do what you want. Set widely scattered and
inconsistent goals, and you'll fritter your time 3 and your life 3 away.
Set Time-Bound Goals
Your goals must have a deadline. Again, this means that you know when you can celebrate success. When
you are working on a deadline, your sense of urgency increases and achievement will come that much
quicker.
3. Set Goals in Writing
The physical act of writing down a goal makes it real and tangible. You have no excuse for forgetting about
it. As you write, use the word "will" instead of "would like to" or "might." For example, "I will reduce my
operating expenses by 10 percent this year," not "I would like to reduce my operating expenses by 10
percent this year." The first goal statement has power and you can "see" yourself reducing expenses, the
second lacks passion and gives you an excuse if you get side tracked.
Tip 1:
Frame your goal statement positively. If you want to improve your retention rates say, "I will hold on to all
existing employees for the next quarter" rather than "I will reduce employee turnover." The first one is
motivating; the second one still has a get-out clause "allowing" you to succeed even if some employees
leave.
Tip 2:
If you use a To-Do List , make yourself a To-Do List template that has your goals at the top of it. If you
use an Action Program , then your goals should be at the top of your Project Catalog.
Post your goals in visible places to remind yourself every day of what it is you intend to do. Put them on
your walls, desk, computer monitor, bathroom mirror or refrigerator as a constant reminder.
4. Make an Action Plan
This step is often missed in the process of goal setting. You get so focused on the outcome that you forget
to plan all of the steps that are needed along the way. By writing out the individual steps, and then crossing
each one off as you complete it, you'll realize that you are making progress towards your ultimate goal.
This is especially important if your goal is big and demanding, or long-term.
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5. Stick With It!
Remember, goal setting is an ongoing activity, not just a means to an end. Build in reminders to keep
yourself on track, and make regular time-slots available to review your goals. Your end destination may
remain quite similar over the long term, but the action plan you set for yourself along the way can change
significantly. Make sure the relevance, value, and necessity remain high.
Key Points
Goal setting is much more than simply saying you want something to happen. Unless you clearly define
exactly what you want and understand why you want it the first place, your odds of success are considerably
reduced. By following the Five Golden Rules of Goal Setting you can set goals with confidence and enjoy
the satisfaction that comes along with knowing you achieved what you set out to do.
So, what will you decide to accomplish today?
ACTIVITY# 18 PLANNING WITH GOAL-SETTING SHEET (20 points)
The activity is designed to assess your understanding of the principles of
effective goal-setting: clarity, challenge, commitment, and feedback. Write
your answers in a clean sheet of paper. Take a photo and turn it in using Google
Classroom (GED 101 Class) and/or GED 101 group chat via FB messenger.
Think about what is your best possible future self might look like. Set your goals
using the pre-built Goal Setting Sheet. In completing the worksheet you will have
a simple and easy to use guide for setting your goal and creating your plan of action.
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END OF WEEK 15
Well done on finishing Week 15!
WHAT COULD YOU LEARN NEXT?
WEEK 16: TAKING CHARGE OF ONE9S HEALTH
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WEEK 16: TAKING CHARGE OF ONE’S HEALTH
The World Health Organization's definition of health is <a state of complete
physical, mental and social well-being and not merely the absence of disease or
infirmity= (https://www.who.int/about/who-we-are/constitution).
WHO asserts that physical and mental well-being is a human right, enabling a life
without limitation or restriction. Taking charge of one9s health starts with living a
healthy lifestyle, managing stress, and taking care of one9s self and wellness.
A. LIVING A HEALTHY LIFESTYLE
Healthy lifestyle makes a big difference.
A healthy lifestyle is a way of living that lowers the risk of being seriously ill or dying early. Not all diseases
are preventable, but a large proportion of deaths, particularly those from coronary heart disease and lung
cancer, can be avoided. Scientific studies have identified certain types of behaviour that contribute to the
development of non-communicable diseases and early death. Health is not only just about avoiding disease.
It is also about physical, mental and social wellbeing. When a healthy lifestyle is adopted, a more positive
role model is provided to other people in the family, particularly children
(https://apps.who.int/iris/handle/10665/108180).
A general rule of thumb is to moderate your workload and avoid taking on too much. Learning from the
article Healthy Lifestyles for College Students can ensure you find and maintain a good balance in your
academic life.
If the management tips do not help, seek advice from the University9s Office of Guidance and Counseling
or other professionals.
Healthy Lifestyles for College Students
Accessed July 27, 2020 from https://miami.asa.edu/about-asa/news/maintaining-healthy-habitscollege/#:~:text=LOAD%20UP%20ON%20HEALTHY%20FOODS,fresh%20foods%20for%20each%20
meal.
miami.asa.edu
College is a time of dramatic changes. For some students,
it9s the first time that they9ve lived on their own with the
responsibility to finally take charge of their own life.
College courses are also much more difficult than any other
previous schooling, leading to late nights of studying and
plentiful amounts of stress. It9s easy for new college
students to feel overwhelmed and pick up some unhealthy
habits, but with a little preparation you can make sure that
your health is up to the challenge.
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1. STICK TO SOLID SLEEP SCHEDULE
Getting enough sleep every night is a good way to keep your stress levels down and feel energized for each
day of class. Make a sleep habit that you can stick to, even during the weekends. If you have trouble falling
asleep, try to avoid using your smartphone or your computer for about 30 minutes before bedtime. Reading
and drinking tea can help your brain start to relax and prepare for sleep. Be sure to avoid having excessive
caffeine in the evening so that you can fall asleep easily.
2. LEARN TO SAY NO
College life usually means easy access to tasty foods, from the candy in the vending machines to the
doughnuts in the bakery across the street. If you9re now living on your own, you might feel emboldened to
partake of delicious treats at any hour. Learning when to say no is a good skill that will help you keep the
extra pounds off. Avoid eating when you9re not actually hungry, and stick to light snacks when you need a
little treat. Try to avoid eating too much late at night as well; this can cause heartburn and weight gain.
3. EAT REGULAR MEALS
When you9re racing from one class to another with twenty different deadlines looming ahead of you, it9s
easy to forget to eat a meal now and then. However, if you start missing meals regularly, your body and
your brain won9t be properly fueled for the demands of college. Adjust your schedule so that you have
enough time in the morning to get breakfast without feeling panicked about missing class. Start taking your
lunch with you, or find a healthy place you can buy a lunch. Keeping a handful of healthy snacks in your
backpack, such as peanuts or dried fruit, can help you get some nutrition when you unexpectedly are late
for a meal.
4. FIND AN EXERCISE ACTIVITY YOU LOVE
Regular exercise is a great way to burn off some stress, boost your fitness levels and lose some weight.
However, there9s little point in picking an exercise that you hate. Instead, choose an activity that you that
you enjoy and would look forward to. This can include:
 Yoga with friends
 Walking around campus
 Joining a gym
 Taking a sports class, such as badminton
 Making time for exercise, even if it9s only for a few minutes a day, can help you unwind and
take a break from your deadlines and homework.
5. UP ON HEALTHY FOODS
Filling up your plate with healthy foods, including vegetables and fruits, can help you avoid eating too
much unhealthy junk food. Aim to build a colorful plate with a variety of fresh foods for each meal. A
simple meal of grilled chicken, brown rice and roasted vegetables will keep you full and be easy on your
waistline. If you want to indulge in the occasional calorie-rich meal, such as pizza, pair it with a nutritious
salad with a light dressing.
While you9re in college, maintaining your healthy habits may be a challenge. Including a little extra time
each day so that you can take care of your physical health is a good way to reduce stress and become
healthier.
6. STOP PROCRASTINATING
College students face tons of essays, courseworks and science papers during their years of study. And it9s
not a big deal when these works are just in the ordinary flow. But when it comes to a 90-page senior thesis,
you have to spend at least 1 year on it. This is where procrastination finds and catches you. A way too big
project presupposes planning an explicit strategy. Almost every student decides to start in the middle of a
year in order to meet the deadline. What happens next? Months pass by and dust covers your thesis.
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Then you invent another strategy 3 to start two months before the deadline. But two months turn into one,
which turns into several weeks. So one sunny morning you come out of the oblivion with two days until
the deadline without a word written. What a challenge, to produce 90 pages in 48 days. You don9t sleep,
eat or relax, struggling to be in time. Yes, you will get your mark, but results are nearly always frustrating.
How to avoid this Procrastination Monster? You9ll need to get rid of all the leisure temptations that prevent
you from completing tasks. But let9s face the truth: students are not so responsible. It is impossible to kill
procrastinations, all of us are subjected to it. But you can optimize your work for the sake of your career.
Consider your calendar, mind the whole process and don9t let anything ruin your study goals.
7. TRY NOT TO BURN OUT
Life in college is full of activities. Most of them are odd and unwanted. But it takes time to get this fact.
Various competitions, contests, matches, socials, soirees, rave-ups..how not to surrender? Moreover, every
mate will try to drag you to a new party and resisting is tough! It is very dangerous not to have a timeschedule, because participating in the each and every scene, you will burn out quickly. Pick up the most
significant events and don9t violate your precious time. Set the priorities and maximize the advantage of
your college experience.
B. MANAGING STRESS
Managing stress in its early stages can help
make the most of the university experience
and opportunities for students.
A mild amount of stress is very useful and
acts as a motivation for students while too
much stress can interfere with their daily
lives. When built over time, stress can give
rise to a host of serious problems such
as depression and anxiety.
This article presents the pros and cons of
stress, common indicators of stress, and ways
of reducing and managing stress.
Managing Stress
Accessed July 29, 2020 from https://campusmindworks.org/help-yourself/self-care/managing-stress/
Many students find that they need to develop new skills in order to balance academic demands with a
healthy lifestyle. Fortunately, the University of Michigan offers many resources to help students develop
these skills. Many students find that they can reduce their level of academic stress by improving skills such
as time management, stress management, and relaxation.
THE PROS AND CONS OF STRESS
Stress is anything that alters your natural balance. When stress is present, your body and your mind must
attend to it in order to maintain balance. Your body reacts to stress by releasing hormones that help you
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cope with the situation. That in turn takes energy away from the other functions of your brain, like
concentrating, or taking action. There are two different sources of stress: external triggers, like transitioning
to college or your parents getting a divorce, and internal triggers, like placing high expectations on
yourself.
Stress is a part of everyday life. There are many instances when stress can be helpful. A fire alarm is
intended to cause the stress that alerts you to avoid danger. The stress created by a deadline to finish a paper
can motivate you to finish the assignment on time. But when experienced in excess, stress has the opposite
effect. It can harm our emotional and physical health, and limit our ability to function at home, in school,
and within our relationships. The good news is that, since we are responsible for bringing about much of
our own stress, we can also do much to manage stress by learning and practicing specific stress-reduction
strategies.
ARE YOU EXPERIENCING TOO MUCH STRESS?
Here are a few common indicators:
 Difficulty concentrating
 Increased worrying
 Trouble completing assignments on time
 Not going to class
 Short temper or increased agitation
 Tension
 Headaches
 Tight muscles
 Changes in eating habits (e.g., <stress eating=)
 Changes in sleeping habits
People with mental illness are more likely to notice that their specific symptoms re-emerge or grow worse
during stressful times. In many cases, stress can act as the <spark= that ignites a mental health episode. But
this does not mean that every time you are busy or face a difficult challenge you will have a mental health
episode. Not everyone responds the same way to potentially stressful circumstances. For example, during
final exams many students feel very overwhelmed and anxious, while others are able to keep their stress
under control. If you, like many others, struggle with managing stress during difficult times, there are some
helpful tips on this page that can help.
WAYS OF REDUCING AND MANAGING STRESS
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Practice time management skills to manage your academic schedule, social activities, and making
time for yourself.
Set and implement specific goals for yourself that will improve your mood and help you reduce
stress. Start by filling out a goal-setting worksheet.
Avoid procrastination. Procrastination can create more mental and physical stress. If you have
trouble staying on task, consider downloading apps that will help keep you off things that are
distracting. To learn more about procrastination, click here.
Exercise regularly. Physical activity can help you burn off the energy generated by stress.
Practice good sleep habits to ensure that you are well-rested. Sleep deprivation can cause many
physical and mental problems and can increase stress.
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Try mindfulness meditation.
Limit (or eliminate) the use of stimulants like caffeine, which can elevate the stress response in
your body.
Pace yourself throughout the day, taking regular breaks from work or other structured activities.
During breaks from class, studying, or work, spend time walking outdoors, listen to music or just
sit quietly, to clear and calm your mind.
Start a journal. Many people find journaling to be helpful for managing stress, understanding
emotions, and making decisions and changes in their lives.
Realize that you have limits. Learn to work within your limits and set realistic expectations for
yourself and others.
Plan leisure activities to break up your schedule. Click here for a list of fun things to do on campus.
Recognize the role your own thoughts can play in causing you distress. Challenge beliefs you may
hold about yourself and your situation that may not be accurate. For example, do you continuously
fall short of what you think you <should= accomplish? When our minds continuously feed us
messages about what we <should= achieve, <ought= to be, or <mustn9t= do, we are setting ourselves
up to fall short of goals that may be unrealistic, and to experience stress along the way. Learn
techniques for replacing unrealistic thoughts with realistic ones.
Find humor in your life. Laughter can be a great tension-reducer.
Seek the support of friends and family when you need to <vent= about situations that bring on
stressful feelings. But make sure that you don9t focus exclusively on negative experiences; try to
also think of at least three things that are going well for you, and share those experiences.
Try setting a specific goal for yourself that will improve your mood and help you reduce stress.
Start by filling out a goal-setting worksheet then help yourself stay on track by using your weekly
motivator worksheet.
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Relaxation Techniques
Research has shown that relaxation techniques are an effective way to reduce not only stress but many of
the symptoms associated with mental illnesses. Try one or more of the following techniques for relaxing
your mind and body and reducing the physical and psychological tension associated with stress. Take the
time to experiment with these techniques to find out which ones work best for you.
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Breathing Exercise: Place one hand on your abdomen right beneath your rib cage. Inhale slowly
through your nose, drawing a deep breath into your lungs. Your chest should move only slightly,
while your stomach rises, pushing your hand up. As you exhale, just let yourself go and imagine
your entire body becoming loose and limp. It should take you twice as long to exhale as it does
to inhale. Practice three times per day for two to three minutes. For more information and
resources on this technique, click here.
Progressive Muscle Relaxation: Pay a <mental visit= to your muscles, stopping at each area of
the body from head to toe (or toe to head), paying attention to individual areas where tension
exists. As you pause at each area, tense and relax each muscle, trying to release unnecessary
tension. Spend a few more minutes on those areas that seem to be holding the most tension. For
more information and resources on this technique, click here.
Visual (Guided) Imagery: Imagine tension flowing out of your body from top to
bottom. Visualize tension draining down your shoulders and arms and out through your
fingertips into the air, down your thighs and legs, and out through the soles of your feet into the
ground. It9s also helpful to take a mental <vacation,= imagining yourself in a pleasant, relaxing
place such as on the beach or in the woods. This can be a place where you9ve been or a place
you9d like to be. Take time to imagine the specific details of what you see, hear and feel in this
place. For more information and resources on this technique, click here.
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MINDFULNESS
Mindfulness: Mindfulness is about noticing our thoughts, feelings or bodily sensations without judgment.
It9s a helpful tool in managing stress for those with a mental illness.
➢
Being Mindful of Everyday Activities. As a student, your life and your mind are often so busy that
you forget to take notice of the everyday occurrences that keep your senses 8awake9. For example, as you
walk across the Diag, you may be lost in thought while drinking a latte. You may not be aware of how you
arrived at your destination or of the steam of the latte as you take a sip. Rather than allowing yourself to
miss the moment, pause, take a breath and notice what you are experiencing. Your experiences may be
pleasant and worth savoring. But even if they are unpleasant, you will be better able to cope if you face
your experiences directly and strive to live <in the moment.=
➢
How to practice Mindfulness through Meditation.
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Find a comfortable position.
While focusing on your breathing, allow your thoughts, feelings, and physical sensations to
flow over you, entering and leaving your awareness at their own pace. Recognize each
sensation, but then let it fade away, allowing the next thought or feeling to enter your mind.
Continue to acknowledge each sensation, then let it go.
You will likely find that your mind is very busy with thoughts about all kinds of things 3 some
pleasant, some unpleasant. Each time you notice that your mind has wandered, gently and
without judgment shift your awareness back to your breath.
It can be most helpful to practice mindfulness for 30 minutes a day until you become
comfortable with the technique.
The goal of mindfulness meditation is not to change your thoughts in any way, but simply to notice them
and as best you can, continuously returning to your breath. Learning mindfulness meditation is similar to
learning any new skill. There are an abundance of website and apps for guided meditations. Keep it simple.
Be patient and kind with yourself. Do not expect that you will be able to <empty= your mind of thoughts
and enter a state of deep relaxation. Try starting with ten minutes each day, setting a timer to see what
happens. Remember that each moment is a new opportunity to begin. With practice, meditation can allow
you to develop clarity in your thoughts and feelings, decrease your negative thoughts, and promote a sense
of peacefulness and centeredness.
Source: https://campusmindworks.org/help-yourself/self-care/managing-stress/
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C. SELF-CARE AND WELLNESS
mindful.org
Read and reflect on the attached two articles What SelfCare Is- and What It Isn’t (13.1) and Self-care 101
(13.2).
WHAT SELF-CARE IS 4 AND WHAT IT ISN’T
By Raphailia Michael, MA. Last updated: 8 Jul 2018. Retrieved from psycentral.com on June 11, 2020.
When asked the question: <Do you take care of yourself?= most of us will answer <yes= 4 we9d even
think, <What kind of question is this? Of course, I care about myself.=
When asked, <In what ways do you take care of yourself?= 4 well, that9s where the tricky part begins.
WHAT IS SELF-CARE?
Self-care is any activity that we do deliberately in order to take care of our mental, emotional, and physical
health. Although it9s a simple concept in theory, it9s something we very often overlook. Good self-care is
key to improved mood and reduced anxiety. It9s also key to a good relationship with oneself and others.
WHAT ISN’T SELF-CARE?
Knowing what self-care is not might be even more important. It is not something that we force ourselves
to do, or something we don9t enjoy doing. As Agnes Wainman explained, self-care is <something that
refuels us, rather than takes from us.=
Self-care isn9t a selfish act either. It is not only about considering our needs; it is rather about knowing what
we need to do in order to take care of ourselves, being subsequently, able to take care of others as well.
That is, if I don9t take enough care of myself, I won9t be in the place to give to my loved ones either.
In a few words, self-care is the key to living a balanced life
Where do you start? Well, there are three golden rules:
1.
Stick to the basics. Over time you will find your own rhythm and routine. You will be able to implement
more and identify more particular forms of self-care that work for you.
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Self-care needs to be something you actively plan, rather than something that just happens. It is an
active choice and you must treat it as such. Add certain activities to your calendar, announce your plans
to others in order to increase your commitment, and actively look for opportunities to practice self-care.
3. What I often emphasize to my clients is that keeping a conscious mind is what counts. In other words
if you don9t see something as self-care or don9t do something in order to take care of yourself, it won9t
work as such. Be aware of what you do, why you do it, how it feels, and what the outcomes are.
2.
Although self-care means different things to different people, there9s a basic checklist that can be followed
by all of us:
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Create a <no= list, with things you know you don9t like or you no longer want to do. Examples might
include: Not checking emails at night, not attending gatherings you don9t like, not answering your
phone during lunch/dinner.
Promote a nutritious, healthy diet.
Get enough sleep. Adults usually need 7-8 hours of sleep each night.
Exercise. In contrast to what many people think, exercise is as good for our emotional health as it is for
our physical health. It increases serotonin levels, leading to improved mood and energy. In line with
the self-care conditions, what9s important is that you choose a form of exercise that you like!
Follow-up with medical care. It is not unusual to put off check-ups or visits to the doctor.
Use relaxation exercises and/or practice meditation. You can do these exercises at any time of the day.
Spend enough time with your loved ones.
Do at least one relaxing activity every day, whether it9s taking a walk or spending 30 minutes
unwinding.
Do at least one pleasurable activity every day; from going to the cinema, to cooking or meeting with
friends.
Look for opportunities to laugh!
This brief primer on SELF-CARE AND WELLNESS is accessed July 28, 2020 from
https://www.ferris.edu/RSS/eccc/tools/wellness.htm
SELF-CARE
 Self-care is a vital part of maintaining good health and a vibrant life. I
 Self-care is a way of living that incorporates behaviors that help you to be refreshed, replenish
your personal motivation, and grow as a person.
WELLNESS
 Wellness is an interactive process of becoming aware of and practicing healthy choices to create a
more successful and balanced lifestyle.
 Wellness is:
 A direction in which by its nature, moves us toward a more proactive, responsible and
healthier existence.
 The integration of the body, mind, and spirit.
 The loving acceptance of ourselves today and the exciting free search for who we choose
to become tomorrow.
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
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Choice living; a compilation of the daily decisions we make that lead us to that person we
choose to become.
Wellness is the framework that you can use to organize, understand, and balance your
own growth and development. Everything you do, every decision you make, every
thought you think, and every attitude and belief you hold fits into this framework made
up of the following six basic concepts:
1. Social Wellness involves developing friendships, healthy sexual behaviors, and the
ability to interact comfortably with others. Social wellness is important for maintaining
harmony in personal and community environments. The social dimension encourages
contributing to the common welfare of your community. It emphasizes the coexistence
of you, society, and the environment along with the pursuit of harmony in your life.
As you become socially well, your impact on society and nature becomes more
apparent. Throughout your journey, you9ll seek out ways to preserve balance around
you. You actively seek ways to enhance relationships through better communication
and encouraging a healthy living environment. You will learn it is better to live in
harmony than in conflict.
2. Intellectual Wellness involves the strong desire to learn from challenges and
experiences. Intellectual wellness is important for encouraging ongoing intellectual
growth and experiencing creative yet stimulating mental activities that will provide
you with the foundation to discover, process, and evaluate information effectively. An
intellectually well person uses the available resources, in and out of the classroom, to
expand their knowledge and skills for the betterment of society.
As you grow, you will continually seek issues relating to problem solving, creative
thinking and learning. You will actively seek the opportunity to expand and challenge
your mind through creative endeavors. Your natural instinct to remain abreast of
current issues will surface and become satisfied through reading books, magazines and
newspapers and pursuing other interests.
3. Spiritual Wellness involves the willingness to seek meaning and purpose in human
existence; regardless of your religious beliefs. Spiritual wellness is important for
allowing you to be open to diverse multi-cultural beliefs and backgrounds because of
your comfort level with yourself and with your belief structure. Spiritual wellness
coincides with the exploration of the meaning of life. It seeks the development of a
deep appreciation of all life and natural forces in existence.
The question "Who am I and why do I exist?" is the starting point of your journey into
spiritual wellness. Through your journey, you will observe and appreciate the beauty
of your surroundings and begin to learn the value of things you cannot understand. As
you grow spiritually, you seek a harmony between your emotions allowing for
avoidance of emotional peaks and valleys. You continually allow your actions to be
guided by your beliefs and values.
4. Emotional Wellness involves having the ability to acknowledge and accept a wide
range of feelings in oneself as well as in others. Emotional wellness is important in
order to be able to freely express and manage one's own feelings, to develop positive
self- esteem in order to arrive at personal decisions based upon the integration of one's
attitudes and behaviors. Emotional wellness centers on the acceptance of your
emotions and feelings. Included is the ability to realistically evaluate your limitations
and effectively cope with stress. An emotionally well individual maintains healthy and
satisfying relationships with others.
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On the path to emotional wellness, your acceptance and awareness of a wide range of
feelings in yourself and others becomes more apparent. The ability to manage,
understand and express your emotions will be enhanced leading to the development of
relationships based on mutual commitment, trust, and respect.
5. Physical Wellness involves regular physical activities, proper nutrition and health
care, such as exercise or sports, and personal hygiene. Cardiovascular strength and
endurance, muscular strength and endurance, and flexibility are all also part of physical
wellness. Physical wellness is important because activities leading to high levels of
wellness, including nutritional knowledge, exercise, and appropriate use of the medical
system are encouraged while detrimental activities, including the consumption of drugs
and excessive alcohol are discouraged.
Throughout your journey to physical wellness, you will strive to spend more attention
to building flexibility, cardiovascular, and muscular abilities. The relationship between
sound nutritional practices and your health becomes more apparent and appreciated.
You will understand your body9s warning signs and take responsibility by
appropriately adjusting your lifestyle.
6. Occupational Wellness involves the integration of various components of the
wellness framework into planning for a healthy future, such as career, family and future
wellness. It also involves gaining personal satisfaction and finding enrichment in your
life through work. Occupational wellness is important because it develops the
understanding that decisions and values may change as new information arid
experiences are attained. Your choice of profession, job satisfaction, career ambitions,
and personal performance are all important components of occupational wellness.
You will begin to value the importance of not only your own personal satisfaction, but
also your contribution to society. You will choose both paid and unpaid activities based
on your skills, talent, and values. You are on the right path when your work and hobbies
are exciting and rewarding.
Source: Self Care and Wellness: Taking Care of Yourself So You Can Be Your Best. Accessed July 28,
2020 from https://www.ferris.edu/RSS/eccc/tools/wellness.htm
SELF CARE 101- 10 WAYS TO TAKE BETTER CARE OF YOU
Maria Baratta, Ph.D., L.C.S.W. Posted May 27, 2018. Retrieved from psychologytoday.com on June 20,
2020
As a clinician, I often refer to self- care as a huge part of what9s missing in the life of someone who9s busy
and stressed. So what is self -care? Self -care in essence is the mindful taking of time to pay attention to you,
not in a narcissistic way, but in a way that ensures that you are being cared for by you.
And I9m often asked, what does that look like, and how do you take care of yourself in order to
avoid burnout or compassion fatigue? Quitting your job or taking six months off to decompress is seldom
an option for most people. What concerns me is that all too often, I see strong, successful professionals
succumb to illness and get really, really sick and only then do they manage to get the much needed break
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to catch their breath or slow down and change direction. I think there's a better way, and incorporating self
care every day helps to serve as an armor to protect the energy that we need in order to survive and
thrive. Self- care goes a long way in managing stress and living your best life.
Here are 10 ways to exercise self-care and take better care of you.
1. Self- care means knowing who you are and your limits. Self -care means recognizing when
you are doing more than you are used to handling and trying to figure out what can be done to slow
down.
2. Self -care means getting the sleep you need and knowing how to rest. Are you getting enough
sleep for you? Do you know how much sleep you require everyday and are you sleeping at least
that much? Making a serious effort to make that happen as well as knowing how to rest your body
and your mind are essential.
3. Self- care means making sure that you're well fed. Does what you eat provide the energy you
need to function? Do you take time to eat meals at work and do you take time to have snacks when
your body requires intermittent food during the work day? Self -care means integrating favorite
healthy foods into your everyday eating routines and planning ahead to make sure you have
adequate nutrition throughout your day.
4. Self -care means finding a way to decompress throughout your day, not just when you leave
work. What is it you do to rest your mind during and after a work day? What helps you tune out
the noise? Most people tell me they don9t have the luxury of taking breaks during their work day,
but trying to integrate mini breaks throughout the day helps refresh your mind and body. For
example, try stretching or taking a brief walk even if it's only a few feet away, getting yourself a
drink of water, talking to a friend, getting in touch with a loved one even if it's just a text, or
purposely looking at photos that have special meaning. The brain needs those pauses.
5. Self- care means giving some thought to changing a difficult work situation. We know best
what we need and what we can deal with. Is there anything that can be done to make your work
somewhat less stressful? Think about whether changes can be made to your work environment. Are
you okay with where you sit and do your work? Are you working unsustainable hours and is there
some end in sight? It might be a matter of approaching a supervisor with things that you think may
make your work more pleasant, such as changing where you sit or changing whether you take
an earlier lunch or later start time.
Sometimes supervisors are not even aware of the reality of what the worker experiences in a work
day. A frank conversation delineating the things that are most stressful might precipitate the process
of improving your working conditions. People see the world through their own lenses and
supervisors have their own problems and a sometimes a simple conversation can provide the insight
they needed to rethink how things are done.
GED 101 UNDERSTANDING THE SELF
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6. Self -care means taking time to get to know you better. Self-care means learning to recognize
your own temperament and trying to prepare for your personal limits. For example, do you have
the trait of "high sensitivity? (Aron 1996) "Highly Sensitives" or "HSP's" are particularly bothered
and affected by over-stimulation. Identifying your temperament and your triggers and planning
accordingly might help lessen inevitable stress. That might be as simple as grabbing some almonds
before a meeting that usually cuts into your lunch hour so you're not ridiculously hungry or
rethinking fabulous but uncomfortable shoes.
7. Self- care means identifying what you enjoy doing and what's fun for you and make a
serious effort to integrate it into your day or, at the very least, your week. Make it a habit to
plan something to look forward to everyday and that doesn't have to be complicated. It can be as
simple as planning to read a good book at night or planning to have dinner with someone whose
company you enjoy.
8. Self- care means knowing how to decompress after a day's work. That might mean walking
home from work to clear your head, driving in silence or listening to music to help transition from
work to home.
9. Self-care means feeding your spiritual self. That might take the form of meditating, praying, and
communing with nature by a walk in a park, observing a sunset or sunrise, attending a religious
service, practicing gratitude, reading or listening to something inspirational.
10. And finally, self- care means taking time to love yourself and appreciating that there's only
one you and you're the expert on that.
END OF WEEK 16
Well done on finishing Week 16!
WHAT COULD YOU LEARN NEXT?
Week 17: A 15-DAY CHALLENGE PLAN TO TAKE BETTER CARE OF
YOURSELF
GED 101 UNDERSTANDING THE SELF
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WEEK 17: A 15-DAY CHALLENGE PLAN TO TAKE BETTER CARE OF YOURSELF
The activity is designed to assess your understanding of the topics covered in Week 16 and will serve
as your final output. Write your answers in a clean sheet of paper. Take a photo and turn it in using Google
Classroom (GED 101 Class) and/or GED 101 group chat via FB messenger.
OUTPUT#4 GET REFRESHED: A 15-DAY CHALLENGE PLAN TO TAKE BETTER CARE OF YOURSELF (60
points)
Prepare a 15-day self-care routine plan. In your plan state how you will be
able to take better care of yourself in 15 days considering the six aspects of
the self: physical, sexual, material, spiritual, political and digital self. Also,
indicate basic components such as timeframe and resources. Use the format
below.
FORMAT
Name: JUAN DELA CRUZ
Age: 18years old
Sex: Male
Start Date: DECEMBER 1, 2020
End Date: DECEMBER 15, 2020
Resources (materials, money, staff, and other assets necessary for effective implementation of the plan):
A book/ Php200.00 to buy a book; cleaning materials- broom, map, detergent, etc.; prayer book, rosary;
bother/sister to help clean the house; a friend who can lend a book
Day 1: Read a new book
Provide here the details on how you plan to do it. You may present the what, where, with whom, and how
of the activity of the day. Express your thoughts in 2-3 sentences.
Day 2: Clean the house
Provide here the details on how you plan to do it. You may present the what, where, with whom, and how
of the activity of the day. Express your thoughts in 2-3 sentences.
&.
Day 15: Pray diligently for people I love
Provide here the details on how you plan to do it. You may present the what, where, with whom, and how
of the activity of the day. Express your thoughts in 2-3 sentences.
GED 101 UNDERSTANDING THE SELF
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Your output will be graded using the rubric below.
Rubric
Completeness
Content and
Organization
Mechanics
Complete in
all respects;
reflects all
requirements
Criterion
Complete in
most respects;
reflects most
requirements
15
Information is
relevant to the
topic; fluent
expression;
text is well
organized
Score
Incomplete
in many
respects;
reflects few
requirements
Incomplete in
most
respects; does
not reflect
requirements
10
Information is
relevant to the
topic; fluent
expression;
text is
organized
5
Information
is relevant to
the topic;
vague
expression;
text is fairly
organized
1
Information
is irrelevant
to the topic;
vague
expression;
text is not
organized
35
25
15
5
Writing
demonstrates
a
sophisticated
clarity,
conciseness,
and
correctness
Writing is
accomplished
in terms of
clarity and
conciseness
and contains
only a few
errors
Writing
lacks clarity
or
conciseness
and contains
numerous
errors
Writing is
unfocused,
rambling, or
contains
serious errors
10
7
4
1
Total
GED 101 UNDERSTANDING THE SELF
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END OF WEEK 17
Well done on finishing Week 17!
WHAT COULD YOU LEARN NEXT?
WEEK 18: FINAL EXAMINATION
GED 101 UNDERSTANDING THE SELF
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WEEK 18: FINAL ASSESSMENT EXAMINATION
Congratulations! You have done well in completing the module.
And for the completion of GED 101, your progress in the course will be
evaluated with the final examination. The test questions will be send to you
on the scheduled date of examination via Google Classroom. Kindly check
your Classwork Folder in GED 101 Class.
GED 101 UNDERSTANDING THE SELF
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