ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
GEN ED 104
UNDERSTANDING
THE SELF
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
FOREWORD
Welcome to college! Thank you for deciding to join the ISPSC family.
As you embark on your journey towards earning a bachelor’s degree, may you have
the right motivation and support in this endeavor. The journey ahead may not look easy
especially that we are going through this challenge of the COVID-19 pandemic, but you still
have to give yourself a tap on the shoulder for bravely taking the step. You will never know
what the road ahead offers you unless you bravely and courageously take the first step of
enrolling in college amidst the challenges posed by this pandemic. So once again,
congratulations for deciding to embark in the journey of the ‘new normal’ college education.
As a freshman, one of the subjects you are required to finish is this course –
Understanding the Self. Your journey in this course or subject aims to further or enhance
your process of continuous self-discovery. As the famous philosopher, Socrates, said
“Knowledge of the self is the beginning wisdom”. A humble yet profound knowledge of one’s
self enhances one’s capacity to have a more objective view of the world. A person who is
brave enough to take the self-discovery journey will consequently have a better
understanding of other people, and the events happening around. S/He would also be able
to direct her/his own thoughts, feelings, and behaviors. It is good to note though that our
journey towards self-discovery is a lifetime process. Hence, it is never too late to take that
humble road of realizing that there are still more about ourselves that we have to discover,
improve, and share to others.
I hope that as you read through our lessons and do the activities, you will always keep
this in mind. The topics or lessons are meant to provide some theoretical and scientific
inputs as to how one’s self develop as researched by experts. On one hand, the activities
are meant for you to do some more self-reflections on how else you can better improve
yourself, applying the concepts presented. As such, I encourage to always make yourself
the point of reference in answering the activities. Always remember, our main objective in
this course is for you to better understand your own self, and not necessarily other people.
Take charge of your own life first before you try to take charge of others.
Once again, welcome to college, welcome to ISPSC, and welcome to your journey
of learning more about yourself!
Stay safe, healthy, and positive amidst this pandemic.
Maricris Lad-ey Neyney, RGC
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
COURSE OVERVIEW
Course Code
GE 104
Course Title
UNDERSTANDING THE SELF
Course Unit
3 units
Contact Hours
per Week
3 hours
Prerequisite
NONE
Course
Description
This course deals with the nature of identity, as well as the factors
and forces that affect the development and maintenance of
personal identity. It is intended to facilitate the exploration of the
issues and concerns regarding self and identity to arrive at a better
understanding of one’s self.
COURSE STUDY GUIDE
The key to successfully achieve our intentions for this course is your
participation demonstrated by the following:
a. Participate in the course activities that require your feedback and responses
to show your understanding and application of the various lessons in this
course.
b. Complete the activities. This will show your engagement in the process of
scientific thought and practice as a learner.
c. Develop a scholarly Major Course Outcome or requirement that integrates your
progressive learning about this course.
To be on track on the course, the following class rules are to be observed:
1. Keep your communication lines open
a. Use Messenger
Our course reminders and other announcements will be in this social
media platform. This means that in order to receive regular updates and
reminders regarding our course activities, you are encouraged to:
a. open a messenger account (if you do not have one yet);
b. use your complete and official name (your Given Name and Family
Name you used when you enrolled in ISPSC) in your messenger
account; and
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
c. send a messenger Private Message (PM) or Direct Message (DM) to
me, your course facilitator, to inform me that you are officially enrolled
in this class. Please state your degree program (example: Bachelor of
Arts on Psychology) in your PM so that I can add you in our official class
messenger Group Chat (GC). My official messenger account is found in
the last page of this Course Guide
Since we will be using the messenger, kindly use recent and
appropriate (formal) identification (ID) Photo Profile picture. Also, I would like
to reiterate that you use your official name (as stated in your enrollment form
or birth certificate) in your account, for proper identification.
b. Stick with the mobile number (cellphone number) you indicated in
your enrollment form.
I, the course facilitator, will be contacting you in your mobile numbers
should there be concerns that are very specific to you. Hence, do not keep
changing your mobile numbers (sim cards).
In cases wherein you really have to change your mobile number (e.g.
your cellular phone was lost, and the like), it is your responsibility to inform
me through a Personal Message (PM) or Direct Message (DM) in messenger.
2. Manage your learning time
It is advisable that you be conscious of the schedule our class. It will
help if you post the time and day of our class schedule on your calendar and
place it in a conspicuous area so that you will always be reminded of it. Follow
the schedule of course activities and remind yourself of deadlines or finish
lines.
3. Focus your attention
This module is prepared for you to learn diligently, intelligently, and
independently. Read and understand every part of the module. Please note
that due to problems on erratic or intermittent internet connections, other
concerns with internet accessibility, and in observance of the community
quarantine protocols imposed by the government for our own safety, this
course will be delivered using the Correspondence-Based Learning Modality.
o Correspondence Based Learning means that the course will be
delivered offline or without using internet-based platforms. Rather, instructional
or course materials are provided to the learners by mail or electronic
transmission, including examinations. Interaction between the course facilitator
or teacher and the students are limited, is not regular and substantive. Courses
are typically self-paced, meaning you can read through your course material
(this module) at your own pacing, guided by the Study Guide provided and the
dates of submission (finish lines or deadlines) of the requirements, which will
be provided by your Course Facilitator.
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
4. Be on track
During the course, you will have the chance to interact with your
classmates using the messenger account. One good way to do this is by posting
comments and questions or clarifications. Keep updated of important
announcements, reminders and other class activities by logging in to our
messenger group chat (GC) at least twice (2x) a week.
If there are concerns or queries, do not hesitate to post messages in our
messenger GC that allows everyone to see and comment in return. You can
also send me a private or direct message in my messenger account or in my
mobile number.
When posting any information, query, response or feedback, be polite
and respectful. Respectful disagreements and constructive criticisms in our
group chat are welcome, but sarcasm, insults, nastiness, profanity, or repeated
negativity will not be tolerated. Likewise, before posting anything, think first
before clicking the send/post button.
You are responsible for any and all course materials in class,
announcements, and/or handouts. Find and exchange contact information with
at least two of your classmates if you are unable to access the materials and
announcements posted.
It is also your responsibility to contact me if you are unable to submit
your assignments on time, unable to take quizzes, and all other forms of
assessment on our course or for any help necessary. Please refer to my contact
details at the end of this Course Guide.
5. Do your best
I hope that you will not procrastinate. Remember the deadlines when to
turn in or submit your assignments, reports, and other requirements.
Remember, in order to appreciate this course and not to feel short-changed,
your participation is critical to the success of your learning.
6. Motivate yourself
You are free to browse and read different materials even prior to doing
the tasks in each unit of the module. However, you need to ensure that you will
not miss any part of the learning module of our course.
7. Be honest
You are also expected to uphold academic integrity. In doing your
requirements, it is expected that such work has been scholarly prepared and
well thought-of. Do not plagiarize (the act of copying entirely the work of others
and claiming it as your own) and do not patch write (the act of making small
changes and substitutions to copied source materials). Always indicate your
references or sources in your requirements.
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
8. Work independently
Lastly, you are the learner. Hence, your active engagement in our Distant
Learning Mode for this course and your honest preparation and the writing of
your own course assignments and other requirements are indications of your
commitment to uphold your values of competence, creativity, social
involvement, and integrity as an ISPSC student. You may ask assistance from
your family members, friends, or relatives but make sure that you do not
shortchange your own learning by letting them do your assignments and
quizzes.
COURSE STUDY SCHEDULE
Week
Topic
Learning
Activities
Special Instructions
Chapter 1. The Self
from Various
Perspectives
- Philosophy,
Psychology
- Sociology
-Anthropology
Compare (similarities)
and
contrast
(differences)
the
different views and
theories proposed by
different authors.
Take note and answer the
activities labelled as “You
are required to submit your
answers to this activity”.
Week 8 to
9
Chapter 2. The
Biological Self
Reflect on oneself the
different
questions
raised in the module
most especially on the
Tips for Well-Being.
Week 10
Week 11
Week 12
Midterm Exam
Module Break
SLE
Week 1314
Week 15
Week 16
The Social Self
Week 17
The Spiritual Self
Week 18
Final Exam
1 to 7
(21 hrs)
Discovering One’s self
through activities
The Mental Self
The Emotional Self
A PRETEST will be given
before each chapter.
Take note and answer the
activities labelled as “You
are required to submit your
answers to this activity”.
Make collage of This Is Me,
My Favorite Things, Meet my
Family
Finish the required module
activities
Finish an IQ Test
Finish answering
the
questionnaire on EQ
Reflection on spiritual
connections with God,
family, environment
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
COURSE EVALUATION
Grades are earned from merits. Your grade is determined by your
participation and performance on the various learning assessments in the course.
To pass this course, you must:
1. read all course readings and answer the formative assessment
activities (Engage, Explore, Elaborate, Evaluate);
2. turn in or submit required assignments, and other activities on or
before the finish line (deadline);
3. turn in or submit the Major Course Outcome or Final Requirement;
and
4. do the Midterm and Final examinations.
Grading System
Midterm
Finals
50%
50%
Class Standing 60%
Intended Learning Activities
Assessment Tasks
Course Requirement
Term Exam
40%
TECHNOLOGICAL TOOLS
To be able to accomplish all the tasks in this course, you will be needing the
following software applications:
- Word Processing, Messenger, Office applications
If you do not have an Android phone or a laptop to do your requirements, the
College has other alternative options for you on how you can submit your
requirements. This will be presented to you during the Orientation and/or your
course facilitator will update you on messenger or through your mobile number.
Again, it is very important that your keep your communication lines open.
CONTACT INFORMATION OF THE COURSE FACILITATOR
You can reach me, your course facilitator, through the following contact
details:
 E-mail address:
gerr131971@gmail.com
 Messenger Account:
Grldn Reyes
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
CHAPTER 1
THE SELF FROM VARIOUS PERSPECTIVES
This module tackles the fundamental concepts and principles of the Self. This covers the
different philosophical, psychological, sociological and anthropological explanations about the
self across generations of philosophers and other theorists.
Unit 1. Philosophical Perspectives
From your subjects or lessons in high school, what do you recall about Philosophy?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Do you AGREE or DISAGREE?
Different Philosophers hold the same views about the Self.
Philosophers have used empirical and rational lens in
explaining the self.
Philosophy of the Self as explained by modern philosophers
are more relevant than the standpoint of ancient philosophers.
Philosophy of the self should only be studied by older
individuals and not for younger generations.
What is Philosophy?
The word philosophy comes from a combination of two Greek words- “philos”
meaning “love” and “sophi” meaning “wisdom.” Etymologically, philosophy then means
the love of wisdom. To love something is to desire it. So, philosophers are those who
desire wisdom. Wisdom is not only knowledge. One may have knowledge, but he may
not be wise.
Wisdom constitutes knowledge plus its implication in all circumstances. Thus,
philosophy gives man that wisdom with the help of which they understand the whole
universe and its implication in relation to themselves & the people around.
Philosophers come under different philosophical school of thought such as idealist,
naturalist, pragmatist, existentialist, perennialist, realist, essentialist, progressivist
etc. according to their approach to answer the philosophical enquire.
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
Some Schools of Thought in Philosophy
 Idealism is the view that mind is the most basic reality and that the physical
world exists only as an appearance to or expression of mind, or as somehow
mental in its inner essence.
 Empiricism stresses the fundamental role of experience. It holds that all
knowledge is ultimately based on or stems from experience. Empiricists
usually concentrate on sense experience, which is the mode of
consciousness that result from the stimulation of the five senses. As such, it
derives explanations of the self from sensory and bodily responses. We know
things because we have experienced it through our bodily senses.
 Rationalism is the view that reason, as opposed to sense experience or
divine revelation, plays a dominant role in our attempt to gain knowledge. To
employ reason is to use our individual intellectual abilities to seek evidence
for and against potential beliefs. Rationalism explains self from the standpoint
of what is “ideal” and the “truth”, not rooted in what is felt by the senses nor
our body.
 Existentialism is concerned with identifying the most authentic and fulfilling
way of life possible for individuals. Existentialists believe that humans have
no pregiven purpose or essence laid out by God or nature; rather, it is up to
each person to decide who and what s/he is through his/her own actions.
Hence, existentialists posit that people decide their own fates and are
responsible for what they make of their lives.
The Philosophy of the Self
The ancient philosophy of self can be traced back from the ancient Greek
aphorism or principle (one of 147 aphorisms prominently inscribed in the temple of
Apollo at Delphi), “know thyself”.
The aphorism was used by Socrates as his guiding principle that he passed
on to his students. Since Socrates as a guru preferred to engage his students in
endless discussion (referred to as the Socratic method), it is said that he had never
written down any of his ideas but instead untiringly discussed concepts and principles
with his students. Socrates believed that the real self is not the physical body, but
rather the psyche (or soul). He further posited that the appearance of the body is
inferior to its functions.
Later, Socrates’ student Plato expounded on Socrates’ idea of the self. Plato
suggested that the existence or the truth about the human self is fundamentally an
intellectual entity whose nature exists independent from the physical world. Plato
divided the truth or reality into two: the “ontos” (ideal), the ultimate reality which tend
to be permanent and spiritual, and the “phenomena” which refers to the manifestation
of the ideal. In contrast with ontos, phenomena is imperfect, impermanent and
inferior to the latter.
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
Plato’s idea of truth about the human self was even more expounded and formalized
by his student, Aristotle. While Plato emphasized the separation of ideal and
phenomenal existence (or being), Aristotle suggested that the ideal is subsumed in
the phenomena. Aristotle called ideal as “essence” and the phenomena as “matter”.
He also emphasized that the two co-exist and are co-dependent. The essence
provides meaning and purpose to the matter, and the matter provides substance
and solidity to essence.
There had been other philosophers who came after these three great
philosophers. Table 1 summarizes a few of these philosophers’ conceptualizations
of the self.
Table 1. Philosophers’ Conceptualizations of the Self
Orientation
Idealism
Philosopher
Socrates
Description of the SELF

Knowledge is the personification of good while
Ignorance is that of evil.
 Concerned with the problem of the self
o “the true task of the philosopher is to know
oneself”
o “the unexamined life is not worth living”
o ‘the worst thing that can happen to anyone is
to live but die inside’
 Self-knowledge is the ultimate virtue. As the
ultimate virtue, it will lead to ultimate happiness.
every person is
dualistic”
o m

a
n
=
b
o
d
y
+
s
o
u
l
o man = body + soul
individual = imperfect/permanent (body) +
perfect & permanent (soul)
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
Idealism
Plato



Orientation
Empiricist
Philosopher
Aristotle
Description of the SELF




Platonism
Rationalist
Moral virtue is rooted in the intellect and leads
to happiness.
Wisdom and knowledge lead to virtue which will
lead to happiness.
3 components to the soul/ Psyche
o Rational soul – reason & intellect to govern
affairs
o Spirited soul – emotions which should be
kept at bay
o Appetitive soul – base desires (food, drink,
sleep, sexual needs, etc.)
The body and the soul are not two separate
elements but are one thing.
The Soul is that which makes a person a
person; it is the essence of the self.
The intellect that makes man become
aware/knowledgeable as well as understanding
of things around him.
The Rational nature of the self is to lead a
good, flourishing, and fulfilling life.
St. Augustine  All knowledge leads to God.
 Only the pure in heart can see God.
• Man is of a bifurcated nature
o Part of man dwells in the world (imperfect)
and yearns to be with the divine
o Other part is capable of reaching
immortality
o Body – dies on earth; soul – lives eternally
in spiritual bliss with “god”
Love of God, faith in Him and
Understanding of his Gospel will ultimately
lead to Happiness.
Rene
 Human person = body + mind
Descartes
 The only thing one can’t doubt is existence of
(Father of
the self
Modern
 The body is a machine attached to the mind
Philosophy)
 “I think, therefore, I am.”
 It’s the mind that makes the man
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE





Orientation
“I am a thinking thing. . . A thing that doubts,
understands, affirms, denies, wills, refuses,
imagines, perceives.
“There is so much that we should doubt” the
process of understanding the self through
“Methodical Doubt.”
“If something is so clear and lucid as not to be
doubted, that’s the only time one should
believe.”
The mind and soul can exist without the body.
Establishing the distinction of soul from the
body can make people believe in the
afterlife and the soul’s immortality.
Philosopher
Empiricist
John Locke
Empiricist
David Hume
Description of the SELF
• It is in consciousness alone that identity exists,
not on the body and soul.
• There is a distinction between man and person.
The soul may change, but consciousness
remains intact.
• “One can only know what comes from the
senses & experiences” (he is an empiricist)
• The self is not an entity beyond the physical
body”
• All knowledge passes through the senses
• You know that other people are humans not
because you have seen their soul, but because
you see them, hear them, feel them etc.
• There is no self, only a bundle of perceptions
or impressions and ideas”
> impression – basic objects of our
experience/sensation - forms the core of
our thoughts
> idea – copies of impressions - not as “real”
as impressions
• Separate ideas can be joined in the mind.
> Self is in a perpetual flux and movement
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
Empiricist
Orientation
Rationalist /
Empiricist
Gilbert Ryle
 “I act, therefore, I am.”
 “You are what you do”
 “What truly matters is the behavior that a person
manifests in his day-to-day life.”
 The mind is not the seat of self.
 the self is not an entity one can locate and
analyze but simply the convenient name that we
use to refer to the behaviors that we make
 It is not a separate, parallel thing to our physical
body.
 The mind is a category mistake, brought about
by habitual use. The only way it can affect the
other is through the external world.
Philosopher
Immanuel
Kant
Description of the SELF





o

Empiricist
Patricia
Churchland


Everything starts with perception/sensation of
impressions
There is a MIND (reason) that regulates these
impressions or perceptions
Reason is the final authority of morality.
There is the inner self and outer self;
o inner self = rational reasoning and
psychological state
o outer self = the body and physical mind,
where representation occurs
The self organizes different impressions that
one gets in relation to his own existence
we need active intelligence to synthesize all
knowledge and experience
The self is not only personality but also
the seat of knowledge
A fully matured neuroscience will eliminate the
need for beliefs since “they are not real.”
The physical brain gives us a sense of self.
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
Existentialism MerleauEmpiricist
Ponty





Both empiricism and intellectualism are flawed
in nature.
“We are our bodies.”
Mind and body are inseparable
The living body, his thoughts, emotions, and
experiences are all one.
Our bodily experiences do not detach the
subject/object, mind/body, rational/irrational.
You are required to submit your answers to this activity
We have seen how philosophy of the self has evolved from ancient to modern
times. From conceptual hypotheses of the self, modern times have seen the self from
scientific and biological standpoints.
1. Do you agree with what these philosophers have concluded about the self?
Why?
2. Do you see how their explanations of the self apply to you in the present?
How?
3. If you are to choose three particular philosophies of the Self that you find
applicable to you, what would it be and why? Elaborate your answers using the
main concepts of the philosophical school of thought that you chose.
Unit 2. Psychological Perspectives
What comes to your mind when you hear the word “Psychology”?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
You are required to submit your answers to this activity
1. What do you think Psychology practitioners or professionals psychologists,
psychometricians) do?
2. Do you think Psychology is a science or an art? Briefly elaborate/explain your
answer.
An Overview of Psychology
Psychology is defined as “the study of human behavior and mental
processes”. It has contributed a lot in the study of the self as a theoretical construct.
In fact, the development of the so-called Science of Self is significantly rooted from
various psychological theories and principles.
In many psychological theories, the term self has been used as a predicate
of several psychological constructs (e.g., self-awareness, self-construal, selfesteem, self-efficacy, self-regulation, etc.). Such usages of the term signify its
importance in characterizing human psychological and personal attributes.
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
A number of theoretical perspectives have been introduced within this field of
interest to explain the “self”. In this unit, we will look into 6 of these perspectives.
Psychological Theories
A. Sigmund Freud: Psychoanalytic Theory
Freud believes that personality is shaped by early experiences in life. He
stressed that the first five years of life are crucial to the formation of adult personality.
He proposed that psychological development in childhood takes place during five
psychosexual stages: oral, anal, phallic, latency, and genital. These are called
psychosexual stages because each stage represents the fixation of libido (roughly
translated as sexual drives or instincts) on a different area of the body. As a person
grows physically certain areas of their body become important as sources of potential
frustration (erogenous zones), pleasure or both.
Freud (1905) believed that life was built round tension and pleasure. All
tension was due to the build-up of libido (sexual energy) and that all pleasure came
from its discharge. Freud used the term 'sexual' in a very general way to mean all
pleasurable actions and thoughts
Frustration, Overindulgence, and Fixation
Some people do not seem to be able to leave one stage and proceed on to
the next. One reason for this may be that the needs of the developing individual at
any particular stage may not have been adequately met in which case there is
frustration. Or possibly the person's needs may have been so well satisfied that
he/she is reluctant to leave the psychological benefits of a particular stage in which
there is overindulgence.
Both frustration and overindulgence (or any combination of the two) may lead
to what psychoanalysts call fixation at a particular psychosexual stage. Fixation
refers to the theoretical notion that a portion of the individual's libido has been
permanently 'invested' in a particular stage of his development.
Psychosexual Stages of Development
Oral Stage (Birth to 1 year)
In the first stage of personality development, the libido is centered in a baby's
mouth. It gets much satisfaction from putting all sorts of things in its mouth to satisfy
the libido or desires. The child gets satisfaction from oral activities such as sucking,
biting, and breastfeeding.
The child may get punished (pinched, slapped, or scolded) when he bites or
sucks non-food items, OR she may also get overly indulged by letting him continue
to suck on non-food items. A child may also get frustrated if he is weaned (from
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
breastfeeding) too early (i.e. 6 months) OR may get overly indulged if he is weaned
too late, just like the case of kids who are still breastfeeding or even bottle feeding
even when they start attending school.
Freud said that oral fixations can lead to orally fixated adult
personalities. We see orally fixated personalities all around us such as smokers,
nail-biters, finger- chewers, and thumb suckers. Oral personalities engage in such
oral behaviors, particularly when under stress.
Anal Stage (1 to 3 years)
The libido now becomes focused on the anus, and the child derives great
pleasure from defecating. The child is now fully aware that they are a person in their
own right and that their wishes can bring them into conflict with the demands of the
outside world. Freud believed that this type of conflict tends to come to a head in potty
or toilet training, in which adults impose restrictions on when and where the child
can defecate. The nature of this first conflict with authority can determine the child's
future relationship with all forms of authority.
Early or harsh potty or toilet training can lead to the child becoming an analretentive personality who hates mess, is obsessively tidy, punctual and respectful of
authority. They can be stubborn and tight-fisted with their cash and possessions.
This is all related to pleasure got from holding on to their feces when toddlers, and
their mum's then insisting that they get rid of it by placing them on the potty until they
perform!
The anal expulsive, on the other hand, underwent a liberal toilet-training regime
during the anal stage. In adulthood, the anal expulsive is the person who wants to
share things with you. They like giving things away. In essence, they are 'sharing
their s**t’!’ An anal-expulsive personality is also messy, disorganized and rebellious
Phallic Stage (3 to 6 years)
Sensitivity now becomes concentrated in the genitals and masturbation (in
both sexes) becomes a new source of pleasure. The child becomes aware of
anatomical sex differences, which sets in motion the conflict between erotic attraction,
resentment, rivalry, jealousy and fear which Freud called the Oedipus complex (in
boys) and the Electra complex (in girls). This is resolved through the process of
identification, which involves the child adopting the characteristics of the same sex
parent.
Oedipus Complex
The most important aspect of the phallic stage is the Oedipus
complex, which is one of Freud's most controversial ideas and one
that many people outrightly reject.
The name of the Oedipus complex is derived from the Greek
myth where Oedipus, a young man, kills his father and marries his
mother. Upon discovering this, he pokes his eyes out and becomes
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
blind. This Oedipal is the generic (i.e., general) term for both
Oedipus and Electra complexes.
In the young boy, the Oedipus complex or more correctly,
conflict, arises because the boy develops sexual (pleasurable)
desires for his mother. He wants to possess his mother exclusively
and get rid of his father to enable him to do so. Irrationally, the boy
thinks that if his father were to find out about all this, his father would
take away what he loves the most. During the phallic stage what the
boy loves most is his penis. Hence the boy develops castration
anxiety.
The little boy then sets out to resolve this problem by
imitating, copying and joining in masculine dad-type behaviors.
This is called identification, and is how the three-to-five-year-old
boy resolves his Oedipus complex. Identification means internally
adopting the values, attitudes, and behaviors of another person. The
consequence of this is that the boy takes on the male gender role,
and adopts an ego ideal and values that become the superego.
Electra Complex
For girls, the Oedipus or Electra complex is less than
satisfactory. Briefly, the girl desires the father, but realizes that she
does not have a penis. This leads to the development of penis
envy and the wish to be a boy.
The girl resolves this by repressing her desire for her father
and substituting the wish for a penis with the wish for a baby. The
girl blames her mother for her 'castrated state,' and this creates
great tension. The girl then represses her feelings (to remove the
tension) and identifies with the mother to take on the female gender
role.
Latency Stage (6 years to puberty)
No further psychosexual development takes place during this stage (latent
means hidden). The libido is dormant. Freud believed that most sexual impulses are
repressed during the latent stage, and sexual energy is sublimated or redirected
towards school work, hobbies, and friendships. Much of the child's energy is
channeled into developing new skills and acquiring new knowledge, and play
becomes largely confined to other children of the same gender.
Genital Stage (puberty to adult)
This stage begins in puberty, which is a time of adolescent sexual
experimentation, the successful resolution of which is settling down in a loving oneto- one relationship with another person in our 20's.
Sexual instinct is directed to heterosexual pleasure, rather than self-pleasure
like during the phallic stage. For Freud, the proper outlet of the sexual instinct in adults
was through heterosexual intercourse. Fixation and conflict may prevent, which
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
could result to the development of sexual perversions. For example, fixation at the
oral stage may result in a person gaining sexual pleasure primarily from kissing and
oral sex, rather than sexual intercourse.
Summary of the Different Psychosexual Stages
B. Erik Erikson: Psycho Social Theory of Development
Erikson believed that the self is largely shaped by society. Further, he
maintained that personality develops in a predetermined order through eight stages
of psychosocial development, from infancy to adulthood. During each stage, the
person experiences a psychosocial crisis which could have a positive or negative
outcome for personality development. These crises are of a psychosocial nature
because they involve psychological needs of the person (psycho) conflicting with
the needs of society (social).
According to the theory, successful completion of each stage results in a
healthy personality and the acquisition of basic virtues. Basic virtues are
characteristic strengths which the ego can use to resolve subsequent crises. Failure
to successfully complete a stage can result in a reduced ability to complete further
stages and therefore a more unhealthy personality and sense of self. These stages,
however, can be resolved successfully at a later time.
Stage 1. Trust vs. Mistrust (birth to 18 months)
During this stage, the infant is uncertain about the world in which they live,
and looks towards their primary caregiver for stability and consistency of care.
If the care the infant receives is consistent, predictable and reliable, they will
develop a sense of trust which will carry with them to other relationships, and they
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
will be able to feel secure even when threatened. If these needs are not consistently
met, mistrust, suspicion, and anxiety may develop. If the care has been inconsistent,
unpredictable and unreliable, then the infant may develop a sense of mistrust,
suspicion, and anxiety. In this situation the infant will not have confidence in the world
around them or in their abilities to influence events.
Success in this stage will lead to the virtue of hope. By developing a sense
of trust, the infant can have hope that as new crises arise, there is a real possibility
that other people will be there as a source of support.
Failing to acquire the virtue of hope will lead to the development of fear. This
infant will carry the basic sense of mistrust with them to other relationships. It may
result in anxiety, heightened insecurities, and an over feeling of mistrust in the world
around them.
Stage 2. Autonomy vs. Shame and Doubt (18 months to 3 years)
Children at this stage are focused on developing a sense of personal control
over physical skills and a sense of independence. The child is developing physically
and becoming more mobile, and discovering that he or she has many skills and
abilities, such as putting on clothes and shoes, playing with toys, etc. Such skills
illustrate the child's growing sense of independence and autonomy. For example,
during this stage children begin to assert their independence, by walking away from
their mother, picking which toy to play with, and making choices about what they like
to wear, to eat, etc.
Success in this stage will lead to the virtue of will. If children in this stage are
encouraged and supported in their increased independence, they become more
confident and secure in their own ability to survive in the world.
If children are criticized, overly controlled, or not given the opportunity to
assert themselves, they begin to feel inadequate in their ability to survive, and may
then become overly dependent upon others, lack self-esteem, and feel a sense of
shame or doubt in their abilities.
Stage 3. Initiative vs. Guilt (3 to 5 years old)
During this stage, children assert themselves more frequently through
directing play and other social interaction. Hence, the primary feature involves the
child regularly interacting with other children at school. Central to this stage is play,
as it provides children with the opportunity to explore their interpersonal skills
through initiating activities.
Children begin to plan activities, make up games, and initiate activities with
others. If given this opportunity, children develop a sense of initiative and feel secure
in their ability to lead others and make decisions.
Conversely, if this tendency is squelched or sucked, either through criticism
or control, children develop a sense of guilt. The child will often overstep the mark
in his forcefulness, and the danger is that the parents will tend to punish the child and
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
restrict his initiatives too much.
It is at this stage that the child will begin to ask many questions as his thirst
for knowledge grows. If the parents treat the child’s questions as trivial, a nuisance
or embarrassing or other aspects of their behavior as threatening then the child may
have feelings of guilt for “being a nuisance”. Too much guilt can make the child
slow to interact with others and may inhibit their creativity. Some guilt is, of course,
necessary; otherwise the child would not know how to exercise self-control or have
a conscience.
A healthy balance between initiative and guilt is important. Success in this
stage will lead to the virtue of purpose, while failure results in a sense of guilt.
Stage 4. Industry vs. Inferiority (5 to 12 years old)
Children are at this stage are learning to read and write, to do sums, to do things
on their own. Teachers begin to take an important role in the child’s life as they teach
the child specific skills.
It is also at this stage that the child’s peer group gain greater significance and
will become a major source of the child’s self-esteem. The child now feels the need
to win approval by demonstrating specific competencies that are valued by society
and begin to develop a sense of pride in their accomplishments.
If children are encouraged and reinforced for their initiative, they begin to feel
industrious (competent) and feel confident in their ability to achieve goals. If this
initiative is not encouraged, if it is restricted by parents or teacher, then the child begins
to feel inferior, doubting his own abilities and therefore may not reach his or her
potential.
If the child cannot develop the specific skill they feel society is demanding
(e.g., being athletic) then they may develop a sense of Inferiority.
Some failure may be necessary so that the child can develop some modesty.
Again, a balance between competence and modesty is necessary. Success in this
stage will lead to the virtue of competence.
Stage 5. Identity vs. Role Confusion (12-18 years old)
During this stage, adolescents search for a sense of self and personal
identity, through an intense exploration of personal values, beliefs, and goals. It is
important to note that during adolescence, the transition from childhood to adulthood
is most important. Children are becoming more independent, and begin to look at the
future in terms of career, relationships, families, housing, etc. The individual wants to
belong to a society and fit in.
This is a major stage of development where the child has to learn the roles
he will occupy as an adult. It is during this stage that the adolescent will re-examine
his identity and try to find out exactly who he or she is. Erikson suggests that two
identities are involved: the sexual (one’s appropriate sex role) and the occupational
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
(what one wants to do). At the end of this stage, a reintegrated sense of self (sexual
and occupational) should have happened. It is also during this stage that the body
image of the adolescent changes.
Success in this stage will lead to the virtue of fidelity. Fidelity involves being
able to commit one's self to others on the basis of accepting others, even when there
may be ideological differences.
During this period, adolescents explore possibilities and begin to form their
own identity based upon the outcome of their explorations. Failure to establish a
sense of identity within society can lead to role confusion, which involves the
individual not being sure about themselves (“I do not know who I am”) or their place
in society ("I do not know what I want to be when I grow up").
In response to role confusion or identity crisis, an adolescent may begin to
experiment with different lifestyles (e.g., work, education or political activities). Also
pressuring someone into an identity can result to unhappiness and in rebellion in the
form of establishing a negative identity.
Stage 6. Intimacy vs. Isolation (18 to 40 years old)
During this stage, the major conflict centers on forming intimate, loving
relationships with other people. At this stage, we begin to share ourselves more
intimately with others. We explore relationships leading toward longer-term
commitments with someone other than a family member.
Successful completion of this stage can result in happy relationships and a
sense of commitment, safety, and care within a relationship.
Avoiding intimacy, fearing commitment and relationships can lead to
isolation, loneliness, and sometimes depression. Success in this stage will lead to
the virtue of love.
Stage 7. Generativity vs. Stagnation (40 to 65 years old)
Generativity refers to "making your mark" on the world through creating or
nurturing things that will outlast an individual. During middle age individuals
experience a need to create or nurture things that will outlast them, often having
mentees or creating positive changes that will benefit other people.
We give back to society through raising our children, being productive at
work, and becoming involved in community activities and organizations. Through
generativity we develop a sense of being a part of the bigger picture.
Success leads to feelings of usefulness and accomplishment, while failure
results in shallow involvement in the world.
By failing to find a way to contribute, we become stagnant and feel
unproductive. These individuals may feel disconnected or uninvolved with their
community and with society as a whole. Success in this stage will lead to the virtue
of care.
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
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Stage 8. Ego Integrity vs. Despair (65 years old and above)
During this time, we contemplate our accomplishments and can develop
integrity if we see ourselves as leading a successful life. Erikson described ego
integrity as the acceptance of one’s one and only life cycle as something that had to
be and a sense of coherence and wholeness.
Individuals who reflect on their life and regret not achieving their goals will
experience feelings of bitterness and despair.
As we grow older (65+ years old) and become senior citizens, we tend to slow
down our productivity and explore life as a retired person. If we see our lives as
unproductive, feel guilt about our past, or feel that we did not accomplish our life goals,
we become dissatisfied with life and develop despair, often leading to depression
and hopelessness.
Success in this stage will lead to the virtue of wisdom. Wisdom enables a
person to look back on their life with a sense of closure and completeness, and also
accept death without fear.
Wise people are not characterized by a continuous state of ego integrity, but
they experience both ego integrity and despair. Thus, late life is characterized by both
integrity and despair as alternating states that need to be balanced.
Table 2. Erikson’s Psychosocial Stages of Development
Stage
Psychosocial Crisis
Basic Virtue
Age
Hope
0 - 1½
Will
1½ - 3
Purpose
3-5
Competency
5 - 12
Fidelity
12 - 18
1.
Trust vs. Mistrust
2.
Autonomy vs. Shame
3.
Initiative vs. Guilt
4.
Industry vs. Inferiority
5.
Identity vs. Role Confusion
6.
Intimacy vs. Isolation
Love
18 - 40
7.
Generativity vs. Stagnation
Care
40 - 65
8.
Ego Integrity vs. Despair
Wisdom
65+
C. Abraham Maslow: Humanistic Psychology (Hierarchy of Needs)
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
Maslow's hierarchy of needs is a motivational theory in psychology often depicted
as hierarchical levels within a pyramid. “The self is mainly concerned with
SATISFYING its needs.” The needs lower down in the hierarchy must be satisfied
before individuals can attend to needs higher up.
The Hierarchy of Needs
1. Biological and physiological needs - air, food, drink, shelter, warmth, sex,
sleep, etc.
2. Safety needs - protection from elements, security, order, law, stability,
freedom from fear.
3. Love and belongingness needs - friendship, intimacy, trust, and acceptance,
receiving and giving affection and love, affiliating, being part of a group
(family, friends, work).
4. Esteem needs - Maslow classified into two categories: (1) esteem for oneself
(dignity, achievement, mastery, independence); and (2) the desire for
reputation or respect from others (e.g., status, prestige)
5. Cognitive needs - knowledge and understanding, curiosity, exploration, need
for meaning and predictability
6. Aesthetic needs - appreciation and search for beauty, balance, form, etc.
7. Self-actualization needs - realizing personal potential, self-fulfillment, seeking
personal growth and peak experiences. A desire to become everything one
is capable of becoming.
8. Transcendence needs - A person is motivated by values which transcend
beyond the personal self (e.g., mystical experiences and certain experiences
with nature, aesthetic experiences, sexual experiences, service to others, the
pursuit of science, religious faith, etc.)
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
Maslow’s Hierarchy of Needs
Self-Actualization refers to the person’s desire for self-fulfillment, namely,
to the tendency for him to become actualized in what he is potentially. Maslow
emphasized that the specific form that these needs will take will of course vary greatly
from person to person. In one individual it may take the form of the desire to be an
ideal mother, in another it may be expressed athletically, and in still another it may
be expressed in painting pictures or in inventions'
Characteristics of self-actualizers:
1. They perceive reality efficiently and can tolerate uncertainty;
2. Accept themselves and others for what they are;
3. Spontaneous in thought and action;
4. Problem-centered (not self-centered);
5. Unusual sense of humor;
6. Able to look at life objectively;
7. Highly creative;
8. Resistant to enculturation, but not purposely unconventional;
9. Concerned for the welfare of humanity;
10. Capable of deep appreciation of basic life-experience;
11. Establish deep satisfying interpersonal relationships with a few people;
12. Peak experiences;
13. Need for privacy;
14. Democratic attitudes;
15. Strong moral/ethical standards.
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
Behavior leading to self-actualization:
a) Experiencing life like a child, with full absorption and concentration;
b) Trying new things instead of sticking to safe paths;
c) Listening to your own feelings in evaluating experiences instead of the
voice of tradition, authority or the majority;
d) Avoiding pretense ('game playing') and being honest;
e) Being prepared to be unpopular if your views do not coincide with those of
the majority;
f) Taking responsibility and working hard;
g) Trying to identify your defenses and having the courage to give them up.
D. Carl Rogers: Person-Centered Theory
The self emerges through the individual’s experiences with the world.
Further, the self is a whole consisting of:
 SELF-PERCEPTIONS (how attractive I am, how well I get along with others,
how good an athlete I am); and
 VALUES we attach to these perceptions (good/bad, worthy/unworthy).
Subsystems of the Self
 SELF-CONCEPT (Real Self) - aspects of one’s being and one’s
experiences that are perceived in awareness by the individual
 IDEAL SELF - one’s view of self as one wishes to be
If the self-concept (real self) and ideal self-do not match, tendency is that
the self will be MAL-ADJUSTED and will experience INCONGRUENCE.
How to Develop A Positive Self-Concept
1. Unconditional Positive Regard: accepting, valuing, and being positive
toward another person regardless of the person’s behavior
2. Empathy: listening, understanding and being sensitive to others’ feelings;
putting yourself in the shoes of others; looking at their world from their point of
view
3. Genuineness: being open with our feelings and dropping our pretenses
and facades
E. Jean Piaget: Cognitive Theory of Development
According to Piaget, children actively construct knowledge as they explore
and manipulate the world around them. His theory of cognitive development explains
how a child constructs a mental model of the world. He regarded cognitive
development as a process which occurs due to biological maturation and interaction
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
with the environment.
What Piaget wanted to do was not to measure how well children could count,
spell or solve problems as a way of grading their I.Q. What he was more interested
in was the way in which fundamental concepts like the very idea of number, time,
quantity, causality, justice and so on emerged. According to Piaget, children are
born with a very basic mental structure (genetically inherited and evolved) on which
all subsequent learning and knowledge are based.
Three Basic Components of Piaget’s Theory
1. Schemas: the building blocks of knowledge
Piaget called the schema the basic building block of intelligent behavior –
a way of organizing knowledge. It is a set of linked mental representations of the
world, which we use both to understand and to respond to situations. Schemata
(the plural of schema) are the “units” of knowledge, each relating to one aspect
of the world, including objects, actions, and abstract concepts, and telling an
individual how to react to incoming stimuli or information.
For example, a person might have a schema about buying a meal in a
restaurant. The schema is a stored form of the pattern of behavior which includes
looking at a menu, ordering food, eating it and paying the bill. This is an example
of a type of schema. Whenever they are in a restaurant, the person retrieves this
schema from memory and apply it to the situation.
The development of a person's mental processes then refers to the
increases in the number and complexity of the schemata that a person had
learned. As a child gets older, his or her schemas become more numerous and
elaborate. When a child's existing schemas are capable of explaining what it can
perceive around it, it is said to be in a state of equilibrium or cognitive balance.
Piaget believed that newborn babies have a small number of innate or
inborn schemas. These neonatal schemas are the cognitive structures
underlying innate reflexes, which are genetically programmed into us. For
example, babies have a sucking reflex, which is triggered by something touching
the baby's lips. A baby will suck a nipple, a comforter, or a person's finger. Piaget,
therefore, assumed that the baby has a 'sucking schema.' Similarly, the grasping
reflex which is elicited when something touches the palm of a baby's hand, or the
rooting reflex, in which a baby will turn its head towards something which touches
its cheek, are innate schemas. Shaking a rattle would be the combination of two
schemas, grasping and shaking.
2. Adaptation processes: assimilation, accommodation, and equilibration
Assimilation involves using an existing schema or knowledge to deal
with a new object or situation. For example, a 2-year-old child sees a man who
is bald on top of his head and has long frizzy hair on the sides. To his father’s
horror, the toddler shouts “Clown, clown”. The child has a schema or a mental
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
picture or knowledge that a person who is bald and has long frizzy hair are
clowns.
On one hand, accommodation happens when the existing schema
(knowledge) does not work, and needs to be changed to deal with a new object
or situation. In the “clown” incident, the boy’s father explained to his son that the
man was not a clown and that even though his hair was like a clown’s, he wasn’t
wearing a funny costume and wasn’t doing silly things to make people laugh. With
this new knowledge, the boy was able to change his schema of “clown” and make
this idea fit better to a standard concept of “clown”.
Equilibration is the force which moves development along. This occurs
when a child's schemas can deal with most new information through assimilation.
However, an unpleasant state of disequilibrium occurs when new information
cannot be fitted into existing schemas (assimilation). Equilibration is the force
which drives the learning process as we do not like to be frustrated and will seek
to restore balance by mastering the new challenge (accommodation). Once the
new information is acquired the process of assimilation with the new schema will
continue until the next time, we need to make an adjustment to it.
3.Stages of Cognitive Development:
Piaget suggests that children move through four stages of intellectual
development which reflect the increasing sophistication of children's thought. Each
child goes through the stages in the same order, and child development is
determined by biological maturation and interaction with the environment.
The Sensorimotor Stage (birth to 2 years)
During this earliest stage of cognitive development, infants and toddlers
acquire knowledge through sensory experiences and manipulating objects. A
child's entire experience at the earliest period of this stage occurs through basic
reflexes, senses, and motor responses.
It is during the sensorimotor stage that children go through a period of
dramatic growth and learning. As kids interact with their environment, they are
continually making new discoveries about how the world works.
The cognitive development that occurs during this period takes place over
a relatively short period of time and involves a great deal of growth. Children not
only learn how to perform physical actions such as crawling and walking; they also
learn a great deal about language from the people with whom they interact.
Piaget believed that developing object permanence or object constancy,
the understanding that objects continue to exist even when they cannot be seen,
was an important element at this point of development.
By learning that objects are separate and distinct entities and that they have
an existence of their own outside of individual perception, children are then able
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
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to begin to attach names and words to objects.
The Preoperational Stage (2 to 7 years)
Children become much more skilled at pretend play during this stage of
development, yet continue to think very concretely about the world around them.
Kids learn through pretend play but still struggle with logic and taking the point of
view of other people. They also often struggle with understanding the idea of
constancy.
For example, teacher might take a lump of clay, divide it into two equal
pieces, and then give a child the choice between two pieces of clay to play with.
One piece of clay is rolled into a compact ball while the other is smashed into a
flat pancake shape. Since the flat shape looks larger, the preoperational child will
likely choose that piece even though the two pieces are exactly the same size.
The emergence of language is one of the major hallmarks of the
preoperational stage of development.
The Concrete Operational Stage (7 to 11 years)
While children are still very concrete and literal in their thinking at this point
in development, they become much more adept at using logic. The egocentrism of
the previous stage begins to disappear as kids become better at thinking about
how other people might view a situation.
While thinking becomes much more logical during the concrete operational
state, it can also be very rigid. Kids at this point tend to struggle with abstract and
hypothetical concepts. However, during this stage, children also become less
egocentric and begin to think about how other people might think and feel. They
also begin to understand that their thoughts are unique to them and that not
everyone else necessarily shares their thoughts, feelings, and opinions.
The Formal Operational Stage (7 to 11 years)
This final stage involves an increase in logic, the ability to use deductive
reasoning, and an understanding of abstract ideas. At this point, people become
capable of seeing multiple potential solutions to problems and think more
scientifically about the world around them.
The ability to thinking about abstract ideas and situations is the key hallmark
of the formal operational stage of cognitive development. The ability to
systematically plan for the future and reason about hypothetical situations are also
critical abilities that emerge during this stage.
F. Kohlberg’s Theory of Moral Development
He developed his theory of moral development by assessing what
morality meant. In his search, he asked children to consider certain moral
dilemmas – situations in which right or wrong actions are not always clear.
Kohlberg did not focus on the answer of the children but he studied their
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
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reasoning.
One of Kohlberg’s best-known experiments is known as the Heinz
Dilemma. In this experiment, Kohlberg presented a story about a man named
Heinz:
Heinz’s wife had a form of rare cancer and was dying. A doctor told Heinz
that a local chemist had invented a new drug that might save his wife. Heinz was
very happy to hear this and went to talk to the chemist. When Heinz saw the price
tag of the new drug, he was devastated because there was no way he could afford
the drug. Heinz also knew that the price was ten times of the cost of the drug so the
chemist was making a big buck from this drug. Heinz tried his best to borrow money
from his friends and family, but the money was still not enough. He went back to
the chemist and begged the chemist to lower the price. The chemist refused to do
that. Heinz knew that his wife would die without this new drug, so he broke into the
chemist’s office that night and stole the drug.
After telling Heinz’s story to children in various age groups, Kohlberg
asked them what Heinz should do. Based on the children’s responses, Kohlberg
classified their moral reasoning into three levels, each of which contains two
distinct substages
Level 1. The Pre-conventional Level
Generally, at this level, children are only interested in securing their own
benefits. This is their idea of morality. They begin by avoiding punishment, and
quickly learn that they may secure other benefits by pleasing others. No other ethical
concepts are available to children this young. When being asked what Heinz should
do, children at this level of moral development may answer:
 He shouldn’t steal the drug because it’s bad to steal.
 He should steal the drug because the chemist is charging too much.
 He should steal the drug because he’ll feel good that he saves his wife.
 He shouldn’t steal the drug because he’ll end up in prison.
Sub-stages of Level 1
Stage 1. Obedience and Punishment Orientation. The child/individual is good
in order to avoid being punished. If a person is punished, they must have
done wrong.
Stage 2. Individualism and Exchange. At this stage, children recognize that
there is not just one right view that is handed down by the authorities.
Different individuals have different viewpoints.
Level 2. The Conventional Level
This is the level at which children learn about rules and authority. They learn
that there are certain “conventions” that govern how they should and should not
behave, and learn to obey them. No distinction is drawn between moral principles
and legal principles. What is right is what is handed down by authority, and
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
disobeying the rules is always by definition “bad.” When being asked what Heinz
should do, children at this level of moral development may answer:
 He should steal the drug because he is a good husband, and a good
husband would do anything to save his wife.
 He shouldn’t steal the drug because he’s not a criminal.
 He shouldn’t steal the drug because it’s illegal to steal.
 He should steal the drug to save his wife and after that, he should go
to prison for the crime.
Kohlberg believed that some people stay at this stage of moral reasoning for
their whole lives, deriving moral principles from social or religious authority figures
and never thinking about morality for themselves.
Sub-stages of Level 2
Stage 3. Good Interpersonal Relationships. The child/individual is good in
order to be seen as being a good person by others. Therefore, answers
relate to the approval of others.
Stage 4. Maintaining the Social Order. The child/individual becomes aware of
the wider rules of society, so judgments concern obeying the rules in
order to uphold the law and to avoid guilt.
Level 3. The Post-conventional Level
At this level, children have learned that there is a difference between what is
right and what is wrong from a moral perspective, and what is right and what is wrong
according to rules. Although they often overlap, there are still times when breaking
a rule is the right thing to do. When being asked what Heinz should do, children at
this level of moral development may answer:
 He should steal the drug because everyone has a right to live, regardless of
the law.
 He shouldn’t steal the drug because the chemist deserves to get paid for his
effort to develop the drug.
 He should steal the drug because saving life is more important than
anything else.
 He shouldn’t steal the drug because others also have to pay for the drug.
It’s only fair that he pays for it as well.
Substages of Level 3
Stage 5. Social Contract and Individual Rights. The child/individual
becomes aware that while rules/laws might exist for the good of the greatest number,
there are times when they will work against the interest of particular individuals. The
issues are not always clear-cut. For example, in Heinz’s dilemma, the protection of
life is more important than breaking the law against stealing.
Stage 6. Universal Principles. People at this stage have developed their
own set of moral guidelines which may or may not fit the law. The principles apply to
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
everyone like human rights, justice, and equality. The person will be prepared to act
to defend these principles even if it means going against the rest of society in the
process and having to pay the consequences of disapproval and or imprisonment.
Kohlberg doubted few people reached this stage.
Kohlberg’s Theory of Moral Development
Level 1: PRE-CONVENTIONAL MORALITY
- Behavior is guided by rewards and punishments. Behaviors are “good” or
“bad” depending on their consequences. Child does not understand the rules
of society.
Obedience or
Obeying the rules is important to avoid
STAGE 1 Punishment
punishment.
Orientation
STAGE 2
Self-Interest
Orientation
Equal exchange. If one is good to others, then
others will be good to you.
Level 2. CONVENTIONAL MORALITY
- Child begins to grasp social rules and gains a more objective perspective on
right and wrong.
STAGE 3
Social Conformity
Orientation
There is a sense of what “good boys” and “nice
girls” do. Adolescents aim to get the social
approval from those closest to them.
STAGE 4
Law and Order
Orientation
Focus is on following rules of society,
respecting authority and doing one’s duty.
Level 3. POST-CONVENTIONAL MORALITY
- At this level, emphasis is on the personal or idealized principles of a person.
The understanding is that laws, rules, and
regulations are created for mutual benefit of all
citizens. People at this stage may sometimes
Social Contract
disobey rules if they find them inconsistent with
STAGE 5
Orientation
their personal values and will also argue for
certain laws to be changed if they are no longer
working. People understand and believe in
democracy in action.
At this stage, people have a principled
conscience and will to follow universal ethical
Universal Ethics
principles regardless of what the official laws
STAGE 6
and rules are. Right and wrong are not
Orientation
determined by rules and laws, but by individual
reflection on what is proper behavior.
You are required to submit this activity
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
1. What is the highest level of Kohlberg’s Moral Development that you have already
PERSONALLY attained? Cite specific example of a moral dilemma that you have
resolved that shows or supports that you have indeed attained such level of moral
development.
2. What specific personality traits or attitudes or character you possess that can be
explained by the following psychological perspectives of the self? Use the main
concepts of each theory to support your answer.
A. Freud’s Psychoanalytic Theory
B. Carl Roger’s Person Centered Theory
Unit 3. Sociological Perspective
Who are the people you usually interact with? How do these people affect
your life- your interests, choices, the way you dress up, the way you talk, etc.?
________________________________________________________________
________________________________________________________________
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
________________________________________________________________
In your observation, how has this COVID-19 pandemic affected the social
relationships of people in your immediate community?
________________________________________________________________
________________________________________________________________
________________________________________________________________
Introduction
Sociology is the study of collective behavior of people within society and
focuses on social problems encountered by people. It does not see the individual on
his own, but rather, how social institutions and his social relationships within society
create an impact on his thoughts, feelings, and behavior. It provides tools for
understanding human experience and how society shapes the person and vice
versa.
We will briefly look into three sociological theories that explains the
development of the self.
A. Symbolic Interactionism (George Herbert Mead)
Symbolic interactionism is the study of the patterns of communication,
interpretation, and adjustment between individuals. For Mead, the self and the mind
are like social processes where gestures are taken in by the person and so with the
collective attitudes of others and react accordingly with other organized attitudes.
Hence, the mind and the self are the products of communication process.
The self is a reflexive process who has the capacity to become an object to
one's self, to be both a subject (“I”) and an object (“me”). The “I” is the response of an
individual to the attitudes of others, while the “me” is the organized set of attitudes of
others which an individual assumes, hence, is identified as the social self. In other
words, the “me” is the accumulated understanding of the self of the perceptions of
other people about one’s self, while the “I” is the individual’s impulses. The mind is
the self-reflective movements of the interaction between the “I” (the knower) and the
“me” (the known). The thinking process is the internalized dialogue between the “I”
and the “me”.
The self is both a social product and a social force. The self is socially
constructed, neither completely determined by the social world nor pregiven at birth
(cited in Taag, et al., 2019). Understood as a combination of the “I” and the “me,” the
self is entwined within a sociological existence. A person’s existence in a community
comes before individual consciousness. That is, one must first participate in the
different social positions or groups (i.e. family, school, church, peer group, etc.) within
society and only later can one use one’s social experiences to take the perspectives
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
of others and eventually become self-conscious.
For example, a girl is not innately born with the idea that she is beautiful. She
has to interact first with the society, like his family, neighbors, and schoolmates. From
these interactions, specifically from how others perceive or see her, she becomes selfconscious or aware that she is beautiful. The self is a product of a symbolic and
meaningful interaction within the society.
B. Looking Glass Self (Charles Horton Cooley)
The looking-glass self is a social psychological concept stating that a
person’s self grows out of society’s interpersonal interactions and the
perceptions of others. The term refers to people shaping their identity based on
the perception of others, which leads the people to reinforce other people’s
perspectives on themselves.
There are three main components of the looking-glass self. First, we
imagine how we must appear to others. Second, we imagine the judgment of that
appearance. Finally, we develop our self through the judgments of others.
For example, Crizzy (an incoming college freshman) imagines at home
how she must appear to her classmates and teachers during the first day of
classes. She imagines how she will look on her dress, how she will introduce
herself, and even how she will approach her classmates. Secondly, Crizzy will
also try to imagine how her classmates and even teachers will react or judge her
based on her appearance or how she will project or ‘carry’ herself. She imagines
whether they will find her likeable or attractive, or will they find her not attractive
at all. From these imaginations, Crizzy will try to improve further her selfpresentation. Hence, Crizzy tried to develop her self through the imagined (and
soon real) judgments (approval and/or disapproval) of other people.
This means that our self-image is shaped by others, but only through the
intervention of our own mind. There is no way to truly know what others think of
us. According to Cooley, “the mind is mental” because “the human mind is social.”
That is, the mind’s mental ability is a direct result of human social interaction.
Humans begin to define themselves within the context of their socializations
starting from their childhood. In the example above, Crizzy’s imagined judgments
of others could have been affected by her real-life socializations or interactions
with other people from her childhood days until high school, within the different
social institutions such as her family, school, church, community, neighborhood,
peer group, and the like.
C. Dramaturgical model of self (Irving Goffman)
Dramaturgy refers to the idea that life is like a never-ending play in which
people are actors. Goffman believed that when we are born, we are thrust onto
a stage called everyday life, and that our socialization consists of learning how
to play our assigned roles from other people. We enact our roles in the company
of others, who are in turn enacting their roles in interaction with us. He believed
that whatever we do, we are playing out some role on the stage of life.
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
During our everyday life, we spend most of our lives on the front stage,
where we get to deliver our lines and perform. Sometimes we are allowed to retreat
to the back stages of life. In these private areas, we don’t have to act. We can
be our real selves. We can also practice and prepare for our return to the front
stage. Goffman coined the term Impression Management to refer to our desire
to manipulate others’ impressions of us on the front stage. We use various
mechanisms such as the social setting, appearance, and manner of interacting,
to present ourselves to others.
You are required to submit this activity
Answer the following comprehensively:
1. Do our social identities change over time? Enumerate these changes and
cite what would be the causes and effects of these changes.
2. To what extent does society shape our self and identity?
Unit 4. Anthropological Perspectives
What aspect of your culture are you most proud about? Why?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
In what ways has your culture influence your personal development – your
current attitudes, skills, preferences or interests, goals or aspirations, etc.?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Anthropology is the science of human beings; especially the study of human
beings and their ancestors through time and space and in relation to physical
character, environmental and social relations, and culture. In the context of studying
the self, anthropology provides the lens of the developmental advancement society
has made and how it has impacted generations who existed within that society.
Anthropology is not just the study of how man and society evolved but
profoundly interested in explaining and understanding the holistic aspects of man’s
experiences that makes man human. According to Meijl (2008 as cited in Taag, et
al., 2019), the interest of early anthropology in a person is centered on the concept
of personality and culture. Personality and culture are co-influenced. For example,
personality is considered to be a result of the internalization of culture, whereas
culture was regarded as the projection or expression of personality.
Eventually, the work of Erikson on ego identity replaced the notion of
personality and became a key term in anthropology. Identity referred to a welladjusted personality that emerges from the same, or identical, identification of self
by self and other. Hence, the concept of identity connotes sameness and stability
which ran across many disciplines like sociology, psychology, Philosophy and
anthropology in its earlier stage.
In the contention of Morris (1994 as cited in Taag, et al., 2019), the self is not
an entity but a process that orchestrates an individual’s personal experience as a
result of which he or she becomes self-aware and self-reflective about her or his place
in the surrounding world. The concept of the self refers to an individual’s mental
representation of her or his own person, while the concept of other refers to the mental
representation of other persons. Indeed, the most crucial form of interaction and
exchange takes place between the self and her or his cultural environment as
mediated in social practices (cited in Taag, et al., 2019).
On another perspective, cognitive anthropologists refer to cognitive
schemata and cultural models that are shared by members of a society and
internalized into the self. This implies that people have no choices but to
accommodate diverging cultural identifications within a relatively stable and
coherent self. In order to maintain a cohesive whole, the self rejects or conquers
identifications that may conflict with other types of cognitive information and selfrepresentations (Meijl, 2008 as cited in Taag, et al., 2019).
Finally, Katherine Ewing’s (1990) tried to show how individual selves
throughout the world continuously reconstitute or reconstruct themselves into new
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
selves in response to internal and external stimuli from the environment. The self is
generally not aware of these changes in self-representation, which do not therefore
thwart or frustrate individual experiences of wholeness and continuity. The changing
selves can only be observed by others, who are generally also unable to identify a
predominant, cohesive or unified self. Therefore, the experience of personal
continuity and wholeness by one’s self is an illusion. This is because our selves
continue to change or evolve with the evolution of society or culture. This evolution
or process of change continue to interrupt the process of becoming a unified whole.
The Self Across Generations
According to post modern anthropological perspectives, the self
continues to evolve or change as one’ culture or society evolves. Applying to the
current times, our selves continue to evolve and adapt to the evolving nature of the
modern times. We are now in the digital era where our lives are essentially
influenced by digital technology such as laptops, cellular phones, etc. Hence, people
who were born during this era are referred to as digital natives (not millennials).
Generation studies concludes that Millennials are people who are born from
1980 to 1996 or 1997, while the Digital Natives are those born from 1996/1997 to
2010. Digital natives are also referred to as Generation Z. Gen Zs are born in the
era where they can instantly connect and have information and communication
channels immediately at their fingertips due to the advancement of technology.
Hence, these generation prefer to socialize online rather than face-to-face
(Schwieger & Ladwig, 2018). Those born from 2010 to present are the Generation
Alpha or the Alpha Gens (www.forbes.com, 2016) – the generation of “artificial
intelligence or AI”.
These different generations have different characteristics as influenced by
the prevailing culture during their times. However, as the post-modern
anthropologists argue, people continue to evolve or change across times. Hence,
the Baby Boomers and Gen X (born before the millennial era), and the millennials
evolve as they enter the digital era and now the post-digital era of a more advanced
technology where voice calls or video calls are preferred over texting. Similarly, the
digital natives continue to evolve as they join the Alpha Gens of the present times.
Indeed, one’s personality continues to evolve with culture. Culture does not
only refer to indigenous ways of living. Rather, it includes all the aspects of one’s
existence in the society. Culture is a person’s or people’s way of life. As we immerse
ourselves into different cultures like the culture of the Alpha Gens, or maybe the
culture of non- Ilocanos, or the culture of ISPSC (as an institution), and even the
culture of our own churches; our personality evolves or changes also.
You are required to submit your output for this activity.
1. Now, I want you do some self-reflection on how your own self or identity has
been shaped by your immersion or engagement in different cultures (example: digital
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
natives’ culture, alpha gen culture, Ilocano culture, the culture of your high school
alma mater, your elementary school culture, the unique culture of your community,
etc.). How have you evolved or changed over the years as a result of your cultural
influences? How did your self improve from the time you were still in elementary until
now? Remember to use the concepts discussed in this module as you write your
answer.
2. Cite at least three (3) examples of cultural influences or factors during this
‘new normal’ era that may have already influenced your self-development or identity
and/or may still continue to affect your self-development in the future. Explore or
reflect on your family culture, school culture, community culture, global culture, social
media culture, etc. this ‘new normal’ era as you answer this question. Briefly describe
the culture and how it has already or may still influence your self or identity
development.
CHAPTER 2
THE BIOLOGICAL SELF
This module focuses on two important representations of the self: the physical
and sexual self. This specifically discusses the characteristics and the factors that
shape and influence our physical attributes. Also, a thorough discussion on sexual
development and characterization shall be tackled in this module. Each unit ends
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
with a discussion of some tips on how to care for one’s physical and sexual self
Unit 5. Physical Self
What physical and physiological characteristics have you inherited from your
mother? What about from your father?
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Do you AGREE or DISAGREE?
The physical self goes through changes in one’s lifetime.
Our parents and relatives are the sole sources of our genetic
make-up.
Adolescents’ physical development vary.
There are relative standards in beauty
Each individual has a unique DNA.
Introduction
The physical self pertains to how you look like; it is concerned with body type, height,
skin color, weight, and other tangible aspects of your identity. It is concerned with
body image, self-concept, self-esteem, and similar facets of physical attractiveness.
However, our physical self is not only limited to what can be directly seen by the
naked eye; underneath our skin is a dynamic system of biological and chemical
processes that contribute to our physical features.
Heredity
Heredity is the transmission of traits from parents to offspring. The traits are
made up of specific information imbedded within one’s gene, which is the basic unit
of heredity. It is not surprising that we have inherited our physical traits from both
our parents.
When you look at the mirror, who do you think you resemble more, your father
or your mother? If for example, you look more like your father than your mother, it
doesn’t mean that you did not inherit any traits from your mother and vice versa.
This can be attributed to the concepts of genotype and phenotype described later.
Genotype refers to the specific information imbedded within our genes; not
all genotypes translate to an observed physical characteristic. On the other hand,
phenotype is the physical expression of a particular trait. Genotype can only be
determined through blood testing but one’s phenotype can be directly observed.
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
Chromosomes are a threadlike body in the nucleus of the cell and the storage
unit of genes. Studies revealed that most human cells contain 46 chromosomes or
23 pairs. The 22 pairs are referred to as autosomes, while the 23rd pair are the sex
chromosomes which identifies the sex of an individual. The 23rd pair could either be
an XX or an XY. The XX is for males while the XY is for females.
Gene is the unit carrier of heredity. Genes alone can determine the sex of
the fertilized cell. The DNA or deoxyribonucleic acid is a nucleus acid that contains
the genetic instructions specifying the biological development of all cellular forms
of life. The part (DNA sequence) of the genetic makeup of a cell which determines a
specific characteristic is referred to as Genotype. As mentioned earlier, it is the
specific information imbedded within our genes, and not all genotypes translate to an
observed physical characteristic. On one hand, Phenotype is the physical
expression of our genotype. This can be observed through our hair color, height,
skin complexion, weight, or the presence or absence of a disease. Genotype can
only be determined through blood testing but one’s phenotype can be directly
observed through the eyes.
MATURATION is the completion of growth of genetic character within an
organism or the unfolding of an individual’s inherent traits or potential. Maturation
enables us to walk, run, talk, and eventually, result in physical changes that are
evident in the adolescent stage.
During adolescence, an individual goes through rapid physical growth and
development. For example, girls experience breast enlargement and body size
change due to hormonal changes. On one hand, boys start to develop deeper voice
as their Adam’s apple become more prominent. Both girls and boys also start to
experience the growth of pubic hair, and may start to grow pimples. These physical
changes that adolescents experience would eventually affect their perception of
themselves or their body image.
A person’s body image become a vital aspect of the adolescent’s search for
self-identity. From the reactions (support or otherwise) the adolescent gets from the
people around, she develops either a health or unhealthy body image.
Body Image
A crucial aspect of physical self is one’s physical features. People are often
perceived initially by their physical features, including one’s face, bodily structure,
height, weight, and fitness. However, more than the physical attributes a person
possesses, people should also consider their physical competencies, their valuation
of physical worth, and perception of beauty. As mentioned earlier, the physical self
also includes our body image.
Body Image is your perception of your physical self; it is your thoughts and
feelings (positive or negative) about your body. It has four aspects:
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
1. Perceptual body image is how you see your body. It is not always a
correct view as it may be highly influenced by insecurities (or
overconfidence). For example, an individual may see his body as obese
but his body mass index (BMI) indicates that he is still within the range of
healthy body weight.
2. Cognitive body image is your beliefs about your physical self. If left
unchecked this may result to overthinking about a body part. For
example, an individual with physical insecurities may often think that she
will only be liked by others if she would have a lighter complexion.
3. Affective body image is how you feel about your body. For instance, a
college student is generally satisfied about her looks.
4. Behavioral body image is what you do as a result of the aforementioned
aspects. For instance, the young man who erroneously perceived
himself as obese went on a strict diet and the lady with complexion
insecurities bought several skin whitening products. On the other hand,
the college student who was generally satisfied about how she looks like
is confident in socializing and pursuing her goals.
Healthy body image is characterized by having a realistic perception; it is
feeling good about one’s body despite what the media dictates (cited in Taag, et al.,
2019). It is being accepting of God-given traits and having the right attitude to work
on having a healthy lifestyle. Someone with this mindset understands that beauty is
not merely skin deep.
Having a healthy body image has been linked to having a likewise healthy selfesteem or the overall evaluation of self-worth. People with healthy or high selfesteem believe in their own capabilities, their potentials, their own unique beauty
and attractiveness, and their overall value or worth in this world. They believe that
there is something (small or big) good that they can contribute to others. Hence,
they tend to have good relations with other people, which in turn enhance further
their self-esteem.
On one hand, an unhealthy body image is characterized by the following
(National Eating Disorder Association, 2018 as cited in Taag, et al., 2019):
 body dissatisfaction and being significantly preoccupied with appearance
 being anxious and shameful about one’s body
 usually comparing one’s body with others
 having disordered eating and feelings of isolation, low self-esteem
and/or depression
 vomiting, taking laxatives, risky dieting, and other unhealthy behaviors
It is likely that those with unhealthy body image may also have unhealthy selfesteem or low self-worth. These people tend to see themselves as lower or less
competent than other people. They also tend to focus on their failures, their
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
frustrations, their weaknesses, and other negative things in their life. As such, they
find it difficult to accept appreciation or compliments from other people as they are
clouded by their pessimism. They often doubt their capabilities even if others would
remind them of their strengths. Hence, their social relationships may not be healthy
or productive. Nonetheless, these people can still improve on their self-esteem, with
the genuine support of their social connections such as their family, friends, and
even classmates.
Tips in Achieving Physical Well-being
1. Develop healthy eating habits
Food can be a powerful form of self-care. If you choose to fuel yourself with
food that makes you feel nourished and taken care of most (not necessarily all the
time) of the time, then you can enjoy other life’s treats (chocolates, soda drinks)
without much frustration and guilt.
Developing healthy habits then does not necessarily mean that you will have
to become a health devotee or enthusiast all the time. Just make sure that you
observe healthy habits around 80% of the time, like drinking enough water daily,
adding fruits and vegetables in your diet, avoiding too much intake of unhealthy fats,
and the like. Remember, having the right diet will result in healthy skin, ideal weight,
and better stamina.
2. Embrace a healthy lifestyle
Walking, running, sports activities, getting to the gym, going hiking,
and other physical activities have been found by researchers and health advocates
as big contributory factors to a healthier physical body. integrating these activities in
our daily or regular routines can help us embrace a healthy lifestyle. More
importantly, avoid unhealthy habits such as drinking alcoholic beverages, smoking,
substance-abuse, and other unhealthy habits. These unhealthy habits weakens our
immune system, and make us vulnerable to illness and diseases.
3. Practice the right hygiene
Practicing proper hygiene is one of the best ways to take care and
maintain our physical body. Regular observance of proper hygiene can prevent
sickness or diseases that may adversely affect our physical health. Moreover, good
hygiene habits make us feel us feel good about ourselves; thus, we project a happy
or positive disposition, which in turn make us look amiable to other people.
4. Get enough rest
Consciously allotting enough time to get as much rest and sleep as possible
is an essential physical self-care practice. Getting enough rest does not only include
getting at least 6-8 hours sleep at night. It also includes taking a few breaks from our
daily routines. For example, after sitting for like 2 hors making your school work, find
time to stand and walk around or even take a nap to allow your body to rest and
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
rejuvenate. Always remember that a good quality rest and sleep allow our body to do
its natural work like detox, digest our food, and balance our hormones; hence,
improving our physical health.
5. Improve what you can and appreciate what you cannot
We may be able to improve our body physique or figure and weight through
exercise and healthy diet. Our skin health (such as the appearance of pimples, early
wrinkles, etc.) can also be maintained through appropriate skin care regimens.
However, we have to accept and appreciate our height as well as facial structure,
skin color, height, and the like.
6. Do not Compare yourself to Others
Our genetic make-up (our genes) make each one of us unique. Nobody, even
twins, are exact copy cats of another person. even siblings have inherited unique
characteristics from parents. Hence, if you notice no siblings look exactly the same
physically. We may have some similarities with our parents and siblings but we do
not look exactly the same. That is how special and unique each person is. Hence,
do not ever compare yourself to others. Do not be envious of what other people
have, such as their height, skin complexion, etc. Some people are actually envious
of what you have also. Hence, always remind yourself that “nobody has it all”, even
our actors and actresses. It is more emotionally mature to appreciate and celebrate
what you have and send good wishes to other people.
7. Self-confidence is our best make-up
Being secure in ourselves, embracing a positive outlook toward various
situations and problems, and loving and accepting who we are will surely result in an
optimal physical well-being. One way to enhance your self-confidence is to practice
positive self-talk regularly. It is good to start this habit as you wake up in the morning.
Tell yourself “I am a beautiful creation of the Almighty”, “I love my body (my nose,
my eyes, my hair, my skin, etc.)”, “I am thankful for how the Almighty has uniquely
created me”, etc. Instead of going down the slippery road of self-pity, you learn to
love your body by emphasizing your positive qualities and improving in areas where
you can still improve through the different specific tips enumerated above.
You are required to submit your output in this activity.
1. On a scale of 1 to 10, how attractive are you in terms of your physical self? 10 is
the highest (very attractive) while 1 is the lowest (not attractive at all). Why did
you rate yourself as such? What are the personal factors and/or your personal
experiences that you considered in rating yourself?
2. . If there is one part of your physical self that you would like to change or improve
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
the most, what would that be? Why? What will be the impact of changing that body
part to your self or body image?
CHAPTER 3:
THE SOCIAL SELF
This module focuses on the social aspects of the self. As social beings,
individuals interact with others and relate themselves to other people. Social
institutions and environments significantly contribute to one’s identity and selfdevelopment. Among millenial learners, technology and the internet have significantly
influenced their social environments and, consequently, their sense of self. In this
module, the cultural, digital, and economic aspects of one’s life and how they influence
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
a person’s social self will be put to light. This module aims to provide learners with a
deeper understanding of themselves through a socio-cultural perspective.
The Social Self
The Self and Its Social Agency
Human development is largely influenced by membership in crucial social
groups that shape various aspects of the self; from belief systems, values orientation,
and behavior.
At the beginning of life, one already belongs to a social group: his/her family. It
is the most pervading influential social group that impacts the self in its entire course
of development. The views one holds about the world, values upheld in making
choices and decisions, and the habits and persistent behavior one carries have been
formed in the context of one’s family and home environment.
Next to family, schools and the general academic environment form a
significant part of the social self. Worldviews expand as one gets exposed to more
people in different social learning environment. Knowledge and social skills gained
from mentors, relatives, and peers contribute to how the social self is harnessed.
Aside from one’s family and school environments, communities also shape
one’s social self to a large extent.
The social self inevitably changes as one accomodates and eventually
assimilates beliefs promoted by the society as he/she thinks, appreciates, and
behaves according to standards set by micro and macrosystems.
Culture is the complex whole which includes knowledge, belief, law, art moral,
custom, and other capabilities and habits acquired by man as a member of society.”
(Tylor, 1871)
To further understand the nature of culture and its influences on oneself, the
following models illustrate how culture functions in relation to one’s social self.
Biological Systems Theory
Urie Bronfenbenner’s (1935) Biological Systems of Development explains an
individual’s social development, using biological, environmental, and ecological
lenses.
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
Individualism-Collectivism Model
Another model that highlights the impact of culture to the self is the
Individualism-Collectivism model proposed by Hazel Markus and Shinobu Kitayama
(1991).
According to the model, individualism as an orientation focuses on one’s
individual attributes and personal distinctiveness. People who are individualistic are
observed to be competitive and self-reliant. On the other hand, the collectivist
orientation values relationships and harmony. People who are collectivistic prioritize
interests to maintain healthy relationships.
I versus Me
One’s behavior when he or she is alone differs from his or her behavior when
he or she is with others.
This is what Herbert Mead (1934) posited in his theory of the social self. He
posited that the self is divided into 2 parts: the I which is known as the unsocialized
self, and the Me which is known as the socialized self.
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
The I is manifested when one acts naturally for his/her own motivations and not
because of others. On the other hand, the Me is the awareness of how others expect
one to behave. This is also known as the social self.
These different models present ideas on the process of the self’s social
development. Studying these models helps in understanding oneself and other people.
It is not ideal, however, to generalize a certain culture based on these models.
These different models present ideas on the process of the self’s social
development. Studying these models helps in understanding oneself and other people.
It is not ideal, however, to generalize a certain culture based on these models.
You are required to submit your output in this activity.
1. What influence/s did your mother and father made in your life? How are these
influences affecting you as a person, your decisions, your dreams/ambitions and your
relationships?
2. Aside from your parents, give one significant person who has influenced you
most? How did this person influence you?
The Socio-Digital Self
The Self in the Age of Technology
Social media is defined as the websites and applications that make it easier to
create and share information, ideas, and interests. It also allows people to create other
forms of self-expression via virtual communities and networks.
Through the use of social media, people may act differently since interaction in
social media do not happen face-to-face and there is no physical presence required.
This is called online disembodiment. With this, people are less likely to display their
real “selves” to others, especially to strangers.
Digital Identity
People generally have role identities. These are the characters and roles an
individual creates as a member of a particular social group. Following this definition,
“self” is composed of identities ranked by importance. The greater the commitment of
an individual to a particular identity, the greater the importance of this identity.
In an online environment, one’s role identity is vitally important in order for
him/her to project himself/herself in the said environment. Amidst the technological
tools and channels surrounding individuals and online activities that people engage in,
one’s online identity enables him/her to participate in a virtual society.
However, participation in virtual environments may entail changes that may
affect a person’s sense of self. In some cases, people present themselves differently
in online interactions as compared to the face-to-face interactions they engage in.
Online Disinhibition Effect
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
When people adopt fake identities, they are likely to engage in behaviors that
they would not do in real life interactions, known as online disinhibition. There are 2
main categories of behaviors that fall under online disinhibition:
1. Benign disinhibition. It occurs when people tend to self-disclose more on
the internet than they would in real life or go out of their way to help someone or show
kindness.
2. Toxic disinhibition. People take part of this when they use rude language,
bully or threaten others on online platforms, and go to websites with contents of
violence, crime, and pornography.
Managing Responsible Online Behavior
How can one behave responsibly online? The following are some
suggestions:
1. Do not post or send anything that will embarass you.
2. Avoid posting statements when experiencing strong emotions.
3. Do not hang out with the “wrong crowd” online.
4. Do not hang out with the “wrong crowd” offline.
5. Be careful with oversharing, especially confidential information that may be
used irresponsibly.
6. Respect other people in the online community.
You are required to submit your output in this activity
1. Do you agree with filtering pictures to be posted on the internet? Why? Why
not?
2. What do you think are the reasons why people filter their pictures in social
media such as facebook?
3. What is your opinion about this social media post? Explain your answer.
The Material/Economic Self
People are likely to purchase products that can relate to their personality.
Material possessions signify some aspects of one’s sense of self and identity.
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
Possessions, tell a lot about their owners. Thus, one’s 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:
Wants. Synonymous with luxuries. People buy them for reasons that do not warrant
necessity.
Needs. These are importantsl for survival. Food, clothing, and shelther are basic
needs so people purchase them out of necessity.
In the process of acquiring material goods, people generally consider 2 things:
Utility. Concerned with how things serve a practical purpose.
Significance. Concerned with the meaning assigned ro 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.
To further understand the term significance, Roland Barthes studied the
concept of semiology or the study of signs. According to him, it is through objects that
people assert their identities. This idea suggests that objects, aside from contributing
to how an individual identities himself/herself, also signify relationships of people with
others based on what they possess.
The possession of material things also indicates one’s status in the society.
These personal choices build one’s material and economic self which is an extension
of his/her social identity.
You are required to submit your output in this activity
1. If you are given P25,000, and is given one day to spend it, list item/items or
activities where you are going to spend it. Show your breakdown of expenses.
2. What are the importance of saving?
3. Look around in your community, what possible income generating activities
can you do, considering your financial capability?
4. By asking your parents, list the breakdown of expenses of your family in a
month.
CHAPTER 4:
THE MENTAL SELF
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
Cognition, Memory, and Intelligence
Cognition
People are born with innate capabilities that empower them to manage
themselves in various settings and situations.
Cognition is a crucial part of an individual’s development process which
influences behavior, just as how behavior also impacts it, assuming bi-directional
connection. The way information is taken in and how it is analyzed and processed is
a function of human cognition.
Cognition is defined as the complex array of mental processes involved in
remembering, perceiving, thinking, and how these processes are employed (Ashcraft
& Radvansky, 2010). It is an umbrella term to cover all high-order thinking processes.
Memory
If cognition covers all higher-order thinking processes within an individual, a
major focus of its study is the function of memory. It is tbe faculty of the mind through
which information is acquired and retained for later use.
Memory functions in 3 levels:
Sensory memory is the level that allows infomation from the external
environment to be perceived by an individual through senses, usually in the form of
chemical and physical stimuli, often with focus and intent.
Short-term, working memory is where information is temporarily stored,
where information is simultaneously remembered and is in a readily-available state,
typically from 10 to 15 seconds, up to one minute. It can store up to 5-9 items, after
which information is discarded if there is no conscious and deliberate effort to retain it.
When there is a deliberate effort to store information and it is done consistently
and with practice, then this information is transferred to long-term
memory. Information stored in long-term memory is often permanent and allows for
repeated retrievals across situations.
Intelligence
The term is referred to as an individual’s capacity for understanding, learning,
planning, and problem solving with logic, creativity, and self-awareness. It is
characterized as the application of knowledge to be able to adjust to the environment.
It is the process of applying knowledge in the proper context whenever the need
arises. A number of theories have already been presented regarding intelligence.
Howard Gardner’s theory of Multiple Intelligences
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
You are required to submit your output in this activity
1. Define the different intelligences proposed by Gardner. What type of
intelligence do you think you have?
Human Learning
Learning
If cognition, memory, and intelligence are underlying mechanisms that allow
people to perceive, process, and apply information for daily adaptation, then learning
is a natural consequence of these mechanisms.
Learning is defined as a relatively permanent change in a person’s knowledge
or behavior as a result of experience. This definition connote 3 things:
1. The change is long-term
2. The source of change comes from within the external structures of memory or
knowledge of the individual.
3. The change is attributed to the personal experiences of the learner in his/her
environment.
People learn in many ways, and several theories and models have been
forwarded to understand and explain how learning occurs. One such theory is
the social cognitive theory which emphasizes the value of the social environment
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
in one’s learning process that is built on observational learning. Based on this theory,
there are 4 stages in observational learning:
1. When an individual focuses on information that he/she perceives to be
interesting and useful (Attention),
2. Stores and gives a mental representation of the information (Retention),
3. Recalls and rehearses the information given (Motor Reproduction), and
4. Repeats the entire process constantly and consistently (Motivation), then
learning happens.
Learning happens even beyond the classroom; it happens in daily situations.
According to the social cognitive theory, there is an interaction of personal (cognition,
personality, motivational, orientation), environmental (family, schools and other
settings, peers and social relationships), and behavioral factors (feedback and
consequence) that accounts for behavioral change.
The notion of learning is underlined by notions of self-efficacy and human
agency. Self-efficacy is defined as the extent to which people believe that they can
confidently learn and master a particular skill.
According to Albert Bandura, self-efficacy can be developed through the following:
Mastery experience. Accomplishing simple tasks that lead to more complex
tasks.
Social modelling. Observing an identifiable model who accomplishes the task.
Improving physical and emotional states. Being relaxed and calm before
pursuing a challenging task.
Verbal persuasion. Providing encouragement and feedback during the
accomplishment of a challenging task.
Apart from self-efficacy, human agency is another valuable principle in the
learning process. People are not products of inner forces or environments; they are
self-regulating and proactive.
Thus, in the learning process, students are equally accountable for their
performance as much as their teachers. While teachers are considered agents of
motivating the learning process, students have the responsibility to be equally involved
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
as well. It is in this perspective that students are considered agents of their own
learning, and they are expected to invest in their own learning, and they are expected
to invest in their own learning process.
This leads to the question of how much of an investment should students make
in the learning process. There are 2 strategies in learning that students can use:
Surface learning. Students simply accept information presented to them and
memorize them in an isolated and unlinked manner.
Deep learning. The deeper understanding of information by creating significant
meaningful links across different concepts and how it can be applied in practical
ways.
To adopt deep learning strategies, students can engage in the following habits:
Taking down notes
Asking questions during class sessions
Creating cognitive maps
Engaging in collaborative learning activities with mentors and peers
Going beyond the mandatory course requirements
You are required to submit your output in this activity
1. Are high grades important to you? Why?
2. Are your grades important to your parents? How do they support you in
your studies?
3. What subject areas do you perform well? What subject areas are you
having a hard time?
Why is Academic Success Important?
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
By Janelle Regier
Academic success is important because it is strongly linked to the positive
outcomes we value. Adults who are academically successful and with high levels of
education are more likely to be employed, have stable employment, have more
employment opportunities than those with less education and earn higher salaries, are
more likely to have health insurance, are less dependent on social assistance, are less
likely to engage in criminal activity, are more active as citizens and charitable
volunteers and are healthier and happier. Academic success is important because
working people will need higher levels of education to tackle the technologically
demanding occupations of the future. Now a day you need a post-secondary education
in order to get a job.
Academically successful adolescents have higher selfesteem, have lower levels of depression and anxiety, are socially inclined, and are
less likely to abuse alcohol and engage in substance abuse. Positive self-esteem and
self-confidence are critical factors in commitment to academic success. Parents who
were involved in their child’s education and family activities saw positive results in the
area of behavior, academics and social interactions. Children who master basic
reading, writing and mathematics skills are less likely to fail in school and more likely
to develop the thinking skills they need to graduate from high school and postsecondary school. Being confident in these basic academic skills is also necessary for
finding and keeping jobs that provide a steady income, benefits and opportunities for
advancement. Individuals, who are better organized, better prepared and have an
organizational plan and planner did better in school and will continue to be like that in
their career. Organization, time management, prioritization, concentration and
motivation achieve academic success. When it comes right down to it organizational
skills may be just as important as reading, writing and arithmetic in creating a wellrounded, self-sufficient individual Non-academic sports and the performing arts
influence achievement. They include confidence in one’s capabilities, the ability to
manage stress effectively, and the capacity to focus and block out distractions. Skills
such as critical thinking, decision-making, and conflict resolution are essential for
success in any walk of life. Academic achievement is important for the successful
development of young people in society. Students who do well in school are better
able to make the transition into adulthood and to achieve occupational and economic
success.
You are required to submit your output in this activity
1. According to the author, what are the benefits of academic success? What
are the things that need to be done to achieve academic success?
CHAPTER 5:
THE EMOTIONAL SELF
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
Human Emotions and Emotional Intelligence
Human Emotions
An important aspect of understanding the self is acknowledging the presence
of emotions. Emotions serve as a driving force in how one acts and behaves. It plays
a part in making decisions, embracing certain lifestyles, and relating to others.
Emotions are the lower level responses occurring in the brain, which create
biochemical reactions in the body, and consequently cause changes in one’s physical
state (Hampton, 2015).
While emotion is a biological experience and response, feelings have been
defined as the mental portrayal of what is going on in your body when you have an
emotion and is the by-product of your brain perceiving and assigning meaning to the
emotion (Hampton, 2015). In other other words, feelings are subjective experiences
that frame the interpretation of emotion.
In managing emotions, one is actually managing his/her feelings because he or
she is the one “assigning” what emotion means to him/her. Despite this distinction,
researchers have used the term emotional intelligence to denote the interpretation and
management of emotional experiences.
Emotional Intelligence
Emotional intelligence has been defined by a number of theories.
For Bar-on (1997), it is “an array of non-cognitive abilities, competencies, and
skills that influence one’s ability to succeed in coping with environmental demands and
pressures.”
According to Mayer, Salovey, and Caruso (2004), it’s one’s ability to
understand emotion and for them to contribute in how one perceives the environment
he or she is in.
For Goleman (1998), it is the” capacity for recognizing our own feelings and
those others, for motivating ourselves, and for managing emotions effectively in
ourselves and others.”
Emotional intelligence with its specific components has been outlined by 3
models to explain its importance.
The first model (Mayer, Salovey, & Caruso, 2004) as outlined 4 branches:




Emotional Perception and Expression
Emotional Facilitation as aids to make sound judgment
Emotional Understanding and Analysis
Reflective Emotional Regulation
Goleman (2005) came up with his own clusters of emotional intelligence, namely:
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE




Self-awareness
Self-management
Social awareness
Relationship management
Bar-On’s model (1997) is made up of 5 composites:
 Self-perception
 Self-expression
 Interpersonal
 Decision-making
 Stress management
These 3 models seem to underlie 2 general aspects of emotional
intelligence: Intrapersonal and Interpersonal.
Research has supported the positive impact of emotional intelligence in a
variety of settings. It has been seen to have positive effects on thinking abilities during
anxiety-provoking testing conditions and enable students to obtain good scores.
In the workplace, emotional intelligence, EQ, is said to be more important than
IQ. Employees with high EQ achieve corporate success and exhibit flexibility skills in
dealing with superiors, colleagues, and subordinates.
The results of various research have higlighted the importance of emotional
intelligence for all individuals. The application of emotional intelligence can be seen in
different aspects of daily life. Emotional intelligence research has also produced a
number of self-reports and assessment tools to measure EQ levels in specific
individuals.
Emotional Regulation
Managing and Regulating Emotions in Adolescence
Adolescence is considered a turbulent time of development due to to the
biological, psychological, and social changes that adolescents experience and
encounter. It is important that at this stage, adolescents begin to curb their impulsivity,
develop emotional efficacy, and ultimately, acquire emotional maturity. This will enable
them to make viable future plans and long-term goals.
In order to establish emotional efficacy and emotional maturity, emotional
regulation must be learned. Emotional regulation is defined as an attempt to
influence emotion. This can be applied in interacting with the self and with others.
According to Gross (1987), emotional regulation may take two forms:
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
1. Cognitive reappraisal. It involves the evaluation of the situation prior to
making personal, subjective valuations about it. This approach can be helpful
because it allows for tbe logical evaluatiom of the situation instead of letting
emotions rule over rationality.
2. Suppression. It involves denial and masking of facial expressions to hide
one’s current emotional state. In certain situations where expressing feelings
will not always have positive outcomes, suppression may be the practical
option.
Another approach in explaining emotional regulation is through the use
of cognitive/covert strategies and behavioral/overt strategies.
Cognitive/covert strategies include experential avoidance (avoidance of
thoughts and feelings judged to be painful), rumination (repeated contemplation),
acceptance, and distraction. The advantage of using these strategies is that they
provide the ability to alter negative impacts of unpleasant emotions.
Behavioral/overt strategies entail engagementvin observable activities, such as
behavioral avoidance (choice od not doing behaviors resulting in negative
emotions), substance abuse, exercise, eating, and getting involved in social
activities. An advantage of behavioral regulation is that its observable nature
allows them to be monitored directly.
Meta-analytic research has outlined ten (10) common strategies employed in
emotional regulation, namely:
1. Rumination
2. Distraction
3. Acceptance
4. Problem solving
5. Behavioral avoidance
6. Experiential avoidance
7. Expressive suppression
8. Reappraisal
9. Mindfulness
10.
Worry
However, there are common characteristics shared by individuals who have
achieved emotional maturity and efficacy.






Self-control. Managing disruptive impulses.
Trustwothiness. Maintaining standards of honesty and integrity.
Conscientiousness. Taking responsibility for one’s performance.
Adaptability. Handling change with flexibility.
Innovation. Being open to new ideas.
Empathy. Understanding other people and putting yourself in their shoes.
How are emotional regulation abilities developed? Regulating emotions can be
primarily learned through observational and social referencing, particularly on the
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
basis of the family. The emotional climate of homes, parenting styles of parents, family
communication and socialization practices, and mental health conditions of family
members converge toward the emotional development of adolescents.
Thus, it is important that students engage in learning opportunities, not only for
the acquisition of knowledge and information, but more so on the acquisition of
emotional regulation strategies that will empower them to become productive social
citizens and emphatic leaders in the future.
You are required to submit your output in this activity
1. Do you believe that emotional intelligence is more important than IQ (general
intelligence)? Yes? No? Defend your answer in not less than 100 words.
2. Define the concepts of Goleman on Self-awareness, Self-management,
Social awareness, and Relationship management.
CHAPTER 6:
THE SPIRITUAL SELF
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
The Inner Soul
Spirituality
The concept of the “whole person” is usually associated to the idea of human
beings as having physical and psychological aspects. However, there is third aspect
of being human that is as important as the 2 precedents: the spiritual aspect.
Highlighting the mind-body-spirit connection, the spiritual self is an ongoing,
personal life journey, contextualized by the belief in a higher being, culture,
relationships, nature, and the discovery of meaning in one’s life.
There are several definitions that have been formulated regarding spirituality.
Puchalski (2014), spirituality is the aspect of tbe self that is associated to an
individual’s process of seeking and expressiny meaning and how he or she is
connected to the self, to others, to the moment and to everything else that
composes his/her environment, including the sacred and significant.
Beauregard and O’Leary (2007), spirituality is any experience that is thought to
bring the experiencer in contact with the divine; it is not just any experience that
feels meaningful.
Sinnott (2002), spirituality is also posited as the indivudual’s personal relation to
the sacred or transcendent, a relation that then informs other relationships and
the meaning of one’s own life.
Myers and his colleagues (2000), spirituality is the “personal and private beliefs
that transcend the material aspects of life and give a deep sense of wholeness,
connectedness, and openness to the infinite.”
What do these definitions have in common with regard to spirituality?
1. Spirituality talks about meaning and purpose that go beyond the physical
realities of life. Going through development, people are inevitably
programmed to make realizations about life, and those insights are not
always about observable phenomena or environmental experiences.
2. Spirituality is focused on a person’s connections to different aspects of
his/her existence: to other people, to nature, and to sacredness and divinity.
In the pursuit of and applying meaning to one’s life, relationships are created
and sustained not only with people but with other life forms or with a higher
being.
3. Spirituality talks about the sacred and transcendent. It is a general belief that
in this vast universe, there is a force higher than the self.
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
However, people are not born with innate spirituality. It is something acquired
as a result of various personal, social, and environmental factors present throughout
one’s lifetime. In this regard, spirituality is related to religiosity, which is often used
interchangeably with the former. There are, however, distinct differences between the
2.
Religiosity is defined as the adherence to a belief system and practices
associated with a tradition in which there is agreement about what is believed and
practiced. It is a formal attachment to the set of beliefs, values, and practices of a
particular religious sect. It includes specific practices, proscriptions (what should not
be done and avoided), and participation in a specific community that shares the same
beliefs and practices.
However, as one grows older, he/she begins to form questions that are rooted
in religious orientations, slowly making realizations and insights until his/her search for
meaning and transcendence goes beyond his/her religious orientation.
There are distinctions between religiosity and spirituality:
If religiosity is communal, then spirituality is individual.
In religiosity, beliefs and practices are within religious groups, and religious
commitment, conservatism, and skepticism are manifested. Spiritual attributes
include the need for spiritual quest, ecumenical worldviews, compassion, service,
and inner peace.
A person can possess spirituality even his/she does not subscribe to any religion.
Spiritual models are present everywhere. They function for respondents as
exemplars or spiritual qualities, such as compassion, self-control, or faith. Thus,
a person can be spiritual without being religious.
What does spirituality bring to one’s life? For many people, the search for
sacredness and transcendence can bring positive consequences to life. A spiritual
person finds contentment and serenity in his/her life circumstances. Through
spirituality, questions such as “am I a good person?” and “how can I live my life to the
fullest?” are answered. Most importantly, spirituality allows one to become resilient
amidst challenges and roadblocks that occur in daily life.
How is spirituality enhanced? The best way of enhancing spirituality lies within
the self. Constant reflection and meditation of life choices and decisions, developing
empathy and compassion toward other people, and having faith in a higher being can
enhance spiritual intelligence. It is not about finding meaning in life, but rather, how
meaning is applied to life.
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
Connections with Nature
The Self and the Natural Environment
The spiritual self is not only tied in one’s connection with a higher being and
other people; it is also related to how people relates to nature.
Religiosity aside, a significant number of people have made a serious
commitment to nature by taking care of animals, pledging advocacy for environmental
issues, and practicing daily behaviors that manifest a growing concern for the world.
These are embodied in the concepts of affinity with nature and ecopsychology.
Affinity with Nature and Ecopsychology
Affinity with nature can be defined as the ties that bind people and nature together.
It can also mean nature connectedness, defined as the extent to which individuals
include nature as part of their identity. If people feel that they are one with nature,
then destroying it can mean self-destruction and vice versa.
Ecopsychology shares many similarities with the concept of having affinity with
nature. It is concerned with the fundamental interconnections between humans and
the natural world through a phenomenological and sensorial link, and the integration
of practices based on the notion that direct contact with the natural world has healing
potential.
How can affinity with nature and ecopsychology be developed?
Just like other aspects of self, these are brought about by experiences with
nature and observations about the environment.
Locations also account for the environmental values and attitudes an individual
has; individuals living in rural areas are more likely to be mindful of the environment,
compared to urban residents.
How are connections with nature established and improved?
1. It is not enough that one simply conforms to what society says about taking
care of the environment. Developing an open mind and adopting a
philosophical perspective that advocates for environmental protection and
sustainability is important.
2. The emergence of technology has hampered people’s engagement with
outside activities. It is important to go out, explore the world, immerse oneself
in the beauty of nature, and foster ecologically healthy lifestyles.
3. While not all people are meant for being active environmental advocates,
incremental behaviors toward protecting the environment can go a long way.
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
In taking care of nature, an individual also takes care of himself/herself, thus
contributing to optimal, healthy development.
Discovering Life’s Meaning
Well-being and Life Satisfaction
Human beings are naturally inclined to assess their life, reflect on the choices
they have made, evaluate the consequences of such choices, and learn lessons
from various experiences.
Well-being and life satisfaction are interchangeably used but there is a thin
line that distinguishes one from the other.
Well-being, being intrinsic in nature, is an inner, personal construct, associated
with self-esteem, and self-understanding. It is how good one feels about
himself/herself.
Life satisfaction is also intrinsic but in this case, it is the general attitude
towards life. When well-being and life satisfaction are present, happiness
naturally flow.
However, in some cases, happiness is generally regarded as the emotional
result of life satisfaction. Happiness can be subjective and temporal while
life satisfaction is more encompassing.
Life satisfaction can refer to the desire to change one’s life, satisfaction with
the past, satisfaction with the future, and significant other’s views of one’s life
(Diener, et al., 1999). It is also associated with quality of life.
How well-being and life satisfaction achieved? Research has cited many
factors that influence how they can be achieved.
Personal factors such as personality (such as openness to experience and
extraversion), cognition, physical health, and vigor have been associated with
well-being and life satisfaction.
Environmental conditions contribute to individual life satisfaction.
Socio-economic status, home and social environment, interpersonal
relationships, and education also influence one’s well-being and life satisfaction.
Engaging in forward thinking (enabling forethought and planning) and
becoming community oriented are only some of the things that can be done to
enhance the over-all quality of life. However, well-being and life satisfaction are
highly personal and relative. Similar to personal meanings attributed to and
generated in daily life, how one feels about himself/herself and the life he/she lives is
dependent on how he/she defines a meaningful life.
What are the characteristics of people who have a high level of well-being and
life satisfaction? Literature has posited a variety of qualities associated to such
individuals:
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
Effective self-perception. Being able to change their attitude about themselves
and engage in self-monitoring to minimize negative attitudes.
Realistic self-esteem and self-acceptance. Self-valuation and self-respect.
Control of behavior. Behavior awareness and regulation.
True perception of the world. Harboring healthy perceptions of their
environment and place within it.
Sustaining relationships and affection. Manifesting empathy and sharing of
positive emotions with others.
Self-direction and productivity. Making sure their goals and behaviors are
aligned to their core values and conscious beliefs of themselves.
Within the context of spirituality, being cognizant of one’s purpose in life,
accepting limitations and celebrating strengths, enabling love and concern for
others, and engaging in behaviors that embody all these will lead one to have wellbeing and life satisfaction.
You are required to submit your output in this activity
a. Describe substantially your spiritual connection/relationship with:
a. a Higher Being ( example-God)
b. Parents and Family
c. Nature
b. Reflecting in your life right now, what can you see as the meaning of your life?
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes
ILOCOS SUR POLYTECHNIC STATE COLLEGE
Tagudin Campus
MODULE
References
A. Books
Alata, E.J.P., et al. (2018). Understanding the Self. Rex Book Store, Inc., Sampaloc,
Manila.
Macayana, J.V., Pinugu, JN J., and Castillo, JC D. (2018). Understanding the Self: An
Outcome-based Modular Courseware.
Taag, G.C., et al. (2019). Understanding the Self: Revised Edition. IPM Publishing,
Meycauayan, Bulacan
B. Journals
Schwieger, D. & Ladwig, C. (2018). Reaching and Retaining the Next Generation: Adapting
to the Expectations of Gen Z in the Classroom. Information Systems Education
Journal. 16 (3). June 2018.
C. Electronic Sources
Alston, W. P. (n.d.) Empiricism. Routledge Encyclopedia of Philosophy. Retrieved
August
12,
2020
from
https://www.rep.routledge.com/articles/thematic/empiricism/v-1
Dash, S.N.R. (2015). Philosophical Foundation of Education.
https://ddceutkal.ac.in/Syllabus/MA_Education/Paper_1.pdf
Guignon, C. B. (n.d.). Existentialism. Routledge Encyclopedia of Philosophy.
Retrieved
August
12,
2020
from
https://www.rep.routledge.com/articles/thematic/existentialism/v-1
Kohlberg’s Stages of Moral Development. The Psychology Notes HQ Online Resources
for Psychology Students. Retrieved August 15, 2020 from
https://www.psychologynoteshq.com/kohlbergstheory/
Markie, P. J. (n.d.). Rationalism. Routledge Encyclopedia of Philosophy.
Retrieved August
12,
2020
from
https://www.rep.routledge.com/articles/thematic/rationalism/v-1
McLeod, S. A. (2013, October 24). Kohlberg's Stages of Moral Development. Simply
Psychology.
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August
15,
2020
from
https://www.simplypsychology.org/kohlberg.html
McLeod, S. A. (2018). Erik Erikson's Stages of Psychosocial Development. Simply
Psychology.
Retrieved
August
14,
2020
from
https://www.simplypsychology.org/Erik-Erikson.html
McLeod, S. A. (2019, July 18). Freud's Psychosexual Stages of Development. Simply
Psychology.
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August
13,
2020
from
https://www.simplypsychology.org/psychosexual.html
McLeod, S. A. (2020). Maslow's Hierarchy of Needs. Retrieved August 14, 2020 from
https://www.simplypsychology.org/maslow.html.
Sprigge, T.L.S. (n.d.). Idealism. Routledge Encyclopedia of Philosophy. Retrieved
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=.
Course Code: Ged Ed 104
Descriptive Title: Understanding The Self
Instructor: Geraldine Honor Valdez-Reyes