lOMoARcPSD|29257440 Understanding-the-Self Understanding the Self (Eastern Samar State University) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 MODULE IN For ESSU Use Only Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) FIRST EDITION 2021 UNDERSTANDING THE SELF lOMoARcPSD|29257440 Table of Content Unit 1 DEFINING THE SELF: LOOKING THROUGH THE DIFFERENT PERSPECTIVES CHAPTER 1: Philosophy 1 CHAPTER 2: Sociology and Anthropology 8 CHAPTER 3: Psychology 16 CHAPTER 4: The Self in Eastern Thought 24 Unit 2 UNPACKING THE SELF: DISCOVERING THE COMPONENTS OF THE SELF CHAPTER 1: The Physical and Sexual Self 28 CHAPTER 2: The Material Self 40 CHAPTER 3: The Spiritual Self 43 CHAPTER 4: The Political Self 48 CHAPTER 5: The Digital Self 52 Unit 3 MANAGING AND CARING FOR THE SELF CHAPTER 1: Learning to be a Better Student 57 CHAPTER 2: Setting Goals for Success 60 CHAPTER 3: Stress and Mental Health Care 62 References 66 Course Guide Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 UNIT 1 DEFINING THE SELF: LOOKING THROUGH THE DIFFERENT PERSPECTIVES CHAPTER 1: PHILOSOPHY Introduction Whenever someone asks the question ―Who are you?‖ we automatically answer with our name, where we came from, or who our parents are. We attribute this idea of who we are to the most obvious labels like our name, our accent, and our physical characteristics. But notice how the perspective shifts when the question is replaced with ―Who am I?‖ It forces us to go in deep, to ask the question to ourselves and find the answers ourselves as well. To answer the most essential questions (which are often the most difficult to answer), we also need to have the courage to confront whatever daunting thoughts we have in our mind. Understanding the Self will ask you to do that. It is in the hope that by studying the different fields of the social sciences you will get a grasp on how you can answer the existential questions of your being: Who am I? What is the essence of my being? What makes me, Me? Learning Outcomes At the end of the chapter, you will be able to: Discuss how the self is represented in the philosophical perspective; Evaluate the applicability of the different philosopher‘s view of the self in your own life; and Create your own philosophy of the self. Lesson 1: What is Philosophy? From the Greek words philos (meaning love) and sophia (meaning wisdom), Philosophy seeks to answer the fundamental questions about existence, knowledge, truth, morality, nature of man, and other aspects of life through the use of rational or logical thinking (Alata et al., 2018). It provides a platform in which you can explore the depths of your own insights. Although the ideas in philosophy are by nature ultimate, it does not offer ultimate answers to the fundamental questions of existence. Instead, philosophy will help you to open your mind, to ask and provide answers to your own questions. Furthermore, you have probably heard people say that Philosophy is the mother of all sciences. This is in part true as most of the sciences branched out from Philosophy. However, Philosophy in itself is not a science. It provided the foundation for the development of contemporary sources of knowledge but it does not utilize the scientific method. So how does Philosophy view the Self? The answer to this question will depend on which school of thought will be utilized as a foundation to answering that question. It can be seen as a part of a duality between the body and soul, a part of the cosmos, a mere collection of sensations, or a separate entity that is a product of one‘s experience in the environment. In this chapter, we will see how some of the great Philosophers viewed the self. Your part at the end of the discussion is to identify which of the philosophies you were able to relate and create your own philosophy of the Self. Lesson 2: Ancient Philosophy Ancient philosophy is philosophy in antiquity, or before the end of the Roman Empire. It usually refers to ancient Greek philosophy. It can also encompass various other intellectual traditions, such as Chinese philosophy, Indian philosophy, and Iranian philosophy. Ancient philosophies are generally deeply rooted in religious traditions. Accordingly, ancient philosophies have a comprehensive outlook as opposed to modern or contemporary 1 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 philosophies, which tend to have more narrow methodologies and areas of focus (―Ancient Philosophy,‖ n.d.). 2.1. Socrates and Plato: The Ancient Greek Philosophers It is said that Philosophy originated in the ancient civilization of Greece. While the earliest philosophers were mostly concerned about the composition of the cosmos, Socrates and his student Plato were more concerned about the nature of man. Socrates was known as the wondering philosopher who would roam around public places, asking people the most intriguing questions. Socrates did not claim that he know the answers to all the questions but believes that he is wiser than most people because he admits that he doesn‘t know. He held that ignorance stems from the assertion of knowing. Because of his unconventional method, Socrates became very popular among the young generation but was detested by the academicians. Eventually, he was accused Socrates Source: https://owlcation.com/humanitie s/The-Life-and-Times-of-theAncient-Greek-PhilosopherSocrates of corrupting the minds of the youth and was forced to drink poison. It was Plato through his student Plato, who wrote most of Socrates‘ teachings that we are able to get to know his idea of the Self (Morzinski, 2002). Socrates believed that the self exists in two parts: one that is tangible, mortal and constantly changing and one that is believed to be immortal. He also dons the idea that man is innately good and that evilness stems from not knowing the Self. If you know that you are ―good‖, it will follow that you will do your best to avoid ―evil deed‖ because this is not part of your nature. But you may ask, how do we know ourselves? Socrates proposed the method of introspection as a way to know who we really are. Through introspection, we examine our actions, our Source: thoughts, our perceptions. Once we get a grasp of how we process things, this https://www.popularmechani cs.com/science/a33372667/e will eventually lead to the knowledge of our own strengths and weaknesses, our arth-cubes-plato-theory/ capabilities and areas of improvement, as well as our way of doing things. Simply put, Socrates believes that a person who is ―self-aware‖ can maximize his/her potential and use that potential to do things that are true to his nature – which is good (―Socrates,‖ n.d.; ―Socrates,‖ 2018; ―The Common Good,‖ 2018). Known as Socrates‘ greatest student, Plato also believes in the dual nature of man, that is, the self is composed of body and soul (mind). In relation to this, Plato‘s Theory of Forms asserts that everything that we see in the world of senses (physical world) existed because of their existence in the world of ideas, where every single matter in the physical world has a perfect form. Have you asked yourself, how did we know that a square should be called a square? Where did the ―idea‖ of a square come from? According to Plato, all ―ideas‖ or knowledge existed even before we got our physical form – in the world of ideas. When we were born, however, and our soul entered our physical body, most of what we know was forgotten. This is because our soul which is ―perfect, infinite, and eternal‖ inhabited a body that is ―limited, flawed, and corruptible.‖ It is our goal, therefore, is to rediscover the things that we have ―forgotten‖ through the process of self-awareness (De Landazuri, 2015). Plato believed that our soul is divided into three parts: appetite, will/spirit, and reason (Meinwald, 2020). Appetite refers to physical urges such as hunger, thirst, and sexual desire while the will includes passion, aggression, and emotions that we feel. Reason gives us the faculty to make sound judgments, make wise choices and understand Source: https://www.gamerevolution.com/guides/72007-persona-5-a-soul-is-composed-ofappetite-spirit-and Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) 2 lOMoARcPSD|29257440 eternal truths. These three parts interact with each other either in agreement or in conflict. The will/spirit can either work with reason so we can arrive at self-knowledge or it can be pulled by appetite making us slaves of the materialistic pleasures of the world. These three parts clearly play different roles but Plato emphasized that reason should rule to restore the harmony in our mind. Therefore, achieving harmony through reason is the only way to know ourselves. 2.2. St. Augustine: The Medieval Philosopher The Medieval Ages is widely known as the Dark Ages. This is a period in history when there were little advances in the field of science. When the Greek civilization flourished and made history in the advancement of the scientific realm, the medieval period took history to an opposite direction. When the Roman Empire fell, kingdoms went to the Church for protection and guidance. This made the Catholic Church the most powerful element in the European society. To unite people, the church used faith to discourage people to think for themselves and instead told to trust Source: the ways of the Church; literacy was limited to memorizing prayers https://probaway.wordpress.com/2013 /08/28/philosophers-squared-stand the doctrines of the Church; freedom of thought and education augustine-of-hippo/ was barred to favor those in the pedestal. To combat free thinking and disobedience, the Church destroyed most of the writings of the ancient civilization. The books of Plato and other Greek philosophers were banned and anyone seen carrying forbidden books were severely punished. Indeed, the development of society stood still during this period. With the way that the Church treated people who displayed interest in the discourse of knowledge, it may be impossible to think that philosophy and religion could ever be reconciled. One church leader however, proved that philosophy can be used to understand God and religion can be integrated to the wisdom of the ancient philosophers. St. Augustine was a Catholic bishop who was exposed to the teachings of the ancient Greek philosophers while he was studying to become a priest. The Catholic bishop soon realized as he was reading that Plato‘s Theory of Forms could be the ―missing link‖ to finally reconcile the dispute between faith and knowledge. Plato‘s belief in dualism (that is, a human person has a body and a soul which are separate but are interdependent with each other), was probably the door that opened for St. Augustine‘s journey to reconciliation. In his explanation, he likened the world of senses to the material or physical world where everything is bound to perish. Just like the physical world, our body will eventually return to dust as it is not eternal - unlike the soul. The soul, which is perfect and immutable has existed even before the physical body existed – in the hands of God, the only one who is infinite, perfect and the only source of truth and knowledge. As a clever man, St. Augustine defended the ideas of Plato as something that does not discredit the teachings of the Church but instead supports it with logical and reasonable arguments. In Plato‘s philosophy, he called the source of knowledge and truth as the ―world of ideas‖ and that we can only achieve our perfect form, or get to know ourselves better, if we reach this world through reason and logic. St. Augustine used this argument to inject faith in Plato‘s philosophy. St. Augustine could only think of one entity whose characteristics are the same with the world of ideas – and that is God: perfect, incorruptible, eternal. Plato, according to him, was not Christianized that‘s why he could not find the ―correct‖ word to describe the world of ideas. Thus in knowing the self, the human person can only achieve enlightenment and true knowledge of the self by seeking God first – the one and only source of truth and genuine knowledge. 3 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 Lesson 3: Modern Philosophy The Age of Enlightenment, sometimes called the Age of Reason, refers to the time of the guiding intellectual movement, called The Enlightenment. It advocated reason as a means to establishing an authoritative system of aesthetics, ethics, government, and even religion, which would allow human beings to obtain objective truth about the whole of reality. Enlightenment thinkers argued that reason could free humankind from superstition and religious authoritarianism that had brought suffering and death to millions in religious wars. Also, the wide availability of knowledge was made possible through the production of encyclopedias, serving the Enlightenment cause of educating the human race (―Age of Enlightenment,‖ n.d.). 3.1. Rene Descartes: The Rationalist Try to ponder on these questions: Do you exist? What proof do you have that you can say that you are truly awake and not just a part of someone else‘s dream? These kinds of questions have bothered Rene Descartes a very long time ago. Like most thinkers of his time, Descartes believe that truth can only be derived through independent rational thinking and should not be based on decrees handed down by authority. He started his arguments by giving the assumption that Source: https://www.worldhistory.org/Rene_D human beings are imperfect but has an idea of perfection. For escartes/ something that is flawed and imperfect, it would be incorrect to assume that the idea of perfection could come from something imperfect. Just as how a chicken could not possibly produce a dog as an offspring, human beings could not have been the source of perfection. And yet, there exists in our mind that very same idea. Descartes then concluded that the source of this idea of perfection is outside the flawed human being. And what other idea fits to perfection but only the ―idea‖ of God (―Descartes, Rene | Internet Encyclopedia of Philosophy,‖ n.d.). Rene Descartes came up with this valid conclusion through his method of doubting. Contrary to the medieval period, where the things that people in authority are regarded as truth, Rene Descartes believed that the only way that he can possibly arrive at truths is by doubting every single idea that he has. If a particular idea cannot be proven through reasoning and logic, that idea is incorrect or false and should be discarded. In this way, the only idea that would persist are those that are logical enough. As he proved that the existence of God is true, he now turns to prove his existence. Yes, he even doubted his own existence but eventually proved his existence. How did he do this? By asking the questions I asked above. He cannot prove that his existence is not something that only exists in someone else‘s mind. He was also uncertain if he was really awake or was just dreaming. All the more, he doubted that the environment that he sees is not an illusion. However, he was certain of one thing. And that is, he was doubting. And because he was doubting, he could not possibly deny the fact that he was thinking. And because he was thinking, he was aware that he was thinking, there could only be one explanation for that. And that he was alive, that he exists. Meaning, the self is a thinking thing. Descartes, like Plato, believed that man has a separate body and mind. The mind can independently exist from the body but does not deny the association between the two. However, the mind (which is governed by the laws of reason) surpasses the physical self (governed by laws of nature) (―Descartes, Rene | Internet Encyclopedia of Philosophy,‖ n.d.). 4 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 3.2. John Locke, David Hume, and Immanuel Kant: The British Empiricists In the same time that the Rationalists in Europe were emerging, a separate school of thought was also blooming in England – empiricism. Just like the rationalist, they also condemned ideas that are baseless and simply handed by authority. However, the empiricists were more skeptical on the validity of claiming truth by merely thinking and logic. They believed that an idea can only be true if it can be experienced by our senses. John Locke believed that the mind is a tabula rasa or blank slate John Locke when we are born. He does not subscribe to Plato‘s or Descartes‘ belief of innate ideas. For him, the thoughts and ideas we acquire are products of our experience in the environment. The self, therefore is something that is shaped by our conscious experience of the world. We can only know our identity when we learn from our experience. Unlike the rationalists, Locke believes that the self is not embedded in a single entity like the mind. Instead, the self exists in space and time. Your identity, therefore is integrated in each part of your body. Source: Particularly, your memory of the experiences that you have had is the https://www.laphamsquarterly. org/contributors/locke reason why your identity endures. David Hume, an empiricist and nihilist took empiricism and the David Hume idea of the self into the extreme. ―There is no self‖ according to Hume. For him, the ―self‖ is nothing more than a bundle of different perceptions in inconceivable rapid successions in perpetual flux and movement. If reality or truth lies in sensations experienced by our sense organs – ear, eyes, mouth, skin and nose – then there would be an uncountable number of ―self‖ from the moment of birth until a person‘s last breathe. This is because, a second of conscious experience, there would be a different experience as second after the Source: http://www.philosophypages.co first experience. The previous sensations would no longer be part of m/ph/hume.htm the conscious experience, but rather, only a part of our memory – which is not an authentic source of information. If we are to consider the self as the one that exists because of conscious experience, we would all end up having an infinite number of selves. David Hume thus insists that there is no such thing as a self, just a collection of experiences. A one minute video, for example is not really moving image but gives us the illusion of movement because the images captured by the camera were arranged in very rapid successions that we can no longer perceive the transitioning from one image to another but instead, perceive movement. The philosophy of the self presented by Locke and Hume were Immanuel Kant not appealing to Immanuel Kant, another empiricist. He contests Hume‘s idea as he believes that our experience with the world is not disconnected (simple collection of experiences) but is actually continuous like a flowing stream of consciousness. Unlike the two previous empiricists, Kant believes that we have an innate mechanism that helps organize our experiences that makes it intelligible. This mechanism is called the a priori concepts, the fundamental organizing rules or principles built into the architecture of the mind, which categorize, Source: organize and synthesize sense data into the familiar fabric of our lives, https://gohighbrow.com/philo bounded by space and time (Vanzo, 2013) Through the a priori sophy-of-immanuel-kant/ concepts, we are able to organize our experience in the environment and make meaning out of those experiences. Meaning, we are the ones who construct the self. The self actively organizes all the sensations and thoughts into a picture that makes sense to each one of us. Kant believes that the self is not an object located in the consciousness, but rather, it is a subject, an organizing principle that makes a unified and intelligible experience possible. The self is a transcendental unifying principle of consciousness. 5 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 3.3. Gilbert Ryle and Paul Churchland: The Physicalists While the rationalists have been busy examining the duality of human nature, the physicalists have moved on with the unobservable, the unmeasurable, and the subjective experience. For the physicalists, there is nothing more to be known than the physical. If you want to know what a banana is, you have to see the actual object to know what it is. In short, there is nothing beyond the physical. Gilbert Ryle Gilbert Ryle asserts to deny all forms of dichotomy concerning the nature of man. He rejected altogether the notions about the unconscious, consciousness, souls, and inner selves because these things cannot be measured, cannot be directly observed. If we have to explain a phenomenon, we need to acquire information from measurable sources, for example, behavior. To know a person, we have to observe his/her behavior. To know yourself, you have to observe your own behavior. The self, for Gilbert Ryle, is known through a person‘s behavior presented to the world. It is a pattern of behavior, the tendency Source: or disposition for a person to behave in a certain way in certain https://www.philosophybasics .com/philosophers_ryle.html circumstances. Paul Churchland (1981) stands in the materialistic belief that Paul Churchland nothing but matter exists, for example, the thing you are holding right now, the thing right beside you or in front of you. Meaning, anything that can be seen, felt, heard, tasted or smelled exists, nothing beyond what our senses can experience. With this in mind, can we say that the soul exists? In Churchland‘s view, it doesn‘t because our senses cannot directly experience it. But how about the self? He believes that the self is the brain itself. And our conception of the self is a product of the chemical processes inside our brain. Our identity, therefore, is directly Source: http://www.integralworld.net/ influenced by the how our brain works. lane210.html Lesson 4: Contemporary Philosophy Contemporary philosophy goes beyond the mind-body problem and even finds it unnecessary. They argue that life is more than identifying how the mind and body work but rather, it is living through life and finding meaning as we live it. We are born without the innate or predetermined essence (as what the ancient philosophers believe) but we are able to shape our own destiny and make own choices. Furthermore, the contemporary philosophers emphasize the importance of free will and our ability to make choices for ourselves. Life is meaningless, until you give it its own meaning. 4.1. Maurice Merleau-Ponty: The Phenomenologist Merleau-Ponty is a French philosopher who believed that the mind and body should not be subjected to a competition because both the thoughts and ideas in our mind as well as our physical body comprise the whole person. The mind and the body are so intertwined that you cannot separate them from one another. He is a firm believer of phenomenology, the field of study that emphasizes lived-experiences. Merleau-Ponty considers the self as the sum of all your experiences in the past or in the present, your Source: https://literariness.org/2017/05/2 emotions, your thoughts, and your behavior. It is having the ability to 8/key-theories-of-mauriceexperience the world that we live in that makes a human being a merleau-ponty/ person. Without these experiences, we become nothing but mere vessels of our organs. He asserts that your direct, lived experience is the only source of knowledge about the world. Furthermore, he stresses that the self is a product of our own human experience. Therefore, 6 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 our identity is created based on how we perceive our experience and how we interpret those experiences. To explore more, you may also watch: Socrates's Concept of the Self by PHILO-notes https://www.youtube.com/watch?v=o0InjgHFpco Plato's Concept of the Self by PHILO-notes https://www.youtube.com/watch?v=bge5EUL89BE Descartes's Concept of the Self by PHILO-notes https://www.youtube.com/watch?v=B0vVVy4dFuA Kant's Concept of the Self by PHILO-notes https://www.youtube.com/watch?v=B0vVVy4dFuA Hume's Concept of the Self by PHILO-notes https://www.youtube.com/watch?v=qDhidRr_PWs Assessment I. Read each item carefully and identify whether the statement is true or false. Write TRUE if the statement is true. If false, replace the underlined word/s with the word/s which will make the statement true. Write your answers in a ½ sheet of yellow paper. 1. Philosophy is a science that deals with the fundamental questions of life and existence. 2. Introspection allows a person to examine one‘s self by looking outside of one‘s self. 3. Socrates emphasized the need to observe the cosmos to know the self. 4. Plato believed that the will should be the driving force of one‘s mind. 5. According to St. Augustine, it is only through philosophy that one can know the self. 6. Empiricism supports the idea that knowledge can be acquired through reason and logic. 7. Locke, Hume and Kant believed that the self is known through reason and logic. 8. Physicalists give importance to the tangible phenomenon and concepts in understanding the self. 9. Existentialism believes that essence precedes existence. 10. Private thoughts are requirements to the development of the self according to Ryle. II. In matrix, choose two of your favorite philosophers, specify their most meaningful philosophical thought about the self and make a personal reflection on how it would guide you in becoming a better student in the university/ professional in the future. Write your answer in ½ sheet yellow paper. PHILOSOPHER/S MEANINGFUL PHILOSOPHICAL THOUGHTS PERSONAL REFLECTION As a University As a Future Student Professional 1. 2. 7 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 CHAPTER 2: SOCIOLOGY AND ANTHROPOLOGY Introduction Most people would know who Tarzan is – either as an animated series or a movie. The fictional character is supposed to have lived in the jungle after his parents met an unfortunate accident. With no parents to take care of him, the gorillas in the jungle sheltered him and treated him as their own. Until a group of explorers found him, Tarzan didn‘t know how to be a ―person.‖ Outside of the fictional world, Vietnam recently discovered a real-life Tarzan. Ho Van Lang, 44 and his father Ho Van Than, 85 fled to the forests of a province in Vietnam after an American bomb killed his mother and siblings during World War II. For 41 years, Ho Van Lang had no contact with human civilization except for his ill father. He spoke very little of the language and didn‘t know the ways of ―men.‖ He is likened to an innocent child who does not have the moral awareness of what is considered right or wrong (Pavlou, 2018). Ho Van Lang‘s case begs us the question: does being human automatically equate to being a person? Learning outcomes At the end of the chapter, you will be able to: Differentiate the sociological view of the self from the anthropological view of the self; Identify the SOGIE of an individual based on a given scenario; and Apply the different concepts of Sikolohiyang Pilipino in your own life. Lesson 1: What is Sociology and Anthropology? Have you ever heard your grandparents tell you not to cut your finger nails at night? How about avoiding taking pictures in groups of three? Were you told not to sing while cooking or else you‘ll end up #FOREVERALONE? You‘ve probably heard MORE of these funny superstitions (which most of us still probably practice until now) as you were growing up. Some of us may think they‘re ridiculous but still end up following in fear of it being true. Now take this scenario: You are in a foreign country and you tell your foreigner friend to knock three times whenever he/she says something bad or not to cut his/her hair before taking an important exam. What do you think will be your friend‘s reaction? Yes, you may probably sound crazy to them and might be tagged as the weird Asian friend. From the scenarios above, we can see how our society and culture can affect our behavior and eventually develop our identity. Sociology and Anthropology are two scientific fields of study that deals with the elements of society and culture and how they relate to the human person. Although interrelated, Sociology and Anthropology are not the same. When we study what makes our species human, we study Anthropology. It looks into the origin of our species, and the evolution of our existence around the world through time. An anthropologist will dig fossil remains to understand human evolution; they will examine material remains of past civilizations and compare it with the present to understand how our society evolved through time and space. On the other hand, social organizations, societies, people‘s social lives and culture are the fields of interest when we study sociology. Sociology wants to know how people affect other people, how the culture of a certain society affects the behavior of its members and how different societies are related with one another (Alata et al. 2018). In close examination, the common feature between the two is culture. By definition, culture is summed up as the way of life in a certain society. The culture dictates what acceptable and unacceptable behavior is in a society. Culture also creates social glue that bonds the people in a community together. It is therefore important that we examine how the elements of culture shape people‘s behavior in the society. In the succeeding discussion, we will know how the self develops according to sociology and anthropology as well as look into the important role it has in our development. 8 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 Lesson 2: Development of the Self 2.1. Sociology and the Development of Self George Herbert Mead is a sociologist who advanced the idea that the development of the self is influenced by significant persons in one‘s life. For Mead, the self develops in a chronological order or stages wherein one has to undergo the first stage before proceeding to the next stage. He clarified that very young children were in no way influenced by others. Instead, they create their own world and do not have the ability to understand other people‘s perspectives. However, as children grow up, other people‘s opinion about them takes a central role in the development of the self. Here are Mead‘s developmental stages. PREPARATORY STAGE Source: https://www.fatherly.com/news/babies-imitating-adultfacial-expressions-might-be-a-coincidence/ PLAY STAGE Source: https://singlemomontherun.files.wordpress.com/2012/ 10/preschlrs-pretend-1600x1200.jpg GAME STAGE Source: https://eventinvalsi.it/en/event/i-dati-invalsi-uno-strumentoper-la-ricerca-e-la-didattica/ First, the child learns to imitate others, usually the primary care givers. There is no actual interaction since the child only mimics the doer. Important elements in this stage include symbols such as language, gestures, and objects that form the basis of communication. This changes when the child transitions to the Play Stage. This goes beyond imitation as the relationship between the child and others becomes more social which can be observed when children start to pretend play as other people. For example you might recall that when you were a child, you‘ve probably played Bahay-bahayan and you and your playmates would assume the roles of Nanay, Tatay, Ate, Kuya, etc. During the play stage, children can already assume the perspective of others making it possible for them to act like any family member. The last stage is characterized by the influence of the generalized other, or society as a whole. Understanding how the society works is no longer just limited to the people who are closest to them but also considers the people outside of one‘s immediate family. In the Game Stage, children start to understand that Nanay is not only a mother but she can also assume other roles. For example, Nanay is mother at home, but she is also Ma’am at work and Madi when she‘s with her suki buyers. Children are now capable of understanding that people have multiple roles. 9 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 As children understand the multiple To explore more, you may also watch: roles that people have, they also start to Mead: Stages of the Self =) by Amirul Hafiz become aware that other people also have https://www.youtube.com/watch?v=DIrrvYCjiSs opinions about them. And these opinions are derived from how they behave around them which in turn, influences their perception of their own self. However, not all people‘s opinions matter – only those with whom they have important relationships or significant others (not limited to romantic relations). Undergoing through the three stages will lead to the development of the ―Me‖ and the ―I‖ self. The Me can be considered as the social self while the I is the response to the social self. The Me is developed through the perception of the generalized others. The I then interprets these perceptions and acts accordingly. The I is our individual responses to what society thinks. For example, society may think that it is necessary for you to take the program that your significant others chose for you but the evaluation whether you should follow what they want for you and what you want for yourself is entirely up to you. Although the I and the Me self may sometimes be conflicting, according to Mead, the healthy self should be a balance between these two. 2.2. Anthropology’s Conception of the Self Clifford Geertz, a French anthropologist was one of the best anthropologists of the th 20 century. He emphasized the importance of studying the cultural context of a certain behavior to understand it. In his famous wink example, the behavior of winking can mean different things in different situations. At certain contexts, winking can mean an understanding between two people or it could mean nothing but a reflex because of a tic disorder. For the first circumstance, an observer must know the situation, the context where the behavior is happening to understand the meaning of the wink. Through this example, Geertz wanted to emphasize that to understand culture, it is not enough that you study culture. One must be ―in‖ the culture. Geertz believed that culture serves as a control mechanism that guides behavior. Studying culture means looking into the small details of that culture and drawing conclusion from those details. In the study of anthropology, it is therefore important to understand culture to understand the people. In understanding the collective, we will be able to understand our individual behavior, to understand the Self. (Sökefeld, 1999) . A Filipino anthropologist, Prospero Covar (2015) acknowledges the importance of knowing the Filipino culture in understanding the Filipino identity. A person, particularly a Filipino person has biological givenness but this personhood is only completed through the immersion in the Filipino culture. You are born as a human being but becoming a person is a process embedded in culture thus the saying, ―Madaling maging tao, mahirap magpakatao.‖ It only takes approximately nine months to be born as a human being, but becoming a person takes a lifetime of learning. Covar likened the Filipino identity to a jar – it has labas, loob, and lalim; the jar is made of clay, man (in the Biblical sense) is also made from the earth. Covar used the method of tambalang lapit (dynamic dualism) to dissect the Filipino identity. When we use dynamic dualism as a method, this is ME that is, if there is labas, there is loob; if there is kaluluwa, there is budhi. It is in the labas that we witness the Source: https://www.researchgate.net/publication/307168569_Hinggil_k reflection of the person‘s experience of culture. ay_Prospero_Covar_Pagkataong_Pilipino_Isang_Teorya_sa_Lali The loob is a broad concept which needs to be m_ng_Banga 10 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 understood deeply. It is not merely a two-dimensional figure but is like a container that has depth. The loob, as a container, can contain something. When you put something inside the containe r, it becomes a vessel – no longer just an empty container. It is therefore necessary to look at loob not only with labas but also has lalim which gives the loob its profound meaning. In the context of the person, one should not merely look into the exterior (labas) of the individual as this is an incomplete concept of the person. Looking at the interior (loob) of the person, his thoughts, his feelings and internal systems working inside the body is not enough to capture the whole personhood. But if one will include depth, the person‘s convictions, beliefs, and principles To explore more, you may also watch: (which are largely influenced by Module 3 (The Humanities and the Filipino Personhood culture), we get to perceive the Pagkatao) by Manuel, Jr. Tana totality of the human person https://www.youtube.com/watch?v=u2bn7FkgO0U&t=189s (Navarro, Petras, Ujano-Batangan, 2013). Lesson 3: The Self in Different Contexts 3.1. The Self as a Product of the Social World The family plays a significant role in our acquisition of culture. It is through the family that we first learn to socialize with people. Our family is our first experience of the social world and the culture embedded in it making it one of the most important elements of society. Human beings are born vulnerable and needs care and support for a relatively longer period of time than that of other animals. The acquisition of the learning to adapt to the society is one of the crucial roles that families play in the life of a person. In children, the development of healthy self-esteem is largely influenced by family upbringing. You can recall that Mead discussed the first and second stage of selfdevelopment which is characterized by imitation and role play. Children perceive their family members as role models and as a reflection of the society that they belong. The family is where we first learn gender roles or the expected behaviors based on one‘s biological or perceived sex. For example, young girls are expected to take gentle personalities while young boys are encouraged to play rough. Pink is attributed to being feminine and blue, masculine. Because of the rigid belief of these gender roles in our society, men and women are often limited by the strong belief of these roles. That‘s why men who cry are seen as weak (even though they are also humans who can feel and biologically speaking, capable of crying) and women who are outspoken are seen as dominating (but same thing would merit men as a leader). From the discussion above, we can immediately see how expectations of the society based on one‘s gender can affect the shaping of the sex. However, gender should not be equated to biological sex. It should be emphasized that gender is shaped by a person‘s experiences in the environment or the way that one perceives our self in relation to the environment. In 2019, Gretchen Diaz became a sensational figure when she posted a video of a mall security personnel calling her out for using the women‘s bathroom (Parsons, 2019). In 2018, Barnett, Nesbit and Sorrentino investigated the relationship of allowing transgender individuals into restrooms and the number of sexual offenses. The debate over whether transgender individuals should be allowed to use the public restrooms (including locker rooms and changing rooms) that correspond to their currently expressed gender rather than their biological sex has been of recent interest. The study concluded that from a scientific and evidence-based perspective, there is no current evidence that granting transgender individuals access to gender-corresponding restrooms results in an increase in sexual offenses. They added, however, that the arguments for and against legislating access to public accommodations are not simply answered by science. The basis for differing opinions 11 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 includes whether transgender individuals are mentally ill and whether there are legal and ethics-related justifications for genderinclusive restrooms. The Genderbread Person shows how diverse gender is and why we should start looking at it as a spectrum of colors instead of a binary construct. A quick guide on Sexual Orientation, Gender Identity, Gender Expression and Sexual Characteristics 12 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 Illustration source: https://twitter.com/kalikhaupd/status/1162337158545301504 3.2. The Self as Embedded in Culture Culture is dynamic and always changing. The norms or standards of behavior in a society change through time. During the Pre-colonial Philippines, men and women had a relatively equal status in society. When we were colonized by the patriarchal culture of Spain, the role of women in the society became less important. In today‘s society however, we see how some of the most successful people in diverse industries are women. In the same manner, we have seen how young generations would adapt to the changes in society and evolve through the passing of time. Time as an element of the changes in culture is a widely recognized fact. The evolution of culture is largely dependent on what the members of the organization values. For example, honor is highly valued in Japan, explaining why suicide following a scandal is an acceptable option even at modern times. In the Philippines, family extends to the fourth and even fifth degree because we place a high value in close family ties. Language is another aspect that influences the development of the self in the context of culture. You must know the language to participate in the culture. And to understand language also means to understand the cultural context. Needless to say therefore, the Filipino language is a reflection of our cultural identity. Let‘s take for example the statement ―Mahal kita‖ and the English translation, ―I love you‖. In the English language, the subject and the object of love is separate. We can easily distinguish the I, being the object and the you, being the subject of love. The Filipino expression of love does not permit this because the object and the subject of affection are considered as one – kita. Can you see why conservative Filipinos don‘t approve divorce here in the Philippines? 3.3. Cultural Diversity The concept of cultural relativism accentuates the idea that understanding the self is a process that involves knowing one‘s own culture instead of other unfamiliar cultures. It recognizes the diversity of culture around the world and even within one‘s own country. Cultural relativism emphasizes that no culture is dominant over the other – only different. Meaning, the Filipino culture is different from the American culture but no one can say that the American culture is over and beyond the Filipino culture and vice versa. But we acknowledge the differences in the two cultures. The most apparent difference between 13 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 Western Culture (for example, American Culture) and Eastern Culture (for example, Filipino Culture) is the degree to which individual needs and goals are preferred over the needs and goals of the group. In Individualistic cultures, people are considered "good" if they are strong, self-reliant, assertive, and independent. This contrasts with Collectivist cultures where characteristics like being self-sacrificing, dependable, generous, and helpful to others are of greater importance. Individualistic cultures give importance to autonomy, independence, self-sufficiency, and uniqueness while in Collectivist cultures, family takes the central role in shaping the person as a social being. Early on, children in collectivist cultures are taught that one is part of a greater whole – the society. Can you see why American youth moves out of their parent‘s house when they reach 18 while the Filipino children stay with their parents even after they have their own family? 3.4. Sikolohiyang Pilipino Virgilio G. Enriquez, the father of Sikolohiyang Pilipino envisioned a time when the Filipino identity is understood in the context of the Filipino culture instead of Western standards of selfknowledge. According to Enriquez (1977), unlike the individualist culture of Western countries, the Filipino always acts in relation to ―others‖. The heart of Enriquez‘ Sikolohiyang Pilipino is the Filipino understanding of Kapwa, the selves outside of the self. Kapwa has two categories: Ibang Tao and Hindi Ibang Tao. Ibang Tao are people who are considered ―outsider‖ while Hindi Ibang Tao are those who are ―one-of-us‖. Each category merits a levels of interaction (Pe-pua & Source: https://www.pssp.org.ph/sp2/ Protacio-Marcelino, 2000). The table below shows the different levels of interaction with Kapwa according to Enriquez. Interaction with Ibang Tao starts with Pakikitungo, Pakikisalamuha, Pakikilahok, Pakikibagay, and lastly Pakikisama. In the case of Hindi Ibang Tao, it is iniated through Pakikipagpalagayang-loob, then Pakikisangkot, and lastly, Pakikipagkaisa. Ibang Tao Pakikitungo Pakikisalamuha Pakikilahok Pakikibagay Pakikisama Hindi Ibang Tao Pakikipagpalagayang-loob Pakikisangkot Pakikipagkaisa As a final note, Sikolohiyang Pilipino wants you to understand that the search for your identity entails not only the journey towards understanding your thoughts and behavior. You also have to know your beliefs, and values in relation to your own culture. It is only then that you can have a full understanding of the self. Assessment I. Read the statements for each item. Identify their SOGIE-SC based on how they describe themselves. Options are found in the table below. Write your answers on the ¼ yellow paper. Sexual Orientation (SO) Heterosexual Gay Lesbian Bisexual Asexual Gender Identity (GI) Gender Expression (GE) Cisgender Transgender Non-binary trans identity Feminine Masculine Androgynous Queer Sexual Characteristics (SC) Male Female Intersex 14 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 Example: ―Hi! I‘m S. I have a vagina, I love men but I am more comfortable with men‘s clothes. However, I still believe I‘m a woman.‖ Answer: SO – Heterosexual GI – Cisfemale GE – Masculine SC – Female Start here: 1. ―Hi! I‘m E. I am born with a penis, I am attracted to cisfemales, I like to wear comfortable jeans and shirt for males. I am a man.‖ 2. ―Hi, F here. I am born with a vagina, I don‘t feel sexual attraction to anyone, I prefer jeans and shirt for females. I feel that I am a woman.‖ 3. ―K, 23. I have a penis. I have been in a relationship with a gay man, a straight woman, a bisexual, and another man. I prefer polo shirt and comfortable jeans. I feel that I am a woman.‖ 4. ―I‘m D. I look like a man. I have a vagina. I have a girlfriend. If I was born again, I‘d like to be born with a penis.‖ 5. ―Call me L. I was given a penis. I have a beard and dress according to may SC. I am both attracted to male and female; I get emotionally attached to males but I find sexual intercourse with female more satisfying. I know I can be both male and female, but I see myself as a man.‖ II. In a 1 whole yellow paper, answer the following questions in not more than 10 sentences. 1. Is your self-concept affected by how others see you? 2. Do you contribute to the development of others‘ positive self-concept? 3. What are the influences of your family in your development as an individual? 4. What social pressures help shape yourself? 15 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 CHAPTER 3: PSYCHOLOGY Introduction We may only have one physical body, but it may feel like having several selves all at once. In our little corner, this might not be bothersome. Nevertheless, to be asked in public, "Who are you?" could be stressful. This question seems to force us to come up with a satisfying answer that we might begin to feel unsatisfied after saying it. Questioning who we are or engaging in self-reflection to figure out and understand why we behave in a certain way is normal (Weiten et al., 2014) and is beneficial in increasing self-awareness. This chapter will let you think about you, your thoughts, feelings, and behavior. The theories in Psychology will help you understand why you feel and behave that way. Psychology may focus on the individual and the cognitive functions, but it does not discount the context and other possible factors that affect the individual. To help us understand ourselves a bit clearer and somehow ease the pressure of coming up with a definite answer to who we are, let us look into some of the theories and concepts in psychology regarding the self. Learning outcomes At the end of the chapter, you will be able to: Differentiate the different Psychological theories; Discuss how different theories in Psychology represent the self; and Identify one Psychological theory that has the most influence on you. Lesson 1: Theories and Concepts in Psychology Psychology is the science that deals with human behavior and mental processes. Many people misunderstand psychology as simply mind reading or stating the obvious. As you read through the module, however, you will soon realize how these notions are misconceptions. As a field that focuses on the human being, Psychology draw findings based on empirical data. The self in psychology pertains to how one creates a schema of his/her person. Awareness of the self is similar to having a conception of the self. A schema describes a pattern of thought or behavior that organizes categories of information and the relationships among them. Self is ―the sense of personal identity and of who we are as individuals‖ (Stangor, Jhangiani &Tarry, 2014). 1.1. Individual Self: The Biological Foundations of Behavior The center of all our bodily activities is the brain. It is composed of billions of specialized cells called neurons that receive and send the signal from the central nervous system (brain) to different parts of the body. These signals or neural impulses are the messages that are being carried for the brain to interpret the external stimulus coming from the environment. https://www.sciencenewsforstudents.org/article/explainer-what-is-aDepending on the stimulus, a corresponding Source: neuron signal will be sent, which will cause certain types of responses or behavior. Aside from the signals coming from the environment, chemicals in our brains also affect our responses or behavior. These brain chemicals are called neurotransmitters (Prasad, Kumar, & Ali, 2020; Passer & Smith, 2007). The following neurotransmitters are known to have a direct influence on human behavior: 16 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 Source: https://www.researchgate.net/figure/Chemical-Structures-of-Neurotransmitters-Reproduced-from_fig1_323400992 However, this influence does not mean that they are the direct and sole cause of such behavior. What needs to be understood in this section is that human behavior can also be explained through the inner workings of the brain (Prasad, Kumar, & Ali, 2020). Especially in the discussion regarding mental disorders, explaining an imbalance in brain chemicals will help people understand that having a mental condition does not equate to being weak or not having faith. In To explore more, you may also watch: some instances, vulnerability to The Chemical Mind: Crash Course Psychology #3 developing mental disorders can be by CrashCourse attributed to our genetic disposition https://www.youtube.com/watch?v=W4N-7AlzK7s and the composition of these chemicals in our brains. 1.2. Individual Self: Stages of Human Development There are theories that explain the development of a human being throughout the life span. The most popular among them are the Psychosexual Stages as proposed by Sigmund Freud and Erik Erikson's Psychosocial Stages. Both theories believe in the influence of the unconscious mind in the development of an individual. The two approaches differ in the number of stages that they have. As Freud believed that childhood experiences primarily shape the adult personality, his stages are limited only up until the puberty stage. Erikson expanded this belief to include the later years of life. Furthermore, while Freud emphasized the sexual drive as the main reason for our behavior, Erikson believed that interpersonal relationships take the central role in the development of the individual (Knight, 2017). The following figures summarize the Psychosexual and Psychosocial Stages of Development: Freud‘s 5 stages of Psychosexual Development Pleasure center is on the mouth – sucking, biting and chewing. If oral needs are not met, the person may develop thumb sucking, fingernail biting or pencil chewing in childhood and overeating or smoking in later life. Satisfaction focuses on the expulsion of bowel and bladder elimination; coping with demands for control. If they are trained before they are ready or not trained on time, it may result to extreme orderliness or messiness as part of the individual’s personality. 17 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 Pleasure zone is the genitals; dealing with incestuous sexual feelings towards opposite sex parent. To avoid punishment to the incest feelings, they adopt the same sex parent’s characteristics or values. Dormant sexual feelings. The child acquires new social values and spends time with same sex peers. To explore more, you may also watch: Freud’s 5 Stages of Psychosexual Development by Sprouts https://www.youtube.com/watch?v=mhG-twzaE_g&t=3s Maturation of sexual interest. Sexual impulses reappear. If development in earlier stages is successful, it can lead to marriage, mature sexuality and bearing of children. Illustration source: https://sproutsschools.com/psychosexualdevelopment-theory-freud/ Erikson‘s 8 Stages of Psychosocial Development If needs are dependably met, they develop a sense of trust. Toddlers learn to exercise will and do things for themselves or they doubt their abilities. Pre-schoolers learn to initiate tasks and carry out plans or they feel guilty about their efforts to be independent. Children learn the pleasure of doing tasks or they feel inferior. 18 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 Teenagers work at refining a sense of self by testing roles and integrating them to form a single identity or they become confused of who they are. The middle aged discover a sense of contributing to the world, usually through the work, or they may feel lack of purpose. Illustration source: https://sproutsschools.com/erikson-psychosocialdevelopment-8-stages/ Young adults struggle to form close relationships and to gain the capacity for intimate love or they feel socially isolated. When reflecting on his/her life, the older adult may feel a sense of satisfaction or failure. To explore more, you may also watch: 8 Stages of Development by Erik Erikson by Sprouts https://www.youtube.com/watch?v=aYCBdZLCDBQ&t=12s 1.3. Individual Self: The Subjective Being Freud (1905) believed that the human mind is divided into three levels: The conscious mind comprises all those thoughts that you are aware of. The subconscious mind on the other hand are thoughts that are not currently in present awareness but could easily be remembered when needed. For example, you may not be thinking about your favorite teacher's name while reading but when someone asks for his/ her name, you will be able to give them this information easily. The unconscious mind resides in the deepest and the hard to access part of our mind. It nurses our unwanted memories, deep-seated guilt feelings, unacceptable thoughts, and desires. Freud stressed that conscious thoughts are already Source: filtered with the influence of society's expectations and http://www.loreto.herts.sch.uk/wpcontent/uploads/Psychodynamic-PPT.pdf are not the accurate representation of the self. If we want to understand the self, we should not be looking into what we are conscious of, but instead, look into the dark realm of our unconscious mind because it is where our most primitive instincts lay (McLeod, 2019; Feist and Feist, 2008). Just like an iceberg, only a small portion of the mind is exposed to reality. A more significant portion of it is submerged and is unaware of reality (Mcleod, 2019). Freud (1905) 19 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 further noted that the mind has three provinces and the interaction between these three is what dictates human behavior. The three provinces of the mind are as follows: the id which follows the pleasure principle the superego follows the morality principle the ego follows the reality principle. The id, which is totally submerged in the unconscious mind, only considers what it wants. Although partly aware, the superego is not exempted from the shadows of the unconscious mind, prompting it to make unreasonable demands often in conflict with id. The ego, aware of the situation, is the one that makes sense of the situation. It often acts according to the balance of the id, supergo and reality (Feist & Feist, 2008). Further, Carl Jung (1921) who was a former colleague of Sigmund Freud, just like Freud, believed that the unconscious mind should be the center in the study of the self. In fact, he thought that just as how genes are passed from one generation to another, the term he called collective unconscious are the ideas or thoughts we have inherited from our ancestors. In the collective unconscious, we can find the archetypes (Jung, 1921/ 1948). Anima (feminine) Mask that is adopted in response to the demands of social convention Helps us understand feminine behavior in males (moods & feelings) SELF Persona One’s striving for unity Helps us understand masculine behaviour in females (thinking & reasoning) Shadow (Evil side) Unpleasant and socially reprehensible thoughts, feelings, and actions Animus (masculine) Lesson 2: Me-Self and I-Self: William James James (1890) identified two understandings of the self, the self as "Me" and the self as "I." This distinction was initially based on the idea that the "Me" self refers to the self as an "object of experience" (self as object), and the "I" self reflects the self as a subject of experience (self as subject). (Woźniak, 2018) James‘ (1890) categorization of the Me-self and I-self can be seen through the table below: ME-SELF I-SELF Material Self (mine, “my arm, my bag”) - Tangible objects, people, or places that carry the designation of mine - Bodily self and extracorporeal self (beyond the body, e.g., emotional investment) Individual Self (Individual traits, abilities, and possessions) - Spiritual self and aspects of the material self (body, possessions, initials) - Example: I am shy. I am tall. ME-SELF I-SELF Social Self (ours, e.g., our parents, siblings, romantic partners) - How we are regarded and recognized by others - Relational self: interpersonal relationships Relational Self (Other people with whom we have a personal relationship) - Aspects of the social self - Example: I am my parents‘ child. 20 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 Spiritual Self (Inner or psychological self, subjective being) - Self-perceived abilities, attitudes, emotions, interests, values, motives Collective Self (Social roles, social categories, and social group membership) - Aspects of the social self - Example: I am a Filipino The ―ME‖ can be considered as a separate individual or object a person can refer to when narrating his/personal experience. Meanwhile the ―I‖ is the one who knows who he/she is and what he/she has done in his/her own life. Lesson 3: Real and Ideal Selves 3.1. Tenets of Karen Horney’s Theory (1950) Idealized self is created when individuals feel alienated from self An idealized self-image is an extravagantly positive picture of themselves The Real Self can only be achieved through self-realization Incongruence of ideal self and real self leads to self-hatred 3.2. Carl Rogers’ Theory of Self Concept Carl Rogers (1959) asserted that selfconcept has three (3) different components: 1. Self-image – how you view yourself influenced by external factors such as expectations from significant others. 2. Self-esteem or self-worth – is the value you assign to yourself. 3. Ideal-self – is what you desire or expect of the ‗self.‘ He further added that we have two selves: Ideal self and Actual self. At this point, you already have an idea of your ideal and real self. Looking into your ideal and real self, how aligned are they? According to Rogers, the congruence or incongruence between the ideal and real self affects our self-esteem. Congruence Self-concept meshes well with experience (some incongruence is probably unavoidable) Incongruence Self-concept does not overlap with experience. Self-concept Self-concept Experience Actual experience When we feel good about ourselves, it is said that there is congruence or alignment or there is a small gap between our real self and ideal self. When there is congruence, we feel more confident, satisfied and become self-actualized, leading to a high self-esteem. There is incongruence if there is misalignment or a big gap between the real and ideal self. In effect, we become distressed and anxious, leading to a low self-esteem or selfworth and be defensive in our actions. Experiencing incongruence could happen from time to time. In situations like this, we need to reflect, evaluate our behavior, and be reminded of our ideal self to put us back on 21 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 track. We have to learn to separate behaviors from the totality of one's being. We may have misbehaved but it does not mean that we are automatically an entirely bad person. Lesson 4: Self-Esteem and Self-Efficacy Self-esteem refers to one‘s overall assessment of one‘s worth as a person (Weiten, Dunn & Hammer, 2014). People with high self-esteem succeed more, have better relationships, and are happier than those with low self-esteem (Orth, Robins, & Widaman, 2012). Our self-esteem refers to how much we value ourselves and perceive our worth as a person. Self-efficacy is directly correlated with self-esteem. When our performance improves, our self-esteem improves which lead to congruence. However, an increase in self-esteem does not always lead to increase self-efficacy most especially if no effort was exerted to enhance performance. (Frank, Plunkett & Otten, 2010) It is crucial that we continuously remind ourselves to be motivated and put that motivation into action. Rogers believed that a fully functioning person is one who is, "in touch with the here and now, his or her subjective experiences and feelings, continually growing and changing" (McLeod, 2014). Assessment I. Choose the letter of the BEST answer. Write it your answers in a ¼ yellow paper. 1. Baby Lily likes to defecate and present her feces to her parents. According to Sigmund Freud, she is in what stage of development? a. Oral c. Phallic b. Anal d. Latency 2. Jude engages in Taekwondo. At first he did not win in competitions so he trained very hard every day. Later on, he was already winning gold medals in different competitions. This can be explained by what stage of psychosocial development? a. Industry vs. Inferiority b. Intimacy vs. Isolation c. Ego identity vs. Role Confusion d. Generativity vs. Stagnation 3. This is one of Carl Jung‘s archetypes that help us understand feminine behavior. a. Persona c. Animus b. Shadow d. Anima 4. Chris is hungry however he forgot to bring his wallet in the market. He saw a fruit stall with no one looking after it. Chris rapidly grabbed an apple and run swiftly in order to escape the scene. According to Freud‘s Theory, Chris followed his ____________. a. Id c. Ego b. Superego d. Reality 5. It refers to how much we value ourselves and perceive our worth as a person. a. Self-confidence c. Self-esteem b. Self-efficacy d. Selfishness 6. This is the stage in the psychosexual development where the sexual drives reawaken but this time is directed towards other individual. a. Genital c. Phallic b. Latency d. Anal 7. Mila who is 15 years old attended the Organizations‘ Fair held in their school in order for her to figure out which clubs or organizations she can join and have fun with during her stay in the school. This is Erikson‘s _______________ stage of psychosocial development. a. Industry vs. Inferiority b. Intimacy vs. Isolation c. Ego identity vs. Role Confusion d. Generativity vs. Stagnation 22 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 8. This psychologist theorizes that incongruence between ideal self and real self can lead to self-hatred. a. Sigmund Freud c. Erik Erikson b. Karen Horney d. William James 9. Refer to item #2. In Freud‘s psychosexual stages, what stage is Jude in? a. Oral c. Latency b. Anal d. Phallic 10. Gerald Santos is an accomplished businessman. He likes to conduct outreach programs in far flung barangays as well as mentor young entrepreneurs. According to Erikson, Mr. Santos is in the ___________ stage of development. a. Industry vs. Inferiority b. Intimacy vs. Isolation c. Ego identity vs. Role Confusion d. Generativity vs. Stagnation 11. This psychologist proposed that can be categorized in ―I‖ self and ―Me‖ self. a. Sigmund Freud c. Erik Erikson b. Karen Horney d. William James 12. At the age of 4, Ben unconsciously gets attracted to his mother and fears that because of this, his penis might be cut-off. Ben is in what stage of Freud‘s Psychosexual Development? a. Phallic c. Latency b. Genital d. Anal 13. These are chemicals in our body that influence our behabvior. a. Neurons c. Vitamins b. Neurotransmitters d. Minerals 14. In the psychosocial development, trust and mistrust is learned through what activity? a. Defecating c. Learning b. Masturbating d. Feeding 15. When there is a small gap between your ideal self and real self, you experience ________. a. Congruence c. Incongruence b. Self-esteem d. Self-efficacy II. Make a Tiktok video with maximum 3-minute duration depicting how you personally experienced ONE of the Psychosocial Stages of Development of Erik Erikson. Make your presentation a one-man show so you are not allowed to recruit other individuals to be featured in the video but they can help in the behind the scenes (video recording and editing). 23 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 CHAPTER 4: THE SELF IN EASTERN THOUGHT Introduction Different cultures and varying environment tend to create different perceptions of the ―self‖ and one of the most common distinctions between cultures and people is the Easternvs-Western dichotomy wherein Eastern represents Asia and Western represents Europe and Northern America. It must be understood that this distinction and the countries included was politically colored at the time aforementioned concepts were accepted and used in the social sciences. Furthermore, it must be reiterated that while countries who are geographically closer to each other may share commonalities, there are also a lot of factors that create differences. In the Philippines alone, each region may have a similar or varying perception regarding the ―self‖. Learning Outcomes At the end of the chapter, you will be able to: Differentiate the concept of self according to western thought against Eastern/oriental perspectives; Explain the concept of self as found in Asian thoughts; and Create a representation of the Filipino self. Lesson 1: The Self in the Eastern Thought There is no single Eastern philosophy of self. It is often argued that in the East there is no meaning of self that is independent of a person‘s relations to others. The self is fundamentally social. The different aspects of self may receive greater or lesser emphasis in different culture. The Eastern self is connected, changeable, flexible, committed being that is bound to others. This social-oriented self-view emphasizes interdependence, role-obligation, moderation and harmony within one‘s social relationships. Eastern social customs, institutions and the media all combine to foster the relational way of being, emphasizing roles, statuses and in-group membership. Many Asian cultures advocate priority of collective welfare over personal interests and reward self-control and diligent role performance. In so doing, group welfare and social harmony are ensured. Asians frequently exhibit a tendency to self-criticism and self-effacement which help to cultivate a modest self who is considerate to others‘ needs and sensitive to social mandates making him a better member of society. Lesson 1: The Self in Individualistic and Collective Cultures Culture influences how people behave as well as how the self-concept is constructed. In an attempt to promote an appreciation for diversity among individuals, it is important to understand what cross-cultural perspective is. This perspective examines differences in expressions of the self in individualistic and collectivistic cultures that represent the Eastern concepts of the self. Individualism is defined as a situation in which people are concerned with themselves and close family members only, while collectivism is defined as a situation in which people feel they belong to larger in-groups or collectives which care for them in exchange for loyalty and vice versa (Hofstede & Bond, 1984). Individualism and collectivism are so deeply ingrained in a culture that they mold selfconceptions and identities. According to Markus and Kitayama (1991), most North Americans and Europeans have an independent view of the self as an entity that is distinct, autonomous, self-contained and endowed with unique dispositions. Yet in much of Asia, Africa, and Latin America, people hold an interdependent view of the self as part of a larger social network that includes their family, co-workers and others to whom they are socially connected. Consequently, Markus and Kitayama report that Americans are most likely to express jealousy, pride, and other ―ego-focused‖ emotions that affirm the self as an autonomous entity. 24 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 Lesson 2: Notions of the Self in Classical Eastern Thoughts To explore more fully the Eastern conceptions of selfhood and identity, four (4) Asian traditions are discussed – Hinduism, Buddhism, Confucianism, and Taoism or Daoism. 2.1. HINDUISM The best place to begin in examining the classical Eastern thoughts is by looking at Hinduism. Hinduism is a religion, a way of life, a philosophy as well as a social system. Hinduism centers on the Vedic notion of Atman or soul. The Atman is the true self that lies at the inner core of man‘s human identity, and it is only this inner core that is identical with Brahman. The Brahman is essentially the sacred, the Self-God who is the God of the Cosmos – the Universe. Within each individual there is the Self-God, Brahman. The Hindu philosophy conceives of three (3) states of existence – 1) Waking (Jagrta) 2) Dream (Swapna), and 3) Deep Dreamless Sleep (Sushupti). These states are based on another state that forms the unobservable framework – the Turiya. The Turiya has been variously described as the self that is identical with the larger self. Further, the three states of existence – Deep Sleep, Dream, and Waking are linked to the three forms of bodies the Hindus believe in – Causal body (Kaarana), Subtle body (Sukshma), and Gross body (Sthula) respectively. 2.2. BUDDHISM Buddhism was founded in India by Gautama Siddharta (563 -483 BCE) better known as Buddha, a term which means the “Enlightened One”. Buddhism in essence, is not a religion nor is it a philosophy. It is rather a way of salvation, a way of life. It enables a person to achieve a sense of detachment from the inherent problems of existence. The foundation of all Buddhist teaching is the four (4) Noble Truths – 1) Life is suffering, 2) the cause of suffering is desire, 3) The end of suffering is achieved by extinguishing the desire. This is the state of Nirvana, meaning ―to extinguish‖, and 4) Nirvana is achieved by adopting a series of moral attitudes, beliefs, and actions which Buddha collectively calls the Noble eightfold paths. Briefly, these are the eight (8) paths: 1. Adopt right views that are free from superstition or delusion. 2. Have right aims that are high and worthy of the intelligent person. 3. Practice right speech which is kind, open, and truthful. 4. Perform right conduct that is peaceful, honest, and pure. 5. Adopt a right livelihood that brings no harm or danger to living things. 6. Put forth the right effort in self-training and self-control. 7. Have right mindfulness insofar as you are fully aware of the present moment and not preoccupied with hopes or worries. 8. Engage in right concentration which involves proper meditation that leads to Nirvana. The Eightfold path endorses many of the values that since childhood a person been taught to adopt. They are recommendations for one to conduct a normal desire-filled life in a civilized manner. 2.3. CONFUCIANISM Confucius (551 – 479 BCE) was born in China‘s Shandong province. His family name was ―Kung‖ and the name ―Confucius‖ is a Latinized version of ―Kung Fu Tzu‖ which means Master King. Confucianism, the teachings of Confucius, has played an important role in forming Chinese character, behavior, and way of living (Eliot, 2001; Guo, 1995). Its purpose is to achieve harmony, the most important social value. Confucianism strongly emphasizes 25 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 mercy, social order, and fulfilment of responsibilities. This is achieved by everyone having well defined roles and acting towards others in a proper way. ―Ren‖ is the central ethical principle, and is equivalent to the concepts of love, mercy, and humanity. It is best explicated by Confucius in the Golden Rule: ―Do not do to others what you do not want done to yourself.‖ Confucianism is humanistic in seeking goodness and happiness not in nature or beyond nature but in humanity itself. It is pragmatic which believes in the unity of thought and action. Confucian ideals were brought more ―down to earth‖, made more concrete and practical, more utility-based and oriented at the welfare of others. A central value in Confucianism is filial piety wherein the family is the center/core and comes before the individual. There are five (5) cardinal relations – 1) Ruler and Minister, 2) Father and Son, 3) Elder and Younger Brother, 4) husband and Wife, and 5) between Friends. With regard to filial piety, sons, especially the oldest son, have specific obligations toward the family and are expected to respect and care for parents. 2.4. TAOISM/DAOISM The founding of Taoism/Daoism is credited to two Chines philosophers, Lao-tzu and Chuang-tzu. The path of understanding Taoism is accepting oneself. Live life and discern who you are. The Taoists concept of self is like a deconstructed Western self. Taoism represents the Chinese counter culture. To them, the good life is the simple life, spontaneous, in harmony with nature, and unaffected by societal regulations. The Taoist‘s self is without a center and is not hierarchically organized. It does not seek sovereignty. He is a selfless person whose mind is likened to a mirror according to Chuang-tzu. By seeing through the self and others, the person is able ―to mirror things as they are.‖ Taoism teaches a person to live in his heart, to accept life as it is, and following his breath to find peace. Taoism also teaches a person to drop expectations. The expectations a person has in his life, the less he will become. The Tao has three (3) jewels (virtues) that they endear – 1) compassion, kindness, love (ci), 2) moderation, simplicity, frugality (jian), and 3) humility, and modesty (Bugan wei tian xia xian). To explore more, you may also watch: What Is Hinduism?? by Cogito https://www.youtube.com/watch?v=xlBEEuYIWwY What Is Buddhism? by Cogito https://www.youtube.com/watch?v=lNdgT6VCuu0 Intro to Confucianism by ReligionForBreakfast https://www.youtube.com/watch?v=PG-XUE0CyQk What Is Taoism? by Cogito https://www.youtube.com/watch?v=U6hslRjGaww 26 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 Assessment I. Identification Column A 1. This philosophy in essence is not a religion nor is it a philosophy but rather a way of salvation, a way of life. 2. It is defined as a situation in which people are concerned with themselves and close family members only. 3. ______ strongly emphasizes mercy, social order, and fulfilment of responsibilities. 4. It is considered a religion, a way of life, a philosophy as well as a social system. 5. It is a philosophy that states that Nirvana is achieved by adopting a series of moral attitudes, beliefs, and actions which Buddha collectively calls the Noble eightfold paths. 6. This philosophy believes in the Golden Rule: ―Do not do to others what you do not want done to yourself.‖ 7. The path of understanding this philosophy is accepting oneself. 8. According to _____, the Tao has three virtues that they endear – 1) compassion, kindness, love; 2) moderation, simplicity, frugality; and 3) humility, and modesty. 9. It is defined as a situation in which people feel they belong to larger in-groups or collectives which care for them in exchange for loyalty and vice versa. 10. This philosophy believes that within each individual there is the Self-God, Brahman. a. b. c. d. e. f. Column B Hinduism Buddhism Confucianism Taoism/Daoism Individualism Collectivism II. Using a Venn diagram, how would you describe the differences and similarities of Eastern Thought and Western Philosophy? Similarities Eastern Thought Western Thought 27 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 UNIT 2 UNPACKING THE SELF: DISCOVERING THE COMPONENTS OF THE SELF CHAPTER 1: PHYSICAL AND SEXUAL SELF Introduction As observed, people especially generation nowadays are so conscious with the way they look. Some are already satisfied and happy with who they are and what they have but then, others are also busy making improvements with their faces and bodies; believing that they would be more acceptable to the society. This often builds or breaks relationships. Some people exert too much effort, time and money just to look better to others. Beauty is sometimes associated with physical attractiveness. This topic will give us a wider view and understanding of ourselves through the discussion of the development of our physical and sexual characteristics and behaviour. Learning Outcomes At the end of the chapter, you will be able to: define physical self; discuss the different views of one‘s physical self; determine the factors that influence the change of view of one‘s physical self; discuss the developmental aspect of the reproductive system; describe the erogenous zones; explain human sexual behaviour; characterize the diversity of sexual behaviour; describe sexually transmitted diseases; and differentiate natural and artificial methods of contraception. Lesson 1: Physical Self There is always a pressure in our society to look good, and to seek a visually better version of ourselves. We often get so caught up with the ways we can make sure that we look beautiful and nice, that sometimes, we frown at our natural looks, our dark complexion perhaps, or even our short stature. Our physical selves have become so dependent on the judgment of our appearance, and not with the celebration of it. Physical self refers to the body, a spectacular and complicated machine which we associate with the surroundings and fellow beings. It is the tangible element, the concrete aspects of a person that can be observed and examined directly. A man is born, he grows, he ages, and then he dies. Growth and development are ongoing process that begins at conception and continues through the rest of man‘s life. There are a lot of physical and psychological changes that are part of man‘s maturation and life. Growth is a physical change. Development is psychological and social changes in an individual such as behavioural and thinking patterns. 1.1. Factors that Influence Growth and Development The integrated nature of growth and development is largely maintained by a constant interaction of different factors. These factors also influence physical performance: HEREDITY – Heredity and genes certainly play an important role in the transmission of physical and social characteristics from parents to off-springs. Different characteristics of growth and development like intelligence, aptitudes, body structure, height, weight, hair, and eyes are highly influenced by heredity. 28 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 NUTRITION – Growth is directly related to nutrition. The human body requires an adequate supply of calories for its normal growth and this need of requirements varies with the phase of development. ENVIRONMENT – Fresh air, sunlight, and hygienic surroundings help in the proper development of the body. Pollution is part of the environment. According to studies, air pollution not only affects the respiratory organs but also has harmful effects on human growth. Other forms of pollution that can affect growth and development include water pollution, sound pollution, soil pollution, and mind pollution. SOCIOECONOMIC – Socioeconomic influence on human growth is also a well-known factor. Children from different socioeconomic levels vary in average body size at all ages. The upper level families are always more advanced. The most important reasons behind this are better nutrition, better facilities, regular meals, and home conditions. Home conditions reflect the intelligence and personality of parents. Family size also influence growth rate as in big families with limited income sometimes have children that do not get the proper nutrition. Hence, the growth is affected. HEALTH HABITS – Keeping clean through daily bath, washing of hands as often as needed, brushing the teeth, cleaning nose and ears are commendable health habits. By keeping the body clean, diseases and body illnesses are minimized. Exercise makes muscles strong, improves body flexibility, heart, lungs, and other body parts to function efficiently. Sleep and rest are very helpful health habits. Recreation helps one develop physically, socially, and mentally. CULTURAL – Physical growth and development of human beings is definitely affected by cultural factors. Cultures differ from one ethnic group to another. Racial factors also influence height, weight, color, features, and body constitution. LOVE – Love is a very vital factor influencing a person‘s all-around development without which he develops into a person with criminal tendencies. Children who are loved grow up with a feeling of security and are more confident of their selves. They also have better selfesteem and higher self-worth. 1.2. Theories of Physical Self PHYSIOGNOMY – Physiognomy is a practice of assessing a person‘s character or personality from his outer appearance especially the face. It can also refer to the general appearance of a person, object, or terrain. Notions of the relationship between a person‘s outward appearance and inner character are historically ancient. Chinese physiognomy shows a person how to live his life in alignment with his own natural flow. It can help him find the life path that gives him joy, attracts relationships that can nurture him and most of all enables him to feel compassion from himself and others. Every feature of a person has a message about him. For example, a rounded forehead, and the intuitive, strong eyebrows, is the warrior. Crow‘s feet, the diagonal lines at the sides of the eyes, sometimes called the ―joy lines‖ reveal warm and affectionate personality with an open heart. An angular face may mean having criminal tendency. Lavater, the principal promoter of physiognomy confirms the ideas of Browne (1605 – 1682) and Della Porta (1535 – 1615) on the possibility of the discernment of inner qualities from the outer appearance of the face. Physiognomy also became of use in the field of Criminology. Cesare Lombroso championed the notion that ―criminality‖ was inherited and that criminals could be identified by physical attributes such as hawk-like noses, bloodshot eyes, large jaws, forward projection of jaws, low sloping forehead, and high cheekbones. Lombroso used the term ―atavism‖ to describe these primitive, ape-like behaviors that he found in many of those whom he deemed prone to criminality. Lombroso‘s ideologies are now recognized as pseudo-science. Modern criminology finds many of his teachings incorrect but he had a great influence over criminology and physiognomy. MORPHOPSYCHOLOGY – In France, the concept of Morphopsychology was developed by Louis Corman (1901 – 1995). He argued that the workings of vital forces within the human body resulted in different facial shapes and body forms. For example, full and 29 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 round body shapes are considered the expression of the instinct of expansion while the hollow or flat shapes are an expression of self-preservation. William Herbert Sheldon Jr., an American psychologist created the field of somatotype and constitutional psychology that tried to correlate body types with behavior, intelligence, an social hierarchy. In somatotypology, he classified people according to three (3) body types. These are the endomorphs, mesomorphs, and ectomorphs. Endomorphs are rounded and soft, said to have a tendency toward a ―viscerotonic‖ personality – one who is relaxed, comfortable and extroverted. Mesomorphs are square and muscular, said to have a tendency toward ―somotonic‖ personality – active, dynamic, assertive, and aggressive. Ectomorphs are thin and fine-boned, said to have a tendency toward ―cerebrotonic‖ personality – introvert, thoughtful inhibited, and sensitive. Sheldon, later used this classification system to explain delinquent behavior, finding the deliquents were likely to be high in mesomorphy and low in ectomorphy. He argued that mesomorphy‘s temperaments as active and aggressive but lacking in sensitivity and inhibition tended to cause delinquency and criminal bahavior. 1.3. Body Image and Self- Esteem Body image is both the mental picture a person has of his own body and how he sees himself when he looks in the mirror. Self-esteem is how he values and respects himself as a person. Self-esteem affects how that person takes care of himself emotionally, physically and spiritually. Both body image and self-esteem directly influence one another. A positive environment where family and friends are supportive of each other and accept each other‘s appearance is essential to self-esteem and body image. Despite the strong association of self-esteem and body image, a decline in one‘s body image does not necessarily produce a corresponding change in self-esteem. Here are some tips to boost the body image by Jessie‘s Legacy. 1. ACCEPT YOUR BODY a. Nobody is perfect. Everybody wants to be liked and accepted just as he is. See your body the way it is. Be a friend to your body. b. Don’t body - shame yourself. When you make harsh comments about your own body, it hurts your self-esteem. Be kind. Respect yourself. c. Build a better habit. Do you have a habit of putting your body down? To break that bad habit, build a good one in its place. 2. LIKE YOUR BODY a. Find things to like about your looks. Maybe you like your hair, face, legs, or your body shape. Tell yourself what you like and why. Let yourself feel good. b. Focus on what your body can DO. There is more to your body than your looks. Your body is there for you when you walk, dance, climb, jump for joy or give someone a hug. Be amazed. Be thankful. c. Be aware of your body. Do not ignore your body as you go through the day. Learn to breathe slowly and calmly as you stretch. Be sensitive to the needs of your body – eat, rest, sleep, exercise. Enjoy the way your body feels. 3. TAKE CAFRE OF YOUR BODY a. Eat healthy foods. Eating right helps you look your best. It gives you the energy you need. And it boosts your body image. b. Get good sleep. Learn how much sleep you need for your age. Get to bed on time. c. Keep to a healthy weight. Having a healthy weight is good for you. It helps you feel good. Do not diet on your own. Talk to you parents or doctor. They can suggest ways to help you keep to a weight that is right for you. 30 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 1.4. The Importance of Beauty A common English saying goes, ―Beauty lies on the eyes of the beholder.‖ This statement is accurate in the sense that what one person considers beautiful is not necessarily what another may consider beautiful. Confucius made the same observation about beauty in his statement that ―Everything has beauty, but not everyone can see it.‖ Real beauty is rarely seen by people. Each person has a different view and perspective of beauty. The Greek during pre-historic times considered beauty as the quality of being youthful. According to Plato, beauty is something that cannot be fully defines through the senses. That is because different objects are observed in different ways by different people. The modern idea of beauty usually clings to the concept that it involves the shape of a person‘s physique. Media affect people‘s perspective of beauty. Advertisements of pills and cosmetics for ―beauty enhancement‖ flood the market either through television, internet or newspapers. The media‘s act of brainwashing is similar to a test of contentment on what the Creator had blessed each person with. Those who are not satisfied with their God-given beauty/looks inside out, spend an extravagant amount of money to be beautiful. They cannot see themselves as unique individuals created in the image and likeness of God. The words of Kahlil Gibran, ―Beauty is not in the face; beauty is a light in the heart,‖ are so true and inspirational to convey great meaning. Internal and external beauty is both important in society. To be beautiful internally means to have a kind heart and be understanding. To be beautiful externally is to be beautiful on the outside such as having a nice body figure and an attractive smile. Internal beauty is important because beyond looks it is one‘s personality that is noticed. External beauty is likewise important because it is one‘s attractive figure, beautiful eyes and face that bring notice to others. Beauty builds confidence, and confidence amplifies beauty. Beauty might land you on a job since people tend to hire someone attractive over one who is not, all other factors being equal. In today‘s world, physical beauty gives the first impression just like the cover of a book. Definitely one will appreciate the book only after reading it. Inner beauty can never be underrated. There are many beautiful faces carrying ugly hearts. Looks can attract but personality will make one fall in love. Lesson 2: Sexual self The sexual self refers to the person‘s emotional state and behaviour concerning various aspects such as: o development of secondary sex characteristics, o human reproductive system the erogenous zones of the body, o the biology of sexual behaviour, o chemistry of love, lust and attachment 2.1. Human Reproductive System the organ system in the human body responsible for reproduction and bearing live offspring a collection of internal and external organs — in both males and females — that work together for the purpose of procreating Important features: o release of an ovum/ egg at a specific time in the reproductive cycle; o internal fertilization of the ovum by the spermatozoa or sperm cells; o transport of the fertilized ovum to the uterus/womb; o implantation of the blastocyst; o the early development of the embryo from the fertilized ovum in the wall of the uterus; 31 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 o o formation of the placenta; preservation of the unborn child during the entire period of gestation; birth of the child and expulsion of the placenta; suckling and taking care of the child and with an eventual return of the maternal organs to virtually going back to its original state Source: https://www.brainkart.com/article/Human-reproductive-system_38014/ Development of Male Reproductive System: Embryonic testes – testosterone – development of the duct system – external genitalia Development of Female Reproductive System: No testosterone – ovaries – female ducts – external genitalia Any interference with the normal pattern of sex hormone production in the embryo results in bizarre abnormalities. Male sex chromosome: XY; Female sex chromosome: XX Abnormal separation of chromosomes during meiosis can lead to congenital defects of the reproductive system. • Pseudohermaphrodites - individuals having accessory reproductive structures that do not ―match‖ their gonads • Hermaphrodites – rare individuals who possess both ovarian and testicular tissues • Cryptorchidism - failure of the testes to make their normal descent; usually results in sterility in males or puts him at risk for cancer of the testes; 1 sex chromosome, XO female appears normal but lacks ovaries • Phimosis – narrowing of the foreskin of the male reproductive organ and misplaced urethral openings Puberty – period of life (10-15 y/o) when the reproductive organs grow to their adult size and become functional under the influence of rising levels of gonadal hormones (testosterone – males, estrogen - females). This is until old age (males) and menopause (females). It represents the earliest period of reproductive system activity. • Males - enlargement of the testes and scrotum (13 y/o); appearance of pubic, axillary, and facial hair; growth of male reproductive organ in the next 2 years; sexual maturation (mature sperm in the semen); embarrassing erections and frequent nocturnal emissions (―wet dreams‖) • Females – budding breasts (11 y/o), 1st menstrual period (menarche) usually occurs 2 years later; dependable ovulation and fertility – 2 more years 2.2. Human Sexual Behavior Human Sexual Behavior is any activity—solitary, between two persons, or in a group—that induces sexual arousal. There are two major determinants of human sexual activity: the inherited sexual response patterns that have evolved as a means of ensuring reproduction and that are a part of each individual‘s genetic inheritance, and the degree of 32 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 restraint or other types of influence exerted on individuals by society in the expression of their sexuality. 2.2.1 Types of Sexual Behavior It is usually classified according the gender and number of participants such as follows: 1. Solitary Behavior - involving one person only, usually through masturbation - mostly self-gratifcation done in private; generally beginning at or before puberty - 9/10 males engage in solitary sexual behavior; most frequent among unmarried people or among adults who are deprived of sociosexual activity - less frequent or abandoned when sociosexual activity is available; - Sexual climax in sleep occurs only in humans. Causes are not known. Nocturnal emissions are for males; sexual climax are for females (when deprived of or abstains from other sexual activity, external stimuli; accompanied by erotic dreams) - Most sexual arousal does not lead to sexual activity (mostly caused by attractive persons and sexual themes) - Learning to cope with one‘s sexual arousal and to achieve some balance between suppression can be injurious, and free expression can lead to social difficulties. 2. Sociosexual Behavior - Involves two or more people - It involves physical contact such as labeled necking/petting – part of the learning process; • Petting varies from hugging, kissing, and generalized caresses of the clothed body to techniques involving genital stimulation. It may be done for its own sake as an expression of affection and a source of pleasure, and may occur as a preliminary to coitus. • Coitus - the insertion of the male reproductive organ into the female reproductive organ is viewed by society quite differently depending upon the marital status of the individuals. • In the Western society, premarital sex is more likely to be tolerated but not encouraged. In conservative cultures, such as the Philippines, premarital sex is frowned upon but the rate of teenage pregnancy has been increasing through the years. o Marital coitus is an obligation if individuals intend marriage. o Extramarital coitus among wives is condemned and if permitted, under exceptional conditions or with specified persons. o It is more lenient with males than females. o Postmarital coitus among separated, divorced, and widowed is almost always ignored. - Human beings are not inherently monogamous but have a natural desire for diversity in their sexuality as in other aspects of life. - Whether or not a behavior is interpreted by society or the individual as erotic (capable of engendering sexual response) depends chiefly on the context in which the behavior occurs. 2.2.2 Physiology of Human Sexual Response Sexual Response Cycle is the sequence of physical and emotional changes that occur as a person becomes sexually aroused and participates in sexually stimulating activities, including intercourse and masturbation. Knowing how your body responds during each phase of the cycle can enhance your relationship and help you pinpoint the cause of any sexual problems. 33 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 Excitement Phase o increase in pulse, blood pressure and blood supply to the surface of the body o increased skin temperature, flushing, swelling of all distensible body parts (in the male reproductive organ and female breasts) o more rapid breathing, the secretion of genital fluids, expansion of the female reproductive organ, general increase in muscle tension Plateau Phase o brief duration o Sexual Climax (stimulation is continued; feeling of sudden intense pleasure, an abrupt increase in pulse rate and blood pressure & spasms of the pelvic muscles causing contractions in the female and emission of semen by the male; involuntary vocalization; lasts for a few seconds) Resolution Phase o return to a normal or subnormal physiological state o males and females have the same response sequence o continued stimulation – additional sexual climax in females o Females are physically capable of repeated sexual climax w/o the intervening ―rest period‖ required by males. 2.2.3 Sexual Problems Sexual problems can be classified as physiological, psychological and social in origin. Any given problem may involve all three categories. Physiological Problems o by-products of other injuries such as: diabetes heart and vascular (blood vessel) disease neurological disorders hormonal imbalances chronic diseases such as kidney or liver failure, and alcoholism drug abuse o Sexual response includes vaginal infections, retroverted uteri, prostatitis, adrenal tumors, diabetes, senile changes of the vagina and cardiovascular problems. o solved through medication/surgery Psychological Problems o not only a product of socially induced inhibitions, maladaptive attitudes and ignorance but also of sexual myths. Sources o of sexual function related to psychological distress are the following: work-related stress and anxiety concern about sexual performance marital or relationship problems depression feelings of guilt concerns about body image the effects of a past sexual trauma Examples of common sexual dysfunctions: 1. Premature emission of semen is a result of excessive tension in a sexuallydeprived male. The solution is more frequent coitus. 2. Erectile impotence is usually caused by disinterest in sexual partner, fatigue, distraction because of non-sexual worries and intoxication. 34 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 3. 4. 5. Ejaculatory impotence is caused by ideas of contamination or traumatic experiences Vaginismus is a powerful spasm of the pelvic musculature constricting the female reproductive organ; can be treated by psychotherapy. Dyspareunia pertains to painful coitus, fear of not accommodating a male reproductive organ w/o being painfully stretched. Lesson 3: Sexually Transmitted Disease 3.1. Facts about STDs (Cruickshank, n.d.) o The term sexually transmitted disease (STD) is used to refer to a condition passed from one person to another through sexual contact. You can contract an STD by having unprotected vaginal, anal, or oral sex with someone who has the STD o An STD may also be called a sexually transmitted infection (STI) or venereal disease (VD). o That doesn‘t mean sex is the only way STDs are transmitted. Depending on the specific STD, infections may also be transmitted through sharing needles and breastfeeding. o It can be caused by bacteria, viruses, or parasites. o It can be linked by biological interactions. o It often leads to health complications such as pelvic inflammatory disease, infertility, tubal/ectopic pregnancy, cervical cancer, perinatal/congenital infections in infants born to infected mothers. 3.2. Most Common Sexually Transmitted Diseases: 1. Chlamydia a common sexually transmitted disease It is caused by bacteria called Chlamydia trachomatis. It can infect both men and women. Women can get chlamydia in the cervix, rectum, or throat. Men can get chlamydia in the urethra (inside the penis), rectum, or throat. 2. Gonorrhea can infect both men and women It can cause infections in the genitals, rectum, and throat. It is a very common infection, especially among young people ages 15-24 years It is caused by having vaginal, anal, or oral sex with someone who has gonorrhea. A pregnant woman with gonorrhea can give the infection to her baby during childbirth. 3. Syphilis a bacterial infection usually spread by sexual contact. The disease starts as a painless sore typically on your genitals, rectum or mouth. It spreads from person to person via skin or mucous membrane contact with these sores. 4. Chancroid It is a bacterial sexually transmitted disease (STD) caused by infection with Haemophilus ducreyi. It is characterized by painful necrotizing genital ulcers that may be accompanied by inguinal lymphadenopathy. It is highly contagious but a curable disease. 5. Human Papillomavirus (HPV) a viral infection that is passed between people through skin-to-skin contact 35 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 It has over 100 varieties of HPV, more than 40 of which are passed through sexual contact and can affect your genitals, mouth, or throat. 6. Herpes Simplex Virus or Genital herpes most prevalent It is more commonly known as herpes -- is categorized into two types: herpes type 1 (HSV-1, or oral herpes) and herpes type 2 (HSV-2, or genital herpes) Most commonly, herpes type 1 causes sores around the mouth and lips (sometimes called fever blisters or cold sores). HSV-1 can cause genital herpes, but most cases of genital herpes are caused by herpes type 1. In HSV-2, the infected person may have sores around the genitals or rectum. Although HSV-2 sores may occur in other locations, these sores usually are found below the waist. 7. Trichomonas Vaginalis (Vaginitis) a parasitic protozoan that infects the urogenital tract of both women and men worldwide. Trichomoniasis, which is caused by T vaginalis, is the most common sexually transmitted infection (STI) today, with an annual incidence of more than 170 million cases worldwide. Lesson 4: Natural and Artificial Methods of Contraception According the WHO (2020), the most popular methods of birth control in order of most effective to least effective are: Female and male sterilization. Sterilization involves a surgical procedure to prevent pregnancy permanently. These are vasectomy for males and tubal ligation or occlusion for females. Long-acting reversible contraceptives. These provide birth control with a 3- to 10year lifespan. Examples are intrauterine devices and hormonal implants. Short-acting hormonal methods. This includes birth control that you take every day or month like the pill, mini pills, patch, and vaginal ring. There‘s also a shot that your doctor can administer every 3 months. Barrier methods. These are used each time you have sex and include condoms, diaphragms, sponges, and cervical caps. Rhythm method. This natural birth control method is based on ovulation cycle. This involves abstaining from sex on the days when you‘re most fertile and most likely to become pregnant. 4.1. Natural Methods Natural family planning (or "fertility awareness") is a method of contraception where a woman monitors and records different fertility signals during her menstrual cycle to work out when she's likely to get pregnant. 1. Abstinence abstaining from sexual intercourse most effective natural birth control method – 0% fail rate ideally most effective way to avoid STDs Most people find it difficult to comply so only few use this method. 2. Calendar Method A rhythm method A family planning method refraining from coitus during the days the woman is fertile According to the menstrual cycle, 3-4 days before or after ovulation, the woman is likely to conceive. The process in calculating for the woman‘s safe days is achieved when the woman records her menstrual cycle for 6 months. 36 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 3. Basal Body Temperature woman‘s temperature at rest falls at 0.5 degrees Fahrenheit before and on the day of ovulation rises to a full degree because of progesterone and maintains its level throughout the menstrual cycle – basis for the method The woman must take her temperature early every morning before any activity. If there is a slight decrease and then increase, it‘s a sign that she has ovulated. 4. Cervical Mucus Method basis – changes in the cervical mucus during ovulation the mucus must be copius, thin and watery (woman is ovulating) must exhibit the property of spinnbarkeit – can be stretched at least 1 inch and feels slippery fertile days – mucus is with those features and a day after it no coitus allowed 5. Symptothermal Method simply a combination of the BBT method and the cervical mucus method woman‘s temperature and cervical mucus checked everyday 6. Ovulation Detection an over-the-counter kit that can predict ovulation – surge of luteinizing hormone that happens 12-24 hours before ovulation urine specimen of the woman 7. Coitus Interruptus one of the oldest methods still proceeds with coitus, but the man withdraws the moment he emit semen and emit it outside the female reproductive organ disadvantage – pre-emission fluid that contains a few spermatozoa that may cause fertilization 4.2. Artificial Methods Artificial methods include the intentional prevention of conception or impregnation through the use of various devices, agents, drugs, sexual practices, or surgical procedures. 1. Contraceptives pill, oral contraceptives that contain synthetic estrogen and progesterone estrogen – suppresses the follicle stimulating hormone, progesterone – decreases the permeability of the cervical mucus to limit the sperm‘s access to the ovaries The woman should take the 1st pill on the 1st Sunday after the beginning of a menstrual flow or may start as soon as it‘s prescribed. 2. Transdermal Patch has a combination of both estrogen and progesterone in a form of a patch for 3 weeks – 1 patch every week on upper outer arm, upper torso, abdomen or buttocks 4th week – no patch (menstruation will begin) areas where to put the patch – clean, dry, free from any applications, w/o redness or irritation 3. Vaginal Ring releases a combination of estrogen and progesterone surrounds the cervix inserted vaginally and remains there for 3 weeks 4th week – it will be removed (menstruation begins) The woman becomes fertile as soon as the ring is removed. 37 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 4. Subdermal Implants 2 rod-like implants embedded under the skin of the woman during her menses/7 th day of her menstruation contains etonogestrel, desogestrel and progestin effective for 3-5 years 5. Hormonal Injections contains medroxyprogesterone inhibits ovulation causes changes in the endometrium and the cervical mucus 6. Intrauterine Device (IUD) a small, T-shaped object inserted into the uterus via the female reproductive organ prevents fertilization by creating a local sterile inflammatory condition to prevent implantation fitted only by the physician and inserted after the menstrual flow to be sure that the woman is not pregnant contains progesterone effective for 5-7 years 7. Chemical Barriers spermicides, vaginal gels and creams, glycerin films – death of sperms before entering the cervix and lowers the pH level of the female reproductive organ cannot prevent STDs can be bought w/o prescription 8. Diaphragm inhibiting the entrance of the sperm into the female reproductive organ a circular, rubber disk that fits the cervix and should be placed before coitus fitted only by the physician; should be remained in place for 6 hours after coitus 9. Cervical Cap made of soft rubber and fitted on the rim of the cervix like a thimble with a thin rim, and could stay in place for not more than 48 hours 10. Male Condom a latex/synthetic rubber sheath placed on the erect male reproductive organ before penetration in the female reproductive organ to trap the sperm during the emission of semen can prevent STDs and can be bought over-the-counter w/o fitting needed have an ideal fail rate of 2% and a typical fail rate of 15% due to a sheath breakage or spilling 11. Female Condoms latex rubber sheaths specially designed for females and prelubricated with spermicide have an inner ring that covers the cervix and an outer, open ring that is placed against the opening of female reproductive organ disposable and require no prescription 12. Surgical Methods males –vasectomy (small incision made on each side of the scrotum, vas deferens is tied or plugged to block the passage of the sperm) females - tubal ligation (occluding the fallopian tubes through cutting or blocking to inhibit the passage of both the sperm and ova) after menstruation and before ovulation - done through a small incision under the woman‘s umbilicus 38 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 Assessment I. Reflective Activity. 1. What part of your body are you most proud of? 2. Explain why it is your favorite body part. 3. Flex/post a picture of that body part on Facebook with your explanation as caption. II. Essay. Answer the questions below. Limit your answers to 10 sentences for each question. a. How is the sexual self connected to the physical self? How are they different? b. What family planning method do you think is the most appropriate to use for people of your age? Please elaborate your answer. c. How would you explain sexuality to a young person without malice and indecency? III. Find the correct answer that is described in the statements below by encircling it in the following grid. Write the corresponding number of the correct answer in the space provided as illustrated in the example. (Note: Do not write your answer on this module. Photocopy the grid, write your answer and attach it to your yellow paper) 1 A H S L C S A V O S P T M H O B A P D V I N A L S G S V A G I N I T I S F Q Y B C T I N D P E U V R A N I G G U I C O R E S N H W B L I Y N M I J T L E D H C U T K I O X R J E S T P U P Z K T C F E R H Y T H M Y G P Example: 1. A parasitic protozoan that infects the urogenital tract of both men and women Start here: 1. The most effective way to avoid STDs. 2. The period of life when reproductive organs grow to their adult size. 3. A type of sexual behavior that involves self-gratification. 4. A sociosexual behavior that varies from hugging, kissing and generalized caresses. 5. A common sexual dysfunction. 6. An STD caused by infection with Haemophilus Ducreyi. 7. A method of contraception that is based on the ovulation cycle. 8. An artificial method of contraception. 9. An STD passed through skin to skin contact. 10. Another term for STD 39 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 CHAPTER 2: THE MATERIAL SELF Introduction We are living in a world of sale and shopping spree. We are given a wide array of products to purchase, from a simple set of spoon and fork to owning a restaurant. Almost everywhere, including the digital space, we can find promotions of product purchase. Product advertisements are suggestive of making us feel better or look good. Part of us wants to have that product. What makes us want to have those products are connected with who we are. What we want to have and already possess is related to our self. Belk (1988) stated that ―we regard our possessions as parts of ourselves. We are what we have and what we possess.‖ There is a direct link between self-identity with what we have and possess. Our wanting to have and possess has a connection with another aspect of the Self, the Material Self. Learning Outcomes At the end of the chapter, you will be able to: Explain the association of self and possessions; Identify the role of consumer culture to self and identity; Determine the causes of materialism; Identify the impact of materialism and consumerism on the ―self‘; and Appraise one‘s self based on the description of material self. Lesson 1: Components of the Material Self The material self according to William James primarily is about our bodies, clothes, immediately family, and home. We are deeply affected with these things because we have put much investment of our self to them. Self Body Clothes Immediate Family Home Body. The inner most part of our material self. We are directly attached to this commodity that we cannot live without. We strive hard to make sure that this body functions well and good. Clothes. Clothing is an essential part of the material self. Any time we bring an object into the surface of our body, the fabric and the style of the clothes we wear bring sensations to the body, to which directly affect our attitudes and behaviour. Immediate family. What our families do or become affects us. We place huge investment to our immediate family when we see them as the nearest replica of our self. Home. Home is the earliest nest of our Selfhood. Our experiences inside the home were recorded and marked on particular parts and things in our home. It is an extension of self because in it, we can directly connect our self. The more investment of self is given to the particular thing, the more we identify ourselves to it. We also had the tendency to collect and possess properties. The collections in different degree of investment of self become part of the Self. As James (1890) described 40 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 self: ―a man‘s self is the sum total of all what he CAN call his.‖ Possessions then become a part or an extension of self. The possessions that we dearly have tell something about who we are, our self-concept, our past, and even our future. Lesson 2: What is Materialism? 2.1. Nature and Role of Possessions Material possessions provide several effects on the individual whether it is personal, intellectual or emotional. Varied motivations agitate the individual to pursue more and amass more of the money, gadgets, vehicles, jewelry and the like regardless of their realistic needs. Material possessions are considered as an extension of one‘s personal and social aspects. For instance, you would sometimes hear people say that a particular dress or accessory brings out your personality, or how certain possessions are considered as your family‘s treasure. Levi-Staruss (1965) also emphasized that possessions do not just have value; they are not merely economic commodities. They are also vehicles and instruments for realities of another order. They reflect power, influence, social status, emotions and sympathy. Take for example this scenario: Two of your classmates lost the same amount of money, let‘s say for example five hundred pesos. However, one of them was a child of a wealthy business man and the other was a scholar whose parents were unemployed. Who do you think between the two lost more? Who do you think would consider the 500-peso bill as more valuable? Who among the two would gain more sympathy from you and your classmates? 2.2. The Concept of Self-Gift The following are the three factors that reveal how self-gifts are reflection of an individual‘s materialism: 1. Materialism is often associated with self-centeredness. Self-centeredness means prioritizing the self while showing evident lack of empathy on the plight of others; 2. Materialists define success according to how much wealth and property was amassed. They usually utilize possessions in self-definition. They have the evident tendency to define success in terms of the quality and amount of one‘s acquired fortune. 3. Materialists believe that happiness results from the relationship between buying and consumption. Self-gift can be a source of intense happiness among materialists. It provides them with very positive emotions. Self-gift prevents negative emotions such as depression, emptiness and sadness as it provides therapy to the materialist. Lesson 3: The Pursuit of Happiness Can money buy happiness? According to Covert et al (1985) and Levinson (1962) money cannot buy happiness as it is, but it can definitely buy something that will make people happy. Several variables are correlated with the concept of materialism which were deduced from studies and surveys conducted to determine if the effects of materialism to selfconceptualization. Here are some of the findings of these studies: 1. Respondents to various surveys have indicated that purchases made with the intention of acquiring life experiences make them happier than purchases made with the intention of acquiring material possessions (Van Boven, 2005). 2. Materialism impairs individuals' psychological needs satisfaction, and in turn decreases subjective well-being and increases depression (Wang et al, 2017). 3. Findings indicate that lower-class college students show high materialism tendencies to compensate for low self-esteem (Li et al, 2018; Jiang et al, 2015; Nairn et al, 2010). 41 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 4. Materialism and self-concept prove how insecurity motivates people to work so hard for material possessions as the same wealth becomes their source of security. Hence the absence of these objects means a great degree of emptiness and the feeling of deficiency. Celebrity worship, materialism, and compulsive buying were significantly related to lower self‐concept clarity and to lower levels of well‐being (Teng et al., 2016; Noguti & Bokeyar, 2014; Reeves et al., 2012;). 5. Materialism and lack of engagement mean a losing one‘s ability to empathize with others as they become callous to other people‘s needs. Their ability to accumulate possessions separates them from others who they consider as inferior. (Kiang et al, 2016) To explore more, you may also watch: So the ultimate question is how The High Price of Materialism do we really experience happiness about by New Dream who we are and what we have in its https://www.youtube.com/watch?v=oGab38pKscw genuine sense? Assessment I. Identify the concept being described in each item. Write your answers in a ¼ sheet yellow paper. _______ 1. This is often associated with self-centeredness. _______ 2. This is something that cannot buy happiness as it is. _______ 3. The innermost part of our material self. _______ 4. This reflect power, influence and social status. _______ 5. This can be a source of intense happiness among materialists _______ 6. This explains when possessions cease to be a mere non-living thing ________7. This result to happiness when correlated to buying. ________8. This is increased by materialism according to Wang et. al ________9. This is compensated by high materialism tendencies. ________10. This factor, other than materialism, means losing your ability to emphatize. II. In a long sized bondpaper, create a collage of your treasured possessions that best represent your material self. You may use symbols or pictures. Then, in a ½ sheet yellow paper, explain why you treasure each item. 42 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 CHAPTER 3: THE SPIRITUAL SELF Introduction Most spiritual people realize we are more than our physical bodies. Many believe we are a soul that is only abiding in this particular body for a time, but has resided in other bodies in the past. There are those who believe that we originally came from the spiritual realm and that we have the potential to return there. Many also believe that what sent us into this world was a higher part of our beings. We might call this part of our beings the spiritual self or higher self (Micheals, 2012). Spiritual self is one of the four constituents of the self-according to William James in his book The Principles of Psychology (1980). The spiritual self is the inner subjective part of self. It is the most intimate version of the self because of the satisfaction experience when one think of one‘s ability to argue and discriminate, of one‘s sensibility and conscience, of our unconquerable will is more pure than all other sentiments of satisfaction (Frame et al., 1999). The ability to use moral sensibility and conscience may be seen through the expressions of religion, its beliefs and practices. On the same manner, cultural rituals and ceremonies are some manifestations what people believe in. Moreover, seeking the meaning of life is a journey that the Spiritual Self is on. Learning Outcomes At the end of this chapter, you will be able to: Recognize the relationship of the belief in the supernatural and the Filipino identity; Discuss how the belief and practice of religion affect the development of the self; and Explain ways of finding the meaning of life. Lesson 1: Religion and Spirituality 1.1. Religion Stein and Stein (2017) characterized religion as a set of cultural beliefs and practices that includes some or all of the following basic characteristics: 1. A belief in anthropomorphic supernatural being, such as spirit and gods; 2. A focus the sacred supernatural, where sacred refers to a feeling or reverence and awe; 3. The presence of supernatural power or energy that is found on supernatural beings as well as physical beings and objects; 4. The performance or ritual activities that involves the manipulation of sacred object to communicate to supernatural beings and/or to influence or control events; 5. The articulation of worldview and moral codes through narratives and other means; and 6. Provide the creation and maintenance of social bonds and mechanism of social control with a community; provides explanation for unknown and a sense of control for individuals. On a shorter note, religion is an organized system of ideas about the spiritual or supernatural realm that is accompanied by rituals. It is through rituals that people attempt to influence things that they think are beyond their control. There are three main components of religion that are essential in its practice and these are the following: o Symbols of religion are the standards of behaviour, the words, ideas, and objects that many religions use to communicate with its members. When put together, these symbols become a system of knowledge. 43 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 o o Myths exist to give explanations about how the divine and the supernatural came to be, what they are and the dictates of how they should be revered. Rituals involve a sequential order of gestures, words, actions or objects set by the traditions of a religious community (Penner, 2016). Rites of passage are specific rituals or ceremonies that help individuals as they transition to the community or society (Uniko Media Group, 2020). 1.2. Spirituality It is very tempting to think that religion is the same as spirituality. This misconception is very common that most people would actually use these two words interchangeably. Spirituality, while also involves the search for inner peace, it is not centered on any kind of belief system. In fact, one can be spiritual without having any spiritual values (―What is Spirituality?‖ n.d.) Unlike religion, spirituality can be an individual journey. It starts with self-healing and the recognition of one‘s strengths and weakness, coming into terms with one‘s disturbing thoughts, accepting the self as it is, and eventually transcending beyond what the physical and the material world requires. With this acceptance, the self becomes secure and need not to develop defense mechanism. A spiritual journey, Spencer (2012) stressed, will require a certain level of To explore more, you may also watch: commitment to reach progress. It is for Spirituality Vs. Religion: A Deep Analysis this reason that meditation and a by The Curious Minds prayerful practice is often needed to https://www.youtube.com/watch?v=kTUIZck6Ucw improve in their spiritual journey. Lesson 2: Filipino Beliefs in the Supernatural Before the Spaniards came, the Pre-colonial Philippines already have a complex social structure. Roles were defined, our ancestors know specialized work, religion and the belief of the supernatural was present. In this notion, it was nothing but propaganda by the colonizers to call our ancestors as uncivilized and uneducated. Although most Filipinos at present are Catholics, our pre-colonial history tells us that our ancestors‘ religious practices were positioned in relation to the natural world. Anitism (anito) is the belief that nature derives energy from spirits which were separate and distinct from human beings. According to Salazar (1999) indigenous beliefs are often characterized as animism. This was the form of worship before the Spaniards came here although they continue to be practiced today. Inanimate objects may be worshipped, like trees, plants, sun, sea or it could also be all of them at the same time. In rural areas, beliefs in different kinds of spirits and practices are also persistent. Salazar (1999) in his book, Ang Babaylan sa Kasaysayan ng Pilipnas, narrated how the Babaylan served as the counter power of the Datu, who led the barangay, and was also believed to be magical. The spiritual dynamics of the early Filipino society is centered around the Babaylans as they lead the rituals, heal or cure diseases, predict one‘s future, discern human intentions and read the forces of nature and weather. Aside from this, the Babaylan has the role to preserve and pass on to the next generation their own culture. In addition, Filipinos believe in the afterlife. Some of our customs are influenced by our belief in various supernatural creatures. In reality, our grandparents made us accept these concepts in order to inculcate discipline. Some of us deduce that they came up with these stories to keep us from making too much noise at night, respect our environment, to keep the forests clean and make our faith in God stronger as we ask Him to keep us safe from harm in body and in spirit. The Philippines at present is a Catholic country but our notion about supernatural and mythical beings is a very prominent part of our lives most specially those Filipinos who come from the country side. Many Filipinos who live in rural or mountainous areas still 44 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 believe in mythical spirits and monstrous creatures because they are said to be present only in the country side where there are forests and other uninhabited areas. Most if not all of these perceptions came from the stories told us by our ancestors which have been passed on from generation to generation. Although believing in superstition and supernatural beings conflicts with Catholicism, Filipinos simply cannot ignore the stories because there is always that curious and freakish view of the unknown (Salazar, 1999). 2.1. The Concept of “Dungan” – Spirit or Soul In many religious, philosophical and mythological traditions, there is a belief in the incorporeal essence of a living being called the soul. Soul or psyche (Greek: ―psyÜhē‖, of ―psychein‖, ―to breathe‖) are the mental abilities of a living being: reason, character, feeling, consciousness, memory, perception, thinking, etc. From the point of view of the ―babaylan‖, the pre-colonial priestess in the Philippines, inside the body of a living person dwells the ―dungan‖ (a companion that co-exist). This ―dungan‖ gives life, animation, and sensibilities to a person. It can temporarily leave the body at will (during sleep). It is dangerous for ―dungan‖ to leave the body when the person is awake. The body would become like a robot that runs out of battery. One thing that we have to remember is that the western or widespread idea of the soul is different from the indigenous concept of the soul. The soul for the latter is a separate entity whereas Alicia Mago‘s exposition of the dungan – is a life force, an energy, as well as an ethereal entity, a spirit with a will of its own that resides in the human body and provides the essence of life (Villan, 2013). Dungan also refers to willpower, knowledge, and intelligence and even the ability to influence and dominate others. It is believed that this spirit or soul is present at birth and has chosen the body where it will reside. It then undergoes the process of adaptation and making sure that it is perfectly knowledgeable of the world. It also has to be ensured that it is comfortable and fixed firmly in the host‘s body, otherwise it may be led by other spirits to depart or even be held captive. If this happens, then the host will get sick or even die. If somebody gets a sudden surprise, dungan jumps out the body and when the dungan returns, then the host regains self-control. It can also leave the body when one is asleep thus allowing oneself to see itself in a dream. The dungan has to make sure that it will be able to return to the body and that it is safe whenever it travels. Lesson 3: Finding and Creating Meaning 3.1. Viktor Frankl’s Logotherapy Victor E. Frankl, a psychiatrist who was imprisoned for three years in a concentration camp during World War II provides three ways of discovering the meaning of life. His book, Man‘s Search for Meaning was a reminder of that life which, maybe because of his training – he was able to provide a scientific (even philosophical) observation and analysis of what made men exposed to such atrocities and horrors, and survived. As a psychiatrist, he was able to come up with a psychology on survival that helped him endure his experience and this he called Logotherapy. At the core this theory is the belief that man‘s primary motivational force is the search for meaning and the work of the logotherapist centers on helping the patient find personal meaning in life, however dismal the circumstances maybe. According to Logotherapy, we can discover this meaning in life in three ways: 1. By creating a work or doing a deed. Whenever we find value in who we are through the things we do, then we create meaning in our lives. 2. By experiencing something or encountering someone. Finding meaning in life can also happen when one experiences positive like goodness, truth, beauty and especially – being loved. Where loves mean that one is accepted for his uniqueness or that his present and other potentialities are encouraged to the fulfillment of becoming the best person he can be. 45 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 3. By the attitude we take toward unavoidable suffering. The third emphasizes that even in suffering, one can find meaning in life where one can turn one‘s predicament into triumph. Suffering ceases to be suffering at the moment it finds a meaning, such as the meaning of a sacrifice. The existential aspect of Frankl‘s psychotherapy maintains that man always has the ability to choose; no matter the biological or environment forces. An important aspect of this therapy is known as the ―tragic triad‖, pain, guilt and death. Assumption of Franklian Psychology (Logotheraphy): The human being is an entity consisting of body, mind and spirit. Life has meaning under all circumstances, even the most miserable. People have a will to meaning. People have freedom under all circumstances to activate the will to find meaning. Life has a demand quality to which people must respond if decisions are to be meaningful. The individual is unique. In essence, all humans are unique with an entity of body, mind and spirit. We all go through unique situations and are constantly looking to find meaning. We are free to do these at all times in response to certain demands. 3.3. Frankl’s Sources of Meaning There are three possible sources of meaning of life based on Frankl‘s work (Popovo, 2017): 1. Purposeful work. Frankl found that the single most important factor in life that allowed men to survive is ultimately taking the responsibility to find the ―inner hold‖ to future goals. Fulfilling your ultimate goal becomes the meaning of your life. Thus, meaning of life is unique to each individual. 2. Courage in the face of Difficulty. Man can preserve a vestige of spiritual freedom, of independence of mind, even in such terrible conditions of psychic and physical stress. Everything can be taken from a man but one thing: the last of the human freedom – to choose one‘s attitude in any given set of circumstances, to choose one‘s own way. 3. Love. In examining the ―intensification of inner life‖ that helped prisoners stay alive, he considers the transcendental power of love: ―Love goes very far beyond the physical person of the beloved‖ Whether or not he is actually present, whether or not he is still alive at all‖. Frankl illustrates this with a stirring example of how his feelings for his wife – who was eventually killed in the campus – gave him a sense of meaning: “We were at work in a trench…I was again conversing silently with my wife, or perhaps I was struggling to find the reason for my sufferings, my slow dying. In a last violent protest against the hopelessness of imminent death, I sensed my spirit piercing through the enveloping gloom. I felt it transcend that hopeless, meaningless world, and from somewhere I heard a victorious, “Yes,” in answer to my question of the existence of an ultimate purpose.” Frankl contributes to history‘s richest definition of love. Love is the only way to grasp another human being in the innermost core of his personality. No one can become fully aware of the very essence of another human being unless he loves him. By his love, he is enabled to see the essential traits and features in the beloved person and even more, he sees that which is potential in him, which is not yet actualized but yet ought to be actualized. Furthermore, by his love, the loving person enables the beloved person to actualize these potentialities. By making him aware of what he can be and of what he should become, he makes these potentialities come true. 46 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 Assessment I. In not more than 10 sentences, answer each question as briefly as possible. Write your answer in ½ sheet yellow paper. 1. How does the belief and practice of religion and spirituality affect the development of the self? 2. How would you find meaning in life despite of what is currently happening now? II. Write a reflection paper after watching the YouTube video entitled, ―What is the Point of Spirituality,‖ in the following link: https://youtu.be/xum35-XplNY . Make use of the following guide questions but do not limit your reflections to these. Write it in 1 whole yellow paper. a. Do you agree that spirituality only appeals to adolescent dreamers, the underemployed and the weak-minded? Why or why not? b. Was there ever a time when a spiritual moment descended on you? If yes, at what particular time of the day did this happen? If no, what may be the reason that you have not experienced a spiritual moment? c. Would you allow yourself to be sensitive to the joys and pains of others? d. Can the care and concern for anything at all be called love? Why or why not? e. What is the point of spirituality? 47 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 CHAPTER 4: THE POLITICAL SELF Introduction “Patriotism means to stand by the country. It does not mean to stand by the president or any other public official.” -Theodore Roosevelt As Filipinos, our loyalty must be first and foremost to the Philippines. Everything that we do, may directly or indirectly affect our respective communities. Politics is an unseen force in all of our affairs. It may be considered an infamous term for many, but everyone has a political self because everyone has a nationality and a country to belong to. We are not created for isolation and we are called to live productive lives that will benefit the greater good. Mainly, the discussion will center on the significance of political engagement, the Philippine democratic and political culture, and the role of your political self in affecting the change that you wish to see in your community. Learning Outcomes At the end of the chapter, you will be able to: Discuss the essence of the political self; Express position on key political issues and the present democratic system; and Propose ways to encourage responsible voter participation. Lesson 1: The Role of Politics How would you describe your attitude towards politics? Would you say that you have high hopes in our political systems? Or is it the other way around? Even if you are not a Political Science major, the discussion on politics is inevitable. So why should you be interested in politics and governance? Here are the reasons given by Davis (2018): 1. Government and politics impact nearly every aspect of our lives. 2. Having knowledge of politics help make you an informed voter. 3. Politics empowers you to know your rights. These are only few of the many reasons why we should not neglect the political self. Even if many people have the tendency to shy away from this topic or to overly engage without having the correct and enough information—we must have the courage to search for and proclaim the truth. Lesson 2: Seeking the Filipino Identity What does it mean to be a Filipino citizen? According to the 1987 Philippine constitution, Article IV, Section 1, these are the citizens of the Philippines: 1. Those who are citizens of the Philippines at the time of the adoption of this Constitution; 2. Those whose fathers and mothers are citizens of the Philippines; 3. Those born before January 17, 1973, of Filipino mothers, who elect Philippine citizenship upon reaching the age of majority; and 4. Those who are naturalized in accordance of law. Such identification as enshrined in the constitution is very helpful but the challenge is how far and up to what extent do we feel this citizenship? What other factors affect our sense of identity as Filipinos? Do you think that Filipinos have a strong sense of Nationalism? Lesson 3: Democracy – From Theirs to Ours The inception of democracy was handed down to us by the Americans and we have been taught to pattern ourselves according to their brand of government. The idea of democracy did not emerge from our identity but it was forced on us and rigidly shaped us and our identity according to the definition given by our colonizers, most especially the 48 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 United States. This is not really a good start because we have a kind of political system that did not grow from the political will of the ordinary people. A true democracy is the rule is coming from the people, but if the people do not understand it – how can they say that they are the ones who rule? The problem lies now in the lack of identity between the democratic beliefs and practices of the Filipinos. At present, we have been making a movement towards a grassroot concept of democracy. But this will only be possible if the masses of poor people and uneducated will find their voice. 3.1. Perception of a Filipino’s Role in a Democratic Setting The Democracy Agenda Project defined democracy as ―a process, fundamentally, a way of life, a means of relating with other individuals, groups, and the state, and a collective process of decision-making in order to attain political liberty, social justice, and equity‖ (Diokno, 1997). From this, we can see that participative democracy was the preferred choice of democracy over the elite democracy. It entails a more active role in the political decision making. An example of this would be participation during elections. According to Zialcita (1997), effective citizenship is one where people know that they can build things, ―people who come up with ideas and resources; people who are bold; people who are accountable.‖ Another finding of the project was the consensus regarding redistributive democracy. There is a clamor to have a better redistribution of resources and capabilities, particularly land, income, and wealth. As long as the presence of the wide economic gap between people in one republic is present, then the practice of democracy will be difficult and rights would be more prone to abuse by those who have so much more in terms of the economic value. According to Article II, Section 5 of the 1987 Constitution, three things should be provided by the government before we can enjoy democracy (1) maintenance of peace and order, (2) protection of life, liberty, and property, and (3) promotion of general welfare. If we cannot have these three, then we will not be able to reach our full potential and make a clear definition of our political self. A major part of such a fulfillment is a general consensus among Filipinos that first, we should be able to participate and be heard in the political process. Our needs and sentiments through our individual voices or through our elected representatives should be manifested in the government‘s decision making. Second, there must be consistency in the principles and policies declared in the constitution and how Filipinos live their lives. Additionally, there are general agreements on our duties like standing when the national anthem is being played, awareness of community affairs, and payment of taxes. Lesson 4: Political culture Political culture refers to the socially created aspects involving the production, allocation, and use of decision-making powers among large groups of individuals (Montiel, 2002). It involves both subjective or mental elements (i.e., thoughts and feelings) and objective aspects or concrete construction (i.e., material symbols, artifacts, and grouprelated practices). An example of a subjective component of Filipino culture that is activated during political exercises is when volunteer campaigners carry a widely accepted belief that those who help in a candidate‘s campaign get rewarded with a job and/or government contracts if the candidate wins. On the other hand, an example of an objective component of Filipino political culture would be the practice of local leaders in asking politicians to act as godfather (ninong) at the wedding of their children. What does this political practice really symbolize? The local leader‘s family can expect to be given job opportunities and other special politicoeconomic favors by this powerful politician. In turn, the politician can expect the leader‘s family to help out during the campaign period (Hollsteiner, 1963). Political culture is also 49 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 structure-embedded such that political cultures may differ among those who hold power and those who are marginalized in society (Montiel, 2002). 4.1. Political and social participation of the Filipinos Using data from the 2001 National Survey on Filipino Citizenship, Sucgang (2006) sought to determine the types of political participation among Filipinos. Two types of political involvement surfaced, namely, political participation as proactive engagement in the public arena (e.g., running for office, joining political rallies, and street demonstrations) and political participation as public problem solving (e.g., contacting local and national officials on problems, community organizing). Other forms of political participation Filipinos engaged in were also identified, such as volunteering in radio and television shows, discussing and injecting humor into political issues, and offering prayers with political intentions. Are you a member of a civic organization like many of the Filipino youth? According to Yacat (2006), many of these youth organizations are community-based with advocacy as an important activity (e.g., teenage pregnancy, drug abuse). The youth engage in projects such as cleanliness campaigns, sportsfests, and other types of competitions (e.g., dance contest or Battle of the Bands). 4.2. Personality and Leadership In general, Filipino voters prefer a leader with the following personality traits: morally upright (marangal), God-fearing, loyal, responsible, intelligent, principled, and trustworthy (IPC, 2005). Montiel‘s 1986 study of nontraditional political leadership showed that Filipinos preferred politicians who were democratic, kept promises, held consistently political views, were for the masses, did not cheat or lie, and were not sexist. Macapagal (2013), on the other hand, found that urban poor voters use several candidate-related variables, such as background, sociopolitical status, promises, popularity, and behavior in evaluating political candidates. Carroll (1994) likewise revealed that regardless of socioeconomic status, Filipinos tend to vote on the basis of personality and not on issues. They tend to decide early on who to vote for even without knowing the candidates‘ platform. Lande (1996) noted that voters tend to vote for candidates who are similar to them in terms of province and language. This shows the importance of having shared identities with voters and candidates. This is known as identity politics, the formation of political allegiances on the basis of some demographic similarity, such as sex, race, and religion (Plutzer & Zipp, 1996). Lesson 5: Developing a Democratic Culture How can we promote the growth of the culture of democracy? As suggested by Zialcita (1997), the following values are necessary to establish a democratic culture: 1. Respect for and affirmation of the individual. This entails recognizing that every individual has basic and constitutional rights. But we always have to remember that one‘s rights end where another person‘s rights begin. 2. Recognition of the innate dignity of all human beings. Article I of the Universal Declaration of Human Rights states: ―All human beings are born free and equal in dignity and rights.‖ Simply by being human, all people deserve respect (Catholic Social Teaching.org). 3. Concern for the common good. In ordinary political discourse, the ―common good‖ refers to those facilities—whether material, cultural or institutional—that the members of a community provide to all of its members for common interests. 4. Willingness to listen to others. If we respect the individual, recognize their dignity and their freedom of expression—then we will be giving time to listen to one another. 50 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 All these imply the need for us to help the anonymous stranger, that is—more than our individual families—we should also be involved in caring for our nation. Going beyond ourselves to serve the public good should be a major part of our Political Identity, an identity closely tied to being a Filipino citizen in heart and mind. Assessment I. Answer the following questions briefly. Limit your answers to 10 sentences per question. Write you answers in ½ sheet yellow paper. 1. As a Filipino, what is the biggest, most important political issue for you? How will you attempt to address this issue as an undergraduate student? 2. What is your stand on the current democratic system here in the Philippines? Are we experiencing too little or too much democracy? II. Create a 2 to 3-minute TEDtalk style video reflecting your views on the upcoming 2022 elections specifically answering the question: how can you influence others to remain vigilant and critical during the campaign period, and not sell their votes? Post your video in your personal Facebook account and use the hashtags #UnderstandingTheSelf #PoliticalSelf #Halalan2022 51 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 CHAPTER 5: THE DIGITAL SELF “There is too much negativity in the world. Do your best to make sure you aren't contributing to it.” -Germany Kent Introduction Filipinos continue to reign supreme in terms of social media use globally. A report by a social media management platform Hootsuite showed Filipinos spend the most time on the internet and on social media sites. The ―Digital 2019: Global Digital Overview‖ showed Filipinos spend an average of ten (10) hours, two (2) minutes on the internet via any device, and spend over four (4) hours on social media daily. The report also said that as of January 2019, there are now 4.39 billion internet users and 3.48 billion social media users worldwide. Facebook continues to dominate the internet as the top social media platform with over 2.71 billion users, followed by YouTube with 1.9 billion users, and messaging services Whatsapp (1.5 billion) and Facebook Messenger with 1.3 billion users. Kenneth Gergen (1994) writes of the postmodern ―saturated self.‖ We are beset by many images of self via advertisement, film, TV, celebrity and life-style magazines, and even Internet chat rooms. We suffer, declares Gergen, from ―multiphrenia‖ (a confusing multiplicity of selves), hence put on many different masks-of-self when ―performing‖ online. For example, we can put up different Facebook accounts for different social groups and purposes, we have a Facebook group for family (usually the most decent), for friends (where we post whatever we want), for school (curated to please our friends from the academe). May you find this lesson helpful in finding yourself online, in forming you own digital self—one that is authentic as you are offline. Also, may it guide you in the smart use of technologies and applications especially as we enter the ―New Normal‖. Even if people nowadays rely heavily on technology to survive with their work and studies, we do not need to succumb to the culture of negativity and toxicity. Learning Outcomes At the end of the lesson, you should be able to: Examine how your online engagements shape your digital self; Discuss how one can cultivate a cohesive virtual self; Promote the responsible use of internet; and Discuss ways to detect fake news. Lesson 1: The Development of the Digital Self The idea of the digital self developed from the original phenomenon of the ‗extended self‘, pioneered by Russell Belk in 1988. He believed our possessions are a major contributor to and reflection of our identities. Back in the day, it was external objects (e.g. clothes, jewelry, car, etc.) that he believed we used and considered as part of ourselves. Nowadays, however, it is not merely tangible belongings that researchers consider as part of our extended self. Out digital possessions such as photos, videos, statuses, texts, and emails are now seen to be significantly important to shaping the self. Think about it, could you live without your smartphone or laptop? 1.1. Who are digital citizens? There are many definitions of digital To explore more, you may also watch: citizenship. But there is one thing that they Nine Elements to Digital Citizenship all have in common: digital citizenship is by ChanceandSimon positive, and we should all strive to be https://www.youtube.com/watch?v=gYe11RNGt good digital citizens. The better the digital ZU citizens we are, the more empowered we are to maximize opportunities and minimize risks online. 52 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 What is a good digital citizen? A good digital citizen has a variety of knowledge, skills, and values that help them be responsible users of ICT, particularly the internet and mobile technologies. Source: https://safesitter.org/digital-citizenship/ 1.2. Why do we have a Digital Self? The idea of the Digital Self is an interesting and relatively new topic discussed in consumer behavior research. Researchers claim that the digital web allows us to try out different personas that differ from our real-life identities. Here are some of the reasons why we express ourselves online the way we do: Desire to meet the expectation of others: Research shows that over 50% of women would edit their social media photos to look better and meet the expectations that the media and magazines have set. Desire to boost our self-esteem: people upload photos and statuses online that they will receive ‗likes‘ and positive feedback, which ultimately help their egos. Desire to feel a sense of belongingness: Some of us want to fit in with the crowd and upload things that are ‗down with the trend‘ - for instance posting contents that are trending like dance challenges. Bigger sense of freedom: Unlike real life, digital platforms allow us to express ourselves in any way we want to without anyone there to physically judge us. Striving to be our ideal selves: Digital Photo Editing Apps allow us to improve our appearances on photos (through teeth whitening, skin smoothing and body shape editing). They help consumers present themselves as their ‗ideal‘ self online and inevitably feel better about themselves. The digital world has provided us with greater opportunities to express our identity in any form we want to. But what we all need to remember is: how will we feel if we go so far to express ourselves differently online that we forget what reality is, or worse, we end up resenting it? Lesson 2: Understanding your Online Identity Your identity is who you are—your characteristics, habits, aspirations, and interests. One‘s online identity is summed up by the way you behave online: that is, the things you 53 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 spend most of your time doing, the sites you visit, the way you interact with others, and the things you choose to highlight about yourself. It‘s part of your personal brand. While a post can be made in a matter of seconds, it can leave a footprint for the future. The damage caused in the moment can repeat itself many times over, even when you might have thought the issue had already died. A good digital citizen knows how to manage their online identity in a way that does not damage their reputation, endanger themselves. If they don‘t brand themselves wisely, others may view them in a negative light that could affect their relationships, education, and career options. 2.1. Selective Self-presentation and Impression Management Impression management refers to the activity of controlling information to steer others‘ opinion in the service of personal or social goals (Schlenker & Pontari, 2000). A subtype of impression management is self-presentation. According to Goffman (1959) and Leary and Kowalski (1995), self-presentation is the ―process of controlling how one is perceived by other people‖ and is the key to relationship inception and development. To construct positive images, individuals selectively provide information about them and carefully cater this information in response to other‘s feedback. 2.2. Fear of Missing Out and Social Media Envy FOMO, or “fear of missing out,” is defined as "the uneasy and sometimes allconsuming feeling that you're missing out." FOMO refers to the feeling or perception that others are having more fun, living better lives than you are, and you are missing something. It involves a deep sense of envy and affects self-esteem. It is often exacerbated by social media sites like Instagram and Facebook. Social media provides a situation in which you are comparing your regular life to the highlights of others‘ lives. Therefore, your sense of ―normal‖ becomes skewed, you seem to be doing worse than your peers, and this may lead you to wonder what you are lacking. Social media envy happens when a person becomes envious of the lifestyle or aspects of someone else‘s life as seen through the eyes of social media. Envy as an emotion is so closely associated with the experience of using social media that it has made FOMO the acronym perhaps most closely associated with it. People‘s online presence is often a distortion of reality. If we believe the rose tinted view of other‘s lives, and compare ourselves too seriously with them, this can have a negative impact on our self-image. We might think we are not successful enough, not smart enough, or not good looking enough. A low self-esteem can lead to associated problems like anxiety, depression and eating disorders. The problem is not that we are failures, the problem is that we are judging ourselves according to an unattainably perfect benchmark. Here are ways to ward off social media envy: 1. Remember that everything you are looking at is, at some degree, unrealistic—you only see what others want you to see. 2. Make your life as exciting as you want to and treasure your real-life moments. 3. Transform envy into positive action. 4. Count your blessings. Success and happiness are subjective. 5. Remove what bothers you on social media. Unfollow if necessary. 6. Unplug, unplug, unplug. Practice social media detox from time to time. 2.3. Disinhibition Effect In face-to-face interactions, we often hold back in things we really want to say or do for fear of leaving a negative impression. Also, we abide by a set of decorum in such situations because we are careful not to paint a wrong portrait of who we are. This is called ―impression management‖ coined by Erving Goffman. But in the cyberspace, this might not be the case. For John Suler (2004), such restrictions to behavior do not necessarily apply online. Unlike in real-life situations, 54 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 individuals tend to act more intensely and openly in virtual interactions. This phenomenon is what he calls the online disinhibition effect, or the removal of social inhibitions and/or restrictions imposed upon people‘s behavior when engaging in the web. He further explains that there are two main categories of behavior that fall under the abovementioned effect: benign disinhibition and toxic disinhibition. Benign disinhibition describes behavior in which people might self-disclose more on the internet than they would in real life, or go out of their way to help someone or show kindness. Toxic disinhibition describes behavior that includes rude language, threats, and visiting places of pornography, crime, and violence on the internet-places the person might not go to in real life. One example of Toxic disinhibition is Cyberbullying. Cyberbullying is the use of electronic communication to bully a person. Examples of cyberbullying include calling someone mean names online, writing improper, abusive, or hurtful messages, or posting inappropriate photos of someone that might cause their shame, sadness, embarrassment or anger. Online behaviors of flaming (deliberately aggressive exchange), impersonation (usurping an identity to damage someone‘s reputation), trolling (baiting others with immature, mean comments), cyber stalking (repetitive, unwanted contact), and outing (revealing someone‘s personal/private information) can be forms of cyberbullying. Lesson 3: Setting Boundaries Online: Smart Sharing The following guidelines will help you share information online in a smart way that will protect yourself and not harm others. Before posting or sharing anything online, consider the following: 1. What do I look like? (How would I appear to someone who doesn‘t know me?) 2. Is this ink permanent? (How long will this post last?) 3. Am I giving away too much about myself? (Is it even necessary for others to know this?) 4. Would I want this shared about me? (How would it make me feel?) 5. Does it pass the Billboard test? (If this information were put on a billboard for all to see, would I still be okay with it?) 3.1. Spotting Red Flags How does someone know if something seems wrong? Trust your mind and gut feelings when interacting with a new person online. They can ask themselves critical questions, like: Has this person requested me to keep any information secret? Has this person flirted with me, or asked me about anything sexual? Has this person asked me about anything private? Have I felt pressured by this person to do anything? Do I feel untrue to myself when I talk to this person? Do I feel my values are being broken? If the answer is yes to any of these questions, that should be considered a ―red flag‖. You should be wary of interacting with the person further. If there are multiple red flags, you should stop immediately and consider telling a trusted person about the incident. 55 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 Assessment I. Identification. ______ 1. This is summed up by the way you behave online. ______ 2. The process of controlling how one is perceived by others. ______ 3. The perception that others are living better lives than you. ______ 4. The removal of social restrictions while in the internet ______ 5. This includes rude language and threats online ______ 6. An interesting and new topic in consumer behavior research ______ 7. When a stranger asked about anything private online ______ 8. It is left by post that is made in a matter of seconds ______ 9. Activity to control information to steer opinion of others ______ 10. Behavior when people disclose more in the internet than in real life II. Make a slogan or poster about the responsible use of the internet. Use coloring materials or digital apps to work on your output. Share it on your Facebook account and use the hashtags #UnderstandingTheSelf #DigitalSelf #DigitalCitizenship. 56 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 UNIT 3 MANAGINGAND CARING FOR THE SELF CHAPTER 1: LEARNING TO BE A BETTER STUDENT Introduction This is the last unit for this course. It is not enough to be able to define the self and know its different components but to also we have to learn how to improve the self. In this chapter, improving yourself entails knowing how the brain works during the learning process. Learning involves change and changing one‘s behavior that mostly occur through our daily experience in life. Generally, learning involves acquiring changes in the present knowledge, skills, habits, behaviors, or tendencies through experience, practice, or formal education. Therefore, just as Carl Rogers says, ―The only person who is educated is the one who has learned how to learn and change‖. Learning Outcomes At the end of this chapter, you will be able to: Describe the learning process; Recognize several metacognition and studying techniques; and Identify studying techniques that best fits you. Lesson 1: How Learning Happens in the Human Brain According to neuroscientists, learning new knowledge and skills everyday keeps the structures of the brain changing and increases its ability to learn. Learning as defined by behaviorists, it is the relatively permanent change in behavior as a result of practice or experiences. Cognitive psychologists define learning as a process that lead to change as a result of Source: https://www.learnupon.com/blog/what-is-information-processing-theory/ experience. In other words, learning is the acquisition of knowledge, skills, and attitudes through experience. Stevens (2014) states that learning that results to a better change happens when the brain allows for faster, stronger signaling between neurons as the brain gains new skills, but the best way to speed up those signals is to slowly introduce new information to the head. Let us look at the model developed by George Miller in the 1950s. It illustrates how our brain process the information it gets from the environment. The first stage is sensory memory. It is what we are experiencing at any given moment. Inputs from the To explore more, you may also watch: environment enter our senses and How Your Brain Processes Information given meaning (perceived). Then, the by Academic Success Center at Texas A&M University information is filtered to our short-term https://www.youtube.com/watch?v=wIaoBHY1NUE memory or also known as our working The Neuroscience of Learning memory. Some information are by Halo Neuroscience discarded especially when you are not https://www.youtube.com/watch?v=_nWMP68DqHE paying attention to it (decay/forgotten) and some are encoded in the long-term memory where we can retrieve it when we need to. 57 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 1.1. Metacognition Go-Monilla and Ramirez (2018) stated that metacognition is the awareness of one‘s thinking and the strategies one uses to learn or simply defined as cognition about cognition or thinking about thinking. According to Villafuerte, et al (2018), one of the amazing wonders the brain is capable of is learning to learn. Metacognition gives students the ability to control and direct their learning experience to develop powerful skills that can directly relate to their academic and career success. It has two aspects (Alata, 2018): 1. Self-appraisal is how well you know your strengths and weaknesses. How vast your current knowledge is and how well developed your skills are. 2. Self-management is a cognitive process where you plan on how to finish a task based on what you have or possess in terms of knowledge, skills, abilities and other characteristics. Waterloo Student Success office (n.d.) introduced the following skills that can help you in exercising your metacognition: 1. Knowing your limits – you have to have an honest evaluation of what you know and what you do not know. Doing this will also look at the limitations in terms of resources so that you can work with what you have and look for other ways to cope with the lacking necessities. 2. Modifying your approach – it starts with recognizing the way you are solving a problem or finishing a task is not working. Example is recognizing the you do not understand what you are reading so you assess what needs to be done. It can be having a five-minute break every 20 minutes of reading instead of finishing the material in one sitting. 3. Skimming – this is browsing a material and looking for keywords, phrases or sentences. For example, you might want to browse the table of contents first or the introduction of the chapter to get an idea about the content of the material. This is done when you are trying to read several materials in limited time frame or if you want to focus on a certain topic to read about. 4. Rehearsing – this is making a personal interpretation of the things you have learned and not merely repeatedly talking, writing and/or doing what you have learned. One way to do it is to imagine yourself being interviewed about your task and as you try to express what you have learned, you insert personal take on the matter. Just be sure that the key concepts are still in-line with the source material. 5. Self-test – self-test should not only focus on what you have learned but also how you learned it. You can create To explore more, you may also watch: your own self-test in Metacognition: The Skill That Promotes Advanced Learning index cards whether is an by Peterson's objective type of test or https://www.youtube.com/watch?v=elZFL4FLVLE essay questions. 1.2. Study Strategies Here are popular study strategies and learning techniques based on a metastudy evaluated by Dunslosky et al. (2013): 1. Questioning and explanation. Elaborative interrogation is a complex name for a simple concept – asking one‘s self why something is the way it is or a particular concept or fact is true, and providing the answer. Self-explanation refers to a similar process, through which the explanation might take the form of answering why but also other questions, as well as relating new information to information which is already known. 2. Producing summaries of texts. This is likely to involve the reading and comprehension of text, as well as the ability to identify the most important information within it and to encapsulate it briefly in one‘s own words. It requires a complex set of skills that ―it can be an effective learning strategy for learners who are already skilled 58 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 at summarizing.‖ Summarizing may be the first stage of a learning process, with other techniques such as self-testing, and self-explanation come subsequently for review purposes. Imagery or ‗keywords mnemonics‘ for both vocabulary learning and text memorization were found to be constrained to highly visual materials. 3. Highlighting and underlining portion of text. This also includes rereading. Highlighting tended to work better for students who were more adept at identifying the crucial-to-be-remembered aspects of a text. 1.3. Becoming a Self-regulated Learner Zimmerman & Schunk (2001) defined self-regulated learning (SRL) as the process in which students systematically direct their thoughts, feelings, and actions toward the Steps to Develop Metacognitive attainment of their academic goals. It and Self-Regulated Learning is a process of taking control of and Behaviors evaluating one‘s own learning and Set your short-term and long-term behavior. It is a self-directed process academic goals in your studies through which students transform their Identify the negative outcomes if you don‘t achieve your goals as well as mental abilities into academic skills. It the positive outcomes when you is also a cyclical process in which the achieve them. student plans for a task, monitors his Make a self-help plan to achieve your or her performance, and reflects on academic goals. Think and select strategies to achieve your goals such the outcome. The cycle is then as staying focused, avoiding repeated as the student uses his or distractions, and developing skills to her reflections to adjust and prepare manage your time efficiently. Monitor your academic performance for the next task. Thus students and progress. Use a chart to monitor practice their self-regulation learning your work outcomes. When faced with by setting goals, selecting and using difficult tasks, seek social support when you need it. Look for inspiration strategies, monitoring their to keep you motivated in achieving performance, and reflecting on their your academic goals. When outcomes. Consequently, the three confronted with difficulties, always essential components of self-regulated think and keep working toward your goals and the future. learning are planning, problem solving, Reflect on what you have learned and and self-evaluation. Planning accomplished. Reflection helps you increases efficiency, control, and develop your strengths and overcome your weaknesses. motivation. Problem solving allows students to learn to think and look for solutions when faced with adversities. Self-evaluation increases selfawareness that leads to the better understanding of one‘s own emotions, strengths, and weaknesses. To explore more, you may also watch: Self-Regulated Learning by Lori Edwards https://www.youtube.com/watch?v=3OQsT7w6MBM&t=9s Assessment Create maximum of 5 minute vlog on your study habits. How you get your school work done? Send the video to your instructor. 59 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 CHAPTER 2: SETTING GOALS FOR SUCCESS Introduction What do you want to be in the future? 5 years from now, how do you see yourself? What is your ultimate goal in life? These questions are not unfamiliar to us but have you really thought about the answers to these questions? A goal is the object toward which the behavior is directed, usually within a specific period of time (Go-Monilla & Ramirez, 2018). Goals can be related to one‘s career, health, relationships, and more. Corpuz et al. (2019) clearly stated that goals serve as impetus in order for us to work hard and maximize our abilities. Accordingly, our existence is anchored on the goals we set to achieve. Whenever one goal is achieved, there comes another. Achieving our goals provides us fulfillment and satisfaction. It empowers us and increases our self-esteem. It is important, therefore, for us to clearly set our goals based on our skills and abilities. This chapter hopes to add to your understanding about setting goals, guide you to set clear goals and inspire you to gain confidence that you can reach your goals. Learning outcomes At the end of this chapter, you will be able to: Expound the importance of setting goals; Understand Locke‘s Goal Setting Theory; and Set your own SMART goal/s. Lesson 1: Locke’s Goal Setting Theory Villafuerte et. al. (2018), explained that goal-setting is something most people recognize as necessary for success. By understanding this theory, you can effectively apply it to the goals you set. The best way to set goals is to look into the pioneering research of Dr. Edwin Locke and another researcher who studied the effect of goal setting in the workplace, Dr. Gary Latham. Locke and Latham (1990) enumerated the five principles of goal setting namely: clarity, challenge, commitment, feedback, and task complexity. 1. Clarity. Clear goals are measurable and unambiguous. When a goal is clear and specific, with a definite time set for completion, there is less misunderstanding about what behaviors will be rewarded. 2. Challenge. One of the most important characteristics of goals is the level of challenge. People are often motivated by achievement, and they will judge a goal based on the significance of the anticipated accomplishment. When setting goals, make each goal a challenge. If an assignment is easy and not viewed as very important, then the effort may not be impressive. 3. Commitment. Goals must be understood and agreed upon if are to be effective. It means that goals should be consistent and in line with previous expectations. The harder the goal, the more commitment is required. If a goal is easy, there is no need for a lot of commitment to get is done. Working on a difficult assignment means more likely to encounter challenges that require a deeper source of inspiration and incentive. 4. Feedback. This provides opportunities to clarify expectations, adjust goal, difficulty, and gain recognition. It is important to provide benchmark opportunities or targets, so individuals can determine for themselves how they are doing. 5. Task Complexity. People who work in complicated and demanding roles probably have a high level of motivation already. However, they can push themselves too hard if measures are not built into the goal expectations to account for the complexity of task. It is therefore important to do the following: First, give the person sufficient time to meet the goal or improve performance. Secondly, provide enough time for the person to practice or learn what is expected and required for success. 60 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 Therefore the whole idea of goal setting is to facilitate a person‘s success. It has to be made sure that the surrounding conditions inspire and allow people to accomplish their objectives. Locke (2002) identified four mechanisms that explain how goals affect performance. 1. Goals serve a directive function for they direct attention and effort toward goalrelevant activities and away from goal-irrelevant activities. 2. Goals have an energized function. High goals lead to great effort than low goals. 3. Goals affect persistence. 4. Goals affect action indirectly by leading to the arousal, discovery, and/or use of taskrelevant knowledge and strategies. This lesson lays down the theories that have been useful in helping people understand their goals and motivations as well as the needs and challenges that they face in their life journey to success. 1.1 SMART Goals Source: https://thinkmarketingmagazine.com/how-to-create-smart-goals/ The theory of Locke pave the way to the goal setting technique devised by management experts Kenneth Blanchard and Spencer Johnson. To explore more, you may also watch: A Complete Guide to Goal Setting by The Art of Improvement https://www.youtube.com/watch?v=XpKvs-apvOs Assessment In a long bondpaper, make your dream board. 20 years from now, what do you want to achieve or have in possession? On a separate sheet of yellow paper, specify how you will achieve that goal. 61 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 CHAPTER 3: STRESS AND MENTAL HEALTH CARE Introduction Before moving on to the last lesson for this module, you are encouraged to answer the questionnaire below. Remember that you are not to write anything on the pages of this module. Grab a separate sheet of paper and write down your answers. The questions in this scale ask you about your feelings and thoughts DURING THE LAST MONTH. In each case, you will be asked to indicate how often you felt or thought a certain way based on the scale below: 0 = Never 2 = Sometimes 4 = Very Often 1 = Almost Never 3 = Fairly Often 0-4 1. 2. How often have you been upset because of something that happened unexpectedly? How often have you felt that you were unable to control the important things in your life? 3. How often have you felt nervous and ―stressed‖? 4. How often have you felt confident about your ability to handle your personal problems? 5. How often have you felt that things were going your way? 6. How often have you found that you could not cope with all the things that you had to do? 7. How often have you been able to control irritations in your life? 8. How often have you felt that you were on top of things? 9. How often have you been angered because of things that were outside of your control? 10. How often have you felt difficulties were piling up so high that you could not overcome them? TOTAL Note: Before adding your total score, reverse score items 4, 5, 8, and 10 where an answer of 4 is equal to 0, 3=1, 2=2, 1=3, and 0=4. Then, find the average. Any score higher than the scores below indicates higher level of stress Scoring: Based on Sex Based on Age group Male: 12.1 18-29: 14.2 45-54: 12.6 65 and older: 12.0 Female: 13.7 30-44: 13.0 55-64: 11.9 The questionnaire you just answered is the Perceived Stress Scale developed by Sheldon Cohen (1994). From the name itself, it measures your vulnerability to stressful situations. Not only that, the scale can also be used to know your ability to quit smoking, to control sugar intake (for people with diabetes), and having more colds (yup, this scale can do just that). If you scored low, CONGRATULATIONS! You have managed your daily inconveniences in the past month very well. If your score was on the average level, you might need to take it slow and pause for a minute. If you scored high, STOP what you‘re doing right now. Drop this module and take a breather. Remember this: SELF-CARE IS A PRIORITY, NOT A LUXURY. Learning outcomes At the end of this chapter, you will be able to: Understand the biology behind stress; Identify one‘s stressors and triggers; and Create a personalized self-care routine. 62 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 Lesson 1: What is stress? In the Philippines, any talk about mental health is discouraged. When someone says that he/she has been having negative thoughts, people would often respond with, “It’s all in your mind.” “Kulang ka lang sa dasal.” “Wag kang mag inarte.” “Just think positive!” “Kulang lang yan sa pansin.” People have been so used to hearing these words that people eventually thought that saying them is totally harmless. However, a seemingly harmless remark could turn someone‘s life upside down. It is for this reason that you should know what mental health means and how you can help advocate mental health wellness not only for you, but for others as well. Stress is any physical or mental reaction to any life event. Its normal to feel stressed. Not all stress are bad for you. When we feel stress, it stimulates our body to ensure optimal functioning of our organs and tissues such as the heart and muscles as well as the brain. It can give burst of energy and focus. 1.1. The Biology of stress When we experience stress due to a life event, the HPA (Hypothalamus-PituitaryAdrenal) axis is activated. It releases a hormone called cortisol which signals the body for instant action. But if we experience prolonged stress, too much or too often stress that would result to high levels of cortisol in the body, our brain is negatively affected. It increases the activity level and neural connections in the amygdala, the To explore more, you may also watch: brain‘s fear center. The rise in How stress affects your body - Sharon Horesh Bergquist cortisol level would also result for by TED-Ed hippocampus, the part of the https://www.youtube.com/watch?v=v-t1Z5-oPtU brain associated with learning, to How stress affects your brain - Madhumita Murgia memories and stress control by TED-Ed deteriorate. So if this weakens so https://www.youtube.com/watch?v=WuyPuH9ojCE&t=58s does our ability to control our stress. 1.2. Can you be friends with Stress? You are to take your final exam in one of your major courses. Aside from studying for the exam, you are also to submit several requirements in your other courses. At home you are also given house chores or else your parents won‘t let you rest from their constant ―reminders‖. When you are confronted with several tasks, what physiological reactions do you notice in your body? How about the way that you think, observe, or take notice of your environment? How are your mental and physical reactions different from when you are in a relaxed state? The situations mentioned above would have probably caused you a lot of stress. Mental reactions to stress can affect focus, anxiety levels, and your emotions. Physical reactions to stress include sweating, fast heartbeat, dilated eyes, and even frequent visit to the comfort room. All of these physical reactions are caused by the chemical released by your brain called cortisol. Cortisol helps you switch from a relaxed state to a more aroused or alert state. This helps you to escape dangerous situations or survive the piercing eyes of your parents when they need you to do To explore more, you may also watch: something. Kidding aside, cortisol is a How to make stress your friend | Kelly McGonigal chemical that is essential for your alertby TED state. However, when cortisol level in the https://www.youtube.com/watch?v=RcGyVTAoXEU body is always high, it can cause the blood vessel in your heart to constrict which can result to health problems. 63 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 For this reason, most people would try to avoid any stressful situation. But can we really avoid stress? Unfortunately, we can‘t. However, changing how you view stress can help you manage your stressors, or anything that can cause stress. The study conducted by Keller, et al. (2012) revealed the surprising relationship between our perception of stress and general health. The 8-year study showed that 43% of those who reported to have experienced high levels of stress and at the same time have negative perceptions of stress died prematurely than those who have experienced high levels of stress but have a positive view of stress. The study concluded that the negative perception of stress is what‘s causing the negative effects on people – not stress. Lesson 2: What Do Studies Say About Self-Care and Mental Health? Dekin (2019) defined self-care as providing adequate attention to your own psychological and emotional wellbeing. While this may be a bit of a vague description, the truth is, self-care doesn‘t look the same for any two people. For extraverted people, being around other people in a social setting may meet their emotional needs. Introverted people may prefer an evening watching a movie with a close friend or significant other to get their social needs met. Some swear by warm bubble baths, facial masks, and quiet music, while others want to hit the gym, take a road trip, drink a coffee, or even take some time to clean their living space thoroughly. There are practically endless ways to practice self-care and it all boils down to doing things that you enjoy or need. While many people tend to think of pampering themselves or indulging in guilty pleasures as self-care, it doesn‘t just end there. Self-care also encompasses all the things you need to do to remain healthy, reduce stress, and feel as mentally well as possible. This means that getting a massage is self-care, but so is cleaning your home to reduce your stress. Enjoying an ice cream on a warm day is self-care. So does attending therapy sessions to address your emotional needs, trauma, or mental illnesses. Because self-care is the practice of caring for your physical, emotional, and psychological wellbeing, it shouldn‘t be surprising to learn that it does, in fact, have an effect on your mental health. It relies on increased self-awareness, which can benefit people who are living with a mental illness. Practicing self-awareness can help you to recognize patterns in your emotions, including events or situations that can trigger you. It can also help you to recognize what activities or tasks are necessary of your wellbeing, soothe negative symptoms of a mental illness or stress, or simply bring you pleasure or relaxation. Many people find it difficult to provide self-care when it is most needed, due to fatigue, feelings of hopelessness or guilt for indulging in something pleasurable, pain, limited mobility, and other factors. People are quick to parrot the benefits of self-care for depression, anxiety, and other mental or physical illnesses, but don‘t recognize the amount of labor selfcare can require, nor the struggles of people who are trying to provide self-care while also living with their symptoms. 2.1. How to Practice Self-Care That being said, self-care is an incredibly broad term for the practice you may already be doing to feel your best or manage symptoms. Self-care doesn‘t need to be elaborate, expensive, or labor-intensive to be effective—you may not even need to go out of your way to practice self-care, just learn to observe how your routine affects your mood and functioning. Building a list of favorite self-care methods can be especially helpful in identifying what activities make it easier for you to function, improve your mood, or reduce your stress levels. Having a written list can help you quickly determine what to do if you should feel that you‘re in need of a little extra care, as well, which can make it easier to provide self-care when you‘re feeling low. Your personal brand of self-care will depend on what works best for you, what you enjoy, and your energy levels, personality, and other factors. Dekin (2019) proposed some ideas to help you get started on providing yourself with the attention you deserve. 64 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 Take a quick mental survey of your body. While breathing deeply, scan your whole body, releasing tension as you find it. Check your posture and adjust as necessary. It only takes a few seconds to do but can provide an immediate change. Practice healthy sleep habits and listen to your body’s needs. Going to bed at an earlier time, ensuring that your bedroom is comfortable and quiet, and practicing good screen-time habits before bed can help you enjoy a more restful sleep. Take care of your health needs. Schedule appointments with your doctor for regular checkups, stay on top of your medications, or any other care you require to maintain your physical health. Exercise in some form. It‘s recommended that you get 30 minutes of moderate exercise daily, but it may not be possible if you are struggling with a mental or physical illness. Instead, focus on getting the exercise you can get, since even a short walk to the mailbox is better than doing nothing. Practice healthy eating habits. Eating regularly can help you to feel better, even if you can‘t manage a nutrition-packed, home-cooked meal. Eating healthily is obviously a great form of self-care, but so is simply making sure you eat something each day. If a beauty or skincare routine helps you, set aside time to pamper yourself regularly. You might be surprised at the difference even a little bit of time to focus on yourself can help. Set aside time to talk with someone or to engage with your thoughts. Selfawareness is an important part of self-care, so don‘t neglect your emotions! Here‘s a Self-care Bingo which you can use to check on yourself. Assessment In a long bond paper, draw your top 10 stressors that you constantly encounter and the things you do to cope up or deal with those stressors. 65 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 REFERENCES 1987 Philippine constitution, Art 4. Sec. 1. 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(Eds.). (2001). Self-regulated learning and academic achievement: Theoretical perspectives. Routledge. 69 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) lOMoARcPSD|29257440 COURSE GUIDE Course: Understanding the Self Semester: First Semester School Year: 2021-2022 Class schedule: Instructor: Course Description The course deals with the nature of identity, as well as the factors and forces that affect the development and maintenance of personal identity. More so, this course is intended to facilitate the exploration of the issues and concerns regarding self and identity to arrive at a better understanding of one‟s self. It strives to meet this goal by stressing the integration of the personal with the academic – contextualizing matters discussed in the classroom and in the everyday experiences of the students -for better learning, generating a new appreciation for the learning process, and developing a more critical and reflective attitude while enabling them to manage and improve their selves to attain a better quality of life. This course also includes the mandatory topics on Family Planning and Population Education. Course Outline TOPIC Unit 1 DEFINING THE SELF: LOOKING THROUGH THE DIFFERENT PERSPECTIVES CHAPTER 1: What is Philosophy? Lesson 1: The Global Economy Lesson 2: Ancient Philosophy Lesson 3: Modern Philosophy Lesson 4: Contemporary Philosophy CHAPTER 2: Sociology and Anthropology Lesson 1: What is Sociology and Anthropology? Lesson 2: Development of the Self Lesson 3: The Self in Different Context CHAPTER 3: Psychology Lesson 1: Theories and Concepts in Psychology Lesson 2: : Me-Self and I-Self: William James Lesson 3: Real and Ideal Selves Lesson 4: Self-Esteem and Self-Efficacy CHAPTER 4: The Self in Eastern Thought Lesson 1: The Self in the Eastern Thought Lesson 2: Notions of the Self in Classical Eastern Thoughts Unit 2 UNPACKING THE SELF: DISCOVERING THE COMPONENTS OF THE SELF CHAPTER 1: The Physical and Sexual Self Lesson 1: Physical Self Lesson 2: Sexual Self Lesson 3: Sexually Transmitted Diseases Lesson 4: Natural and Artificial Methods of Contraception REFERENCES Age of Enlightenment.” (n.d.), “Ancient Philosophy.” (n.d.), Churchland, (1981), De Landazuri, (2015), “Descartes, Rene | Internet Encyclopedia of Philosophy.” (n.d.), Gaarder & Møller, (2007), Meinwald, (2020), Morzinski (2002), “Socrates.” (2018), “Socrates.” (n.d.), “The Common Good.” (2018), Vanzo, (2013) Barnett, et al (2018), Covar, P., (2015), KALikha (2019), Navarro, et al (2013), Parsons, V., (2019), Pavlou, G. (2018), PePua, R., & Protacio-Marcelino, E. (2000), Sökefeld, M. (1999) Frank, et al (2010); Freud, S. (1905); Horney, K. (1950); James, W. (1890); Jung, C. G. (1921); Jung, C. G. (1948); Knight, Z. G. (2017); Mcleod, S. (2014); Orth, et al (2012); Oyserman, et al (2012); Passer & Smith, (2007); Prasad, et al (2020); Rogers, C. R. (1959); Stangor, et al (2014) Weiten, et al (2014); Woźniak, M. (2018) Alata, et al (2018); Arslan, F. (2014); Bharati, S. J. (n.d.). Caslib, et al (2018); Fadiman, J. & Frager, R. (1999); Ho, D. (1995); Khalil, A. & Sheikh, S. (2016); Kohn, L., & LaFargue, M. (1998); Mainali, M. K. (2020); Nizamie, et al (2013); Saksena, S. K. (1939 Alata, et al (2018); Caslib, et al (2018); Contraception Methods - Family Planning. (n.d.). Cruickshank, H. (n.d.); DiLonardo, (2019); Frothingham, S. (n.d.); Gebhard, P. H. (2019); Harrison, R. J. (2020); Rees, P. (2001); Sexual Dysfunction & Disorders: Treatment, Symptoms & Diagnosis. (n.d.); The State of Queensland - Queensland Health. (2019); World Health Organization: WHO. (2020); Your Guide to the Sexual ESSU-ACAD-501|Version 4 Effectivity Date: June 15, 2021 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) Page 1 of 4 lOMoARcPSD|29257440 Response Cycle. (2002); Zimmermann, K. A. (2018) Alata et al., 2016; Belk, 1988; Caprariello& Reis, 2012 CHAPTER 2: The Material Self Lesson 1: Components of the Material Self Lesson 2: What is Materialism? Lesson 3: The pursuit of Happiness MIDTERM Alata et al., 2016; Frankl, 1992; Frankl& CHAPTER 3: The Spiritual Self Stein, 2005 Lesson 1: Religion and Spirituality Lesson 2: Filipino beliefs in the Supernatural Lesson 3: Finding the Creating Meaning Alata et al., 2016; McCrone&Kiely, 2000 CHAPTER 4: The Political Self Lesson 1: The Role of Politics Lesson 2: Seeking the Filipino Identity Lesson 3: Democracy – From Theirs to Ours Lesson 4: Political culture Lesson 5: Developing a Democratic Culture Alata et al., 2016; Belk, 2013; Caspi, 2010; CHAPTER 5: The Digital Self Gibbs, Ellison &Heino, 2006; Gonzales & Lesson 1: The Development of the Digital Self Hancock, 2011 Lesson 2: Understanding your Online Identity Lesson 3: Setting Boundaries Online: Smart Sharing Alata et al., 2016 Unit 3 MANAGING AND CARING FOR THE SELF CHAPTER 1: Learning to be a Better Student Lesson 1: How Learning Happens in the Human Brain Alata et al., 2016 CHAPTER 2: Setting Goals for Success Lesson 1: Locke‟s Goal Setting Theory Alata et al., 2016 CHAPTER 3: Stress and Mental Health Care Lesson 1: What is stress? Lesson 2: What Do Studies Say About Self-Care and Mental Health? FINALS Course Requirements 1. Major examinations, quizzes, projects, reaction/reflection papers and other activities that shall be submitted on the set deadline. Late submission would mean a deduction of points in the grade for that requirement. Course Learning Outcomes Required Output At the end of the course, the students are expected: CLO 1. Discuss the different representations and conceptualizations of the self from various disciplinal perspectives; CLO 2. Compare and contrast how the self has been represented across different disciplines and perspectives; CLO 3. Examine one‟s self against the different influences, factors and forces that shape the self; CLO 4. Demonstrate critical and reflective thought in analyzing and integrating the development of one‟s self and identity by developing a theory of the self; CLO 5. Explore the different aspects of self and Reflection papers Reaction papers Essays Quizzes Art activities Examinations ESSU-ACAD-501|Version 4 Effectivity Date: June 15, 2021 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) Page 2 of 4 lOMoARcPSD|29257440 identity; CLO 6. Understand the theoreticalunderpinnings on how to manage and care for the different aspects of the self; CLO 7. Acquire and hone new skills and learning for better managing of one‟s self and behaviors; and CLO 8. Apply these new skills to one‟s self and functioning for a better quality of life. Course Policies Conduct of Major Examinations/Removal Examination/Completion/Special Examination Major Examinations will be conducted as scheduled in the Academic Calendar of the University. As stipulated in the Student Handbook, conditional and incomplete grades obtained during the 1st semester must be removed/ complied within one month after the submission of the Report of Grades. Students who are to take a removal examination or have incomplete grades will be notified through a text message or personal message in Facebook messenger. A special examination may be given only for meritorious cases like illness/hospitalization supported by a medical certificate from the attending physician or University physician or fortuitous events like earthquake, typhoons, fire or death in the immediate family. A written request has to be submitted and approved by the Dean before the instructor concerned gives such special examination. (Source: Student Handbook) Grading System 1. There will be two rating periods: Mid-term and Finals 2. The grade for each rating period shall be computed as: 50%- Assessments/Activities 50%- Major Examinations 3. Final Average Grade = (Mid-term Grade + Finals Grade)/2 Class Discipline Everyone should maintain respect with one another. All students are expected to behave with academic honesty. Any form of cheating will be dealt with accordingly. Students should participate actively or get involved in class discussions and other assignments/activities. Respect the privacy of one another. Avoid spreading personal information of your teacher or your classmate without their permission. References Books Alata, E., Caslib B., Serafica, J., &Pawilen, R. (2016). Understanding the self. Quezon City, Manila: Rex ESSU-ACAD-501|Version 4 Effectivity Date: June 15, 2021 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) Page 3 of 4 lOMoARcPSD|29257440 Bookstore, Inc. Ebooks Bandura, A. (1999). Social cognitive theory of personality. New York: Guilford Publications. PDF File. Caspi, A. (2010). Self presentation and its perception in online dating websites. Open University of Israel. PDF file. Chaffee, J. (2016). The philosopher’s way (5th edition). New York: Pearson. PDF File. Demitrio (1995). Creation Myths among early Filipinos. PDF File. Fisher, H. (1994). The nature of romantic love. The Journal of NH Research, 6, 59-64. PDF File. Frankl, V. E. (1992). Man’s search for meaning.An introduction to logotherapy (4th edition). Boston, Massachusetts: Beacon Press 25. PDF File. Frankle, R.S. & Stein P.L. (2005). Anthropology of religion, magic and witchcraft. Boston, Massachusetts: Pearson. PDF File. Hornedo, F.H. (1980). Myths and symbols Philippines. Philippine Studies, 28(2), 228-231. PDF File. Marsella, A.J., Devos, G. & Hsu, F. (1985). Culture and self (asian and western perspectives). New York: Tavistock Publications Ltd. PDF File. McCrone, D. &Keily, R. (2000). Nationalism and citizenship. Sociology, 4(1), 19-34. UK: BSA Publications Limited. PDF File. Mead, G.H. (1934). Mind, Self and Society from the Standpoint of a Social Behaviorist. PDF file. Toren, C. (2011). „Anthropology and Psychology‟. Handbook of the Association of Social Anthropologists. London, New York: Sage Publications. PDF File. Triandis, H.C. (1989). The self and social behaviour in differing cultural contexts. Psychological Review, 96(3) 506-520. PDF File Articles Belk, R.W. (2013). Extended self in a digital world. The Journal of Consumer Research, 40(3), 477-500. DOI 75.26.233.69 Belk, R.W. (1988). Possessions and extended self. The Journal of Consumer Research, 15(2), 139-168. Retrieved from http://www.jstor.org/stable/2489522 Caprariello, P.A. &Heis, H.T. (2012). Todo, to have, or to share? Valuing experiences over material possessions depends on the involvement of others. Journal of Personality and Social Psychology. DOI: 10.1037/a0030953 Gibbs, J.L., Ellison, N.B. &Heino, R.D. (2006). Self-presentation in online personals: the role of anticipated future interaction, self-disclosure, and perceived success in internet dating. Communication Research, 33(2), 152-177. DOI 10.1177/0093650205285368 Gonzales, A. L. & Hancock, J. T. (2011). Mirror, mirror on my Facebook wall: effects of exposure to Facebook on self-esteem.Cyberpsychology, Behavior, and Social Networking, 14(1-2), 79-83. DOI: 10.1089/cyber.2009.0411 Hasse, C. (2012). Psychological anthropology: a reader on self culture. Mind, Culture, and Activity, 19, 385-387. DOI: 10.1080/10749039.2011.606588 Consultation Schedule: Instructor’s Contact Information: Prepared by: Approved: Instructor Program Head ESSU-ACAD-501|Version 4 Effectivity Date: June 15, 2021 Downloaded by Shayne Ann Galigao (shayneparma@gmail.com) Page 4 of 4