SECTION 1: SOCIAL ENVIRONMENTAL AND
OTHER LIFE FACTORS AN OVERVIEW OF
SELF/IDENTITY
Self in Everyday Language:
● Pronouns "I" and "me" highlight the self as both
actor and object in daily communication.
● Functional variations of "I" and "me" (my, mine,
myself) further emphasize self-reference.
● We unknowingly acknowledge the self constantly
in daily interactions.
Scholarly Explorations of Self:
● Scholars across various fields explore the nature,
existence, and dimensions of the self.
● Key issues addressed include:
○ Nature vs. Nurture: Debate on the relative
influence of genes and environment on self.
○ Identity vs. Self: Distinguishing between selfperception and the fundamental self.
○ Dimensionalities of Self: Exploring the
multifaceted nature of self-concept.
Nature vs. Nurture
Nature:
● Self seen as primarily shaped by natural
processes and genetics.
● Traits passed down through generations,
forming a blueprint for behavior and tendencies.
● Self studied structurally and functionally from a
biological perspective.
● Genetics provides information about self
description and inheritance
Nurture:
● Self viewed as an outcome of life experiences
and social factors.
● Social sciences offer insights into individual
and group influences on self-concept.
● Emphasis on how social institutions shape self
construal.
Conclusion:
● Neither nature nor nurture holds sole influence
over the self.
● Self is likely a complex product of both genetic
predispositions and environmental interactions.
Identity vs. Self
Similarities:
● Both "self" and "identity" are popular topics in
psychology and social sciences.
● They are often used interchangeably in iterature.
Differences:
● Lexical Definitions:
○ Identity: Distinguishing characteristics,
known to others.
○ Self: Entire person, known to oneself.
● Social Representation:
○ Identity: Public presentation of the self.
○ Self: Private understanding of oneself.
Comprehensive Definition:
● Oyserman et al. (2012):
○ Identity: Traits, roles, memberships defining who
one is.
○ Self-concept: What comes to mind when thinking
of oneself.
Dimensionalities of self/identity
Multiple Factors Shape Identity:
● Social Factors:
○ Family: Early influence on attitudes and
behaviors.
○ Peer Groups: Shape character during
adolescence, potentially challenging family values.
○ Other Social Connections: School, church, etc.
further contribute to identity formation.
● Environmental Factors:
○ Physical surroundings: Climate, geography, etc.
○ Larger societal norms and expectations.
○ Example: City upbringing fostering
competitiveness and resilience.
● Hereditary Factors:
○ Biological traits and characteristics passed down
from parents.
○ Fixed and permanent, dictating physical
attributes, some cognitive traits, and personal
characteristics.
● Person-Volition Factor:
○ Individual's desire to create a unique identity.
○ Can lead to deviance or non-conformity,
potentially driving innovation and change.
Identity Integration:
● Traits from various sources combine and integrate
to form identity.
● Some acquisition conscious and voluntary, others
unconscious and involuntary.
● No two individuals share the exact same identity.
● Identity constantly evolves throughout life.
SECTION 2.1: SECTION 2.2: WHAT PHILOSOPHY
SAYS ABOUT SELF
Philosophy of the self:
- Philosophy considered the mother of all
disciplines as it originated from philosophical
discourses.
- Ancient philosophers explained natural and
social phenomena, leading to diverse definitions of
human existence and the self.
- The self is defined as a unified being connected to
consciousness, awareness, and agency, or possessing
rational choice.
- Various philosophers introduced unique
characteristics and meanings of the self, evolving
from abstract concepts to scientifically supported
explanations.
Classical antiquity
Source of Self-Knowledge:
● "Know Thyself" (Greek aphorism):
Prominently displayed at the Temple of Apollo at
Delphi.
● Socrates: Adopted "know thyself" as a guiding
principle. Believed true self resides in the soul
(psyche), not the physical body.
Plato's Ideas:
● Plato (student of Socrates): Developed
Socrates' ideas on the self in his dialogue
"Phaedrus."
● Two Realms of Truth:
○ Metaphysical realm (mind): The ideal (ontos), the
ultimate reality (permanent, spiritual).
○ Physical world (body): The phenomena, the
manifestation of the ideal (imperfect,
impermanent).
● Self as Intellectual Entity: The self exists
fundamentally in the ideal realm, separate from
the physical world.
Aristotle's Ideas:
● Aristotle (student of Plato): Further developed
Plato's ideas.
● Essence and Matter:
○ Essence: The ideal form (provides meaning and
purpose).
○ Matter: The physical substance (provides form
and solidity).
● Co-dependence of Essence and Matter:
Essence and matter coexist and rely on each
other.
Two Lenses of Self:
● Empiricism: Knowledge comes from
experience through the senses (processed by the
brain).
● Rationalism: Knowledge is innate and derived
through logic and reason.
Evolution of the Self-Concept:
● Philosophers from classical antiquity to the
contemporary era have built upon these ideas.
● The understanding of the self has evolved
based on historical context and advancements in
science.
Towards modern philosophy
Shifting Perspectives on the Self:
● Classical Antiquity: Focused on reason and
theory (Socrates & Plato) or empiricism (Aristotle).
● Medieval Philosophy: Integrated religion with
philosophical views (St. Augustine)
The Empiricism vs. Rationalism Debate:
● Empiricists (Locke, Hume, Kant): Knowledge
comes from experience.
● Rationalist (Descartes): Knowledge is innate and
derived through reason.
Modern Empiricism:
● Contemporary philosophers like Ryle, Churchland,
and Merleau-Ponty are empiricists.
● They incorporate biology and neuroscience into
their theories of the self.
Note: Consider philosophers' orientations and
historical contexts when examining their views on
the self.
● The table explores various philosophers'
perspectives on the self.
● These perspectives are influenced by the
philosophers' orientations (e.g., idealism,
empiricism).
● Their historical backgrounds also play a role in
shaping their ideas.
SECTION 2.2: WHAT SCIENCE SAYS ABOUT SELF
Scientific perspectives of the self
● Science and the Self: Scientific inquiry
explores how life forms evolve into complex
organisms like humans.
● Scientific Focus: Understanding the self
through:
○ Physical Sciences: Biological factors, growth,
maturation, and environmental influences on
human development.
○ Social Sciences: Institutions, cultures, and
interpersonal relationships within society.
● Humanistic Perspective: Emphasizes
selfactualization and free will.
Biological/physiological science
Sociology:
● Building on Past Ideas: Scientific understanding of
the self leverages ideas from
Aristotle and Darwinian evolution.
● Studies collective behavior and social problems.
● Analyzes the influence of society on individuals.
● Examines social institutions, relationships, and
their impact on selfhood.
● Genetics and DNA:
○ Genes from parents influence offspring's
characteristics.
○ DNA is unique to each individual and is used in
forensics and medicine.
○ The Human Genome Project mapped gene
functions and interactions.
Anthropology:
● Neuroscience:
○ Brain function is linked to consciousness, a core
aspect of the self.
○ Neurophilosophy studies the brain-mind
connection, explaining philosophical concepts
through neuroscience.
○ Brain physiology influences human thoughts,
feelings, and behavior.
● Merleau-Ponty's View:
○ Combines idealism and empiricism to
understand the self.
○ "We are our bodies": acknowledges both
physical and psychological aspects.
○ The self arises from both idealist and realist
perspectives.
● Psychoneuroimmunology:
○ Similar to the immune system, the self forms
through accepting/rejecting experiences.
○ We build on innate attributes while filtering
external influences.
● Natural Sciences:
○ Biology, medicine, neuroscience, and chemistry
contribute to self-understanding.
● Studies human beings across time and cultures.
● Focuses on the evolution of individuals and
societies.
● Analyzes how cultural tools embedded within
generations shape the self.
● Examines the impact of historical events and
societal advancements on self-understanding.
Political Science:
● Analyzes individual participation in government
and political choices.
● Considers ideologies and advocacies as
contributors to selfhood.
Economics:
● Studies the production, distribution, and
consumption of goods and services.
● Analyzes how economic activities affect people's
value systems and sense of self.
Social Sciences vs. Physical Sciences:
● Social sciences focus on the impact of community
and society, while physical sciences emphasize
biological makeup.
● This reiterates the nature vs. nurture debate.
SECTION 3.1: SELF IN THE NEW NORMAL:
CHALLENGES AND OPPORTUNITIES
Social sciences
The pandemic and the new normal
Focus: Social functioning within society and
institutions.
● Pandemics are not new - historical examples
include the bubonic plague and cholera.
● Governments and institutions work to combat
pandemics through:
○ Awareness campaigns
○ Travel restrictions
○ Quarantine protocols
○ Vaccinations
Psychology:
● Views self as a theoretical construct (e.g.,
selfconcept, self-awareness).
● Psychoanalysis (Freud): Unconscious mind
is a core element.
● Behaviorism: Focuses on observable
behaviors shaped by environment.
● Social Cognitive Theory: Considers both
environment and internal attributes.
The New Normal
● Originally used after WWI to describe a period
of change following a crisis.
● Refers to a new way of living after a global
disruption.
● Examples:
○ Post-WWI social and political changes
○ Rise of the internet
○ 2008 financial crisis
COVID-19 and the New Normal
● Pandemic caused major disruptions
worldwide.
● WHO plays a role in providing information,
supplies, and training to fight the virus.
● The term "New Normal" signifies a permanent
shift in how we live.
The New Normal in the Philippines
● Education: Shift to online learning with
challenges in access and engagement.
● Employment: Job losses, work-from-home
arrangements, reduced salaries, business
closures.
● Health: New government policies like mask
mandates and social distancing.
● Social Interactions: Restrictions on gatherings
and activities.
● Mental and Physical Health:

Students faced challenges adjusting to
online learning, impacting their mental
and physical health due to the stress of the
virus and potential illness.

Economic disruptions caused stress and
anxiety for those who lost jobs or faced
reduced income.

The self in the new normal
The Pandemic's Impact on the Self
● Physical Health:
○ Increased focus on healthy habits (diet, exercise)
to fight the virus.
○ Importance of a strong immune system for people
with pre-existing conditions.
○ Potential for mental health decline due to stress
and anxiety.
● Social Self:
○ Limited social interaction due to physical
distancing and restrictions.
○ Shift to online communication (meetings, chats,
calls).
○ Reduced opportunities for traditional social
activities.
○ Rise of work-from-home, online learning, and ecommerce.
● Mental and Emotional Self:
○ Need for creativity and a growth mindset to adapt
to new circumstances.
○ Increased access to information and virtual
learning platforms.
○ Importance of self-awareness and
emotional acknowledgement.
The young adults in the new normal
● Vulnerability of young adults in the New
Normal highlighted by negative impacts of the
pandemic.
● UNICEF study findings:
○ 27% experienced anxiety, 15% experienced
depression.
○ Economic conditions linked to mental health
status for 30%.
○ 43% (female) and 31% (male) pessimistic about
the future.
○ 73% felt need for assistance, but 40% did not seek
help.
● Assessment involved over 8,000 adolescents and
young adults in Latin America and Caribbean, aged
13-29.
● New Normal's negative impact on mental health
evident in disrupted way of life.
● Indonesian study findings:
○ Increase in perceived worse well-being among
adolescents during pandemic.
○ Problems include peer relationships, prosocial
behavior, conduct, and emotions.
○ Factors include mental health information,
parental, and friends' support.
● Challenges of New Normal in education:
○ Local study at university involved 200+ students
in online learning.
○ 81% reported mental health issues during
lockdown.
○ 63% unable to address issues, 72% impacted
academic performance.
● Importance of self-care emphasized for young
adults navigating challenges of New Normal.
SECTION 3.2: PHYSICAL AND MENTAL
HEALTH IN THE NEW NORMAL
MAINTAINING SOUND MENTAL HEALTH IN
THE NEW NORMAL
Mental Health Importance
● Mental health is as important as physical
health during challenging times.
● Experiencing challenges and threats can lead to
negative thoughts, emotions, and risky behaviors
such as infection-related fears, frustrations,
boredom, anxiety, paranoia, financial problems, and
stigma.
● Compromised mental health can lead to negative
and risky behaviors that may put us in a precarious
and dangerous position in the New Normal.
Mental Health in the Philippines
● Even before the lockdown, mental health has
been a focal point of discussion worldwide.
● The Mental Health Act was signed into law in
the Philippines as Republic Act No. 11036 on June
21, 2018.
● Despite government efforts, many Filipinos are
still hesitant to talk about mental health problems
due to social stigma.
Impact of the New Normal
● Issues and concerns about mental health have
heightened with the advent of the New Normal
and the surrounding uncertainty and chaos.
● Pandemic fatigue: People are getting tired of
the safety measures in place and are less likely to
follow them. Symptoms include restlessness,
irritation, difficulty concentrating, and changes in
sleeping habits.
● Social stigma: People who contract COVID- 19
face social stigma and may be turned away by
others.
Self-Care Practices
● Try meditation exercises and have quiet
time with yourself: Practice breathing exercises and
listen to calming sounds available on YouTube and
other mobile apps.
● Take up new hobbies and passion projects:
Take up new hobbies or pursue existing passions
like reading, cross-stitching, creating a blog, or a
YouTube channel to keep your mind occupied and
avoid dwelling on negative thoughts.
● Practice gratitude exercises: Practice gratitude by
finding something to be thankful for every day and
writing them down. This can help appreciate things
taken for granted before the pandemic and facilitate
self-reflection and self-improvement.
There is no assurance as to when this
pandemic will end. For now, maintaining a healthy
lifestyle that will make us physically and mentally
fit is crucial to survive the challenges of the New
Normal. Remember, adjusting to the New Normal
empowers us for the future.
THE PHYSICAL SELF
THE BIOLOGICAL SELF
Biological blueprint
● Physical features are a key part of self-identity.
● People are initially recognized by physical features
like faces, height, and weight.
● Importance of social support: It is vital to show
support to those infected and avoid judgment or
labeling, especially on social media.
● Physical self includes:
○ Physical competencies
○ Valuation of physical worth
○ Perception of beauty
Maintaining Mental Health
● Physical self is shaped by genetics and
environment.
● Be informed: Look out for relevant and legitimate
media sources to stay updated with news, but avoid
information overload.
● Maintain a daily routine: Create a schedule with
work, rest, and leisure activities to combat
lockdown stress.
● Sustain social relationships: Check on friends and
family, reach out through chat and calls, and offer
and receive support.
● Spread positivity: Use social media platforms to
share positive and hopeful stories and images to
promote calmness. Share COVID-19 success stories
of survivors who are willing to share their
experiences.
● DNA is the blueprint of life, containing genetic
instructions specifying the biological development of
every individual.
● DNA is found in the nuclei of trillions of cells and
determines:
○ Body structure
○ Height
○ Weight
○ Skin color
○ Hair color
○ Other physical features
● Traits are passed down from parents to offspring
through heredity. Each trait is made up of specific
information embedded within one's gene, the basic
unit of heredity.
● The manifestation of particular traits can be
attributed to the concepts of genotype and
phenotype.
○ Genotype: the specific information embedded
within one's genes (not always visible)
○ Phenotype: the physical expression of a
particulartrait (visible)
○ Genotype can be determined through blood
testing, while phenotype can be directly observed.
● Dominant genes mask recessive genes. For
example, brown skin (dominant) might mask
fairskin (recessive) in an offspring. However,
the offspring may still carry the gene for fair skin.
Key Points
● DNA is unique to each individual.
● Genes determine physical traits.
● Dominant and recessive genes influence how traits
are expressed.
Environmental Conditioning
● Genetics sets the limits of physical potential,
but environment shapes it.
● Social networks play a role:
○ Family shapes initial habits of nutrition and
hygiene.
● As you grow older:
○ Social groups introduce new standards of beauty.
○ You become more aware of your physical
appearance.
● Practices may differ by gender:
○ Girls: clothing, makeup, femininity
○ Boys: facial hair, shaving, gym
● Media portrays ideal body types:
○ Slim for women, muscular for men
● Some teens engage in unhealthy practices to
achieve these ideals:
○ Eating disorders (bulimia, anorexia nervosa)
○ Cosmetic surgery
● Remember: true beauty comes from self-worth
and a healthy body image.
Taking care of yourself
2. Healthy Lifestyle
- Avoid smoking, excessive alcohol, and other
unhealthy habits.
- Engage in physical activities like walking, running,
or sports to strengthen your immune system and
body.
3. Proper Hygiene
- Maintain a hygiene routine to feel good about
yourself.
4. Confidence
- Self-confidence is key to physical well being.
- Be positive, embrace yourself, and love who you
are.
THE SEXUAL SELF
THE SOCIOBIOLOGICAL ASPECTS OF THE
SELF
Sexual Self
● Components: Biological, physical, emotional, and
social domains
● Roots: Distinguished physical attributes
(penis/vagina)
● Development:
○ Bodily transformations & secondary sexual
characteristics (adolescence)
○ Physiological responses leading to beliefs &
behaviors
● Adolescence:
○ Peak sexual curiosity
○ Influence on sexual activity (biological &
sociocultural factors)
○ Potential manifestation of gender orientation
● Importance of Self-Awareness:
○ Sexuality
○ Thoughts
○ Behaviors
● Goal: Responsible choices regarding sexual self
THE BIOLOGY OF SEX
Sexual Differentiation
- At birth, genitals (penis/vagina) distinguish
males from females.
Puberty:
While physical appearance can be enhanced,
focusing solely on beauty is unhealthy.
Here are tips for physical well-being:
1. Healthy Eating
- Eat right to ensure health and energy.
- A balanced diet promotes healthy skin, weight, and
stamina.
● Orgasm:
○ Physiological response to arousal
○ Refractory period (rest) longer in males
○ Females can achieve multiple orgasms
(shorter refractory period)
● Sexual Response Cycle:
○ Excitement
○ Plateau
○ Orgasm
○ Resolution
○ Completion leads to satisfaction
Sexual Activity:
● Reasons:
○ Satisfy sexual urges
● Variations (Adolescence):
○ Pornography
○ Kissing/petting
○ Masturbation (health benefits)
● Safer alternative to intercourse (pregnancy/STDs)
Informed Choices:
● Importance of understanding sexuality
● Adolescents need to consider consequences:
○ Pregnancy
○ Sexually transmitted diseases
SEXUAL IDENTITY AND GENDER
ORIENTATION
Key Differences:
● Biological Sex: Assigned at birth based on physical
features (genitals)
● Gender Identity: Internal sense of being male,
female, or something else (learned and embraced)
● Gender Roles: Societal expectations of how men
and women should behave (can be limiting)
● Sexual Orientation: Who you are attracted to
(e.g., heterosexual, homosexual)
Relationships:
● Gender identity and biological sex may not always
align.
● Sexual orientation is about who you are attracted
to, regardless of gender identity.
Self-Expression and Responsibility:
● Sexuality is expressed through individuality and
beliefs.
● Responsible self-expression applies to sex, gender,
and behavior.
● Actions have consequences, so regulating behavior
is important.
CONSEQUENCES OF SEXUAL CHOICES
Pregnancy:
● Unplanned pregnancy for adolescents.
● Physical risks for mother and infant.
● Emotional stress and social disruption (dropping
out of school).
● Responsibility of caring for a child.
Sexually Transmitted Diseases (STDs):
● Caused by unprotected sex and bodily fluid
exchange.
● Common STDs: syphilis, gonorrhea, chlamydia,
genital warts.
● Symptoms: burning urination, warts, sores,
discharge, irritation.
● Treatment: medication, surgery (potential
longterm health effects).
● HIV/AIDS: most serious STD, weakens
immune system.
● Spread: unprotected sex, infected blood/fluids,
pregnancy, breastfeeding, needles.
● No cure for HIV/AIDS, can lead to death.
How to Avoid Consequences:
● Responsible sexual behavior:
○ Respect for one's body
- It means taking care of one's body and avoiding
activities that undermine one's worth and respect.
○ Maturity in thoughts and deeds
- It refers to being objective, rational, and calm
instead of being swept by one's emotions.
○ Being guided by one's personal beliefs and core
values
- Everyone, especially an adolescent, should always
be grounded by his or her personal principles and
self-worth.
○ Being future-oriented
- Instead of focusing on the present, a person should
always weigh his or her present actions with
possible consequences in the future.
- Sexual pleasure might be overwhelming at the
moment, but always focus on what it will entail in
the future.
THE MENTAL SELF
COGNITION, MEMORY AND INTELLIGENCE
COGNITION
Cognition and Human Development:
● Innate Capabilities: Empower individuals to
manage themselves across different situations.
● Developmental Milestones: Dependent on sensory
reactions and reflexes at birth.
● Progression from Sensory to Abstract
Thinking:
○ Observation of environment.
○ Analysis of information.
○ Decision-making and appropriate behavior.
● Educational Progression:
○ Simple tasks (e.g., counting) in early education.
○ Advancement to complex tasks (e.g.,
algebra, composition) in higher education.
● Evolution of Mental Capacity:
○ Progressive and sequential, anchored in biological
development.
Cognition
● Definition: Complex mental processes involved in
remembering, perceiving, and thinking.
● Function: Guides behavior, influenced by behavior
in a bi-directional connection.
● Examples:
○ Everyday tasks (e.g., slicing cake, drinking water)
involve cognitive processes.
○ Decision-making involves analysis of options and
anticipation of consequences.
● Relevance across Human Development:
Understanding one's and others' thought processes
enhances self-awareness and understanding.
Shift from Behaviorist Perspective:
● Past View: Behavior determined by training and
environmental factors.
● Current Understanding: Individuals capable of
reasoning and managing behavior.
● Agency of Individuals: Ability to make choices
despite environmental influences.
● Active Engagement: Individuals constantly
processing information and making mental
representations.
MEMORY
Memory Function Levels:
● Sensory Memory:
○ Perceives information from the external
environment through senses.
○ Grasps information in split seconds, focusing on
useful stimuli.
○ Initial stage before transfer to short-term memory.
● Short-Term or Working Memory:
○ Temporarily stores information, readily available
for immediate use.
○ Lasts from 10-15 seconds up to one minute.
○ Capacity: 5-9 items, with decay if not consciously
retained.
○ Absorbs cues for processing readily available
information.
● Long-Term Memory:
○ Stores information permanently through
deliberate effort and practice.
○ Enables repeated retrievals across different
situations.
○ Holds information indefinitely
○ Transfer from short-term to long-term memory
driven by motivation to recall.
○ Covers explicit/implicit, declarative/procedural,
episodic/semantic memory.
○ Limitless and immeasurable storage capacity.
Memory Processes:
● Encoding: Acquisition of information.
● Storage: Retention of encoded information.
● Retrieval: Accessing stored information for later
use.
Memory Comparison to Computer System:
● Analogous to a computer system in encoding,
storing, and retrieving information.
Factors Influencing Memory:
● Attention: Critical for transferring information
from sensory to short-term memory.
● Selection: Determines retention of useful
information and discarding irrelevant data.
● Corruption: Vulnerable to various internal and
external factors.
INTELLIGENCE
Intelligence
● Capacity for understanding, learning, planning,
and problem-solving with logic and awareness.
● Characteristics:
○ Application of knowledge in appropriate contexts.
○ Adaptation to the environment.
○ Not solely confined to academic contexts.
○ Often considered hereditary but influenced by
various contexts.
Robert Sternberg's Triarchic Theory of
Intelligence: Three aspects
Theories of Intelligence:
Howard Gardner's Multiple Intelligences
Theory: Eight areas of human intelligence
- Intelligence involves adaptively using these aspects
interchangeably in real-world
situations.
● Explanation of Intelligence:
○ Both theories elucidate the nature of intelligence
and the influence of personal and environmental
factors.
○ Intelligence involves a blend of cognitive abilities,
creative thinking, and practical application in
different contexts.
Intelligence encompasses various domains
beyond academic performance.