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CITY OF MALABON
CITY OF MALABON UNIVERSITY
Pampano cor., Maya-Maya Street, Longos, Malabon City
OFFICE OF ACADEMIC AFFAIRS
COURSE MODULE
I. GENERAL
INFORMATION
Document ID
MCG-CMU-VPAA-FO-002
Version No.
01
Effectivity Date:
June 1, 2024
Page No.
Page 1 of 10
Course Title
Understanding the Self
Course Code
GE1
Program & Year Level
Academic Term
1st Semester 2025-2026
Week/s Covered
July 21- August 02, 2025
Duration
3 Hours
Modality
F2F
Module No.
2
The Self from Various Perspectives: Philosophy of the
Self
Module Title
II. GENERAL
INFORMATION
III. LESSON
CONTENT
By the end of this module, students should be able to:
1. Define philosophy and explain its relevance to understanding the self.
2. Compare and contrast the views of classical, medieval, modern, and oriental
philosophers on the self.
3. Analyze how philosophical perspectives influence one’s understanding of personal
identity and existence.
I. Introduction to Philosophy and the Self
 Philosophy comes from the Greek words philo (love) and sophia (wisdom),
meaning the love of wisdom. It is a discipline that explores fundamental
questions about life, existence, reality, knowledge, values, reason, and the
self.
 The Philosophy of the Self is a major area of inquiry in philosophy. It examines
who we are, what makes us the same person over time, what consciousness
is, and how we can understand our identity in relation to the world and others.
 Example:
Imagine you're trying to decide what career to pursue. Instead of just choosing the
most popular one, you ask:
“What is my purpose? What will make my life meaningful?”
That’s philosophy—you’re not just looking for answers, you’re exploring the why behind
them.
II. Classical Western Philosophers’ Views on the Self
Socrates and the Importance of Knowing Yourself
Socrates was a famous Greek philosopher who believed that the key to living a good and
meaningful life is knowing yourself. He often said:
“Know thyself.”
and
“The unexamined life is not worth living.”
This means that we should take time to reflect on our thoughts, actions, and feelings. We
should ask ourselves why we do certain things or feel certain emotions. When we
understand ourselves better, we can make wiser choices and become better people.
Example for Students:
REPUBLIC OF THE PHILIPPINES
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Imagine you feel jealous because your classmate won an award.
Instead of just getting angry or ignoring the feeling, ask yourself:
 “Why do I feel jealous?”
 “Am I feeling insecure or comparing myself to others?”
 “What can I do to improve myself instead of being jealous?”
🔍 Activity Title: “Know Thyself: A Self-Reflection Journal”
Objective:
Students will apply Socratic self-examination by reflecting on a recent emotion or action
and analyzing their thoughts to better understand themselves.
Time: 20–30 minutes
Materials: Paper or reflection journal, pen, or printed worksheet (optional)
📝 Instructions:
1. Introduction (5 mins)
Briefly review Socrates’ idea:
“Knowing yourself leads to wisdom.”
Today, you will reflect on a personal experience just like Socrates encouraged.
2. Reflection Questions (15–20 mins)
Students choose one emotion or situation they experienced recently (e.g.,
anger, joy, jealousy, anxiety, pride, etc.) and answer the following questions:
✏️ Socratic Reflection Journal Questions:
1. What happened?
2. What emotion did I feel?
3. Why did I feel that way?
4. Was my reaction helpful or harmful?
5. What could I do differently next time?
6. What does this tell me about myself?
Encourage honest and thoughtful answers.
3. Optional Sharing (5 mins)
Ask for volunteers who would like to share a part of their reflection.
� Questions for Discussion
 Why is it important to reflect on our emotions or actions?
 How can this practice help us make better choices in the future?
 Do you think it’s easy or hard to “know yourself”? Why?
Plato and the Tripartite Soul
Plato was a student of Socrates and one of the most important philosophers in history. He
believed that there's more to life than what we see and touch — he called this idea the
Theory of Forms, meaning there is a higher reality beyond the physical world.
Plato believed that a person is made up of two main parts:
 Body – the physical part of us, which is temporary and imperfect
 Soul – the real self, which is eternal and perfect
Tripartite Soul: 3 Parts of the Soul
Plato said the soul has three parts that must work together for a person to be happy and
virtuous:
REPUBLIC OF THE PHILIPPINES
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1. Reason – the thinking part that looks for truth and makes smart decisions.
2. Spirit – our emotions, courage, and motivation.
3. Appetite – our desires and physical needs, like hunger, comfort, and fun.
✅ When these three are balanced, a person makes wise, fair, and healthy choices.
Example:
You want to play mobile games all night (that’s your Appetite),
but you also know you need to study for an exam (that’s your Reason),
and you want to make your parents proud and succeed (that’s your Spirit).
Plato would say:
“Use Reason to guide your Spirit and control your Appetite.”
That way, you’ll make the better decision—to study—and your soul will be balanced.
For Plato’s’ concept only
Story: The Battle Within Carl
Carl was a Grade 11 student preparing for the final exams. That evening, as he sat at his
study desk, his phone buzzed with a notification.
“New event: Double Gems Weekend – Starts Now!”
His favorite mobile game just launched a limited-time event. Carl’s fingers twitched as he
reached for his phone.
“You’ve been studying all week,” whispered a voice inside him.
“Just a quick game won’t hurt.”
That was Appetite speaking—his desire for pleasure and instant reward.
But another voice cut through the urge.
“Carl, remember your goal to get into your dream university? This exam matters. Stay
focused.”
That was Reason, calm and focused, reminding him of what truly matters.
Suddenly, a third voice rose with energy and determination.
“You can do this! Don’t give up now. Imagine how proud you’ll be when you ace that test.”
This was Spirit, full of willpower and pride, fueling his inner fire.
Carl looked at the blinking game icon. Then he slowly locked his phone, took a deep
breath, and opened his notebook.
Reason had made the decision, but only with the support of Spirit, and the control of
Appetite. Carl had found balance.
That night, Carl didn’t just prepare for his exams—he also took a step towards becoming a
wiser, more virtuous person.
Comprehension Questions
A. Multiple Choice
1. Which part of Carl’s soul tempted him to play mobile games instead of studying?
a. Reason
b. Spirit
c. Appetite
d. Conscience
2.
What motivated Carl to imagine his success and encouraged him to continue
studying?
a. Reason
b. Spirit
c. Appetite
d. Memory
3.
According to Plato, which part of the soul should make the final decision?
a. Spirit
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b. Appetite
c. Reason
d. Emotion
4.
What does the story suggest about making wise decisions?
a. Ignore your feelings.
b. Let your desires control you.
c. Follow your instincts only.
d. Balance your reason, emotions, and desires.
B. Short Answer
5. In your own words, explain what the story teaches about Plato’s idea of the self.
6.
Have you ever experienced a similar "battle" inside you? What did you do, and
which part of your soul led to your decision?
(Open-ended response)
� Aristotle and the Purpose of the Self
Aristotle was a student of Plato, but he had different ideas about the soul and the self. He
believed that the soul and body are one—they can’t be separated. The soul is not
something that just “lives inside” the body; it is what gives life and purpose to the body.
Aristotle said that everything in life has a telos—a purpose or goal.
Your true self is found when you live according to your purpose.
🔪 Easy Example:
Think of a knife.
 The knife’s purpose is to cut.
 If it can’t cut, then it’s not fulfilling its purpose, it’s just a piece of metal.
Now think of a person.
 Aristotle believed our purpose is to use reason (think wisely) and live a virtuous
life (be good and do good).
 If we live without using our minds or making bad choices, we are not fulfilling
our purpose—just like a dull knife.
🎯 What Makes You Truly Yourself?
For Aristotle, your true self is not just your thoughts or feelings—
It is seen in your actions and how you live your life.
If you are working toward becoming wise, kind, responsible, and honest, then you are
becoming your true self.





The soul is the essence of a person—it gives life and purpose to the body.
You and your soul are one—they cannot be separated.
Every person has a purpose (telos).
We fulfill our true purpose by thinking wisely and living morally.
Your actions define who you are.
Certainly! Here's a meaningful and engaging classroom activity to help your students
understand and apply Aristotle’s concept of the self as the essence (telos) through
personal reflection and group discussion.
REPUBLIC OF THE PHILIPPINES
CITY OF MALABON
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Pampano cor., Maya-Maya Street, Longos, Malabon City
OFFICE OF ACADEMIC AFFAIRS
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🛠️ Activity Title: “What Is My Purpose?” – Discovering Your Telos
Objective:
Students will reflect on their own strengths, values, and actions to begin understanding
their personal telos (purpose), in line with Aristotle's idea that the self is found in fulfilling
one’s function through reason and virtue.
Time: 30–40 minutes
Materials: Paper or printed worksheet, pen
� Part 1 – Individual Reflection (15–20 minutes)
Students will answer the following questions in writing. This can be done in their journal, a
worksheet, or a simple sheet of paper.
✍️ Reflection Questions:
1. What activities or subjects do I enjoy and feel passionate about?
2. What are my strengths or talents? (Example: helping others, drawing, organizing,
solving problems, speaking, etc.)
3. What kind of person do I want to become? (Example: kind, honest, brave, wise)
4. How do my actions reflect the kind of person I want to be?
5. What can I do more to live wisely and fulfill my potential or purpose?
Optional guide for younger students:
"I feel most like myself when I..."
"I think my purpose is to..."
🗣️ Part 2 – Pair or Small Group Sharing (10–15 minutes)
 Have students form pairs or small groups of 3–4.
 Ask them to share one insight from their reflection:
“What do you think is your telos or personal purpose?”
 Let them give each other feedback (e.g., “That sounds like a great purpose!” or “I
see that in you!”)
📌 Optional Class Discussion Questions:
 Do you think everyone has a purpose? Why or why not?
 What happens if a person doesn’t know or follows their purpose?
 How can living according to your values help you fulfill your telos?
✅ Learning Outcome:
By the end of the activity, students will understand that their true self is revealed through
actions that match their values, strengths, and purpose, as Aristotle taught.
III. Medieval and Modern Philosophers
 René Descartes
o Known for “Cogito, ergo sum” (I think, therefore I am).
o Argued that doubt is proof of the existence of the thinking self.
o The self is primarily a thinking mind, distinct from the body.
Descartes – “I think, therefore I am”
Descartes – “I think, therefore I am”
REPUBLIC OF THE PHILIPPINES
CITY OF MALABON
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
Example:
Even if you're dreaming or unsure about reality, the fact that you're thinking
proves you exist.
Try this:
“What if everything around me is fake?”
Descartes would say: “Even if that's true, you must exist, because you're the one thinking
that thought.”

John Locke
o Believed personal identity is based on memory and consciousness.
o You are the same person as long as you remember your past
experiences.
John Locke – Memory and Continuity
 Example:
You remember winning your 3rd-grade spelling contest. That memory connects
you to your younger self.
Locke says that your sense of being the same person comes from
remembering past experiences.

David Hume
Rejected the idea of a permanent self.
Claimed that what we call the “self” is just a bundle of perceptions,
constantly changing.
There is no fixed or unchanging self.
David Hume – Bundle Theory
 Example:
When you're happy, sad, hungry, or tired—those are just changing feelings.
Hume says the "self" is just a bundle of these ever-changing experiences, like
a college with no single, unchanging center.

Immanuel Kant
Believing the self is not known directly but is necessary to organize
our experiences.
The self is the organizing principle that makes understanding and
experience possible.
Immanuel Kant – Self as Organizer of Experience
 Example:
Imagine your brain is like a librarian organizing books (your experiences).
Without the self, all your sensations and thoughts would be a chaotic mess.
Kant says the self gives structure and meaning to everything you experience.
IV. Oriental Perspectives on the Self
 Buddhism
Central concept: Anatta or non-self.
The idea that the self is an illusion—there is no permanent, unchanging
soul.
Everything is impermanent (anicca) and interconnected, clinging to
the self-causes suffering.
Buddhism – Anatta (Non-self)
 Example:
You used to love dancing as a child, but now you're into coding.
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Buddhism would say: “See? You are always changing. There’s no fixed ‘you’.”
Letting go of the idea of a permanent self helps you deal with change and
suffering.

Taoism (Daoism)
Focuses on living in harmony with the Tao (the Way or the natural flow of
the universe).
The self should not resist but flow with nature and simplicity.
Emphasizes balance, humility, and connection with the universe.
Taoism – Harmony with the Tao
 Example:
A river flows naturally—it doesn’t force its way.
Taoism teaches that you should live simply and naturally, not force things.
If you're struggling with a situation, sometimes the best choice is to go with the
flow instead of resisting.
This lesson offers a journey through diverse philosophical perspectives on the nature of
the self:
 Western thinkers tend to focus on identity, reason, and consciousness.
 Eastern philosophies often emphasize impermanence, harmony, and letting
go of the ego.
By studying these views, students can better reflect on their own identity, values, and
how they relate to the world.
� Lesson Activities:
Activity 1: “Philosopher Portrait Gallery”
 Students will be divided into 4 groups. Each group will be assigned one of the
following:
1. Classical Western (Socrates, Plato, Aristotle)
2. Medieval & Modern (Descartes, Locke, Hume, Kant)
3. Buddhist View
4. Taoist View
 Each group creates a visual infographic or chart explaining the main idea of the
self from their assigned philosophers’ views.
IV.
LEARNING
ACTIVITIES
Activity 2: “Philosophy Debate: Who Am I?”
 Students take on the persona of one philosopher.
 In a moderated classroom debate, students will argue the nature of the self using
that philosopher’s core beliefs.
 Sample roles: “I am Descartes, and I believe...”; “I am Hume, and I argue that…”
📘 Story: “The Journey Within: A Philosopher’s Dream”
In a quiet village nestled between mountains and rivers, a curious student named
Aira fell into a deep sleep after reading books on philosophy. In her dream, she found herself
in an ancient library where the greatest thinkers of the world gathered to speak about "the
self."
The first to appear was Socrates, a humble old man in a toga. “Know thyself,
Aira,” he said. “The unexamined life is not worth living. True wisdom starts from
understanding your inner world.”
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Next, Plato arrived and showed Aira two realms—one of shadows and another of
glowing light. “This world you see,” he explained, “is only a copy. The soul, your real self,
belongs to the eternal world of Forms. Inside you, three forces wrestle: Reason, Spirit, and
Appetite. Balance them well.”
Aristotle followed with scrolls and diagrams. “The soul is the form of the body,” he
said. “Your purpose, your essence, gives you meaning. Live with reason and virtue.”
Suddenly, the walls shifted, and she was in a candle-lit study where Descartes
declared: “I think, therefore I am! Doubt all things but your ability to think—that is your proof
of existence!”
Then John Locke entered and smiled warmly. “Aira, your memories shape your
identity. If you remember your past self, you are still that self.”
A gust of wind blew in, and David Hume walked by, shaking his head. “There is no
permanent self, only a bundle of perceptions. You are like a river—constantly flowing and
changing.”
As the dream deepened, Immanuel Kant appeared and handed her a compass.
“The self is the one who makes sense of experience. Without it, the world would be a blur.”
Then, the scenery shifted to a serene forest. A monk bowed and said, “In
Buddhism, there is no permanent self—only Anatta. Everything is impermanent and
clinging to a fixed self-causes suffering.”
Finally, an old Taoist sage appeared, floating gently along a stream. “Flow like the
river,” he whispered. “Align with the Tao, the natural way. Harmony is not controlling the self
but letting go.”
Aira awakened with a start, her heart full and her mind transformed. Her journey to
know the self-had just begun—but now, she had many guides to walk beside her.
� Comprehension Questions
A. Multiple Choice
1. Who told Aira that the soul belongs to a higher, eternal world of perfect forms?
A. Aristotle
B. Plato
C. Kant
D. Locke
2. According to the dream, which philosopher believed in the tripartite soul (reason, spirit,
appetite)?
A. Hume
B. Socrates
C. Plato
D. Descartes
3. What did David Hume believe about the self?
A. The self is eternal
B. The self is defined by reason
C. The self is made up of perceptions
D. The self is found through memory
4. Which philosopher emphasized memory as the basis of personal identity?
A. Kant
B. Locke
C. Aristotle
D. Descartes
5. In the story, which belief is central to Buddhism’s view of the self?
A. Memory continues after death
B. The self must think to exist
C. The self is an illusion
D. The self is pure reason
B. Questions
6. How did Descartes explain the existence of the self in Aira’s dream?
REPUBLIC OF THE PHILIPPINES
CITY OF MALABON
CITY OF MALABON UNIVERSITY
Pampano cor., Maya-Maya Street, Longos, Malabon City
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COURSE MODULE
Document ID
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Version No.
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Effectivity Date:
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7. What did Aristotle mean by “essence” and how did he relate it to the self?
8. What was Immanuel Kant’s view of the self in the story?
9. What lesson did the Taoist sage share with Aira about the self?
10. What is one common theme across both Western and Oriental views of the self?
V.
ASSESSMENT
TASK/S
Evaluation (Multiple-Choice Questions)
Instructions: Choose the letter of the correct answer.
1. Who said the famous phrase “Know thyself”?
A. Plato
B. Aristotle
C. Socrates ✅
D. Descartes
2. Plato’s theory of the soul includes how many parts?
A. Two
B. Four
C. One
D. Three ✅
3. Which philosopher is known for “Cogito, ergo sum” (“I think, therefore I am”)?
A. David Hume
B. René Descartes ✅
C. Immanuel Kant
D. John Locke
4. According to Aristotle, the self is composed of:
A. Matter and form ✅
B. Body and soul
C. Reason and desire
D. Mind and body
5. Who believed that there is no permanent self, only a bundle of perceptions?
A. Locke
B. Hume ✅
C. Kant
D. Plato
6. According to Immanuel Kant, the self is understood through:
A. The soul
B. Pure reason ✅
C. Emotions
D. Physical form
7. Which philosopher viewed the mind as a "blank slate" (tabula rasa) at birth?
A. John Locke ✅
B. Descartes
C. Aristotle
D. Kant
8. In Buddhism, the idea of "no-self" or Anatta teaches that:
A. The self is unchanging
B. The self exists permanently
C. The self is an illusion ✅
D. The soul lives forever
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9. Taoism emphasizes living in harmony with:
A. The soul
B. The state
C. The universe
D. The Tao ✅
10. What does Plato's Theory of Forms suggest?
A. Reality is only what we see
B. The self is based on senses
C. True knowledge is found in the world of ideas ✅
D. Emotions are the source of truth
VI.
VII.
STUDY GUIDE
REMINDER
INSTRUCTOR’S
CONSULTATION
SCHEDULE




Follow the assigned schedule and submit tasks on time.
Use your official CMU email address for all submissions and correspondence.
Collaborate respectfully with group members in assigned tasks.
Academic honesty is strictly observed plagiarism will result in disciplinary action.



Day/Time:
Platform/Location:
Email: