GEC 1 (Understanding the Self)

Lesson 1: The Self from Various Philosophical Perspectives

I. Starting AccUrAtely (Introduction)

A. Intended Outcomes/Learning Objectives:
At the end of this lesson, you are expected to be able to:
1. explain the importance of understanding the self;
2. discuss the different notions of the self from the points of view of the various
philosophers across time and place;
3. compare and contrast the representations of the self in different philosophical
schools; and
4. manifest enthusiasm in knowing oneself by completing the tasks assigned.

B. Lesson Introduction:
Who are you? What is your name?
Before we even had to be in any formal institution of learning, among the many
things that we were first taught as kids is to articulate and write our names. As we grew
up, we were told to refer back to this name when talking about ourselves. Our parents
may have painstakingly thought about our names. Should we be named after a famous
celebrity, a respected politician or historical personality, or even a saint? Were you
named after one of them?
Our names represent who we are. Human beings attach names that are
meaningful to birthed progenies because names are supposed to designate us in the
world. Likewise, when our parents call our names, we were taught to respond to them
because our names represent who we are.
As a student, you are to always write your names on your answer sheets, projects,
or any output for that matter. Your name is a term assigned to label you as an individual
and is what you carry with you as your identity.
On the other hand, the self is not a static thing that one is simply born with like a
mole on one’s face or is just assigned by one’s parents just like a name. Everyone is
tasked to discover one’s self. Have you truly discovered yours?
II. StimUlating LeArning (Motivation)
Imagine yourself in this scenario:
You are about to submit yourself to your dream job interview. There are only a few slots
available but there is a long queue of applicants waiting at the lobby. You are given a form to fill
in with these necessary data: personal information (name, age, address, birthday, hobbies,
favorites, etc.) and answers to questions such as “Why should we select you?” and “What could
be your contribution to the company?” and “Describe the company after a year of hiring you”.
Which part/parts of the form do you think is/are easy to answer? Which part/parts is/are
difficult? Kindly take your time to reflect on these.

Analysis:
It is easy to access factual information about ourselves: name, age, date of birth,
parents’ names, etc. But, it is actually difficult to pull out those that are truly important or
essential: What distinguishes you from others? What makes you unique?
You, as you, should know yourself better and deeper than anyone else. We lack
the time to examine ourselves – most of our days are filled with responding to the
expectations of others, doing norms that are dictated by the society, and establishing
things that are set for us by our biological and socio-economic conditions (These are
normal, but could sometimes detach us from the core of our identity).

III. IncUlcAting Concepts (Inputs/Lesson Proper)

Since the ancient until the postmodern times, philosophers and scholars grappled to
understand the meaning of life. They have attempted to answer the question “Who am I?” Let’s
find out these ideas that may have influenced the ways we look at our lives today.

1. SOCRATES (469-399 B.C.E.)

He is the first philosopher who ever engaged in a
systematic questioning about the self. Socrates was more
concerned with the problem of the self. According to him, the
true task of the philosopher is to “know oneself”.
Socrates affirmed, as claimed by Plato in his dialogues,
that the unexamined life is not worth living. Living a life
without knowing your “self”, your purpose, your nature of
being, is “sleepwalking”. These “sleepwalking” individuals exist, but there is no life or
meaning in their existence. They are only going through the motions of life but they lack
happiness, significance and virtue. To live and die inside is the worst thing that could happen
to a man.
So, check on yourself. Are you “sleepwalking”?
In terms of the components or divisions of self, Socrates believed that every man is
composed of a “body” and a “soul”. Every human person is dualistic—composed of two
important aspects of his personhood: an imperfect, impermanent aspect called the “body” and a
perfect and permanent aspect called the “soul” (Dualism).

2. PLATO (428-347 B.C.E.)

Plato is Socrates’ student who supported Dualism, an idea
that man is of dualistic nature composed of body and soul. For
Plato, however, the soul (psyche in Greek) has three elements: the
rational soul, the spirited soul, and the appetitive soul.
Rational Self—composed of reason and intellect that
governs the affairs of humans; enables humans to think, make
wise choices and understand eternal truths.
Spirited Self –also called Passion, is in charge of our emotions
(love, aggressiveness, empathy, etc.).
Appetitive Soul—in charge of base desires like eating, drinking, sleeping and even sexual
activities.

The focus of Plato is on the harmony of these three components of the soul. When the
ideal state is attained (meaning when the three components are working in harmony with each
other), the person’s soul becomes just and virtuous. Imagine that you plan to travel by using a
chariot being pulled by two horses. How can you arrive at your intended destination? Of course,
your chariot must have wheels and the two horses must gallop harmoniously with each other.
Take these three elements (the chariot and the two horses) as the three components of the
soul, working in harmony to achieve the ideal state. Plato called this giving JUSTICE to your
human person.
3. ST. AUGUSTINE OF HIPPO, Northern Africa (354-430)
Following Plato’s ideas and infusing these with Christian
doctrines, Augustine agreed that man has a bifurcated nature or the
self is divided into two:
Body:
• Can only thrive in the imperfect, physical reality (the
world)
• Bound to die on Earth

Soul:
• Anticipated to live eternally in a realm of spiritual bliss in communion with God.

He believed that happiness exists only in God’s love. Therefore, according to him, the goal
of every human person is to attain communion and bliss with God by living his life on earth in
virtue. He created, in his book “The Confessions”, a theology of self—a total, complete view of
the self in relation to God.
Do you also consider your relationship with your God a basis in examining yourself?

4. ST. THOMAS AQUINAS (1225-1274)

Aquinas is another Christian priest who introduced Christian
doctrines with philosophical ideas in understanding the self. He
supported Aristotle’s ideas of rejecting the dualistic belief that
self is a dualistic entity composed of body and soul. He
maintained instead the idea of Aristotle that there are two basic
categories of things:
Matter (hyle) which represents all matter; and
Form (morphe) which represents the essence of a
thing, what makes the thing what it is.

This view is called Hylomorphism. It asserts that individual organisms are composed of
matter (body) and form (soul) which only exist in relation to one another. Humans are composed
of a united, inseparable union of components of self rather than divided, dualistic self. It also
asserts that the soul (anima) is what separates living thing (e.g. humans) from non-living ones.
The soul is what enlivens the body. For living things, to live is to exist. So the soul is that by
which the human body actually exists. Now a form is this sort of thing. So the human soul is the
form of the body. (Aquinas, De anima, 1, 369)
5. RENÉ DESCARTES (1596-1650)
Descartes is the “father of modern philosophy”. His
philosophical ideas were encapsulated in his major philosophical
work, Meditations on First Philosophy. His philosophy is focused
on understanding the nature of reasoning process and its relation
to the human self. He questioned the integrity of beliefs accepted
on “faith”.
He emphasized that the only thing that we should not doubt
or question is the existence of self. For even if we doubt our self, it only proves the existence of
a thinking self, and a thinking self should not be doubted. His famous line is cogito, ergo sum
which literally means “I think, therefore I am”. This simply means that because you are thinking,
there is no doubt that you exist. No rational person will doubt his/her own existence as a
conscious, thinking entity (even if we are dreaming, hallucinating or being manipulated by some
external entity). However, the physical body is just secondary to your personal identity.
According to Descartes, here are some of the manifestations that you are “thinking”:
You understand situations in which you find yourself.
You doubt the accuracy of ideas presented to you.
You affirm the truth of a statement made about you.
You deny an accusation that someone has made.
You will yourself to complete a task you have begun.
You refuse to follow a command that you consider to be unethical.
You imagine a fulfilling career for yourself.
You feel passionate emotions toward another person.

The essence of existing as a human identity is the possibility of being aware of our selves:
Being self-conscious in this way is integral to having a personal identity. Having a self-identity
and being self-conscious are mutually dependent on one another.
Do you believe that your self is more than or even beyond your physical sense of yourself?

6. JOHN LOCKE (1632-1704)

John Locke, a British philosopher and physician, is famous in
his tabula rasa theory of the mind. Tabula rasa (literally means
blank slate) concept of the mind suggests that humans are born
with an empty or clean mind. The mind is only filled in through experiences as one grows and
interacts with the environment.
In the study of self, John Locke holds the idea that personal identity (the self) is a matter
of psychological continuity. For him, personal identity is founded on consciousness, and
not on the substance of either the soul or the body. Consciousness is being aware that one
is thinking. It always accompanies thinking and is an important part of the thinking process.
Consciousness makes possible our belief that we are the same identity in different times
and different places.
Do you agree that you are the same you last night before you go to bed and in the
morning when you wake up? How about last year when you were still in high school? How about
during the summer vacation? If you believe so, then it is because of your consciousness of
being the same person in all those different contexts. Consciousness is very important in
creating a coherent self-identity.
Additionally, personal identity, according to him, is the concept about oneself that evolves
over the course of an individual’s life. It may include aspects of life that man has no control over,
such as where he grew up or the color of his skin, as well as the choices he makes, like how he
spend his time and what he believes.
Reflect on yourself. How influential are your experiences in the development of your
concept of identity or self?

7. DAVID HUME (1711-1776)

David Hume is a Scottish philosopher, an empiricist, who
believes that one can know only what comes from the sense and
experiences. (Empiricism is the school of thought that espouses
the idea that knowledge can only be possible if it is sensed and
experienced.) Hume argues that the self is not an entity over
and beyond the physical body. Men can only attain knowledge
by experiencing. For example, Jack knows that Jill is another human person not because
he has seen her soul. He knows she is just like him because he sees her, hears her and
touches her.
To Hume, the self is nothing else but a bundle of impressions or a collection of different
perceptions, which succeed each other with an inconceivable rapidity, and are in a perpetual
flux and movement (Hume and Steinberg, 1992). For him, man has no “clear and intelligible”
 idea of the self. He posits that no single impression of the self exists; rather, the self is just the
thing to which all perceptions of man are ascribed. Moreover, even if there was such an
impression of the self, it would have to remain constant over time to constitute identity.
He said further that experiences are categorized into two: impressions and ideas.
Impressions are basic objects of your experience or sensation. They, therefore, form the
core of your thoughts; and are vivid because they are products of your direct experience with
the world (e.g. pain, pleasure, heat, cold, happiness, grief, fear, exhilaration, etc.).
Ideas, on the other hand, are copies of impressions. Because of this, they are not as lively
and vivid as your impressions. When one imagines the feeling of being in love for the first time,
that still is an idea.
Simply, impressions are your direct experiences while ideas are acquired through indirect
means. For example, your impression of your trip to Paris, France is more vivid than your
ideas about it based on what you see in YouTube videos, magazines, or your friend’s stories
of their vacation trips.
It is believed that there is a unified, coherent self, a soul or mind just like what some of the
previous philosophers thought. But to Hume, what one thinks as a unified self is simply a
combination of all experiences with a particular person because to him, there is no self.

8. IMMANUEL KANT (1724-1804)

To Kant, the self is a regulating and organizing factor of the
apparatuses of the mind.
The idea of Hume that the self was a combination of
impressions was problematic for Kant. Although he recognizes the
truth to Hume’s account that everything starts with perception and
sensation of impressions, Kant believes that there is a mind that
organizes these impressions that men get from the external world.
For example, time and space are ideas that one cannot find
in the world, but is built in our minds. He calls these the apparatuses of the mind. Along with
the different apparatuses of the mind goes the “self”.
Without the self, one cannot organize the different impressions that one gets in relation
to his own existence.
 Kant believes that the self is an actively engaged intelligence in man that synthesizes all
knowledge and experiences. The self is also the seat of knowledge acquisition for all human
persons.

9. GILBERT RYLE (1900-1976)

Gilbert Ryle is a British philosopher who solved the mind
body dichotomy that has been running for a long time in the
history of thought by blatantly denying the concept of an internal,
non-physical self. For Ryle, what truly matters is the behavior that
a person manifests in his day-to-day life. He said that looking for
and trying to understand a self as it really exists is like visiting
your friend’s university and looking for the “university”. One can
roam around the campus, visit the library and he football field,
and meet the administrators and faculty and still end up not
finding the “university”. This is because the campus, the people, the systems, and the territory
all form the university.
Ryle suggests that the “self” is not an entity one can locate and analyze but simply the
convenient name that people use to refer to all the behaviors that people make. To him, the self
is how you behave.

10. MAURICE MERLEAU-PONTY (1908-1961)

Merleau-Ponty is a French phenomenological philosopher

who asserts that the mind-body bifurcation that has been going
on for a long time is a futile endeavor and an invalid problem.
Unlike Ryle who simply denies the “self”, Merleau-Ponty
instead says that the mind and body are so intertwined that they
cannot be separated from one another. One cannot find any
experience that is not an embodied experience. This means that
all experience is embodied. One’s body is his opening toward
his existence to the world. Because of these bodies, men are in
the world. The living body (or lived body), his thoughts, emotions and experiences are all one.
 So, how do you know that you are really in love? According to Merleau-Ponty, you need to
have a precise description of your immediate responses: physically, emotionally, and
cognitively.
I am currently in love, and
 I feel ________________________________________________________.
 I think _______________________________________________________.
 My physical responses are ______________________________________.
 I spontaneously _______________________________________________.

By doing so, you can have a clearer understanding of what “being in love” is all about, by
using the concepts based on the reality of your lived experiences.
Try doing that in other phenomenon of your experiences such as:
• Being the eldest/youngest/only child
• Poverty
• Living with a broken family
• Being a teenager
• Being a member of LGBTQIA+ community, etc.

11. PATRICIA CHURCHLAND

Through time, more ideas and views about self

emerged. There are those who believe that all aspects of
the universe are composed of matter and energy that can
be fully explained by physical laws (Materialism, or
Physicalism as its more contemporary counterpart). These
philosophers (and even psychologists) believe that mental
states are identical to physical brain states. They believe
that there is no immaterial self that exists independently
from the brain or the body.
Patricia Churchland’s ideas on self are grounded on the perspectives of materialism or
physicalism. She argued that to fully understand the mind, one must understand the brain, using
concepts of neuroscience to explain mental concepts such as freewill. She asserted that there is
no mind or soul beyond the physical brain. Therefore, she proposed that the brain is the self; the
brain is each of us.

GEC 1 (Understanding the Self)

Lesson 2: The Sociological and Anthropological Perspectives of the Self
I. Starting AccUrAtely (Introduction)
A. Lesson Introduction
You are a social being. The social aspect of your “self” can be explored in many ways,
in which social situations influence your view of self. Your “self” is not created in isolation
(Villafuerte, et al., 2018).
In anthropology, the self comes to be understood as a process that orchestrates an
individual’s personal experience following which he or she becomes self-aware and
selfreflective about his or her place in society (Taylor, 1989).
Across time and history, the self has been debated, discussed, and fruitfully or otherwise
conceptualized by different thinkers in philosophy. Eventually, with the advent of the social
sciences, it became possible for new ways and paradigms to re-examine the true nature of the
self. What is the relationship between the external reality and the self? In the famous story of
Tarzan, the little boy named Tarzan was left in the middle of the forest after surviving a plane
crash that killed both his parents. The apes found him and decided to take care of him as their
own. Growing up, he never had an interaction with any other human being but apes and other
animals. Tarzan grew up acting (walking, eating, communicating, etc.) like an ape, though he
is not an ape but due to his constant and only social interaction with them. He became one of
them. In this sense, our growth and development, and consequentially, our “selves” are truly
products of our interaction with the external reality (Alata, et al., 2018).
In this lesson, you are going to examine your “self” based on the sociological and
anthropological perspectives by looking at the relationship between the self and the external
world.

B. Intended Learning Outcomes/Learning Objectives:

At the end of this lesson, you are expected to be able to:

1. compare and contrast the different sociological views of the self;

2. describe and analyze the different ways by which society and culture shape the self;
and
3. explain the relationship between and among the self, society, and culture.

II. StimUlating LeArning (Motivation)

A. Activity 1: My Self through the Years
 Paste a picture of you when you were in elementary, in high school and now that you
are in college? Below the picture, you list down your salient characteristics that you can
remember.

ELEMENTARY HIGH SCHOOL COLLEGE

Activity 2: Analysis
After having examined your “self” in its different stages, fill out the table below:

Similarities in all stages of Differences in my “self” Possible reasons for the

my life across the three stages of differences in me
my life

III. IncUlcAting Concepts (Inputs/Lesson Proper)

A. What is the Self?
1. The self is seen as separate, self-contained, independent, consistent, unitary, and
private (Stevens, 1996 as cited by Villafuerte, et al., 2018). Now, let us discuss each
characteristic of the self by looking at the table below.
Characteristics of the Self
Description
(Stevens, 1996)
 Separate Each self is distinct or different from other
selves. The self is unique and has its own
identity; one cannot be another person.
“There is only one YOU in this world.”
Self-contained One’s own thoughts, characteristics, and
ability to make decisions are all unknown
to other selves.

Independent The self can exist on its own. It doesn’t

require any other self for it to exist. The self
can also make choices and decisions on its
own.
Consistent Each self has its own personality that is long-
lasting. Its consistency allows it to be studied,
described, and measured. The consistency of
the self also means that the traits,
characteristics, tendencies, and potentialities
are more or less the same.

Unitary The self is the center of all experiences and

thoughts that run through a certain person. It
is like the chief command post in an
individual where all processes, emotions, and
thoughts converge.

Private Each person sorts-out information, feelings

and emotions, and thought processes within
the self. The whole process is not accessible
to anyone but the self. The self is isolated
from the external world.

The last characteristic of the self, its being private, suggests that the self is
isolated from the external world. It lives within its own world. However, there is this
potential clash between the self and the external reality (social situations). These social
situations somehow influence and predict what the self might be, what it can be, and
what it will be. From this standpoint, you may see that the self is at the mercy of external
circumstances that bump and collide with it. Hence, the self is ever changing and
dynamic, allowing external influences to take part in its shaping. The concern of this
lesson is in understanding this vibrant relationship between the self and external
reality and this is known as the social constructionist perspective (Stevens, 1996
as cited by Villafuerte, et al., 2018).
Note: The social constructionist perspective will be discussed further on the later part of this
lesson.
2. The Self as a Product of Modern Society
Before examining the self as a product of modern society, take a look at the
differences between the modern society and the traditional society (Clifford Geertz, 1973
as cited by Villafuerte, et al., (2018) :

In a traditional society: In a modern society:

Social order is based on There is freedom from traditional
traditional beliefs that provide practices.
people with clearly defined roles.
Decisions are based on Judgments are based on rational
religiotheological traditions. and scientific calculations.
Relationships are in intimate Prominent is a lifestyle of
personal affiliations (being close exceedingly impersonal
and open to one another). associations (not deep and open
relationships) brought about by
urbanized way of life.

• The self is a product social expectation.

• Since the self has meaning only within the social context and the social situation
defines our self-concept and our self-esteem. We rely on others to provide a “social
reality”—to help us determine what to think, feel, and do (Hardin & Higgins, 1996 as
cited by Villafuerte, et al, 2018).
• Modernity is being post-traditional which means, being free from the traditional way
of living.
• With modernization, the self becomes a “delocalized” self (the self that is free to
seek its own identity, define religion/theological traditions; free from customary
constraints, hence deviating from the traditional way of life).

Delocalization is defined as the process by which the restrictions of our environment

are removed. It is described as the sense of freedom from the traditions, belief systems,
and culture that once restricted us. We now have the freedom to choose what we want.
One example is the change from the traditional conservative clothing styles, to the
modern shorter clothing styles.

Modernization or the destruction of the traditional way of life “delocalizes” the self.
Can you now identify the differences between these two societies? Can you see and
analyze the type of society that shaped your “self” and the type of society that shaped
the “selves” of your parents?

For further readings, please see page 19 of the book, Understanding the Self, by
Villafuerte, et al. (2018).
 3. The Self as Necessary Fiction Self for Nietzsche, is the sum of individual’s actions,
thoughts and feelings. Self is nothing more than a metaphor (a symbol or image), a
representation of something abstract. Self is symbolic. It is possible for us to remember
something even if we have not experienced it. Self has continuity even if it is only in
memory. A true given self is not what unites these experiences, but it is the presumed
unity of these experiences that gave rise to a concept of the self (Villafuerte, et al., 2018,
p. 19).

For you, is self real or is it a necessary fiction?

.

4. Post-Modern View of the Self

Self is a narrative, a text written and rewritten. Self is a story. It is dynamic. It is a

product of modern discourse that is historically and socially imprisoned by what is
acceptable in the society. The self in post modernity is even more complicated by
electronic mediated virtual interaction of cyber self such as change in appearance (in the
cyberspace). This gave rise to the digital self.

According to N. Green, the self becomes digitalized in cyber space or in virtual

reality, so we have a virtual version of who we are. Our “digital self” is the self that is
seen in websites or social media—Facebook, Twitter, Instagram, etc.

The following are the manifestations:

• The self is “digitalized” in cyber space.

• Global migration produces multicultural identities
• Post-modern selves are “pluralized” selves (having several versions of your
“self”)

Is self a story? Is self a drama? How about you? What is your story and what is your
drama?
With the self becoming pluralized due to the influences of post-modernization and virtual
reality, how do you form your sense of self?

B. Theories of the Social Self

There are several theories formulated to explain the sociological perspectives of the
self. Take a look at the concepts and learn how these can help you realize how you have
become as you are because of your social reality and what you can do to help you define
your “self”.

1. Mead’s Theory of the Self

George Herbert Mead (1863-1931) is the founder of American pragmatism, a
pioneer of symbolic interaction theory, and one of the founders of social psychology. His
theory of self maintains that the person’s knowledge about himself/herself emerges
from his/her social interaction with others—constructed and reconstructed in the
process of social experience and activity.

According to Mead, the self has two components: “I” and “me”.

Components of “I” Components of “Me”

o It is the response of an individual to o It represents the expectation and
“me” (the expectations of other people) attitudes of others (the “generalized
other”) organized into a social self.
o It is the person’s individuality. o The generalized (internalized in the
“me”) other is the major instrument of
social control.
o It is the self as subject (Crossman, o It is the self as object.
2017 as cited by Villafuerte, et. al,
2018).
o It is the response of an individual to o “Me” is the organized set of attitudes of
the attitudes of others. others which an individual assumes.

o It is the knower. o It is the known.

Note: When the individual can view himself/herself from the standpoint of the generalized
other, self-consciousness is attained.

Your mind or your stream of thought is the internalized dialogue or interaction

between the “I” and the “me”.
For Mead, existence in a community comes before individual consciousness.
One must first participate in the different social positions within society and only
subsequently can one use that experience to take the perspective of others and
become self-conscious (Boundless, 2016 as cited by Villafuerte, et. al, 2018)

Take time to consider looking at your “me”. For example, are some things in your
“me” telling you that you are not good enough in singing because you were told that you
sing like a frog? But deep inside, your “I” is telling you that you can sing well. You may
focus on your own situation and see if there are conflicts in the interaction or dialog
inside you between your “I” and “me”.

2. The Looking-Glass Self: Our sense of self is influenced by other’s views of us

The concept of looking-glass self states that part of how we see ourselves comes
from our perception of how others see us (Cooley, 1902 as cited by Villafuerte, et. al,
2018).
• How we see ourselves does not come from who we really are, but from
how we believe others see us (Isaksen, 2013). Meaning, the degree of
personal insecurity you display in social situations is determined by what
you believe other people think of you.
• The person’s self grows out of a person’s social interactions with others.
• It is internalizing other people’s appraisals of ourselves.

Sometimes, the influence of other people’s appraisal of ourselves on our selfconcept

may be so strong that we end up internalizing them.

• Labeling bias occurs when we are labelled by other people, and these
labels affect how other people perceive us (Foxx & Stinnett, 1996). For
example, if a person is diagnosed with depression, the way we look at the
person is affected by the label.
o When those expectations/labels start to become self-fulfilling
prophesies, self-concept and even behaviors start to align with
them.
• Self-labeling may occur if there is repeated labeling and evaluation by
others.
o Happens when we adopt other’s labels explicitly into the
selfconcept.
o For example, when we are labelled as the class mathematician,
we tend to embody that identity.
• Internalized prejudice occurs when individuals turn prejudice directed
toward them by others onto themselves. This may be experienced by
those who self-label. o Found to predict more negative self-concept and
poorer psychological adjustments in members of various groups, including
sexual minorities (Carter, 2012) and racial minorities (Szymanski & Obiri,
2011). o Labels used by wider society to describe people negatively can
be positively reclaimed by those being labeled. These results indicate that
individuals who incorporate a formerly negative label into their self-
concept in order to reclaim it can sometimes undermine the stigma
attached to the label.
• So, how can one stand against negative labelling?
 How do you see yourself? Try to examine your perception of your “self”. Examine
if there are some labels assigned to you which had become part of how you see yourself
but later on, you have discovered them as unreasonable.

3. Social Comparison Theory: Our Sense of Self is Influenced by Comparisons

with Others

Self-concept and self-esteem are also heavily influenced by the process of social
comparison (Buunk & Gibbons, 2007; Van Lange, 2008 as cited by Villafuerte, et. al,
2018).

• According to Festinger (1954) as cited by Villafuerte, et. al. (2018), social

comparison;
o occurs when we learn about our abilities and skills, about the appropriateness
and validity of our opinions, and our social status by comparing our own
beliefs and behaviors with those of others
o These comparisons can be with people who we know and interact with, with
those whom we read about or see on TV, or with anyone else we view as
important.
o However, the most meaningful comparisons we make tend to be with those
who we see as similar to ourselves.
 For example, a woman compares herself with another woman, or an
engineering student with an engineering student, or a singer with
another singer.

Social comparison occurs primarily on dimensions on which there are no correct

answers or objective benchmarks (standards) (Villafuerte, et. al., 2018).

• In social dimensions where there are no standards or bases on what are socially
acceptable or correct, we rely only on the beliefs of others for information. o
Answers to questions such as “What should I wear to the interview?” or “What kind of
music should I have at my wedding?” are frequently determined at least in part by
using the behavior of others as a basis of comparison.

• We also use social comparison to help us determine our skills or abilities—how good
we are at performing a task or doing a job, for example.
o When you and your classmates ask your teacher for the passing score or the
class average on an exam, you are also seeking to use social comparison to
evaluate each of your own performances.
C. Social Construction of the Self
“The social constructionists argue for a merge view of ‘the person’ and their ‘social
context’ where the boundaries of one cannot be easily separated from the boundaries of the
other” (Stevens 1996, p. 222 as cited by Alata, et al, 2018).

1.a. The following are the concepts of social constructivism about the self:
 The self is not static. It undergoes constant change.
• The self is in constant struggle with external reality and is easily influenced in its
dealings with society.
• The self is always in participation with social life and its identity subjected to
influences from here and there.
• The self is made though the socialization process.
 The individuals are not just unfortunate victims of socialization. Rather, the
individual is an active agent that negotiates for the definition of himself.
• Self is acquired through language, like symbols.
• We construct ourselves through socializations agents (e.g., home).
• Language is another aspect of social constructionism.
• Filipino is a very interesting language. Let us take for example “I love you” and
the Filipino translation which is “Mahal kita”. What makes the Filipino version
interesting is the layers of meaning that our words carry. The term “I love you” is
very explicit; the speaker wants to express his/her love to the receiver “you”.
Likewise, in “Mahal Kita”, the receiver is obviously “kita” but the meaning of
“mahal” in the Filipino language may mean “expensive”, “valuable”, “precious”
which suggests that love is something that is valuable and precious.

• Language is the salient part of culture. The unending terrain of metamorphosis

of the self is mediated by language.

• For Mead and Vygotsky, human persons develop with the use of language
acquisition and interaction with others.

• Another concept of social constructionism is the behavior of people such as

Japanese humility and Filipino hospitality. Japanese are known for being very
humble people, just like how Filipinos are known to be very hospitable and
welcoming people. (Villafuerte, et al., 2018)
So how do children grow up and become social beings? How can a boy turn out to be
just like an ape? How do twins coming out from the same mother turn out to be terribly
different when given out for adoption?

1.b. According to Nietzsche, the unity of the self if not pre-given but accomplished through
conscious effort of transforming the self as a beautiful work of art (Villafuerte, et al.,
2018).

IMPORTANT LESSONS (From Nietzsche):

 We must fashion, cultivate, and care for ourselves.
We can recreate ourselves to get hold of the present, forgive the past,
and plan for the future.

1.c. On the other hand, according to Rorty, there are contingencies of selfhood that we
need to work on (Villafuerte, et al., 2018):
• Conceal the “ugly” part of the self by reinterpreting the overall aesthetic
contours of the self. It means writing again the description of one’s self.
 Redescribing one’s self is just a way of interpreting and
describing again the past.

1.d. Self-creation and collective identity:

• Memories (photographs, videos) play significant role on creating the self
and identity.
 Memory and forgetting are most important powers in recreating a
person’s identity. Such memories include pain, triumph, etc.
• Experiences of the past can be linked with social transformation.
• Self-creation is formed within “imagined communities”. Selves obtain their
nature from cultural traditions embodied in various social institutions.
• As the person is involved in self-creation, there must be maximum cultural
recognition of differences among and between individuals and cultural
groups.

1.e. Self-creation and the struggle for cultural recognition

• This is a challenge of self-identity amidst recognition of racial and ethnic
identities.
• Self-creation is necessarily grounded on collective (shared or group)
solidarities.
• We create ourselves by struggling with cultural hassles and then owning
the created self.
• We hide the ugly part of our cultural nature.
• We learn to adjust.

Important: More than a person’s givenness (personality, tendencies,

propensities, etc.), one is believed to be in active participation of shaping the self.
Recent studies indicate that men and women in their growth and development
engage actively in the shaping of the self (Alata, et al., 2018).
 2. The Socialization Process
 Humans learn the expectations of society through socialization and interaction with
others.
 Agents of Socialization
The sociological basis for the relationship between the self and the social
world focus on the different institutions and powers at play in the society (Alata, et
al., 2018).

a. Family
 The most prominent institution
 The impact of family life is still deemed as a given in understanding the self.
 In trying to achieve the goal of becoming a fully realized human, a child enters a
system of relationships, most important of which is the family.
 Human persons learn the ways of living and therefore their selfhood by being in
a family.
 It is what a family initiates a person to become that serves as the basis for this
person’s progress.
 Without a family, biologically and sociologically, a person may not even survive
or become a human person.

Implications:

A newborn baby will always depend on his/her parents for sustenance. In discovering the
true self, the child will enter his/her first set of relationships which can be found in the
family.

Living and surviving can be learned from the family. Skills such as cooking, cleaning and
taking care of oneself can be learned within the family through parents or siblings. The
family will initiate what the person will become. A spoiled child will carry that behavior in
school; a poorly-disciplined child at home will also be a poorly disciplined student in
school. Through imitation, babies internalize ways and styles such as language and
behavior.

Kids raised in a respectful environment grow up being respectful; religious families raise
religious children as well. Learning can be conscious such as being taught proper table
manners and ways of speaking to elders, and can be taught through reward and
punishment system. If a person is not aware of simple manners or good manners and
right conduct, he/she failed to internalize as a child due to parental failure or poor
parenthood.

Without a family, sociologically and biologically, a person may not survive or become a
human person. Just like Tarzan who grew up ape-like because he was raised by apes.

A common plot in Filipino teleseryes is the swapping of children in hospitals where the
good child went to the bad parents and vice versa. The good child becomes bad
because of the bad environment that the child is growing-up in.

b. School
 Teachers and other students are the source of expectations that encourage
children to think and behave in particular ways.
c. Religion
 Children tend to develop the same religious beliefs as their parents.
d. Peers
 For children, peer culture is an important source of identity. Through
interaction with peers, children learn concepts of self, gain social skills, and
form values and attitudes.
e. Media
 Television, social media and other digital social platforms become the source
of standards that shape the way of life of the present generation.

3. The Self and Culture

a. According to Marcel Mauss, it is natural for a person to have his or her own self-identity,
while at the same time project different behaviors when the situation calls for it.
The two faces of every self are:

a.1. Personne- different versions of our self that changes depending on our
environment or the situation.

a.2. Moi- the basic identity or the real essence of the person. These are the
permanent characteristics of the person

b. Social Roles
 Social roles specify the part or position of a person in a society. It also specifies
behavior expected to be exhibited by an individual in practicing his or her role. 
The self is multifaceted.
  Consider a man named John:
- As a Social Science Professor in the University of Antique, John behaves in a way
that the students respect him
- As a father and a husband, John behaves in a way that his children will follow what
he says and his wife will treat him as her lover
- As a church lector, John uses the appropriate language and dresses formally so
that his fellow church-goers will treat him with respect and acknowledge his
authority

The example of John explains that each person needs to adjust according to the
environment that the person is in. He/she has to dress, speak, and behave accordingly.
This constant change in behavior is natural, acceptable, and expected of us. We are
expected to adapt and adjust if our environment changes.

c. Gender and the Self

Gender is an aspect of the self that is subject to change and development.
Others may take this negatively, but the social sciences argue that it is important to give
leeway or chance to find, express, and live his/her identity.

Gender is part of the selfhood that one cannot just dismiss. A person maneuvers
through society and identifies him/herself by taking note of gender identities.

The gendered self is also shaped with the particular context of time and space.
The sense of self conforms to what is socially acceptable which is dangerous and
detrimental to the goal of finding your true self because gender has to be personally
discovered and asserted, not dictated by culture and society.
 GEC 1 (Understanding the Self)
Lesson 3: PSYCHOLOGICAL VIEWS OF SELF

I. Starting AccUrAtely (Introduction)

A. Lesson Introduction
Do you find it easy to talk about yourself? Do you like hearing life stories of other
people and take the chance to talk about yourself or relate yourself to others?
The psychology of self focuses on our representation of ourselves based on
our experiences. These experiences may either be from the home, school and other
groups, organizations or affiliations we engaged in. The “self” is one of the most heavily
researched areas in social and personality psychology. It is here, where concepts are
introduced beyond our physical attributes, lies our psychological identity. Questions of
“Who am I?” or “What am I beyond my looks?” are thoughts of many that continuously
search for a deeper sense of self which can be traced back from some time of human
history (Villafuerte, et.al., 2018).
In this lesson, psychology focuses on the individual and the cognitive functions
like learning, memory, attention and also the executive functions of the mind, and then
considers also context (situation) and other possible factors that affect the individual.
This lesson will provide us an overview of the themes of psychology about the concept
of the
“self.”

B. Intended Learning Outcomes/Learning Objectives:

At the end of this lesson, you are expected to be able to:
A. describe the different “selves” residing within the individual;
B. examine the factors and forces that influence the development of the “other selves”
and; C. formulate ways on how to strengthen the “true self”.

II. StimUlating LeArning (Motivation)

Before we proceed, let us have this activity.

MOTIVATIONAL ACTIVITY: This activity aims to help you see who you are through the
eyes of others and then will give you the opportunity to compare and validate what you
have thought defines who you are. This is a three-part activity that is hoped to help you
further identify the different selves you may have. Part 1 is focused on the qualities or
characteristics that you think you possess. On the other hand, Part 2 is focused on the
qualities or characteristics that other people observe about you. Finally, Part 3 is containing
question that will help you analyze the results of Part 1 and Part 2.

Things needed:
1. two sheets of bond paper (short-sized)
2. writing pen

What to do:
1. Download the activity sheets for the Activity 1 of Lesson 3.
2. Write your name on the spaces provided in each activity sheet.
3. Inside the circle on the center of each piece of bond paper for Part 1 and Part 2,
paste your picture or draw your image.
4. For the first part, list at least ten (10) qualities or characteristics that you think
define who you are. Write them inside the shapes around your picture or drawing.
Write your responses as quickly as possible. Do this within five minutes.
5. For the second part, let at least ten (10) persons, such as family members,
friends, relatives or neighbors write qualities or characteristics that they observe
about you on the spaces provided around your picture or drawing. Then, ask
them to write their names and their relationship to you at the back of the activity
sheet for part 2.

Analysis: Write your answers to the following questions on the analysis part of the activity
sheet.
1. Compare what you wrote about yourself (Part 1) to those written by others (Part
2).
Which qualities or characteristics are similar to what you have written?
2. Which qualities or characteristics are different or not similar?
3. Which qualities or characteristics (from both parts 1 and 2) are always true about
you?
4. Which qualities or characteristics (from both parts 1 and 2) are sometimes true or
circumstantial?
5. Which qualities or characteristics identified by others about you are not really
parts of your personality?

Note: Prepare to submit this activity to the specified platform by your instructor in this subject.
III. IncUlcAting Concepts (Inputs/Lesson Proper)
In an attempt to provide answer to the question, “Who am I?” a lot of people may say “I
am who I am.” Yet this statement still brings up the question “If you are who you are, then who
are you that make you who you are?”

“Self” is “the sense of personal identity and of who we are as individuals”

(Jhangiani and Tarry 2014, 106 as cited by Alata, et al., 2018, p. 29).

There are various ideas in psychology about the “self” and other similar or
interchangeable concepts.
Let us begin by looking at the self as a cognitive construction.

A. The Psychology of Self

The “self” and “identity” are seen by the theorists in psychology as mental constructs
which are created and re-created in the memory and current researches point to the
frontal lobe of the brain as the specific area associated with processess concerning
the “self” (Elmore, et al, 2012 as cited by Alata, et al., 2018). Several psychologists
tend to look deeper into the mind of the person to theorize about the self, identity, self-
concept and even personality. However, they found out that to understand the person
is to look also at the effects of the environment to the formation of the self, identity,
and self-concept. It is because social interaction always has a part to play in who we
think we are and this is now the nature-and-nurture perspective (Alata, et al., 2018).
Here are some of the ideas by some theorists in psychology which led to the
understanding of the self. While you read through, kindly jot down in your notebooks some
questions you may have in mind which you may post for further clarification in the LMS or
other platform being used for instruction.

1. “Me-self” and “I-self” by William James (1890)

William James distinguished two understandings of the self, the self as “Me”
and the self as “I” (Woźniak, 2018).

Two Aspects of the Self according to James (1890):

“ME-SELF” “I-SELF”
• Corresponds to the self as an object of • Reflects the self as a subject of
experience (self as object) (Woźniak, experience (self as subject) (Woźniak,
2018). 2018).

• The self as known (or the empirical self) • The knower (or pure ego)
• The consciousness itself

o The physical characteristics as well as o The thinking, acting, and feeling self.
psychological capabilities that make
who you are.
o Referred to as the empirical self, self o Referred to as the nominative self,
that is known by the self, rather than the self as knower of the self, rather
than the self so known (American
the self as knower.
Psychological Association, 2020).

In the psychology of William James, the ME-SELF or the empirical self is

held to consist of the following:
 material self - everything material that can be seen as
belonging to the self (American Psychological Association,
2020).
o refers to the things that belong to us like family, clothes,
body, and money.
 social self - the self as perceived by others (American
Psychological Association, 2020). o is the self in social
situations. Our social selves are our behavior in different
social situations.
 spiritual self- the self that is closest to one’s core
subjective experience of oneself (American Psychological
Association, 2020).
o includes our core values, conscience, and personality.

2. “Real self” and “Ideal Self” by Carl Rogers

Two Aspects of the Self according to Carl Rogers:

“Real Self” (Self-image) “Ideal Self”

  It includes all of those aspects of one’s  It briefly represents our strivings to
being and one’s experiences that are achieve in our goals or ideals. In other
perceived in awareness (though not words it is our dynamic ambitions and
always accurately) by the individual goals (Ismail & Tekke, 2015).
(Feist, et al., 2013 as cited by
Villafuerte, et al., 2018)
• It includes the influence of our body  Revolves around goals and ambitions in
image intrinsically, how we see life. This is what our parents have
ourselves, which is very important to taught us to consider:
good psychological health.
o what we admire in others, o
o In other words, we might perceive
what our society promotes o
ourselves as a beautiful or ugly, good
or bad person. what we think are in our best
interest.
• It is the part of ourselves where we feel,
think, look and act involving our
selfimage (Villafuerte, et al., 2018).

 Simply put, REAL SELF is; o  The IDEAL SELF is; o

the self-worth o who we really how we want to be o
are o what can be seen by
dynamic, changing
others
o the learned values, societal ones

In order to actualize (complete realization of one’s potential), enhance and

maintain the self, Rogers (1959) believed that people are encouraged by an innate
tendency which is the one basic motive of self. His entire theory is thus developed on
actualizing tendency (Schultz & Schultz, 2013).

A wide gap between the ideal self and the real self indicates incongruence and
an unhealthy personality (Feist, et al., 2013 as cited by Villafuerte, et al., 2018).
Hence, alignment between the real self and the ideal self is necessary.

IMPLICATION:

If the way that I am (the REAL SELF) is aligned with the way I want to be (the
IDEAL SELF), then I will feel a sense of mental well-being or peace of mind. If the

way that I am is not aligned with how I want to be, the incongruence, or lack of
 alignment, will result in mental distress or anxiety. The greater the level of incongruence
between the ideal self and the real self, the greater is the level of

resulting distress.

In the scale of 1 to 10, where 10 is the highest, how aligned is your real self to your
ideal self?

3. Multiple versus Unified Self

Theorists believed that there is no one answer to the question, “Who am I?” as one
person can undergo several transitions in his life and create multiple versions of himself.
However, there is still the contention of the importance of mental well-being, of
maintaining a unified, centralized, coherent self.
Multiple Self Unified Self

• The capacities we carry within us from  The consistent and cohesive

multiple relationships. aspects of the self.
 Not discovered, but created in our  What makes us distinct from others.
relationships with other people.

Is it possible to have a unified self despite the fact that we experience “shifts” and
“morphs” as we interact in different social situations and as we undergo several transitions in
our lives?

4. True Self versus False Self

True Self False Self

 Based on a sense of being in the  A necessary defensive organization,

a survival kit, a caretaker self, the
experiencing body means by which a threatened
person managed to survive.
• Has a sense of integrity and connected • Used when a person has to comply
wholeness with external rules such as being
polite or in following social codes.
B. Now, let us take a look at the concepts related to the psychological views of the self.

1. Identity
- It is composed of one’s personal characteristics, social roles and responsibilities as
well as affiliations that defines who one is (Elmore, et al, 2012, 69 as cited by
Alata, et al., 2018, p. 29).

2. Self-concept
- It is basically what comes to your mind when you are asked about who you are
(Elmore, et al, 2012, 69 as cited by Alata, et al., 2018, p. 29).
- It refers to the knowledge of the self which was constructed through experiences
or insights out of such experiences.
- It is defined in a wide way as the individual`s tendency to act in ways which
actualize himself, lead to his differentiation and a group of experiences,
accordingly, are differentiated and symbolized in conscious awareness as self
experiences, the sum of which establishes the individual`s self- concept.

3. Self-schema
- The concept by Carl Rogers which refers to our own organized system or
collection of knowledge about who we are.
- Self-schema includes the following about you:
 your name
 your family
 your nationality
 your religion
 your hobbies
 your interests
 your work
 your course
 your age
 your physical characteristics, etc.
- Your schema is your mental pattern or an organization or conceptual pattern in
your mind about your “self” and your “identity” which undergo changes throughout
time (Gleitman, Gross, and Reisberg, 2011, 616; Jhangiani and Tarry, 2014,
107-108 as cited by Alata, et al., 2018, p. 30).

4. Self-awareness
- It is a clear and realistic view of one’s self.
 - There are times when we are aware of our self-concepts.
- Self-awareness may be positive or negative depending on the circumstances
and our next course of action.

Two types of self that we can be aware of (Carver and Scheier):

a. The private self - your internal standards and private thoughts and
feelings.
b. The public self - your public image commonly geared towards having
a good presentation of yourself to others.

Three other self –schema of self- awareness

 “Actual” self – who you at are the moment.

 “Ideal” self – who you like to be.
 “Ought” self – who you think you should be.

Example: You are a student interested in basketball but you are also
academically challenged in most of your subjects. Your ideal self may be to
practice more and play with the varsity team but you also ought to pass your
subjects as a responsible student.

5. Self-esteem

- refers to the positive or negative perception or evaluation of oneself. It is a

person’s overall self- evaluation or sense of self – worth.

- Our group identity and self-awareness also has a great impact on our self-
esteem.

C. The Self as Proactive and Agentic Albert Bandura’s Social Cognitive Theory takes an
agentic view of personality which means that humans have the capacity to exercise
control over their own lives.

- Self as proactive – the self is self-regulating, self-organizing, and self-reflective.

- Agent Self – known as the executive function that allows for actions; resides over
everything that has to do with decision-making, self-control, taking charge of
situations, and actively responding.
- Self-Efficacy o It is the measure of one’s ability to accomplish goals.
o People with high self-efficacy often are eager to accept challenges because
they believe they can overcome them, while people with low self-efficacy may
avoid challenges, or believe experiences are more challenging than they
 actually are (appsychtextbk.wikispace.com, 2014 as cited by Villafuerte, et
al., 2018).

If you have a high sense of self-efficacy, you tend to accept challenges and complete
your goals regardless of the trying circumstances that you are facing. Since you have
actually that power to influence your own actions to produce desired consequences in
your life, there is that need to be intentional by consciously acting in your environment in a
manner that permits growth toward psychological health (Alata, et al., 2018).

How important is self-efficacy to you as you strive to align your real self to your ideal
self?

IV. Using/Applying Knowledge (Application/Integration)

WRITING ACTIVITY: How important is it to have a sense of self-worth? Since our real self is
the seat of our self-worth, what does it mean to strive to become the person that we want to
be? As a college student, what can you do help yourself raise your self–esteem? State your
answers in not less than 100 words (30 points).

Note to the teacher: For the suggested rubric, you may refer to the attached file containing
the rubric for essays.

V. EvalUAting Understanding (Assessment)

MULTIPLE CHOICE. Read the following items carefully and choose the letter of the correct
answer. Each item is equivalent to two (2) points. (10 points in all)

1. Our personal characteristics and responsibilities and other things that define who we are
composed our _____________.
A. identity. C. personality.
B. self-concept. D. self.

2. Your knowledge of your “self” formed through experiences or understanding gained

out of such experiences is referred to as ____________.
A. identity. C. self-concept.
B. personality. D. self.

3. According to William James, the aspect of the self that is the knower and is the
thinking self is the _____________.
A. true self. C. me-self.
 B. false self. D. I-self.

4. Which of the following statements best describes what the real self is? A. It refers to
the self-worth.
B. It is dynamic and changing.
C. It is what we envision as we want to be.
D. It is about the learned societal standards.

5. Which of the following is NOT TRUE about the unified self? A. It is the consistent
aspect of the self.
B. It is what makes one distinct from others.
C. It is created in our relationships with other people.
D. It is being connected with one’s selfhood and identity.

VII. SUggested Enrichment Activities (Suggested activities, links, etc.)

Do a research and make a list of at least ten (10) tips that can help boost your self-
esteem and improve your self-concept. Then, put these ten tips in a poster, in an infographic or
in a bulletin board. Place this in a conspicuous place in your room for you to be reminded of
what you need to do to strengthen your true self.

Note: Analyze which of these tips may have the opposite or bad effect/s which, in turn, can
make a person become arrogant and conceited (narcissistic). Revise or modify the statements
to make them become more helpful to you as you aim to become a better person and a better
member of your society.

Note to the teacher: For the suggested rubric, you may refer to the attached file containing the
rubric for outputs. However, this activity is optional and can be done away with.

References:

Alata, E., Caslib, B., Serafica, J. & Pawilen, R,A. (2018). Understanding the self (1st
edition). Rex Book Store, Inc.

Villafuerte, S., Quillope, A., Tunac, R., & Borja, E. (2018). Understanding the self.
Quezon City: Nieme Publishing House Co.
 American Psychological Association (2020). Empirical self.
Retrieved from https://dictionary.apa.org/empirical-self.

American Psychological Association (2020). Nominative self. Retrieved from

https://dictionary.apa.org/nominative-self.

Ismail, N.A.H., & Tekke, M. (2015). Rediscovering Rogers’s Self Theory and Personality.
Journal of Educational, Health and Community Psychology, 4 (3), 28 – 36.

Schultz, D.P., & Schultz, S.E. (2013). Theories of personality. Canada: Cengage
Learning.

Wozniak, M. (02 September 2018). “I” and “Me”: The self in the context of
consciousness.
Frontiers in Psychology, 9, 1 -14. doi: 10.3389/fpsyg.2018.01656.

MODULE IN GEC 1: Understanding the Self

LESSON 4: The Self in Western and Eastern Thought

Lesson Objectives:

At the end of the lesson, you should be able to:

1. differentiate the concept of “self” according to Western thoughts against Eastern/Oriental

perspectives; and
2. explain the concept of “self” based on Western and Eastern thoughts

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 Eastern-vs-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 that 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”.
Inculcating Concepts

The Concept of “self” in Eastern Thought

In the concept of “self” in general is greatly influenced by religious beliefs and political
philosophies. Eastern concepts of “self” leans more toward the different philosophies, namely:
Confucianism, Taoism, and Buddhism.

Confucianism

This philosophy originated from the

Chinese philosopher, teacher, and political figure
named Kung Fu Zi, or more popularly known as
Confucius. The concept of “self” under this
philosophical thought focuses on having a harmonious
social life through acting properly and accordingly with
other people. This means that a person’s identity and
self-concept are interwoven with the identity and status
of his/her community or culture.

Confucianism sees self-cultivation as the ultimate

purpose of life but the characteristics of a chun-tzu, or a
man of virtue or noble character, is still embedded in
his social relationships (Ho, 1995). The cultivated self in
Confucianism s what some scholars call a “subdued
self” wherein personal needs are repressed (subdued) for the good of many (Ho, 1995).

Taoism
 The second philosophy is Taoism which is quite difficult
to fully define because Taoists adopt a free-flowing,
relative, unitary, as well as paradoxical view of almost
everything. Taoism rejects the strictness brought by
Confucianism and would prefer a simple lifestyle (Ho,
1995).

The teachings of the Tao describe how a simple lifestyle can be achieved. According to
Taoism, the ideal concept of the “self” is selflessness but not forgetting about the self. It is
living a balanced life with society and nature, being open and accepting to change, forgetting
about prejudices and egocentric (self-centered) ideas and thinking about equality as well as
complementarity among humans and other beings (Ho, 1995). In this way, a person may be
able
to act spontaneously because he/she is not restricted by legalistic standards, but because the
person is in harmony with everything.

Buddhism

The third belief system is Buddhism which is

based on the teachings of Siddhartha Gautama,
the Buddha. This philosophy views the self as
an illusion, born out of ignorance, of trying to
hold and control things, or human-centered
needs; thus, the self is also the source of all
sufferings. The goal, therefore, of Buddhism is to
forget the cravings of the self, break the
attachments a person has with the world, and to
renounce the self which is the cause of all suffering (Ho, 1995). By doing these things, the
person can then attain Nirvana (Ho, 1995).
The Concept of “self” in Western Thought

In Western thought, the concept of “self” is seen as a social construct characterized in three
ways:
the individualistic self, the concept of self-sufficiency, and the self being rational.

The Individualistic Self

At a young age, the child is taught to pursue what is best for the self. As an adult, the measure
of success in life is when the self is able to fulfill the life-goals set for and by the self. The
individualistic self is always conceived as the autonomous bounded entity. For one to be
autonomous, one must be able to show independence. The self should not require the help of
other people in accomplishing the tasks at hand, promoting independence.

The Concept of Self-sufficiency

The self must be able to provide his/her needs without the help of other people. The self can
gather the needed resources to accomplish his/her goals without aid from other people. Being
self-sufficient implies confidence in one’s capacity to provide what the self needs from one’s
own resources and authority. Therefore, it is important for the self to establish one’s power and
accumulate the needed knowledge and resources so that one will be able to provide one’s
needs.

The Self Being Rational

In Western practice, there is no time for the self to be weak and emotional. The self must not
waste resources on meditation and other metaphysical cognitions but to be constantly rational
and reasonable. Under this concept, everything must be explained by logic and reason. Other
things that are considered illogical are discredited and rejected. The successful self is grounded
on one’s investment on reason and logical thinking.

Table 4.A. Summary of Differences between the Concept of “Self” in Western and
Eastern Thought

Eastern Concepts of the “Self” Western Concepts of the “Self”

Confucianism Individualistic Self

The concept of the “self” under this The concept of “self” being individualistic puts
philosophical thought focuses on acting and emphasis on the self being able accomplish
behaving in an orderly manner to achieve a the tasks at hand without the aid of other
harmonious relationship with the things individuals. This concept values the
around the person. independence of a person. Another aspect is
the autonomy of the person wherein the
Taoism person can operate and create decisions for
him/herself by him/herself without the
The concept of the “self” under the Taoist influence of any other individual or authority.
philosophical thought emphasizes on being
selfless without disregarding love for the self. Concept of Self-sufficiency
The “self” must promote a harmonious
relationship with his/her surrounding in that The “self”, other than being and independent
includes being accepting to the changes that and autonomous unit, is also seen as a being
constantly occur. that is capable of providing his/her needs in
order to function without the help of other
Buddhism people. The concept explains that the
selfsufficient person is able to identify the
Buddhism sees the concept of “self” as an necessary resources needed for the person
illusion. The “self” must let go of earthly or to function and at the same time, find the
material desires in order to avoid suffering means to obtain these resources.
because according to Buddhism, material
desires only lead to disappointment and The Self Being Rational
suffering. To achieve the true version of the
self, the person must let go of his/her desires. The “self” being rational states that the
person needs to function as a being that uses
reason rather than feelings and emotions.
The practicality of the person is given
premium instead of investing on the
emotional aspect of the person. Logic is
superior and is a good foundation for
success.
Eastern philosophies are more attuned to the collective dimension of the self as opposed to the
western individualistic ideals of the self. The table below will show a comparison between the
individualistic and the collective self.

Table 4.B. Comparison between Individualistic and Collective Self

Individualism Collectivism

 “I” identity  Each person is encouraged to be an

 Promotes individual goals, initiative, active player in society, to do what is
and achievement best for society as whole rather than
Individual rights are seen as being the themselves

most important. Rules attempt to  The rights of families, communities,
ensure self-importance and and the collective supersede those of
individualism the individual
Independence is valued; there is  Rules promote unity, brotherhood, and
 selflessness
much less of a drive to help other
citizens or communities than in Working with others and cooperating

collectivism is the norm; everyone supports each
Relying or being dependent on others other.
 is frequently seen as shameful People As a community, family, or nation
 more than as an individual
are encouraged to do things on their
 own; to rely on themselves People
strive for their own successes


LESSON 5: THE PHYSICAL AND SEXUAL SELF

I. Intended Learning Outcomes

 1. discuss the different views on beauty and reflect the true essence of beauty;
2. discuss the developmental aspect of the reproductive system;
3. explain and characterize the diversity of human sexual behavior;
4. 4. discuss the chemistry of lust, love, and attachment; and
5. discuss family planning and population education.

II. Inculcating Concepts

Introduction

It has been believed that the sex chromosomes of humans define the sex (female or
male) and their secondary sexual characteristics. From childhood, we are controlled
by our generic makeup. It influences the way we treat ourselves and others.
However, there are individuals who do not accept their innate sexual characteristics
and they tend to change their sexual organs through medications and surgery. Aside
from our genes, our society or the external environment helps shape our selves. This
lesson helps us better understand ourselves through a discussion on the
development of our sexual characteristics and behavior.

Views on Beauty

The Physical Self

This refers to the concrete or tangible aspect of a person. This includes all physical
features found on the external body of a person. This includes all physical features
found on the external body of a person.

The Two Types of Beauty: Inner and External

Inner beauty refers to the inner or internal qualities of a person such as character,
personality, and behavior. External beauty refers to the physical characteristics of
the person such as shape of the body, skin tone, and body form that is pleasing to
look at.

Influences of Media on the adolescent’s understanding of beauty

Teenagers tend to copy the physical features of the people they idolize on TV or in
magazines. Features such as hair style or color, clothing style, make-up, etc.

Self-esteem and its significance

 This is sometimes referred to as self-worth or self-respect, which is an important
part of success. Too little, and people feel depressed; too much, and people tend to
be narcissistic.

Self-esteem refers to the person’s overall sense of self-worth or personal value.

Self-esteem is important for the person’s development because it can motivate a

person do succeed or achieve his/her goals. Feeling confident about yourself and
your capabilities motivates you to succeed.

DEVELOPMENT OF THE REPRODUCTIVE SYSTEM

Indifferent Stage

Gonads begin to form until the eighth week of the embryonic period. During the early
stages of development, the reproductive structures of males and females are alike
and said to be in the indifferent stage.

Pseudo hermaphrodites vs true hermaphrodites

Pseudo hermaphrodites are individuals whose reproductive structures do not

match with their gonads; while true hermaphrodites possess both ovarian and
testicular tissues.

Puberty

Puberty occurs from age 10 to 15 years old where reproductive organs grow to their
adult size and become functional under the influence of hormones (testosterone for
male, and estrogen for female).

In males, as they reach age 13, puberty is characterized by increase in the size of
the reproductive organ followed by the appearance of hair in the pubic area, axillary,
and the face.

Reproductive organs continue to grow for two years until there is mature semen in
the testes. Other changes also occur such as broadening of shoulders, and
deepening of the voice.
In females, budding of the breasts starts from age 11. Menarche is the first
menstrual period that occurs two years after puberty. Other changes are the
widening of the hips and the modulation of the voice.

DIVERSITY OF HUMAN SEXUAL BEHAVIOR

Erogenous Zones

Refers to the parts of the body that are receptive and increase sexual arousal when
touched in a sexual manner. Common erogenous zones are the mouth, breasts or
nipples, genitals, and anus. Other common erogenous areas of the body are the
neck, thighs, abdomen, and feet.

Human Sexual Behavior

Defined as any activity—alone, between two people, or in a group—that induces

sexual behavior. Two factors that affect this behavior are inherited sexual response
and the degree of restraint.

Types of Human Behavior

• Solitary behavior characterized by sexual arousal through

selfgratification or self-stimulation.

• Socio-sexual behavior involves sexual arousal received from other

people such as petting (hugging, kissing, caressing or coitus (sex)

THE SEXUAL CYCLE RESPONSE

Excitement Phase

This is caused by increase in pulse and blood pressure resulting to increased skin
temperature, flushing, and swelling of body parts such as the male reproductive
organ and breasts for female.

Plateau Phase

This is the brief period that occurs right before orgasm.

Sexual Climax or Orgasm Phase

This is marked by a feeling of abrupt, intense pleasure, a rapid increase in pulse rate
and blood pressure, and spasms causing contractions of the female reproductive
organ, and ejaculation by the male.

Resolution Phase

The last stage and refers to the return to a normal or normal physiologic state.
Levels of sexual arousal decreases for male, but continuous stimulation can cause
repeated orgasms of females without the “rest period” required by males.

THE FIVE CIRCLES OF SEXUALITY

Sensuality

Awareness and feeling about your own body and other people’s bodies, especially
of a sexual partner. This enables us to feel good about how our bodies look and feel
about how our bodies look and feel and what they can do.

Sexual Intimacy

The ability to be emotionally close to another human being and to accept closeness
in return.
This includes sharing intimacy, caring about another, liking or loving a person,
emotional risk-taking, and vulnerability to a loved one.

Sexual Identity

A person’s understanding of who he/she is sexually, including the sense of being

male or female.
Reproduction or Sexual Health

The person’s capacity to reproduce and the behaviors and attitudes that make sexual
relationships healthy and enjoyable.

Sexualization
Aspect where people behave sexually to influence, manipulate, or control other
people. This includes flirting, seduction, withholding sex from an intimate partner to
make him/her follow what you want, sexual harassment, sexual abuse, and rape.

THE CHEMISTRY OF LUST, LOVE, & ATTACHMENT

Lust

Phase driven by sex hormones testosterone and estrogen—in both men and
women. Testosterone (men) and estrogen (women) are the types of hormones that
excite the feeling of lust within the brain.

Attraction

Said to be one of the beautiful moments of life. This is when the person actually
starts to feel the love. These are the moments when you are truly love-struck and
can think of little else. Scientists believe that the three main neurotransmitters
involved in this stage are: adrenaline, dopamine, and serotonin.

Attachment

A bond that helps couples take their relationship to advanced levels. It produces the
feeling of creating a family and falling in love wholeheartedly. Two major hormones
at work are oxytocin and vasopressin.

SEXUAL HEALTH AND SEXUALLY TRANSMITTED DISEASES/INFECTIONS

Sexual Intercourse

A sexual behavior that may produce sexual pleasure that often culminates in orgasm
in females and in males. This may also result in pregnancy and/or STDs.

Premarital Sex

Sexual activity practiced by people who are not married. Pre-marital sexual
intercourse are the usual causes of Sexually Transmitted Diseases/Infections, and
HIV/AIDS due to lack of guidance on proper and protected sexual intercourse.

HIV/AIDS
 “Human Immunodeficiency Virus” is the virus that causes AIDS.
“Acquired Immunodeficiency Syndrome” which primarily attacks the immune system.

How do people get AIDS?

Through bodily fluids: blood, semen, vaginal fluid, breastmilk

Intravenous and drug abuse: sharing of needles and use of unsterilized blades
Sexual Intercourse: unprotected vaginal, oral, and anal sex

Other forms of STDs

Chlamydia Gonorrhea
Syphilis Chancriod
Human Papillomavirus
Herpes Simplex Virus
Trichomonas Vaginalis

FAMILY PLANNING AND POPULATION EDUCATION

Teenage Pregnancy

Pregnancy in human females under the age of 20 at the time that the pregnancy
ends. The risks are more on socio-economic because teenagers do not have a
stable source of income for the needs of the baby.

Abstinence from sex

Not engaging in sexual intercourse until after marriage.

Family Planning

Also known as responsible parenthood characterized by regulating the spacing of

births of children. It is giving birth according to health and economic conditions of the
family, and giving birth of the mother according to her right age.

Benefits of Family Planning

• For the family: promote healthy, happy family

• For the mother: can recover her health and strength after delivery
 • For a child: better chance of growing healthier and well cared

Natural and Artificial Methods of Contraception

 Natural birth control uses natural methods instead of artificial ones.

Such methods are abstinence, calendar method, basal body temperature,
cervical mucus method, symptothermal method, ovulation detection, and
coitus interruptus.

 Artificial birth control uses artificial methods. This includes oral

contraceptives, transdermal patch, vaginal ring, subdermal implants,
hormonal injections, intrauterine device, chemical barriers, diaphragm,
cervical cap, male & female condoms, and surgical methods.

Natural birth control

Abstinence is the process of refraining from engaging to sexual intercourse and is

the most effective in preventing STDs and unwanted pregnancies. However,
most people find it difficult to do and very few use this method.

Calendar method is also called rhythm method. In using this method, the woman
shall not engage in sexual intercourse. According to this method, a woman is
fertile three or four days before and after ovulation. The woman needs to record
her menstrual cycle for 6 months in order to calculate the safe days.

Basal body temperature requires the recording of the woman’s body

temperature. A gradual increase in the body temperature means the woman has
ovulated.

Cervical mucus method looks at the consistency of the cervical mucus. During
ovulation, the cervical mucus is large in amount, thin, and watery. The woman is
said to be fertile as long as the cervical mucus is copious and watery.

Symptothermal method is a combination of basal body temperature and the

cervical mucus method. The woman should avoid coitus three days after the rise
in her temperature or on the fourth day after the peak of a mucus change.
 Ovulation detection uses an over-the-counter kit that uses a urine sample of the
woman. The kit can predict ovulation through the surge of luteinizing hormone
(LH) that happens to 12 to 24 hours before ovulation.

Coitus interruptus is one of the oldest methods that prevent conception. The
couple still engages in coitus but withdraws the moment he ejaculates to emit the
spermatozoa outside of the female reproductive organ. Coitus interruptus has
one disadvantage because pre-ejaculation fluid may contain a few spermatozoa
that may cause fertilization.

Artificial birth control

Oral contraceptives also known as the “pill” that contains synthetic estrogen and
progesterone. Estrogen supresses the Follicle Stimulating Hormone (FSH) and
Luteinizing Hormone (LH) to prevent ovulation. Oral contraceptives the
progesterone decreased permeability of the cervical mucus to limit sperm access
to the ova. The first pill is usually taken on the first Sunday after the beginning of
menstruation.

Transdermal patch contains both estrogen and progesterone. One patch should
be applied every week for three weeks on: upper outer arm, upper torso,
abdomen, or buttocks. At the fourth week, no patch is applied because menstrual
flow would occur.

Vaginal ring releases both estrogen and progesterone and it surrounds the cervix.
The silicone ring is inserted into the female reproductive organ and remains there
for three weeks and is removed on the fourth week as menstrual flow would
occur. The woman becomes fertile as soon as the ring is removed.

Subdermal implants are two rod-like implants inserted under the skin during
menses or on the seventh day of menses to make sure she will not get pregnant.
The implants are made with etonogestrel, desogestrel, and progestin and can be
helpful for three to five years.
Hormonal injections contains medroxyprogesterone, a progesterone, usually
given once every twelve weeks intramuscularly. This causes changes in the
endometrium and cervical mucus and can help prevent ovulation.

Intraurine device also known as IUD, is a small T-shaped object containing

progesterone inserted into the uterus through the vagina. This prevents
fertilization by creating a local sterile inflammatory condition to prevent
implantation of zygote. Intraurine device can only be fitted by a physician and is
inserted after the woman’s menstrual flow. The device can be effective for five to
seven years.

Chemical barriers such as spermicides, vaginal gels and creams, and glycerin
films are used to kill the sperms before they can enter the cervix and to lower the
pH level of the vagina so it will become not conducive for the sperm. However,
these cannot prevent STDs.

Diaphragm is a circular rubber disk that fits the cervix and should be placed
before intercourse. This works by inhibiting the entrance of the sperm into the
vagina. This works better if used with spermicide. This should only be fitted by a
physician and should remain in place 6 hours after the intercourse.

Cervical cap made of soft rubber and fitted on the rim of the cervix and could stay
in place for not more than 48 hours.

Male condoms are made of latex placed on the erect penis before penetration to
trap the sperm during ejaculation. It can prevent STIs and can be bought over-
thecounter. The ideal fail rate of male condoms is 2% and typical fail rate of 15%
due to breakage or spilling of semen.

Female condoms are made of rubber latex pre-lubricated with spermicide.

Usually bound with two rings. The outer ring is inserted against the opening of the
vagina and the inner ring covers the cervix. This prevents the fertilization of the
egg by sperm cells.
 Surgical methods such as vasectomy in males wherein the vas deferens is tied
or cut or plugged to block the passage of sperm. The patient is advised to use
back-up contraceptive until two negative sperm count results are recorded as the
sperm could remain in the vas deferens for 6 months. Surgical methods in
women are in the form of tubal ligation performed after menstruation and before
ovulation. The fallopian tube is cut or blocked to inhibit the passage of both
sperm and the ova.

References:

Alata, E., Caslib, B., Serafica, J. & Pawilen, R,A. (2018). Understanding the Self (1st
edition). Sampaloc, Manila: Rex Book Store, Inc.

Erogenous Zones. 2017. University of California, Santa Barbara. Accessed October

11, 2017. http://www.soc.ucsb.edu/sexinfo/article/erogenous-zones.

Gebhard, Paul Henry. 2017. Human Sexual Behavior. Accessed October 11, 2017.
https://www.britannica.com/topic/human-sexual-behaviour.

Marieb, Elaine N. 2001. Essentials of Human Anatomy and Physiology 6th Ed.
Pearson Education Asia Pte. Ltd. pp 504-507

Natural and Artificial Methods of Contraception, 2017. Accessed October 11, 2017.
https://nurselabs.com/family-planning-methods/.

Sexually Transmitted Disease Surveillance. 2016. U.S Department of Health and

Human Services Centers for Disease Control and Prevention. Accessed October 11,
2017. https://www.cdc.gov/std/stats16/CDC_2016_STDS_Report
for508WebSep21_2017_1644.pdf.

Sexually Transmitted Diseases-Specific Research. 2016. US National Institute of

Health, National Institute of Allergy and Infectious Diseases. Accessed October 11,
2017. https://www.niaid.nih.gov/diseases-conditions/std-research.

Villafuerte, S., Quillope, A., Tunac, R., & Borja, E. (2018). Understanding the Self.
 Quezon City: Nieme Publishing House Co.
LESSON 6: THE MATERIAL SELF

Intended Learning Outcomes

1. explain the association of the extended self and possessions;

2. identify the role of consumer-culture to self and; and
3. appraise one’s self based on the description of the material self

Inculcating Concepts

Introduction

We are living in a world of sale and shopping spree. We are given a wide array of
products to 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 possessions as parts of our selves. 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.

Let us try to examine ourselves further in the lens of the material self.

THE MATERIAL SELF

According to William James, the material self is about our bodies, clothes, immediate
family, and home. Other parts of the material self might also include possessions, cars, clothes,
home, and body.

ASSOCIATION OF THE SELF AND EXTENDED POSSESSIONS

BODY

The inner most part of our material self is our body. Intentionally, we are investing in our
body. We strive hard to make sure that this body functions well and good. Any ailment or
disorder directly affects us. We strive to provide for our body and make sure that it functions
well. Certain people even have insurance for their body parts. There were people who get their
certain body parts insured. Celebrities like Mariah Carey who was reported to have placed a
huge amount for the insurance of her vocal cords and legs (Makan, 2016).

CLOTHES

“Philosophy of the Dress” by Herman Lotze, explains that clothing is an important part of
the self. The clothes become extensions of who we are that is why we strive to dress well.
Clothing is considered as a form of self-expression and the clothes we wear reflect who we are
as a person. Lotze, in his book, Microcosums, stipulates that “any time we bring an object into
the surface of our body, we invest that object into the consciousness of our personal existence
taking in its contours to be our own and making it part of the self” (Watson, 2004).

IMMEDIATE FAMILY

The third hierarchy is our immediate family. Our parents and siblings hold another great
important part of our self. What they do or become affects us. When an immediate family
member dies, part of our self dies, too. When their lives are in success, we feel their victories as
if we are the one holding the trophy. In their failures, we are put to shame or guilt. When they
are in a disadvantageous situation, there is an urgent urge to help like a voluntary instinct of
saving one’s self from danger. We place huge investment in our immediate family when we see
them as the nearest replica of out self.

HOME

Home is where the heart is. It is the earliest nest of our selfhood. Our experiences inside
the home were recorded and marked on particular parts and things in our home. There was an
old cliché about rooms: “if only walls can speak”. This saying stems from the idea that the rooms
inside our house are witnesses to the experiences and memories we have experienced. The
home, thus, is an extension of the self, because in it, we can directly connect our self.

POSSESSIONS

Having investment of self to things, made us attached to those things. The more
investment of self-given to the particular thing, the more we identify ourselves to it. We also
tended to collect and possess properties. The collections in different degree of investment of
self, becomes part of the self. As James (1890) described self: “a man’s self is the sum total of
all what he CAN call his.” Possession, then, become a part or an extension of the self.
SPECIAL CASES OF EXTENDED SELVES

COLLECTIONS

In the past, people collect out of necessity i.e. food, water, clothing, and other resources,
however, today, people no longer collect out of necessity, but out of luxury. “I shop, therefore I
am” somehow presents the idea that the things you buy reflects your personality and you as a
person. People get a sense of security when they have things that make them comfortable.
People collect things that give them comfort. Collecting has become a significant activity in our
consumer society as it has become more widely affordable through the discretionary time and
money available to the general population rather than just to the wealthy elite (Mason, 1981).

PETS
 Some people treat pets as members of the family i.e. clothe pets, go to regular check-ups,
sleep with them, spend to groom them, photograph them, and even mourn their death. Pets are
seen as surrogate parents for children and surrogate children for adults. Pets are also
therapeutic for children, patients, and adults. “Bring your pet to work day” is an activity that can
be done by employees in order to relieve theirDogs and cats in universities that serve as stress
relievers

BODY PARTS

Body parts are among the most central parts of the extended self. In psychoanalytic
terms, such self-extension is called cathexis. Cathexis involves the charging of an object,
activity, or idea with emotional energy by the individual. The concept most commonly has been
applied to body parts and it is known, for instance, that women generally tend to cathect body
parts to a greater degree than men and that such cathexis reflects self-acceptance. When a
body part is more highly cathected, there is greater use of grooming products to care for this
body part.

APPRAISING ONE’S SELF BASED ON THE DESCRIPTION OF MATERIAL SELF

MATERIALISM

Materialism refers to the theory or belief that nothing exists except matter, its movements
and its modifications; the theory or belief that consciousness and will are wholly due to material
agency; a tendency to consider material possessions and physical comfort as more important
than spiritual values.

REFERENCES:

Alata, E., Caslib, B., Serafica, J. & Pawilen, R,A. (2018). Understanding the Self (1st edition).
Sampaloc, Manila: Rex Book Store, Inc.

Makan, Sunil. 2016. ELLE. 13 Celebrities With Insured Body Parts That Are Worth More Than
Your House. Accessed October 10, 2017. http://www.elleuk.com/life-and-
 culture/articles/a30167/mariah-carey-jennifer-lopez-doly-parton-celebrities-insured-body
parts/.

Mason, Roger (1981). Conspicuous Consumption: A Study of Exceptional Consumer Behavior,

Westmead, England: Gower.

Watson, Cecelia. 2004. The Sartorial Self: William James’s Philosophy of Dress. Accessed
October 10, 2017.
https://www.researchgate.net/publication/8333321_The_Satorial_Self_William_James’s_
Philosophy_of_Dress.

William, James. The Principles of Psychology. New York: Dover Publications. Accessed October
10, 2017. http://niasconsciousnesscentre.com/Courses/2015-
Readings/SignsofSelf/03.William%20James%20on%20the%20Self.pdf.

Villafuerte, S., Quillope, A., Tunac, R., & Borja, E. (2018). Understanding the Self. Quezon City:
Nieme Publishing House Co.

LESSON 7
THE SPIRITUAL SELF AND THE MEANING OF LIFE

I. INTENDED OUTCOMES/LEARNING OBJECTIVES:

At the end of this lesson, you are expected to be able to:
A. discuss the significance of the practice of religion in your spiritual life as a person,
B. articulate ways of finding meaning in life and;
C. construct an essay indicating how you could personally and concretely live the great
commandments of love.

II. Starting Accurately (INTRODUCTION):

As you go through changes into becoming a better person, you will discover that your
own life that is becoming more improved and empowered can bring about social transformation.
However, everything starts with personal transformation and such experience is spiritual in
nature (Kavar, 2015). This is also referred to as psycho-spiritual integration or development
which leads to a better understanding of oneself regarding these questions: Who am I? What
are my big aims in life? How clear are they? How am I as a Filipino? How truly Christian am I?
This integration seeks answers to basic existential questions in life. It leads into the core
of the human being (Villafuerte, et.al., 2018).
IV. Inculcating Concepts (INPUT/LESSON PROPER):
You are important. You are part of a society that needs to undergo social transformation.
As you are being exposed to different situations in life, there are instances when the desire to
make a difference may be awakened in you as you take on the search for the meaning of your
life.
Throughout your lifespan as an individual, the development of sense of spiritual identity
has a big contributing factor to your healthy identity development (Poll & Smith, 2003). Having
understanding of what the spiritual self is and how to maintain its well-being are found to be
important considerations as you search for your true identity. Moreover, as you search for
meaning in life, one of the major concerns to consider is the development of a balanced
spirituality because it integrates well with your psychological maturation.

Let us take a look at the concept of spirituality and the spiritual self and what spirituality is.

A. The Concept of Spirituality and the Spiritual Self

Spiritual Self
According to Villafuerte, et al. (2018), spiritual self; - is
who we are at our core.
- is more permanent than the material self and the social self.
- is our subjective and most intimate self.
- is the aspect of self which develops a certain level of spirituality which is deemed as
man’s way of seeking as well as expressing the meaning and purpose of his life.
- is concerned with the higher things in life such as the Sacred or the Divine.

According to Alata, et al. (2018), spiritual self;

- is who we are at our core.
- is more permanent than the material self and the social self.

Spirituality
- is specified more concretely in deepening the faith.
- leads man to deeper communion with the Divine.
- is a path of direct and personal connection with the Divine.
- embraces all faiths, social and political ideologies.
B. The Spirit and the Soul

The terms spirit and soul are sometimes used interchangeably, but they have
distinctions which need to be recognized.
 SPIRIT SOUL
- “ruach” in Hebrew - “nephesh” in Hebrew which means
- “pneuma” in Greek “living” or “life”
- which means breath (especially - “psukhe” in ancient Greek
the breath of life) - “psyche” in Greek
- “espiritu”, “ispiritu”, - originally meaning “throat” or “neck”
- The disposition of an individual which means “human life”.
- A person’s habitual attitudes - “kaluluwa” (Tagalogs)
- Man’s supernatural power - “kalag” (Visayan, Hiligaynon, Kinaray-
which comes from God a) - The animating principle of human nature
- It is the part of us through which - In modern psychology, described as
all life and power of God flow. - The the:
life-giving part of man (James
- will
2:26)
- mind
- the seat of emotion
- conscience

Here is the Hebrew concept of the spiritual nature of man:

- Man is viewed as holistic, one totality
- Man is an integrated unit of physical, mental and spiritual components that are
inseparable to make a whole person.
- Genesis 2:7 – “And the Lord formed man of the dust of the ground and breathed into
His nostrils the breath of life; and man became a living soul.

On the other hand, here is the Greek concept of the spiritual nature of man:
- Man is viewed dualistic in nature.
- The dualistic view is started by ancient Greek philosophers like Aristotle, Socrates and
Plato.
- Pagan Greek philosophy taught that the soul is immortal and that it can live
separately from the body.

Note: Many of the moral ideas of pagan Greek philosophers have been incorporated into
Christian moral doctrine.

D. The Filipino Traditional Understanding of Soul

Here is the Filipino understanding of what the soul is:
– is equivalent to “Kaluluwa” (Filipino), “kadkadduwa” or “kararwa” (Ilokanos), all
come from the root word “duwa”, which means “two”. This is because of the
belief that the soul has two existences: physical (connected to the body) and
spiritual (it exists on its own).
– The Ilocano “kadkadduwa” further derived from kadduwa, meaning “companion”.
– For the Ilonggos and Antiqueños, “kalag” or “dungan” (but “dungan” has a
secondary meaning which is “willpower”).
 – The notion of multiplicity of souls is common among Filipinos (Villafuerte, et al.,
2018).

E. “Loob” and Personhood

“LOOB” or “KALOOBAN” is defined as:

– the inner self or inner being.
– the core of one’s personhood and where the true worth of the
person
lies.
– what makes one what he is and who he is as a person.
– a term used to describe a person in relationship with others, e.g.,
magandang loob or mabuting loob and masamang loob.

On the other hand, PERSONHOOD;

– manifests the unity of the spiritual and the material or physical
nature in human existence.
– gives to the human individual a universal worth and an exceptional
standing.
– is a foundational concept for all that we are and all that we do
(White, 2013).

PRAYER – is the Christian’s acknowledgment and awareness of the true nature of the
“loob” and the richness or weakness of this “loob” as exposed by the light
of faith.
– is our conscious personal communion with God. It is the fruit of the
Holy Spirit working in our hearts, enabling us to turn to God and with
confidence, to call Him our Father. How does this concept of loob and
prayer help us find meaning in life?

F. Finding and Creating Meaning – Viktor Emil Frankl

F.1. According to Viktor Frankl;

• “Meaning is something to discover rather than to invent.” It has the
same concept with inner happiness, life satisfaction, self-actualization
and deep spirituality.
• In life, there is an existential vacuum which means that life empty,
meaningless, purposeless, aimless, and adrift and so on.
 • Because of this vacuum, we tend to fill our lives with pleasure or power
and so on.

F.2. Three Ways of Discovering Meaning in Life

• Experiential Values – is an approach that involves experiencing
something or someone we value and the love we feel towards another,
e.g., family, relatives, friends and workmates.
• Creative Values – is the traditional existential idea of providing oneself
with meaning by becoming involved in one’s projects, or better, in the
project of one’s own life, e. g., creativity and passion.
• Attitudinal Values – include practicing virtues such as compassion,
bravery, a good sense of humor, and the like.
• Frankl’s most famous example: Achieving meaning by way of suffering.
• Ultimate goal: Self-transcendence.

G. The Practice Religion  The people’s way of connecting themselves to God

as they search for meaning in life.

G.1. Religion
– beliefs and behaviors related to supernatural beings and powers. – an
organized system of ideas about the spiritual sphere along with ceremonial
practices; our way of relating with the supernatural or the DIVINE.

G.2 Rituals – are patterned form of behaviors that have something to do with the
supernatural realm.
– are performed in a repetitive nature.
– can be religious or secular.
G.3. Magic – commonly referred to as “tricks” and “illusions” that make
impossible things to happen, usually performed as entertainment.

G.4. Witchcraft
– commonly understood as “kulam”.
– refers to the idea that certain people have an inborn power to harness spirits or
energies for specific purposes.

G.3. What the Bible Says about Magic, Rituals and Witchcraft
Since Filipinos are predominantly Christians, we have the Bible as our
guide in the practice of religion (Villafuerte, et.al., 2018). Specifically, passages
from the book of Deuteronomy say that;
 “Don’t sacrifice your children in the fires on your altars; and do not let your
people practice fortune-telling, or use sorcery, or interpret omens, or engage in
witchcraft, or cast spells, or function as mediums or psychics, or call forth the
spirit of the dead. Anyone who does this is detestable to the Lord. It is because
the other nations have done these detestable things that the Lord your God will
drive them out ahead of you. But you must be blameless before the Lord your
God” (Deut. 18:10-13).

REFERENCES

Alata, E. J., Caslib, B., Serafica, J. P., & Pawilen, R. (2018). Understanding the
Self. Quezon City: Rex Book Store, Inc.
Brawner, D., & Arcega, A. (2018). Understanding the self. Quezon City: C & E
Publishing, Inc.
White F. J. (2013). Personhood: An essential characteristic of the human species. The Linacre
Quarterly, 80(1), 74–97. https://doi.org/10.1179/0024363912Z.00000000010

Understanding the Self Learning Module

Lesson: The POLITICAL SELF and Being a Filipino

Intended Learning Outcomes:

At the end of the lesson, you are expected to:

a. identify the factors affecting the political self

b. describe the nature, functions and origins of political self
c. illustrate the role of the family, school, church, peer groups and media in the
development of the political self through concept map
d. appraise Filipino identifying values and traits

STARTING ACCURATELY

INTRODUCTION

This topic will help you reflect and understand more with regard to your political self.
They say it is difficult to describe the Filipino identity. As we all know we were colonized by the
Spaniards for more than 300 years. We were also influenced by the Chinese, Japanese, and
the Americans because they also colonized us.
Have you ever asked yourself what is truly a Filipino identity? Recall an instance, or
maybe you can imagine a moment when you are the only Filipino conversing among a group of
people from different nationalities. Will you be proud of speaking about all the beautiful things
about your country and of being a Filipino? Are you going to speak ill of your country or will you
be just quietly mortified by the fact that you are a Filipino?

Truly, we have a lot to be proud of. If only we realize that there are things unique to the
identity of the country, we might be able to rethink our sense of pride.

In this topic, we will trace the historical roots of our values and traits, and we will
consider the community and institutional factors that affect the Filipino identity. Secondly, we
will consider the role of the self in establishing a democratic culture. The primary goal of this
lesson is to help you discover one's source of pride which the national heritage from which one
can truly develop a political self with an authentic Filipino identity.

INCULCATING CONCEPTS

LESSON PROPER

This lesson will focus on the historical context as to how we Filipinos develop our traits
and identity. The following readings will help you refresh your mind and take you back in your
Philippine History and social science classes. The following are important concepts defined in
order for you to have clearer understanding of the lesson.

Important Concepts

Politics – activities associated with the governance of a country or other area, especially
the debate or conflict among individuals or parties having or hoping to achieve power. (Oxford
Languages, 2020)
 Power – Implies possession of ability to exert force, authority or influence.

Political self – Refers to the aspect of the self developed through the interplay of social factors
affecting its political dimension

Factors affecting Political Self

These are interrelated factors affecting the dimensions of your political self. The following
factors are discussed below.

1. Family
*Orientation and dynamics
*Personality
The family's central role in forming the individual's political personality derives from its role as
the main source and locus for the satisfaction of all his basic, innate needs. The child therefore
tends to identify with his parents and to adopt their outlook toward the political system. The
father becomes the prototypical authority figure and thereby initiates the child's view of political
authority. Under familial and other social circumstances in which the child progresses from
dependence to autonomy, he is likely to develop into a mature and responsible citizen. When
he suffers physical or emotional deprivation, he is likely to establish a pattern of chronic
dependence that includes the political. When conflict generates between his own emerging
needs, family patterns for satisfying them, and the demands and opportunities of the large
society, the growing child is in mental turmoil. Only gradually, then, can he change from
hierarchized to equalized patterns of political behavior, in which he can responsibly share
power with his new equal fellow citizens.

Despite family disagreements and generation gaps, children tend to grow up and vote the way
their parents do. Families are generally the first, and often the most enduring, influence on
young people's developing political opinions. As people grow older, other influences crisscross
the family, and naturally their attitudes tend to diverge from those of their parents. However, the
influence still remains. Logically, the more politically active your family, the more likely you are
to hold the same beliefs. Just look at the Bush family. This relationship is less strong on specific
issues like school prayer, abortion, and welfare programs but they all hold the same general
political view.

2. School/Educational Institution
School often have multiple roles to play. Not only should they give students the knowledge they
need to enter the labor market, they should also teach young people about democracy, and
develop students’ capacity to exercise their citizenship. A third task for schools is to enhance
political equality in society by supporting the least privileged students. In this study, we explore
how school can contribute to increased equality by strengthening students’ political efficacy.
 3. History
a. Colonization of Spanish, American, Japanese and among others

Our historical experience provides a profound true or how our identifying values and
traits have developed. Studying history enables us to develop better understanding of the world
in which we live. Building knowledge and understanding of historical events and trends,
especially over the past century, enables us to develop a much greater appreciation for current
events today.

4. Culture/Belief System
Culture certainly influences politics. As such, culture is intrinsic to society and to
the human being. It is not meaningful to see culture as an outside force which limits
the freedom of the individual but rather as that which makes the individual human. It
is hard to envisage a person not tempered by culture, or a society not governed
according to the values, beliefs, and norms embedded in a particular culture. Our
basic point of departure is the centrality of culture in societal development, its
particularity and dynamism, and not least its intertwinement with politics.

5. Religion/Church

Religious beliefs are significantly related to national political participation. For religious
activities, identifying with a religious tradition reduces participation, but participation in
church activities increases political participation.
Beliefs influence personal and social identity as the values and religious beliefs make up
part of an individual's identity. The different influences however may have a negative or
positive effect in influencing beliefs. For example if a value such as healthy relationships
is taught in a family but the parents’ divorce that may lead to a negative part of their
identity and those values changed.
Older studies dating to the late 1940s generally show that Jewish voters are more likely
to support Democrats than are Catholics or Protestants. Catholics tend to be more
liberal on economic issues (such as minimum wage and taxes) than they are on social
issues (such as abortion and divorce). More recent studies have focused on how
affiliates of the "Religious Right" differ in their political attitudes and behavior from
everyone else. The RELIGIOUS RIGHT tends to support more conservative candidates
for public office, and they are more likely to contribute to the Republican Party than to
the Democratic Party. This tendency is more clearly associated with social issues such
as school prayer, abortion, and divorce, than with economic issues or foreign affairs.

6. Media

Media's portrayal of religions can impact strongly on to a person’s beliefs as the media
is a strong influence and can frame or shape certain perceptions. For example if a TV
 show promotes Buddhism then those who idolize the TV show may be strongly
impacted to believe in such religions.

7. Government
Government implies that there are relations of power between rulers and ruled, but the
context of rule is not limited to the state. Government in this sense is in operation
whether the power relationship is between states and citizens, institutions and clients,
parents and children, doctors and patients, employers and employees, masters and
dogs, or even oneself and oneself. (Think of the training regimes, studying routines, or
diets people put themselves through as they seek to change or direct their lives in a
particular way). The role of the state and its influence on society (and vice versa) is just
one aspect of governmental relationships.

Filipino Traits and Values

The Filipino Family has values that have been treasured and passed on for many generation
already. These values are believed to be beneficial it fulfill some of the basic needs of people.

Filipino Values may be attributed into many influences. These can be from its ancestors or
influenced from its colonizer. Some values are bipolar meaning it can be positive or negative.
Positive Values

1. Bayanihan

A Filipino community spirit and cooperation wherein a group of individuals extend helping
hand without expecting any remuneration. It is characterized by communal work towards
one goal exemplified in carrying a nipa house or pushing a passenger jeepney.

2. Damayan System

Sympathy for people who lost their love ones. In case of death of a certain member of the
community, the whole community sympathizes with the bereaved family. Neighbors, friends,
and relatives of the deceased usually give certain amount of money as their way of showing
sympathy.
4. Fun-loving trait

A trait found in most Filipinos, a trait that makes them unique that even in time of calamities
and other challenges in life, they always have something to be happy about, a reason to
celebrate.
5. Hospitability

A Filipino trait of being receptive and generous to guests.

6. Compassionate

A Filipino trait of being sympathetic to others even if the person is a stranger. An example of
this is giving alms to beggar. This is observed when we hear Filipino saying “kawawa
naman or nakakaawa naman.” 7. Respect to elders

A Filipino trait of being courteous both in words and in actions to the people of older people.

Negative Values:

1. Bahala na Attitude
A Filipino trait characterized by retreating or withdrawal from certain undertaking and
leaving everything to God to interfere and determine the outcome of his deeds.
2. Colonial Complex or Blue- Seal Mentality
A Filipino value of showing high admiration and preference to foreign produced goods over
local ones.
3. Crab Mentality
A Filipino Attitude characterized by an attempt to “pull down” someone who has achieved
success beyond the others. This is done out of jealousy and insecurity.
4. Filipino Time
In reality, Filipino time means “always late”, a Filipino attitude of impreciseness towards
time.
5. Pakikisama
Submitting oneself to the will of the group for the sake of camaraderie and unity. Failure to
comply with the group demand, the person will be called “walang pakikisama or selfish.”
The adherence to group demands have taught our young to engage in bad habits like
smoking, alcoholism, and even drug addiction.
6. Manana Habit
Delaying or setting aside a certain task assigned on the next day although it can be done
today.
Kultura, Tradisyon, Paniniwala at Pagpapahalaga sa Pagiging Mamamayan ng Bansang
Pilipinas

 Ang kultura ng Pilipinas o kalinangan ng Pilipinas ay pinaghalong impluwensiya ng mga

katutubong tradisyon at mga kultura ng mga unang mangangalakal at mananakop nito
noon. Ang pananakop ng mga Kastila sa Pilipinas, sa pamamahala ng Mehiko, na
tumagal ng mahigit 333 taon, ay may malaking kontribusyon sa Kultura ng Pilipinas. Ang
Wikang Pilipino, na mas kadalasang kilala bilang Tagalog, ay maraming hiniram na
salita galing Kastila.

MGA KULTURA AT TRADISYON NG MGA PILIPINO

1. Ang paggunita sa mahal na araw

2. Ang pagpaalala sa santong patron ng bayan
3. Ang pagdiriwang ng ibat ibang uri ng pista ng pinoy
4. Mga katutubong sayaw

MADALAS NA KAUGALIAN

 Pagmamano – Ang pagmamano ay kaugalian ng mga Pilipino upang ipakita ang

paggalang sa nakatatanda. Tinutukoy nito ang pagkuha sa kamay ng nakatatanda at
paglapat nito sa noo, sabay ang pagsabi ng mano po. Madalas itong ginagawa bilang
pagbati sa pagdating o bago umalis. Maagang itinuturo sa mga bata ang pagmamano
bilang isang tanda ng paggalang.

 Paggamit ng “po at opo” sa nakatatanda – ito’y simbolo ng pagrespeto sa mga

nakatatanda.
 Mahilig makipagkapwa-tao -kapag madalas silang may nakakasalamuhang tao.
 Mapagkumbaba – nananatili pa rin ang kanilang mga paa na nakaapak sa lupa.

MADALAS NA PANINIWALA O PAMAHIIN

Sa Kusina:

1. Bawal kumanta sa harap ng kalan - may masamang mangyayari.

2. Bawal kumanta sa hapag-kainan – simbolo ng hindi pagrespeto.
3. Bawal paglaruan ang apoy – maaaring lumabo ang mata.
4. Hindi dapat makabasag ng pinggan sa araw ng okasyon – ito ay simbolo ng
kamalasan. Sa Kasal:

1. Bawal isukat ang damit pangkasal – Maaaring hindi matuloy ang kasal
2. Bawal magkita ang magkapareha bago ang araw ng kasal – maaaring mamatay ang isa
sa kanila.
3. Dapat unahan ng babae ang lalake na lumabas ng simbahan – upang hindi siya maliitin.
4. Kapag umulan sa araw ng kasal – simbolo ng kaswertehan.
Kapag may sumakabilang-buhay:

1. Bawal matulog sa tabi ng kabaong – maaaring hindi mo mapipigilan ang paggalaw ng

ulo mo.
2. Bawal magkamot ng ulo – maaaring magkaroon ng kuto.
3. Pagsuutin ng pulang damit ang mga bata/ Pagtawid ng mga bata sa kabaong – upang
hindi sila guluhin ng namayapa.
4. Dapat putulin ang kwintas na nakakabit sa namayapa – upang hindi na siya masundan.
5. Bawal magwalis sa araw ng burol – bilang respeto
6. Bawal matuluan ng luha ang kabaong – upang hindi siya mahirapan sa pag-akyat sa
langit.

Iba pang pamahiin:

1. Bawal maggupit ng kuko sa gabi – upang hindi malasin.

2. “Friday the 13th” – mag-ingat sa araw na iyon sapagkat may maaaring mangyari sa
iyong masama.
3. Paggsing ng alas tres ng madaling araw – maaaring may dumalaw sa inyo. Paggising
ng mga ispiritu.
4. Kapag may nakita kang taong pugot ang ulo – maaari siyang mamatay (pwede itong
mapigilan basta ibaon lang ang kanyang damit sa lupa).

Developing a Filipino Identity: Values, Traits, Community and Institutional Factors

(Villafuerte et. al., 2018)

• Our historical experience provides a profound true or how our identifying values and
traits have developed. In the precolonial era, the Filipinos were free.

• The system of government was wide-ranging in small units called balangay -a term
derived from wooden boat used by a community of families for their living.

• The notes of Antonio Pigafetta, the scribe of the Spanish explorer Ferdinand Magellan,
revealed that the natives of the Philippine islands were autonomous and economically
prosperous.

• When the Spanish colonizer, Miguel Lopez de Legazpi made a kinship pact, the
sanduguan, with a native chieftain Sikatuna of Bohol, the pact was initially understood
as a mutual promise, like blood brothers, of helping one another in times of need and
development. The blood compact was primarily grounded on the Filipino value of
katapatan (true to one's promise).

• For over three centuries the Filipinos helped the colonizers build their military fortress
paid their taxes, joined their civil guards and constructed their government and religious
infrastructures. However the Spanish colonizers did not remain faithful to the pact that
 they have agreed with the Filipinos. They required the natives to render forced labor;
they have monopolized the market by determining the price of farm products produced
by the natives; they have grabbed the lands of the farmers; they have limited the
freedom of the natives and they have kept the Filipinos ignorant.

• Towards the end of the third century under the Spanish colonial rule, a few educated
indios (Filipino natives), reminded themselves of the original kinship pact, and faithful to
the traditional values and traditions of the prosperous balangay, they manifested the
value of katapangan (courage) to fight back against the oppressive rule of the
colonizers.

• The reformist Dr. Jose Rizal of Laguna used his talent and skill as a poet and a writer
toenlighten the Filipinos about the oppressive structures brought by the colonizers. He
burned in them the spirit of pagka-makabayan (patriotism) once again after centuries of
hopelessness and desperation. He trusted the Filipino intelligence and bunk'd on it to
awaken the consciousness of the people. His satirical novels - Noli me Tangere and El
Filibusterismo candidly depicted the worsened tyranny, oppression and domination of
Filipinos under colonial rule.

• Although he never involved and succumbed to the invitation of the bloody revolution, the
last poem written by Jose Rizal -Mi Ultimo Adios- seemed to favor the armed wing of
the same revolutionary struggle of Andres Bonifacio. The latter justified the need for a
bloody revolution by the fact that there was betrayal of the pact between brothers. This
philosophy honors more than just the social contract existing between the colony and
the colonizers. It seeks to uphold and advocate the pact between brothers to sustain
kalayaan (liberty) and pakikipagkapwa-tao (being faithful to the goodness of the
other).

• While the colonial power and influence were so ingrained in the Filipino system. The
revolutionary movements against the Spaniards began lo claim only little and scattered
victories all over the county. Then the Americans intervened to help the Filipinos win the
war and gain liberation from Spain. In 1898, the country gained its independence from
Spain.

• However, for the next fifty years, the Americans remained in the country and continued
to intervene with its political, educational, economic and military affairs. In the course of
many years, the Filipino revolutionists, never blinded of their desire for real
independence, began to suspect that the Americans do not have the plans to leave the
country. Thus, the Philippine-American war broke and costed the lives of thousands of
Filipinos and American.

• The superiority and might of American military led to the surrender of Philippine
President Emilio Aguinaldo. This signified the end of the revolutionary struggles of the
Filipinos. Nonetheless, the desire for freedom was still burning in the heart of every
 Filipino. This led the political pragmatist Manuel Quezon to bring the fight to the US
Congress and eventually won the Jones Law. He became the Commonwealth
President, and in 1946 county firmly received its independence.

Establishing a Democratic Culture

• Just shortly after we made independence from the United States, Filipino
democracy started to take shape; the Japanese occupied the country and
established the Japanese-sponsored Philippine Republic. President Jose Laurel
cushioned the impact of the atrocities and violence by constantly winning the
trust of the Japanese while faithfully serving the suffering Filipinos. He was the
guerilla who fought his battle not in the jungles but in the embattled office in
Malacañang.

• The defeat of Japan in World War II also meant the regaining of Philippine
independence. Since then, we struggled to rebuild our communities and the
structures of our democracy. Filipinos lived their liberated hopes and dreams
until the establishment of the 1973 Marcos Constitution. This placed the entire
nation under the authoritarian rule of President Ferdinand Marcos. We have
once again lost our freedom. We have once again succumbed to the mercy not
of foreign colonizers but of a fellow Filipino wanting to pursue his development
ideologies. The dictator initially delivered the needs of the Filipino people by
improving infrastructures and government systems. After 13 years under Martial
Law the people became fed up with so much corruption, injustice and violence
that eventually led to EDSA Revolution. The People Power in EDSA remains to
be a compelling message to the world that the Filipinos value freedom so dearly.

• The historical bloodless EDSA People Power Revolution guided the

promulgation of the 1987 Constitution. This document defined how the
institutions and systems of government function in the way of democracy. Since
President Corazon Aquino, until the present administration under President
Rodrigo Duterte, the Filipinos became highly vigilant and watchful to safeguard
the democratic processes in communities. The people's assertions to peaceful
and assertive means of participation to government and democratic election and
representation are healthy indications that the Filipinos have matured in their
quest for real independence.

In recognition of the importance of People Power, and the fortification of democratic culture, the
1987 constitution ensures the following:

1. That the government and afford full protection of Filipino workers here and abroad, and
provide equality of employment opportunities (Article XIII Section 3);
2. That everyone guarantees the right of workers to self-organization, collective bargaining
and negotiations, and peaceful concerted activities in accordance with law (Article XIII,
Section 3);
3. That institutions coming the nights of farmers and land owners. As well as cooperatives and
farmers’ organization (Article XII, Section 3);
4. That authorities protect the rights of subsistence fisher folks (Article XIII, Section 7);
5. That the people may pursue and protect within the democratic Framework, their legitimate
and collective interest through peaceful (Article XIII, Section 15);
6. That the government ensures the right of the people and their organizations effective and
reasonable participation at all level of social, political and economic decision-making (Article
XII, Section 16), and
7. That congress provides a system of initiative and referendum where people can directly
propose and enact or reject laws passed by congress or local legislative body (Article XVI,
Section 32)

All these, among others, ensure the protection of the rights of every individual, and the
development of a democratic culture that is fit to the long-standing desire of the Filipinos to
achieve peace and liberty.

THE RULE OF THE PEOPLE

Democracy is described as the awareness and understanding that the self and
community are both the foundation of democratic practice and the result of it. Yet, studies
confirm that the presence of democratic institutions is no guarantee that the people are able to
exercise their rights and obligations. What are the attributes of democracy? Based on the
discussion above, the following are identified as attributes of a democratic society:
empowerment the people, consultation, popular decision-making, total development, delivery of
services, fair and impartial system of justice, accountability of public officials, promoting respect
for the rights of others, concern for their welfare, unity, justice and equity.

ACTION AGENDA FOR A DEMOCRATIC SOCIETY

1. Improve the political and social environment and reduce poverty through structural
reforms in order to foster a sense of community and enable citizens to exercise their
responsible for value formation so that rights and fulfill their obligations
2. Continually re-examine societal institutions they inculcate rather than indoctrinate
democratic and citizenship values.
3. Incorporate cross-cultural activities in public and private sector programs, including
those of schools, churches, NGOs and POs, so as to recognize ethnolinguistic and cultural
diversity in the country and encourage the sharing of experiences.
4. Further promote the use of Filipino and Philippine languages in all transactions so as to
enable the articulation of citizenship and democratic views and values.
5. Continue to harness institutional as well as informal mechanisms that open up space for
the exercise of citizenship and democracy - conflict resolution processes, face-to-face
dialogues, partnership among groups, sectors, even the government.
If the government officials and the society cooperate with each other, respect each other, know
how to handle situations, this will lead to a better democratic government, a stronger sense of
community, a stronger sense of belonging and a more stable, more meaningful and healthier
sense of self.

In conclusion, the vibrant history of our nation emphasized our fidelity to our promises and our
desire to attain independence. We have explored all the possibilities to attain and sustain these
values. The colonial influence may have tainted our values and traits but we remain faithful to
one another and to our nation. Despite numerous foreign influences, and the imposition of
authoritarian rule, we continue to build democratic communities and strong institutions to
demonstrate distinct and separate national identity.

REFERENCES:

Villafuerte, Salvacion, et. al., (2018): Understanding the Self. Nieme Publishing House Co.
Ltd., Cubao, Quezon City
Lesson 9 – Digital Self

Lesson Objectives
At the end of the lesson, you are expected to:
1. Discuss online identify and their self in cyberspace and user ID;
2. Establish boundaries of the online self: private vs. public; personal vs. social identity
online; gender and sexuality online; and
3. Discuss the proper ways of demonstrating values and behaviors online.

Introduction
These days, more people are becoming active in using the internet for research,
pleasure, business, communication, and other purposes. Indeed, the internet is great help for
everyone. On the other hand, people assumes different identities while in the cyberspace.
People act differently when they are online and offline. We have our real identify and online
identity (Alata, et. al, 2018).
 The term online identity implies that there is distinction between how people present
themselves online and how they do offline. But any split between online and offline identity is
narrowing, for two reasons, Firstly in contrast to Internet of the 1990s, people today use social
media, primarily to communicate with people they know in real life contexts like home, work, and
school. Secondly, wireless networking and portable devices like smartphones and tablets make
it easy to access social media as part of day-today life, rather than having to formally log on to
the internet (Marwick, 2013).

Nowadays, we are living in a digital age, wherein we interact with people involving
technology –cellular phones, computers and other gadgets, thus building our DIGITAL SELF.
What is your Digital self? How do you represent yourself online? Through his module, you will
understand how online identity is established based on the information you offer in
technologyinteractions.

Likewise, this will present the risk and dangers in posting too much of your personal life
or pretending you are somebody else in the social media world. This module will also present
what you can do to protect your online personality that can affect your online personality.

Lesson proper
Online Identity and Self in Cyberspace: (I, Me, Myself, and My User ID Online Identity)
Online identity is the sum of your characteristics and interactions. Because you interact
differently with each website you visit, each of those websites will have different picture of who
you are and what you do. Sometimes the different representations of you are referred to as
partial identities, because one of them has the full and true picture of who you are.
Your online identity is not the same as your real-world identity because the
characteristics you represent online differ from the characteristics you represent in the physical
world. Every website you interact with has its own idea of your identity because each one you
visit sees you and your characteristics differently (InternetSociety.org, 2011).

Online, most research on identity focused on self-presentation (Boyd, 2010; Wynn &
Katz, 1997; Papacharissi, 2002; Baym, 2010). Social media lie social network sites, blogs, and
online personals require users to self-consciously create virtual deceptions of themselves. One
way of understanding such self-representation is the information and materials people choose to
show others on a Facebook profile or Twitter stream. But identity is also expressed through
interacting with others, whether over instant messenger or email.
 Since there are fewer identity cues available online than face-to-face, every piece of
digital information a person provides, from typing speed to nickname and email address, can
and is used to make inferences about them (Marwick, 2013).

How do you build your online identity? Every website that you interact with will collect
its own version of who you are, based on the information that you have shared. Thus, it is up to
you how you will represent yourself as closely as who you are and what you do in real life or
selectively, to create a representation far from your real life.

Selective Self-presentation and Impression Management

These are characteristics showing behaviors designed to convey an image about
ourselves to other people and to influence the perception of other people of this image. This
explains why our behaviors can change if we notice that we are being watched or observed.
This elf-presentation can also change depending on who we are interacting with or what
personal information we need to be providing to present ourselves in a way that will be
acceptable to others. Thus, we can select only what we want to present and impress to others,
what we view beneficial to our personality, especially when we create a Digital self. We
carefully choose representation or expression of one’s real world to the online world.

Impact of Online Interactions on the Self

With interacting with other people, we automatically make inferences about them without
even being consciously aware of it. We cannot help but ponder what they are thinking about,
what their facial expressions mean, what their intentions are, and so on. This predisposition is
what makes social interactions so demanding. This suggests that interaction with human
partners requires more emotional involvement, and thus more cognitive effort, than interacting
through a computer. The conclusion is clear - online interaction does not require cognitive or
emotional involvement, making our interaction with it much easier (Rilling, Sanfrey, Aronson,
Nystrom, & Cohen, 2004).

Is it true that Facebook provides opportunities for increased identity

development? YES. Research suggests that young users report increased self-esteem and
general wellbeing following instances of positive feedback on social networking sites
(Valkenburg, Peter, & Schouten, 2006). Relatively, results from a 2009 survey of college
students indicated that the heaviest Facebook users were also most satisfied with their lives and
exhibited greater social and political engagement (Valenzuela, Park, & Kee, 2009).
 However, online interactions cannot reveal our true feelings and can decrease
people’s happiness levels. The extra effort involved in face-to-face interactions can be spared
in online interactions that are founded on minimal or constrained social cues; most of these
signals can be summed up in emoticons and punctuation. Hence, it is easier to hide our
emotions behind an email, a Facebook post or a tweet. Studies were conducted to show that
within the first two years after people first accessed the internet, their happiness level decreased
(Kraut, 1998) and that social media has a small, yet significant detriment on overall well-being.
This is because browsing social media sites alone can lead to feelings of jealousy when we
compare self to the online personal of others.

We can control our self-presentations on online interactions and this may be both
beneficial and harmful to the individual. Compared with face-to-face presentation online
interactions enable us to self-censor to a greater extent and manage our online identities more
strategically which provides greater opportunity to misrepresent ourselves.

This is due to asynchronous communication (time-delayed interaction that does not

require participants to be online simultaneously).

Positive Impact of Social Media and Online Interaction on the Self.

1. Social media sites inform and empower individuals to change themselves and their
communities (https://...
2. Increased self-esteem when receiving many likes ad shares.
3. Boost one’s moral and feelings of self-worth (Toma, 2010 Social Media & Identity,
2013)
Negative Impact of Social Media and Online Interaction on the Self.
1. Extensive online engagement is correlated with personality and brain disorders like poor
social skills. ADHD, narcissistic tendencies, a need for instant gratification, and addictive
behaviors and other emotional distress like depression, anxiety, and loneliness.
2. Low self-esteem due to the risk of being exposed to cyberbullying and cyber
pornography (healthxph.net-2015).
3. More occupied in giving attention to social media than in keeping their customs and
practices (phblogspot 2013).

Extended Self in a Digital World – Russel W. Belk.

A glimpse on the ideas of Russel W. Belk on his “Extended Self in a Digital World” could
give more light on the topic. Belk presents five changes emerging from our current digital age:
 1. Dematerialization. Things are disappearing right before our eyes – our information,
Communications, photos, videos music, calculations, messages, “written” words are now largely
invisible and immaterial, composed of electronic streams stored in digital storage devices on
locations we will never know. The question is; can we gain status or an enhanced sense of self
from virtual possessions?” Belk proposes four functions of virtual consumption;
a. stimulates consumer desire for both material and virtual goods
b. actualizes possible daydreams such as those of wealth and status by enacting them
in video games
c. actualizes impossible fantasies such as being a magician or space pirate with
magical objects
d. facilitates experimentation such as being a criminal in a video game. Reports show
that virtual goods are now some of the most valued commodities for cybercriminals
who attempt to hack into games and steal virtual possessions to resell. Suicide may
also result a stolen virtual or digital possession.

2. Re-embodiment. This is characterized as the breakout f the visual online, leading to new
“constructions” and definitions of the self in the virtual world where online games blogs, web
pages, photo and video-sharing sites, internet dating sites are possible; we are disembodied
and re-embodied as avatars, sharing identity with the chosen avatar virtually. Online, the
plain represent themselves as glamorous, the old as young, and the young as older. Those of
modest means wear elaborate jewelry, in virtual space, the crippled walk without crutches,
etc. We may employ anonymous and pseudonymous identities online and enact wild fantasy
identities in online games and virtual words. In some cases, even virtual sex, marriage, and
divorce are made possible. Virtual participants may also have multiple characters, increasing
one’s anonymity.

3. Sharing. Uploading, downloading, sharing, etc. provide free access to information through
web surfing.?
In Facebook, social media friends know more than the immediate families about our
daily activities, connections, and thoughts. Diaries that were once private shared only with close
friends are now posted as blogs for everyone to read. There is loss of control due to sharing –
uncontrolled sharing of information by online participants or friends; restrictions are not
observed.

4. Co-construction of Self
Our digital involvement is social in nature. Our blogs invite comments, social interaction
which help construct our individual and joint extended self of self as the new version of Cooley’s
“looking Glass Self theory” known as collaborative self. What are the effects of this? Seeking
affirmation is obviously identified. Friends also help to co-construct and reaffirm each other’s
sense of self through the postings, tagging and comments.
Distributed Memory. In a digital world, there is a new set of devices and technologies for
recording and archiving our memories. The dilemma is seen in the narrative of the self. Our
identity is not to be found in behavior nor in the reaction of others, but the capacity to keep a
particular study about the self. Photos posted in the online world may not be accurate in giving
memories of the past since the photos, blogs, etc. may just be selected representations of
happy times hence, may not be sufficient to tell the stories.

Here is the summary of changes in digital self. With the proliferation of multiple online personas,
the sore of the self idea crumbles in the digital world, the self is now extended into avatars,
which can affect our offline behavior and our sense of self, from a ore private to public
presentation of self which is now co-constructed that an help affirm or modify our sense of self.
It is highly recommended that we set boundaries to our online self.

Boundaries of the Online Self: Private vs. Public; Personal vs. Social identity Online;
Gender and Sexuality Online.

Setting Boundaries to your Online Self:

. Stick to safer sites

. Guard your passwords
. Be choosy about your online friends
. Remember that anything you put online or post on a site is there forever, even if
you try to delete it.
. Don’t be mean or embarrass other people online .
Limit what you share.

Adolescents’ online interactions are both a literal and a metaphoric screen for
representing major adolescent development issues, such as sexuality and identity.
Because of the public nature of internet chat rooms, they provide an open window
into the expression of adolescent concerns (Subrahmanyam, Greenfield & Tynes,
2004).

Research states that there are more gender-related similarities in establishing an online
self and a blog use (Huffaker, 2004) and that the online self is a good venue for gender
expression and sexuality. This is because in one’s online identity, there is no physical
embodiment of gender or other physical markers of identity (Subrahmanyam, et al., 2004) and
the online interactions serve as an agency for negotiating and expressing sexuality
(Boonmongkon, et.al. 2013).Age and sex are primary categories to which people are assigned
(Brewer & Lui 1989) but in online identity, these are not evident and non-explicit. Interactions
online are important sources of sexual information for teens (Borzekowski & Ricket, 2001; Ward,
2004). Yet, extra care with full sense of accountability must be observed in the use of the social
media to protect the self.

References
Alata, et. al. (2018). Understanding the self. First edition. Rex Book Store, Manila, Philippines.
Huffaker, D. (2004). Gender similarities and differences in online identity and language use
among teenage bloggers.
Marwick, A. (2013). “Online identity.” In Hartley, J., Burgess, J. & Bruns, a. (eds), Companion to
New Media Dynamics. Blackwell Companions to Cultural Studies. Malden, MA:
Blackwell, pp. 355-364
Subrahmanyam, K. Greenfield, B. & Tynes, B. (2004). Constructing sexuality and identity in an
online teen chat room. Applied Developmental Psychology 25, 651 – 666.
Villafuerte, et.al (2018). Understanding the self. Nieme Publishing House Co. Ltd, Quezon City,
Philippines.
Lesson 10: Learning to be a Better Person

Lesson Objectives:
1. Enumerate and practice various metacognition and studying techniques;
2. Articulate the theoretical underpinnings for how to manage and care for the different
aspects of the self;
3. Acquire and manifest new skills and learning for managing of one’s self and behavior;
4. Differentiate growth and fixed mindset by Dweck; and
5. Design personal goals adapting Lock’s goal-setting theory.

Lesson Proper

TECHNIQUES TO PRACTICE METACOGNITION

1. Knowing your limits

 You can have better study habits if you know your limitations. You can study more
effectively and efficiently if you know your limitations. Your limitations can take many
forms such as the subject that you difficulty understanding, or your limited attention
span, or the time you are most comfortable studying.

These limitations vary from one person to another. Some people like to study at 2 AM
instead of 6 PM. Others have difficulties understanding Mathematics and require a tutor
in order to have a better understanding of the lesson, or others prefer to read for 20
minutes then rest for 5 minutes before reading again for another 20 minutes. All of these
are examples of limitations of certain people. your task is to know what your limitations
are and adjust or make steps to address those limitations in order for you to develop a
better studying habit.

2. Modifying your approach

Before modifying your approach, you must first acknowledge that the present approach
you are using is not working or in not effective. For example, if you realize that in order
for you to understand one paragraph of the text you are reading you have you read the
paragraph two or three times, then you have to change your strategy. Start by using the
strategy that you feel you are comfortable using and, at
the same time, makes you learn from what you are doing.
There is nothing wrong if you have difficulty
understanding what you are reading or having difficulty
answering complex math problems because it is normal
for people to have difficulty in certain fields. However, you
have to make sure that you are creating the necessary
steps to address the problem. Try practicing the strategy
 you are comfortable with and slowly introduce improvements in the
strategy. For example, if you need to read a paragraph two times before fully
understanding what it means, try setting a time limit in order for your brain to function
more efficiently knowing there is a time limit. You can also try looking at the key terms
within the paragraph in order to have an overview of the contents of the text you are
reading. These are just examples because in the end it is you who gets to decide how
you can create an effective and efficient approach.

3. Skimming

Skimming is most applicable on texts or in reading. If

you want to have an overview or basic understanding
of the contents of a paragraph or book chapter,
skimming can help you greatly. When using this
technique, you do not read the entire text, but rather,
you look for the key terms within the text so that you
can have a general overview of the contents of the text.
Skimming also suggests that you pay attention to the
introductory paragraphs or conclusions/chapter summary because these parts of the
book usually give you the general overview of the contents of the chapter in a more
concise and brief manner. Although, it still highly encouraged for you to read the whole
text because skimming is usually being done when you are being tasked to read a lot of
texts but with limited time. if you have
enough time to read the whole chapter or text, it is highly encouraged that you do so in
order for you to have a clearer understanding of the whole text or chapter you are
reading.

4. Rehearsing

Rehearsing is not only practicing or repetitive talking or self-reciting, rehearsing is

practicing with a personal interpretation of the subject matter you are trying to learn or
understand. One activity that you can try is to imagine yourself being interviewed about
the lesson you are trying to understand. As you convey or explain your answer, try and
insert your opinion or personal experiences in your explanation, this way when you
 remember that specific experience, you will be reminded of this specific lesson or
learning. For example, the basic definition of perseverance is having the strength to
endure hardships, trials, and challenges, and accomplish the task at the end of the day.
You can relate this to a personal experience such as connecting the idea of
perseverance to the time when you have the midterm exams in all of your subjects to be
given in a span of three days. You stay up at night in order to review your lessons, you
sometimes sacrifice your sleep just to have more time to study. You ignore distractions
such as mobile games and social media that are not very urgent or important at the
moment and focus all of your attention to studying. After the exams, you find out that you
passed all of them because you were dedicated and you did not let the pressure get to
you and distract you. This way, when you think about this experience, you will be
reminded that this is your definition of perseverance.

5. Self-test

Self-testing is an effective way of improving your

studying techniques. Assessment is a way of
determining if you have actually learned something.
Assessment also takes many forms from pen-and-paper
test to actual activities related to the lesson. Other
books have test every end of the chapter. You can use
these tests to determine if you have actually understood
the lesson or chapter. However, in self-testing, you must
not only focus on “what have I learned?”, but you must
also focus on “how I learned?”. You need to take note of the strategies you have used.
Identify the effective habits and practices, and identify the bas ones as well and fins
ways to improve these ineffective habits and use them in the future.
OTHER METHODS:

• Asking questions about your methods

Sometimes, the studying methods you are using

might not be very appropriate to the lesson or
subject matter you are trying to learn. What you
need to do is assess your method and identify what
part of your method needs to be changed or if the
whole method that you are using is not applicable in
the lesson you are trying to learn. For example, we
have the concept of familiarization and memorization. In studying concepts or theories,
you can use familiarization because certain theories can be subjected to your
own interpretation. On the other hand, subject matter such as mathematical formulas
require memorization because it is vital that you get all of the details right. One mistake
in the sign or operation used and your whole formula could be wrong.

• Self-reflection

In studying, the state of your mind, emotions, and overall well-

being must also be considered. You have to be in “the right
shape” in order for you to study efficiently and effectively.
Self-reflection can help you identify your problems and give
you the opportunity to fix them. Another benefit of self-
reflection is that you can identify your strengths and weaknesses. This way, you can
further improve your strengths and find ways to strengthen your weaknesses.

• Finding a mentor

There are moments when you have given all your time and effort, yet it is still not
enough. This is when you need a mentor or tutor. When you have exerted so much
effort but it is still not enough, try to find someone who is
knowledgeable, or an expert in the field that you having
 difficulty with. The advantage of this is you are being guided by someone who knows
that subject matter you are trying to learn, this way, you can be assured that you are
learning the lesson or subject matter the correct way, because it is possible that you
might misunderstand the lesson or topic. In using this technique of finding a mentor, you
can be guided by a person knowledgeable in that specific field.
• Thinking out loud

There are people who could not study well using silent-reading.
There are people that prefer speaking their thoughts and ideas in
order to fully understand them. This technique is thinking out loud.
Some people understand what they are reading better if they read the texts out loud.
Other people also speak-out their ideas and thoughts in order to better understand and
to expound on these ideas.

• Welcoming errors

In everything we do in life, we cannot be always correct.

Humans as we are, we are bound to make mistakes at a
certain point. What is important is for you to acknowledge
these mistakes in order for you to improve that certain
aspect of yourself. Welcoming errors lessens the
tendency of feeling disappointment and frustrations.
Mistakes also show you that there are parts of you that need improvement. Committing
mistakes will make you realize
that the current strategy that you are using still needs improvement. Always welcome
errors because mistakes are opportunity for learning and self-improvement. Committing
mistakes is never wrong, but bear in mind that committing the same mistakes over and
over again is not good. Always learn from your mistakes for these learning will shape
you to be a better version of yourself.

OTHER STUDYING TECHNIQUES:

 Outlining

Creating an outline of the tasks you need to do will give you an overview of the lessons
or topics that you have to study. Using this method, you can device a plan or strategy in
 accomplishing the set task such as the time allotment per topic and the specific strategy
to use in accomplishing the task.

 Breaking-down big tasks

Doing big tasks in one go can be quite difficult, especially if you have limited time. This is
why it is not advisable to do all of your school work one day or one night before the
deadline. You need to give adequate or enough time for each task that needs to be
accomplished. You can doing this by breaking-down big tasks. Break down reviews,
assignments, and activities into separate tasks. This way, you can gauge how much
time is needed per task depending on the amount of work needed to be done. Breaking-
down big tasks can also help you in the long run because training yourself to give
enough time for each task makes sure you produce the best possible output because
the output is not crammed or rushed. Always remember that good things take time, that
good products need a lot of time to develop. Rushed products tend to be substandard or
of low quality.

 Varying your schedule

Varying your schedule also has an impact on your studying. Be scheduling your
activities, you are bale to strike a balance between work and rest. Studying is required
when you are in school, but that does not mean that you must sacrifice your rest or
sleep because that is unhealthy and may contribute stress. One advantage of varying
your schedule allows you to have time slots for rest, time slots for studying, and time
slots for leisure. The goal of this technique is to make sure that you strike a balance
between what you need to do in a day. By setting a schedule, you will be able to allot
specific time frames for each activity that needs to be accomplished, be it work-related
or leisure related.

 Incubate your ideas (drafting)

I am sure you are able to relate to the experience of having a great idea in the most
unexpected time. For example, while walking along the park, or while biking around the
neighbourhood, a great idea enters your mind. When this happens, you need to take
note of these ideas in order for you to remember them when you need them. It is quite
frustrating that when riding the tricycle you are thinking of a great idea, but as soon as
 you reached home you forget about the great idea. That is why drafting your ideas is
very important in order for you to remember them when you read them. It is important to
keep drafts to lessen the possibility of forgetting them. If a good idea enters your mind,
always write them down or save them in your phone so that you can revisit these ideas
when you need to.

 Revise, summarize, review

A lot of people want to take down notes. In school this also very important because
these notes are the sources of information that you need to review and study. This
technique to revise, summarize, and review is a good way to practice familiarizing the
different concepts, and at the same time, rewriting your notes. In your initial note-taking,
list down all of the necessary information that you need or listened to. Next step is to
summarize the notes you have, in summarizing, you can get rid of the unnecessary
information that can cause confusion, the more concise you notes are the better and
easier for you to study. Of course, after you have summarized your notes, you can start
reviewing them so that you can be familiar with the concepts and lessons you have
learned from the notes you have taken. This technique is hitting two birds with one
stone: reviewing your lessons and re-writing you notes at the same time.

 Engage what you have learned

Finally, engaging what you have learned is a very good technique to further improve
your critical-thinking skills. In using this technique, you ask questions such as “why” or
“how”, instead of just “what”. In using this technique, you need to think outside the box in
order to explore other aspects of the topic. For example, you can study the definition of
religion that answers the question, “what is religion?”. But, engaging what you have
learned will lead you to asking the question “why is religion important?”, “how does
religion affect me or the community?” “why does religion exist?”, and in answering these
kinds of questions, you will explore other aspects of the subject matter other than just
the basic definition. You will develop your critical-thinking skills which is very useful as
you further your education and a skill you can use in your daily life as well.

ALBERT E. BANDURA’S SELF-EFFICACY THEORY

The Bobo Doll Experiment

The experiment focused on the social learning theory that states that people learn from
observing other people. The experiment featured an inflatable redounding Bobo doll presented
to two groups of children. Group A was presented with violent behaviour towards the Bobo doll,
while Group B was not presented with violent behaviour towards the Bobo doll. The experiment
found out that the Group A children behaved violently towards the Bobo doll because these
children were exposed to a scenario that is violent to the Bobo doll. The experiment concluded
that people learn by observing what other people are doing. People tend to mimic the behavior
of the majority of people in their environment.

SELF-EFFICACY THEORY

This theory is based on the assumption that psychological procedures serve as a means of
creating and strengthening expectations of personal efficacy. The theory Distinguishes between
expectations of efficacy and response-outcome expectancy.

Outcome-expectancy is an estimate that a given behavior will lead to certain outcomes. For
example, being kind to another person creates the expectation that the person will also
reciprocate such behaviour and will also be kind towards you. However, this is not always the
case because reciprocity is still dependent on the person.

Efficacy expectation is the conviction that one can successfully execute the behavior required
to produce outcomes. This means that you are confident that you are capable of exhibiting the
specific or needed behaviour in order to reach the desired product or outcome. For example,
you are aware that you need to exhibit confidence in order to do well in the class reporting, and
you are confident that you are capable of exhibiting such confidence in order to perform well in
the class reporting.

Dr. Bandura defines self-efficacy as people’s beliefs about their capabilities to accomplish
tasks.

PEOPLE WITH HIGH ASSURANCE IN THEIR CAPABILITIES:

 Approach tasks as challenges to be mastered

 People look at these tasks as challenges to be “mastered” because they are confident
that they are very capable of doing such tasks, and it is only a matter of how to
accomplish the said task.

 Set challenging goals and maintain strong commitment

Setting challenging goals is very important for people with high assurance in their
capabilities because they need to feel challenged or a certain degree of difficulty in order
to have that drive to accomplish the task at hand. Having no challenge “bores” these
individuals because there is nothing “exciting” about accomplishing a task that poses no
challenge and needs not much effort to be exerted.

 Sustain efforts in the face of failures or setbacks

People who are confident in their abilities are not easily deterred by failures. They see
failure as opportunities to learn and better themselves. Failures are just moments when
they lack something in accomplishing the tasks at hand, which means that they need to
work harder in order to accomplish the tasks.

 Attribute failure to insufficient effort or deficient knowledge and skills which are
acquirable
People who are confident in themselves do not look at failure as the end, but rather, just
a deficiency in skills that are also acquirable. This means that they look at failures as
room for self-improvement because they believe the skills needed to accomplish the task
is acquirable, which means the task is doable and can be accomplished.

 Approach threating situations with confidence that they can control them

At times, we face certain situations that overwhelm us. People who have high assurance
in their abilities and capabilities look at these types of situations as difficult situation but
very doable or can be accomplished. It all boils down to the mind of the person. A
person who is confident in himself/herself looks at the brighter side of the story, looks at
the part of the picture that is doable or accomplishable, rather than focusing on the
things that seem to be impossible or could not be done.

PEOPLE WHO DOUBT THEIR CAPABILITIES:

 Shy away from tasks they see as personal threats
 People who lack self-confidence tend to take lesser risks because they do not believe
that they can do it, that they are not capable of doing the task.

 Low aspirations and weak commitment to their goals

People who take lower risks and are not confident about their abilities and capabilities
tend to set lower goals and expectations. This can be attributed to the mindset of the
person because the lower the expectations and goals, the less effort needed and less
room for disappointment.

 Dwell on failures and personal deficiencies

People who lack self-confidence tend to dwell on the things that they were not able to
do, and instead of looking for the things to improve on, they tend to blame themselves
for not being enough, whereas in reality, they are also capable of doing these tasks, it
just lacks commitment which is connected to the level of confidence of the person on
his/her abilities and capabilities.

 Exert not much effort and give-up quickly in the face of difficulties

People who lack self-confidence do not endure the failures and resort to giving up. This
is because they do not rust themselves in accomplishing such task, experiencing one
failure sends a message that the rest of the tasks will also be failures. These people also
do not like difficult tasks because the lack of self-confidence leads to the lack of
motivation to accomplish more difficult and complex tasks.

 Tend to get discouraged after experiencing failure

People with low self-esteem and low self-confidence tend to feel discouraged after
experiencing failure. This might seem as a “traumatic” experience for them that is why
they behave this way. This can also be attributed to the lack of assurance that the next
tasks might produce a different outcome. These people tend to generalize the outcomes,
that one failure equals all failures.

 Easily gets stressed or depressed

 Although it is not safe to say that failure will immediately lead to depression,
experiencing failures and difficulties can be a contributing factor. We will not delve deep
into the specifics of depression because a Psychologist would be a more appropriate
authority to discuss such subject matter. However, people who lack self-confidence
could easily get stressed and experience extreme sadness or even depression because
the outlook of a person can be greatly affected by what he/she is feeling, and not feeling
confident about yourself gives you the sense of hopelessness that can lead to extreme
sadness or even depression.

In conclusion, you can see how important the mindset of person is. You can see the great
impact and influence it has over the simple matters in one’s life. It can impact your mood, your
commitment, and most especially the way you look at things, that is why it is very important to
keep a positive attitude despite the difficult times. It is okay to feel sad or cry from time to time
because sadness is always present in our lives, however, we must not dwell on sadness and
failures because if we want to prosper and be successful in life, we need to keep moving, keep
pushing on, and keep making progress no matter how big or small that progress is, baby steps
are still steps toward achieving your goals in life. Aim high and do everything to achieve that
goals because once you reach that goal, it will give you happiness and your effort will pay-off.

FOUR MAJOR INFLUENCES IN A PERSON’S SELF-EFFICACY:

1. Performance accomplishments or mastery experiences (feeling success)

Feeling success or having been able to accomplish something has a very big impact on
your self-efficacy. This moment of success will make you realize that you are capable of
succeeding, and that your efforts can lead you to success. A lot of people lose hope in
what they do because they feel that they will never succeed in the path they have
chosen to take. However, if a person can experience success, he/she would feel that
he/she is enough, that he/she is deserving, and that he/she is actually capable of
accomplishing something, that he/she can succeed, that you can succeed.

2. Vicarious experiences (seeing other people succeed)

Seeing other people succeed, accomplish a task, or meet their goal serves as an
inspiration for a lot of us. We want to be like them, we want to reach our goals as well.
Seeing other people succeed affects how we look at life. We create a mindset that goals
can be reached, that goals need to be accomplished, and that if other people can do it,
 so can you. It is important to note that each person lives in different paces, and that not
everyone will achieve their goal at the same time. Other people achieve their goals
sooner than expected, and others achieve them later than they expect. However, what is
important is that you achieve your goals regardless of when you will achieve them. Life
is not a race, take your time.

3. Verbal or social persuasion (influence of encouragement or support versus

discouragement)

Verbal and social persuasion can have both positive and negative effects on the person
depending on the type of persuasion being done. Is the person being encouraged or
discouraged? Verbal and social persuasion is the feeling of being encouraged or
discouraged by the words of support or actions of support by people around you. The
more important the person or persons are to you, the more persuasive they are. For
example, if your parents encourage you to study hard, their encouragement will have
more bearing compared to not having anyone tell you to study hard. Peer pressure can
also fall under social persuasion. Sometimes we do things just to “go with the flow” or
because the rest of your friends are doing it. For example, if all of your friends decide to
play mobile games instead of studying for the exams, you end up playing as well in order
to do what your friends are doing.

4. Physiological state (is the person feeling well or not?)

There are times when we want to do our best in the task we are trying to accomplish, but
our body does not permit us to do so. You want to participate in the singing contest but
you cannot because you have sore throat. You want to compete in the 100 meter dash
but cannot because you have sprained you ankle. You want to play the piano but cannot
because you injured three of your fingers. These are the types of influences that we
cannot really solve in an instant. The mindset can be conditioned, but an injured or ill
body is very difficult to resolve. This impacts the performance of the person greatly
because in doing your tasks, you need the full cooperation of your mind and body, but
an injured or suffering body will not be able to perform well. That is why you need to
make sure to stay healthy in order for you to keep on reaching for your dreams.

THE GROWTH MINDSET AND THE FIXED MINDSET

Carol S. Dweck wrote a book entitled: Mindset: The New Psychology of Success which
discusses the two types of mindset that people have.

Fixed mindset refers to the belief that success is based on their innate abilities. This suggests
that you are successful because you are “born with it”. However, the downside of this trait is
that when you experience a lot of failures, you tend to think of yourself as a person “destined” to
be a failure because you were not “born with the qualities” that will make you successful. This
type of mindset is also not open to learning new things because you believe you are born with
the talent, and that you no longer need to learn other things in order to succeed, that you are
always enough. However, in reality, we need to be constantly learning because our
environment is constantly changing, and in order for us to adapt to these changes, we need to
learn new things.

Growth mindset refers to the belief that success is based on hard work, learning, training, and
perseverance. This is quite the more effective of the two mindsets because this encourages the
person to never stop working hard to improve himself/herself. This type of mindset is open to
continuous learning which is what all of us need in an ever-changing environment, we are met
with a lot of different challenges that need different solutions, and sometimes, these solutions
have to be learned, and being open to growth, learning, and training means we can better equip
ourselves with the knowledge we need to face these challenges.

How do these mindsets face failure?

People with a fixed mindset do not like failure because it is a negative statement about their
abilities.

People with a growth mindset do not mind failure because they see failure as an opportunity for
learning.

Dr. Edwin A. Locke conducted a study to look at the effects of goal-setting in the
performance of an individual. His research has 14 findings.
1. The more difficult the goal, the greater the achievement.
2. The more specific or explicit the goal, the more precisely performance is regulated.
3. Goals that are both difficult and specific lead to the highest performance.
4. Commitment to goals is most critical when goals are specific and difficult.
5. High commitment is attained when:
o the individual is convinced that the goal is important
o the individual is convinced that the goal is attainable
6. Having a direct effect on performance, self-efficacy influences:
o the difficulty level of the goal chosen or accepted
 o commitment to goals
o response to negative feedback or failure o choice of task strategies
*Feedback-means of checking to tracking progress
7. Goal-setting is most effective when there is feedback that shows progress in relation to
the goal.
8. Goal-setting (along with self-efficacy) mediates the effect of knowledge of past
performance on the following performance
9. Goals affect performance by affecting the direction of action, the degree of effort
exerted, and the persistence of action over time.
10. Goals stimulate planning in general.
11. When people strive for goals on complex tasks, they are least effective in discovering
suitable task strategies if:
o they have no prior experience or training on the task o there is high pressure to
perform well o there is high time pressure
12. Goals, (including goal commitment) in combination with self-efficacy, mediate or partially
mediate the effects of several personality traits and incentives on performance.
13. Goal-setting and goal-oriented mechanisms can be trained and/or adopted in the
absence of training for the purpose of self-regulation.
14. Goals serve as standards of self-satisfaction, with harder goals demanding higher
accomplishment in order to attain self-satisfaction than easy goals.

Five Principles of Goal-setting:

Clarity

Your goal must be clear so that you know how to reach it and what efforts you need to exert to
accomplish it.

Challenge

Your goal must pose a challenge so that you will feel encouraged to accomplish it. A degree of
difficulty will make it more “exciting” and worth finishing.

Commitment

Always stay committed to the goal you have set. You need commitment so that you will not
easily give up when faced with challenges. In the real world, you cannot immediately reach your
goals, that is why you need commitment to endure the difficult tasks that come before you
achieve your ultimate goal. Before graduating cum laude you need to be committed in studying;
before becoming a licensed engineer you need to make many mistakes to have up-to-standard
drawings and sketches; before becoming an educator you need to learn lesson planning,
classroom, management, and many more theories and practices. Reaching your goal is a long
journey, and you need commitment to accomplish that journey and finish with flying colors.

Feedback

Always listen to feedback. Most of the time, you will not see your own mistakes. Most of the
time, your friends, family, teachers, and other people around you see the mistakes you have
done and they will make you realize about these mistakes through feedback. Through
feedback, you will learn that your best can still be improved, that you 100% can sometimes be
not enough. Feedback is an opportunity for further learning and further development, so never
ignore the feedback given to you.

Task Complexity

The idea of task complexity in terms of goal-setting will always differ from one person to
another, and it all boils down to personal preference. Some people want to have a complex goal
because complexity adds a certain degree of difficulty and these people work well in difficult
situations. On the other hand, some people prefer to have less complex goals in order to quickly
and effectively achieve these goals. At the end of the day, it all depends on the person.
However, it is important to note that having a complex goal opens to opportunities for
selfimprovement because the challenges you face along the way will help you develop as a
person. The more complex your goals are, the more challenges you are going to face, and the
more challenges you face in life, the more opportunities to better yourself. Choose wisely.

References:
Alata, E., Caslib, B., Serafica, J. & Pawilen, R,A. (2018). Understanding the Self (1st edition).
Sampaloc, Manila: Rex Book Store, Inc.

Villafuerte, S., Quillope, A., Tunac, R., & Borja, E. (2018). Understanding the Self. Quezon City:
Nieme Publishing House Co.