LESSON 1: PHILOSOPHYCAL- 2. PLATO - "THE SOUL IS IMMORTAL.

"
A student of Socrates.
PERSPECTIVE Philosophy of the self can be explained as a process
of self-knowledge and purification of the soul.
He believed that in the existence of the mind and
WHAT IS PHILOSOPHY? soul.
Mind and soul are given in
"Philosophy Is About Finding Answers To Serious Questions Soul has three parts:
About Ourselves And About The World We Live In." a. Rational Soul - reason and intellect
- divine essence that enables us to think deeply, make
"Philosophy Is About Questioning Existing Knowledge And wise choices, and achieve a true understanding of
Intuitions To Get Closer To The Truth." eternal truths.
b. Spirited Soul - emotion and passion
"Philosophy Basically Teaches You To Think!" - basic emotions such as love, anger. ambition,
aggressiveness, and empathy.
c. Appetitive Soul - basic needs
- includes our basic biological needs such as hunger,
WHAT IS SELF & THE QUALITIES
thirst, and sexual desire.
THAT DEFINES IT?

"PHILOSOPHERS AGREE THAT SELF-KNOWLEDGE IS A

These three elements of our selves are in a dynamic
PREREQUISITE TO A HAPPY AND MEANINGFUL LIFE. " relationship with one another, sometimes in conflict.
When conflict occurs, Plato believes that it is the
responsibility of our reason to sort things out and exert control,
PHILOSOPHY AND THE SELF restoring a harmonious relationship among the three elements of
The philosophical framework for understanding the self was our selves.
first introduced by Ancient Greek philosophers; Plato believes that genuine happiness can only be
Socrates, Plato, and Aristotle. achieved by people who consistently make sure that their Reason
is in control of their Spirits and Appetites.

1. SOCRATES - "KNOW THYSELF."

3. ARISTOTLE - “THE SOUL IS THE ESSENCE OF THE SELF."
was the first thinker to focus on the full power of
The body and soul are not two separate elements but
reason on the human self: who we are, who we should be, and
are one thing.
who we will become. Every man is dualistic; composed of
The soul is simply the form of the body, and is not
body and soul. Two important aspects of his personhood.
capable of existing without the body.
The soul is that which makes a person a person.
A. Body - imperfect and impermanent
The soul is the essence of the self.
B. Soul - perfect and permanent
Aristotle suggests that the rational nature of the self is
to lead a good, flourishing, and fulfilling life.
In Socrates' concept of reality, it consists of two dichotomous Without the body the soul cannot exist. The soul dies
realms: along with the body.
a. The Physical realm Aristotle suggested that anything with life has soul.
- changeable, transient and imperfect His discussion about the self centers on the kinds of
- the body belongs to this realm soul possessed by a man.
b. The Ideal realm
- unchanging, eternal, and immortal - the soul belongs
He introduced the three kinds of soul.
to this realm.
a. Vegetative
The soul strives for wisdom and perfection, and - includes the physical body that can grow.
reason is the soul's tool to achieve an exalted state of life. b. Sentient
Our preoccupation with bodily needs such as food, - includes the sensual desires, feelings, and emotions.
drink, sex, pleasure, material possessions, and wealth keep us c. Rational
from attaining -is what makes man human.
A person can have a meaningful and happy life only - it includes the intellect that makes man know and
if he becomes virtuous and knows the value of himself that can understand things.
be achieved through constant soul- searching.
For him, this is best achieved when one tries
to separate the body from the soul as much as
4. ST. AUGUSTINE - “I AM DOUBTING, THEREFORE I AM." 10. PAUL CHURCHLAND - "THE SELF IS THE BRAIN."
Catholic • The self is inseparable from the brain and the physiology of the
• Integrated The ideas of Plato and Christianity. body.
• The soul is united with the body so that man may be entire • All we have is the brain and so, if the brain is gone, there is no
and complete. self.
• Augustine described that humankind is created in the image • The physical brain and not the imaginary mind, gives us our
and likeness of God. sense of self.
• Therefore, the human person being a creation of God is • The mind does not really exist.
always geared towards the good.
• The self is known only through knowing God. 11. MAURICE MERLEAU- PONTY - "THE SELF IS EMBODIED
• Self-knowledge is a consequence of SUBJECTIVITY."
• For Augustine, "knowledge can only come by seeing the truth • The mind-body bifurcation that has been going on for a long
that dwells within us." time is a futile endeavor and an invalid problem.
• The truth of which Augustine spoke refers to the truth of • All knowledge of ourselves and our world is based on
knowing God. subjective experience.
• The self can never be truly objectified or known in a
5. RENE DESCARTES - "I THINK, THEREFORE I AM." completely objective sort of way.
• The act of thinking about self- of being self-conscious - is in
itself proof that there is self. SOCIOLOGICAL PERSPECTIVES OF THE SELF
• The self is combination of two distinct entities:
a. Cogito - the thing that think mind
SOCIOLOGY AND THE SELF
b. Extenza - extension of the mind body
- The self, in contemporary literature and even in common sense,
is commonly defined by the following characteristics: "separate,
Cogito ergo sum - "I think therefore, I am"
self-contained, independent, consistent, unitary, and private"
(Stevens, 1996).
6. JOHN LOCKE - THE SELF IS CONSCIOUSNESS."
• The human mind at birth is tabula rasa or blank slate.
• He felt that the self is constructed primarily from sense 1. GEORGE HERBERT MEAD - “THE SOCIAL SELF."
experiences. - The self emerges from social experience. It is not part of the
• Consciousness body and it does not exist at birth, but it is distinctly what makes
- necessary to have a coherent personal identity or knowledge us humans.
of the self as a person. - what makes possible our belief that we • Social experience involves communication and the exchange of
are the symbols. People create meaning.
• To understand intention, you must imagine the situation from
7. DAVID HUME - "THERE IS NO SELF." another person's point of view. By taking the role of the other:
• Self is simply a bundle or collection of different perceptions, the self is reflective and
which succeed each other with an inconceivable rapidly and Five (5) stages of his Theory on the Development of the Self
are in a perpetual flux and movement. a. Preparatory stage: children mimic/imitate others.
• The idea of personal identity is a result of imagination. b. Play stage: children pretend to play the role of a particular or
• There is no self. a significant other. The particular or significant other are the
perspectives and particular role that a child learns and
8. IMMANUELKANT - WE CONSTRUCT THE SELF." internalizes.
• Self is not just what gives one his personality but also the seat c. Game stage: children play organized games and take on the
of knowledge acquisition for all human persons. perspective of the generalized other.
• The self constructs its own reality creating a world that is d. Generalized other: the perspectives and expectations of a
familiar and predictable. network of others (or a society in general) that a child learns and
• Through our rationality, the self transcends sense experience. then takes into account when shaping his/her own behavior.
e. Dual nature of the self: the believe that we experience the
9. GILBERT RYLE - “THE SELF IS THE WAY PEOPLE BEHAVE." self as both subject and object, the "I" and "me".
• 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.
• "I act, therefore I am", in short, the self is the same as bodily
behavior.
•The self is the way people behave.
2. CHARLES COOLEY - “THE LOOKING-GLASS SELF."
• He believed that "One's sense of self depends on seeing one's We ourselves play different roles, act in different ways depending on
self reflected in interactions with others". our circumstance.
• He proposes that the image people have of themselves is
based on how they believe others perceive them. He called this
"The Looking- Glass Self." According to Maus, every self has two faces:
The looking-glass self refers to the notion that the self develops Moi - person's basic identity
through our perception of others' evaluation and appraisal of Personne - composed of the social concepts of what it means to be
us. who he is

3. ERVING GOFFMAN - “CONSTRUCTING SITUATIONS AND

DRAMA (PERSONA IDEA) Nature refers to all of the genes and hereditary factors that influence
• “People routinely behave like actors on a stage. Everyday who we are – from our physical appearance to our personality
social life becomes theatrical. There are role scripts and characteristics.
actions. Daily life is a series of stagecraft rules.” Nurture refers to all the environmental variables that impact who we
• He coined the term “Interaction Order” which depicts ta we are, including our early childhood experiences, how we were raised, our
do in the immediate presence of others. social relationships, and our surrounding culture.
• His approach, dramaturgy, focuses on how individuals take Culture refers to the customs, arts, social institutions, and
on roles and act them out to present a favorable impression to achievements of a particular nation, people, or other social group. It is
their “audience.” necessary to state that culture is learned and it is not inborn. We learn
• Goffman argues that people are concerned with controlling what the symbols stand for and are not born with cultures. We learn it
how others view them, a process he called “Impression from our parents, surroundings, and friends through enculturation.
Management”.
• Component in his theory of Impression Management; (1) The views one holds about the world, values upheld in making choices
Region, (2) Backstage, and (3) Front Stage. and decisions, and the habits and persistent behavior one carries have
• Lastly, Goffman believed that the self is social construction been formed in the context of one's family and home environment.
dependent of the situation. Each definition of a situation lends
itself to a different approach, and the consequences are real. Another important aspects of the self is gender which partly determines
how we see ourselves in the world.

Next to family, schools and the general academic environment form a

LESSON 2: THE SELF, SOCIETY, AND significant part of the social self, Worldviews expand as one gets
exposed to more people in different social learning environment.
CULTURE
Aside from one's family and school environments, communities also
shape one's self to a large extent. The social self inevitably changes as
 Thinkers just settled on the idea that there are two one accommodates and eventually assimilates beliefs promoted by the
components of the human person and whatever society as he/she thinks, appreciates, and behaves according to
relationship these two have less important than the fact standards set by micro and macro systems.
that there is a self.
 Shifted their focus on the relationship between the self and By being embedded within a society– whether traditional or modern–
the external world we inherit a specific culture or world view, a set o intellectual rules that
define how the world is seen and how to travel through both the
physical and the social state spaces created by it.
1. SEPARATE - distinct of others.
2. SELF-CONTAINED - distinct with its own thoughts, Culture has such a greater influence on an individual's life contributing
characteristics and volition majorly to the self concept of an individual. The influence might either
3. CONSISTENT - enduring; expected to persist for quite be negative or positive depending on the type o culture that one has
some time been brought up in.
4. INDEPENDENT - does not require any other self to exist
5. UNITARY - center of all experiences and thoughts
6. PRIVATE - isolated from the external world

Social constructivist argue that the self should not be seen as a static
entity that stays constant through and through.

The self has to be seen as something that is in increasing flux, in a

constant struggle with external reality and is malleable in its dealings
with society.
 Choice of Spouse
LESSON 3: FAMILY AND KINSHIP Cross-Cousins: children of opposite sex siblings of Ego's parents (in
red).
 Control of Sexual Relations Parallel-Cousins: children of same sex siblings of Ego's parents (in
 Forms of Marriage yellow).
 Choice of Spouse
 Family and Household Family and Household
 Residence Patterns • Family
 Descent Groups -Two or more people related by blood or marriage or adoption
 Kinship Terminologies and Kinship Systems • Household
-Basic residential unit where economic, consumption, inheritance
Control of Sexual Relations: and child rearing are organized and carried out
• Fertile man + fertile woman • Conjugal Family
• Social Responsibilities and potential violence and problems -Family established through marriage
• Regulations and Restrictions (permissive, semi- permissive, non- • Consanguineal Family
permissive) -Family of blood relatives consisting of related women, their brothers
• Marriage and the women's offspring
• Nuclear Family
Control of Sexual Relations: -One or two parents and dependent offspring
• Marriage • Extended family
-Culturally sanctioned union between two or more people that -Two or more related nuclear families clustered together
establishes certain rights and obligations between the people, • Minimal
their children and their in-laws -In contrast to a Supplemented Nuclear Family, which includes
• Incest Taboo additional unmarried relatives, a Minimal Family strictly includes only
-Prohibition of sexual relations between certain close relatives the immediate, core members.
(human nature, harmful inbreeding) • Supplemented Nuclear
• Endogamy -households where an unmarried relative a younger brother of the
-Marriage within a particular group or category of individuals husband or wife, or maybe an elderly aunt stays with the family.
• Exogamy • Cohabitation
-Marriage outside the group -Unmarried couples
• Single-parent
Forms of Marriage -Cohabitation breakups
• Monogamy
-Both partners have just one spouse RESIDENCE PATTERNS
-Most common form • Patrilocal Residence - married couple lives with the husband's
• Serial Monogamy father's place of residence.
-Marrying a series of partners in succession. • Matrilocal Residence - married couple lives in the wife's mother's
• Polygamy place of residence.
-Once spouse having multiple spouses • Avuncolocal Residence - married couple goes to live with the
• Polygyny groom's mother's brother.
-Man married to many women at one time • Ambilocal Residence - married couple may choose either a
• Polyandry matrilocal or patrilocal residence.
-Woman married to many men at one time • Neolocal residence - married couple establishes its household in a
• Group Marriage location apart from either the husband's or wife's relative
-Several men and women have sexual access to one another
• Levirate Descent Group
-Woman marries one of the brothers of deceased husband • Kinship
• Sororate -Network of relatives within which individuals possess certain
-Man marries the sister of deceased wife mutual rights and obligations
• Cousin Marriage • Descent Group
-Parallel cousins - child of a father's brother or mother's sister -Any kinship group with a member lineally descending from a
-Cross cousins - child of a mother's brother or common ancestor
• Same-sex Marriage • Matrilineal Descent
-Same-sex marriage is the legal union of two people of the same -Descent traced exclusively through the female line to establish
sex. group membership
• Patrilineal Descent
-Descent traced exclusively through the male line to establish
group membership
 FILIPINO VALUES AND TRAITS

Kinship Terminologies and Kinship Systems What do Filipinos value?

The term kapwa or a shared inner self lies at the core of Filipino
values and psychology. A person who treats another as a kapwa has a
• Eskimo (lineal system) - emphasizes nuclear family by shared a sense of identity and consciousness with that 'other' person.
specifically identifying the mother, father, brother and sister, Both in the individual and community level, strong emphasis is placed
while lumping all other relatives into broad categories such as on social acceptance and maintaining social harmony. As such, social
cousin, uncle and aunt. approval and caring about what others will think, say, or do strongly
• Hawaiian (generational system) - relatives of the same sex influence social behavior.
and generation are referred to by same term 1. Utang-na-loob
• Iroquois - father and father's brother are given a single term, • it is a technique of reciprocity of debt of gratitude to others within the
as mother and mother's sister. But father's sister and mother's family circle or primary group, sometimes unlimited in nature, emotional
brother are given separate terms. Parallel cousins are called rather than financial or rational.
• It is sign of marginal economy where no place is available in
brothers and sisters, cross cousins are called separately. bargaining, formal agreements, written contracts, specific rights and
• Crow - associated with matrilineal descent in which a father's responsibilities.
sister and father's sister's daughter are called by the same 2. Pakikisama
term, mother and mother's sister are merged under another, • Closely to utang na-loob
and father and father's brother are lumped in a third. Parallel • It is the value of belongingness and loyalty to the snall in-group with
cousins are equated with brothers and sisters. sensitivity to the feelings of others on the principle of "give and take."
• Omaha - associated with patrilineal descent in which • Is a folk concept of good public relations and avoidance of conflict with
a mother's brother and mother's brother's son are called by the the leader or majority of the groups.
same term, father and father's brother 3. Hiya
are merged under another, and mother and mother's sister are • Controls a large extent the behavior of the
individual.
lumped in a third. Parallel cousins are equated with brothers
• Dependent on others will think, say and do.
and sisters. • Because of hiya, a Filipino cannot say "NO" even if it is against his will
• Sudanese - father, father's brother and mother's to do what is being requested.
brother are distinguished from one another as mother, mother's 4. Bahala na
sister and father's sister. Cross and parallel cousins are • Common expression among Filipinos and this rest on the fatalistic
distinguished from each other as well as from siblings. outlook and strong dependence on the "spirits" who will take care of
everything if they are really meant for a person.
5. Authoritarianism
• It is the dependense of the Filipinos in a
paternalistic rather than in a stern way upon the eldres of the family,
LESSON 4: POLITICAL SELF upon their boss, if employed,
and upon people in authority as their father figure.
DEVELOPING A FILIPINO IDENTITY/ WHO IS A FILIPINO? • Commonly practice in the Filipino family which basically patriachal in
• The Philippines today has only emerged in the 1980s after over nature.
three centuries colonization of the spaniards. Meanwhile, the • The father is seen as the head that makes major decisions affecting
japanese only occured in 1946. Foreign culture, beliefs, language, the family.
and religion have made a huge dent on our own by setting a Clip slide
foundation to the contemporary Filipino identity and culture. Filipino 6. Individualism
have truly developed an identity of their own? or we still living in the • Pattern of behavior which characterizes the Filipino as self-centered.
shadow of our colonial friends. • The desire to make the name for himself becomes the primary
• The individual's race, ethnicity, ang physical characteristics are not motivation for success.
the only factors that make a person's national identity. The important 7. Amor-propio
of values and traits are set apart ne nationality from the other. This • Individual's highly emotional reaction to protect
values and traits may not always be a positive thing, but being able to his honor and dignity when they are threaten or questioned and to
identity one's self apart from other nationalities and point out retaliate.
weakness and mistakes, paired with unity and progress a possibility. • Common forms of this are "hele hele bago quiere" or pakipot which
• According the 1987 Phil. Constitution, Filipino citizen are "those who shows a person initially refusing an offer even if he wants very much to
father or mother are citizens of the Philippines those born before accept it.
Jan.17, 1973 of Filipino, mother who elect Philippine citizenship upon
reaching the age of majority and those who are naturalized in
accordance with law".
 COMMENDABLE FILIPINO TRAITS AND VALUES
Filipino Markers
1. Hospitality
1. Salawikain or Proverbs Tourists who have visited the Philippines can never forget the big and
6 categories: brighter smiles of Filipinos making them known worldwide for their
-espressing general attitude attitude of being hospitable. It has also been a trade mark of Filipinos to
-recommending certain values and condemning certain vices - be
expressing a s system of values 2. Loving and Respectful for the elders.
-general truths and observation about life and human nature - No matter what happens generally Filipinos care for their elders up to
humorous proverbs the last breath of their parents. If they can't personally care for the
-miscellaneous proverbs elderly parents for very important reasons they hire caretakers as much
2. Superstations as possible within their homes under their supervision.
-Turn your plate when someone leaves in the middle of a meal 3. Close Family Ties
-Reassure your host that you're human Family gatherings on special occasions is always observed among
-Siblings should not marry within the same year Filipinos. They always consider family members and kins as close as
-Serve pancit (noodles) at celebrations, especially birthdays people to them. To its extreme comes the so called extended family,
-Respect the elementals where one household is composed of several families within the same
-Blame your missing things on elves family tree and even relatives.
3. Myths and legends 4. Cheerful and Happy People
[often told but not forgotten] Foreigners observe that Filipinos are a happy people. Oftentimes you
• A Storytelling Tradition see them friendly, talking with friends and fond of spending time with
• Hudhud Hi Aliguyon (The Tales of Aliguyon) sing-a long, hangouts and staying in beaches to enjoy companionship
• Why Do Pineapple Fruits Have Many Eyes? of friends, family and loved ones.
• The Story of Maria Makiling 5. Self Sacrifice
4. Heroes and Icons Filipinos usually go out their way just so they could help other people.
• Heroes serve as reminder of true patriotism and nationalism as they This can also be an expression of being hospitable, Willingnes to be
have sacrificed their lives for the sake of their country's freedom and indebted just to accommodate friends, family or even strangers at its
progress. extreme. This refers to Filipinos going out of their comfort zones just like
5. FAMOUS LANDMARKS the OFWs who are sacrificing themselves to be far from home just for
1. Rizal Monument (Bantayog ni Jose Rizal) the sake of the family.
2. Bonifacio Monument (Monumento) 6. Bayanihan
3. Lapu-Lapu Shrine This is an attitude of extending services for the communal good.
4. Magellan Shrine Filipinos are always ready to share and help friends and loved ones. It
5. Leyte Landing Monument may not be in monetary form but in the form of services which will
6. Sandugo (Blood Compact) Shrine readily be reciprocated also in some other ways. One way of showing
7. Dambana ng Kagitingan (Shrine of Valor) this trait is the helping of one another among Filipinos during calamities.
8. Sultan Kudarat Monument
9. Pinaglabanan Shrine and the Spirit of Pinaglabanan NON-COMMENDABLE ATTITUDES AND TRAITS OF SOME
10. Balangiga Encounter Monument FILIPINOS
1. "Bahala Na"Attitude
Being a Filipino It means saying " no worries, everything can be okey". Originally the
What is political self? word bathala is the term Filipino natives give to their god. So originally
One's political self is his identity being a member of the bahala na means, "God is taking care of everything". This attitude
community or country to where he belongs. It must be the taking of sometimes lead to negative result due to no proper planning about
pride of his belongingness. anything to venture but sometimes also leads to something new for
As Filipinos we have so many things to be proud of. having been so adventurous and not being hesitant to venture what is
It can't be denied that Filipinos are known globally for some distinct not certain ahead.
traits be it negative or positive, after all, no country is ever perfect in 2. Colonial Mentality
everything but for sure there are always positive traits that distinctly Attitude of Filipinos to somehow favor support to foreign products more
describe or denote a country and its people. than their own which is attributed to the centuries of being under
colonization by the Spaniards, American, and Japan. They seem to be
As to national personalities the Philippines is proud of it national proud of wearing stateside brands of products rather than their own.
heroes both in the past and in the modern times. During the time of President Marcos, he advocated the slogan,
Filipinos are famous in different fields of endeavor. To mention a few "Tangkilikin and Sariling Atin"
from the past and to the present, we have Lapu-Lapu, Pacquiao,
Nepomuceno and many others. In another field we have Leah
Salonga, Margie Moran and many more.
3. Mañana Habit
LESSON 5: EDUCATION & SCHOOL
This means procrastination. Postponing for the next the things that
should have done at the moment. This is against the famous saying" Education - transmission of knowledge, skills and understanding
Do not do for tomorrow what you can do for today". In addition a well School - is an organization that provides instruction; an institution for
stated wisdom of one writer, "By the street of by and by, one arrives at teaching of children
the house of never", illustrates the negative effect of the attitude.
4. Ningas Kugon What are the functions of School?
Kugon is a kind of grass that when it is dry, it easily sparks into flame McNergy and Herbert (2001) described that the school as a first and
but can easily be put off. Just like some Filipinos,they are good at foremost a social institution, that is an established organization having
starting a project but gradually looses interest to continue the an identifiable structure and asset of function meant to preserve and
undertaking. extend social order
5. Pride
Most Filipinos hold on to the idea that they are more precious than The Four Purpose of Schooling
others. This is the opposite of humility. When two parties are in 1. Intellectual Purpose
trouble, they find it hard to forgive each other. It runs counter to God's 2. Political Purpose
command of forgiving and possessing humility. 3. Social Purpose
6. Crab Mentality 4. Economic Purpose
A toxic attitude which means being resentful and unhappy for the
good fortune of others. Crans in a container always pull each other  Intellectual Purpose- To teach basic cognitive skills such as
down. Filipinos usually ruin and talk against the reputation of those reading, writing and mathematics to transmit specific
who are rising up or gaining some fortune. knowledge
7. Filipino Time  Political Purpose- To inculcate allegiance to the existing
Filipinos are not always conscious of time. They always not hit to the political order (patriotism)
time as marked. This make them oftentimes encounter trouble in work  Social Purpose- To socialize children into the various roles,
places especially with companies who strictly impose time behaviors, and value of the society. This Process referred to
consciousness. However, with the onset of industrialization and by sociologist as socialization is a key ingredient in the
wanting to globally encompass in terms of competitiveness most of stability of any society
the Filipinos have started to eradicate this undesirable attitude of not  Economic Purpose- To prepare students for their later
being on time in doing and reporting to work. occupational roles and to select, train and allocate
individuals into the division of labor
However, Filipinos are not onlyknown for positive and negative values
and traits. Filipinos can also be proud of having citizens who have Multiple School Function
proven to the world that we are not an inferior race. There are always  Technical/Economic Function- refer to the contributions of
beautiful things of being a Filipinos in terms of arts, sports and other schools to the technical/economic development and needs
achievements acknowledged worldwide. To mention some icons and of the individual, the institution, the local community, the
legends in terms of popularity in literature, arts, music and sports we society and the international community.
have Dr. Jose Rizal, Apolinario Mabini, Juan Luna, Gloria Diaz,  The individual level - schools can help students to acquire
Margie Moran, Leah Salonga, Pilita Corrales, Bata Reyes, Ryan knowledge and skills necessary to survive and compete in a
Cayabyab, Manny Pacquiao, and many many more. They are modern society or competitive skills
hallmarks of Filipino talents and popularity.  Institutional level - school are service organizations
providing quality service
 Community and society level - schools education supplies
the high quality forces necessary in international
competitions

Human/Social functions - refer to the contribution of schools to human

development
and social relationships at different levels of the society
⚫ Individual level- School help develop students to develop
themselves
psychological, socially and physically
⚫ Institutional level- school is a social entity or social system composed
of
different human relationships.
⚫ Community and society levels- schools serve the social needs or
functions of the local community
Political Function- refer to the contribution of schools to the political "THE FUNCTION OF SCHOOLS AS STATED BY CALDERON(1998)
development at different levels of society. ARE AS FOLLOW;
⚫ Individual level- School help students to develop positive civic
attitudes and skills to exercise the rights and responsibilities of 1. Conservation function
citizenship 2. Instructional Function
⚫ International level- School acts as a place for systematically 3. Research Function
socializing students into a set of political norms, values, and beliefs 4 . Social Service Function
⚫ Community and society level- schools play an important role to
serve the Conservation Function- The school conserves and preserves through
political needs of the local community its libraries and other devices recorded accumulated experiences of the
past generations such as knowledge, inventions, mathematics, science,
Culture Functions- refer to the contributions of schools to the cultural historical facts, skills, customs, traditions, languages, literature, music,
transmission and develop at different levels of society. writing, and the arts.
Instructional Function- The main concern of the school is to pass on
⚫ Individual level- school help student to develop their creativity and the accumulated experiences of the past generations to the incoming
esthetic generations.
awareness and to be socialized with the successful norms, values Research Function- The school conducts research to improve the old
and beliefs of society. ways of doing things or to discover hitherto unknown facts or systems
⚫ Institutional level- school acts as a place for systematic cultural to improve quality of human life.
transmission to reproduction of the next generation Social Service Function- This may be done through some kind of
⚫ Community and society levels- schools often serve as a cultural outreach programs which could be form of literacy, health, means of
unit carrying the explicit norms and expectations of the local livelihood, recreational activities, etc..
community.
⚫ International levels- schools can courage appreciation of cultural RELIGION
diversity and acceptance of different norms, traditions, values and Is the socially defined patterns of beliefs concerning the ultimate
beliefs in different countries and regions. meaning of life; it assumes
Education Functions- refer to the contribution of schools to the the existence of the supernatural – Stark
development
and maintenance of education at the different levels of society
⚫ Individual level- important for schools to help students to learn
how to
learn and help teachers to learn how to teach.
LESSON 6: THE SELF IN WESTERN AND
⚫ Institutional level- School serve as a systematic place for EASTERNTHOUGHT
systematic
learning, teaching and disseminating knowledge. EASTERN THOUGHTS
⚫ Community and society levels- schools provide service for • Sees the other person as part of yourself as well as the things you
different educational needs of the local community may create, a drama in which everyone is interconnected with their
specific roles
Differentiate the Manifest and Latent functions of Education?
The sociologist Robert Merton proposed that social institutions • Asian culture is called a collectivistic culture as the group and social
such as education in schools have functions that are both manifest relations that is given more importance than individual needs and
and latent. The manifest functions are the ones that society intends wants.
those institutions to have. The latent functions are the ones that are
not intended, but which come about even so. •Looks at the world in dualities wherein you are distinct from the other
Manifest and Latent Functions of Schools person, the creator is separate from the object he created, in which the
self is distinguished and acknowledged
Examples of Manifest Functions of Schools
Instruction and Training •The Western culture is what we would call an individualistic culture
Development of critical and creative thinking and since their focus is on the person.
tasks essential for maintenance of society;
 Sorting
 Grouping students based on talents and abilities CONFUCIANISM
 Socialization •A code of ethical conduct, of how one should properly act according to
 Teaching the duties of citizenship, patriotism, and his/her relationship with other people.
nationalism
•The identity and self-concept of the individual are interwoven with the
identity and status of his/her community or culture, sharing its pride as
well as its failures.
•Self-cultivation is seen as the ultimate purpose of life. HUSBAND AND WIFE
In this case, the wife is the less superior one and has to respect and
•The cultivated self in Confucianism is what some scholars call a listen to her husband; since women were lower in society than men. But
"subdued self" wherein personal needs are repressed (subdued) for the husband needs to also be a good role model to his wife. The
the good of many, making Confucian society also hierarchal for the husband has to respect his wife's authority too.
purpose of maintaining order and balance in society.
Elder Brother and Younger Brother
The older brother needs to be the role model of the younger one. And
CONFUCIANISM: DOCTRINE OF YI the younger one should respect his older brother. In the family, the
• Literally, Yi means righteousness. younger one tends to follow what his older brother does and respects
• The concept of Yi is the one that upholds man's conduct. his decisions.
•It is the highest principle embodied in the activities of mankind.
FRIEND AND FRIEND
JEN: The vision of This is the only relationship where both sides are equal in status. And
•Love, goodness, and human-heartedness each has to respect one another. And also share with the other,
•Moral achievement and excellence in character whether it's property. happiness, or even their troubles.
•Loyalty to one's true nature
•Righteousness
•Filial Piety Hierarchical Piety
•ALL THIS = VIRTUE •this relation teaches its followers to show reverence to people of higher
status or social rank.
•the Chinese tend to respect hierarchy and differences in status much
CONFUCIANISM ( 禮 ) more than Westerners
•people of higher status or treated better than those of lower status
•Rites, ceremonies, proper behavior, and good manner.
•universal harmony.
•performed in good faith, with everyone keeping to his or her proper Example: Americans in particular, tend to value people who treat
role. everyone with equal respect, regardless of their relative socio-economic
•no need for physical sanctions, laws, or punishment. statuses or social rank. In westernized countries, workers and their
boss' are usually on a first name basis. In China, workers will refer to
their boss by saying, "sir" or "Mr.
The Five Relationships:
-Confucius was mainly interested in how to bring about societal
order and harmony. He believed that mankind would be in harmony Filial Piety
with the universe if everyone understood their rank in society and •it means to have respect for your parents, elders and ancestors
were taught the proper behaviours of their rank. Confucius devised a •be loyal, considerate, dutiful, and loving towards your parents
system of interdependent relationships - a structure in which the lower •considered an imperative moral conduct
level gives obedience to the higher while those of a higher level • children have obligations towards their parents once they grow old
protect and mentor the lower. and weak
•in Chinese culture, when your parents grow old, the children are
expected to take care of them
 Ruler to Subject
 Father to Son
 Husband to Wife
Older Brother to Younger Brother Ancestor Veneration

 Friend to Friend •the practice of family members paying honour and respect to their
deceased relatives and ancestors
RULER AND SUBJECT •aspect of filial piety and is deeply rooted in Chinese culture
•common for Chinese families to have a sacred place in their home
The subject should bow down and respect the superior one--the ruler.
where they can worship their ancestors and pray for them
In this case, the ruler is the major and superior one. But while the
ruler is being admired, he should also be the subject's role model.
This means that he should act with kindness, modesty, and be hard-
working. Sons Over Daughters
•many jobs in China involve laborious work so families prefer having a
FATHER AND SON son rather than a daughter
The son in the family has to respect his father, his decisions, and take •China enforces a one-child policy, leading some parents to go to
care of him once he get old. The father has to also be a good role extreme measures to ensure they can have a son
model to the son and he should be loving and nurturing •baby girls are thrown in garbage dumps, rivers, wells, or abandoned
• the United Nations estimates that about 200 million girls are missing
TAOISM/DAOISM WEST VS. EAST

• Living in the way of the Tao or the universe How a child is being taken care of?
• Rejects having one definition of what the Tao is
• Rejects the hierarchy and strictness brought by Confucianism and •Overriding goal of the parents •Train children in dependent
would prefer a simple lifestyle and its teachings thus aim to describe is to make the child behaviors obedience,
how to attain that life independent and "self-reliant" politeness toward others.
• The self is not just an extension of the family or the community; it is including calmness, and
part of the universe. •"Babies are bundles of respect.
• The ideal self is selflessness but this is not forgetting about the self; potential and a good parent is
it is living a balanced life with society and nature, being open and one who can uncover the latent •Ultimately, these child-rearing
accepting to change, forgetting about prejudices and egocentric ideas abilities and talents in their practices emphasize feeling
and thinking about equality as well as complementarity among child, encourage the good while responsible for behavior and
humans as well as other beings. discouraging the bad." avoiding shaming both
personally and for the family,
clan or community.
BUDDHISM

• The self is seen as an illusion, born out of ignorance, of trying to

hold and control things, or human-centered needs; thus, the self is WEST VS. EAST
also the source of all these sufferings.
• To forget about the self, forget the cravings of the self, break the ON EDUCATION:
attachments you have with the world, and to renounce the self which
is the cause of all suffering and in doing so, attain the state of •Western educational systems •Eastern education, it is all
Nirvana. focus on the ideas of creativity about hard work and struggle.
Obviously, the system being a Nothing is difficult if you
system means that numerous practice hard. Consequently,
WEST VS. EAST things are bound together, but kids are given lots of homework
still, it normally does it's best to and are instructed to buckle
elevate individual ways to deal down. That is the reason
Eternal reality of the universal Me" is here and now. The true with various students. frequently Asian students are
truth: self-liberation through "Me" in every human being is a considerably more profitable
getting rid of the false "Me" and part of the Divine that need to •Western education moves than their peers when they get
discovering the true "Me" become apparent. further and facilitate along the into more casual Western
road of transforming students educational institutions.
True "Me" is given and doesn't into undeniable members of the
have to be cognizable. training procedure. They are •Students are the beneficiaries,
urged to make inquiries and they submit to the authority of
debate with their instructors, to teachers and the method itself
think critically. is far less interactive.
WEST VS. EAST
Independence:

•Tasks more important than •Relationships more important

relationships than tasks
•Cognitive skills independent of •Social and cognitive skills
social skills integrated
•Concepts like arranged •Arranged marriages are
marriages are not at all common. They are normally
common. They go for love arranged by parents or elders.
marriages as they believe in a They believe in a concept that
concept that love comes before love comes after marriage.
marriage.
 LESSON 7: UNPACKING THE SELF- A self image problem happens when your looks doesn't match your
beauty standards. For example if you believed that attractive people are
PHYSICAL SELF slim ones and if you were not slim (but not obese) then you might
believe that you are unattractive even though others might believe that
you are attractive. M
THE BIOLOGICAL BLUEPRINT
The problem here is with your own beauty standards and not with your
A crucial aspect of the self is one's physical features including the looks. In order to like your looks in such a case you must fix your bents
face, bodily structure, height and weight. However, people should also about physical attractiveness.
consider their physical competencies, valuation of physical worth, and
perception of beauty.
Body image, self-esteem and the influence of society:
AM I BEAUTIFUL? Society shapes us in many ways, possibly more than we realize - from
our interactions, to our personal development through to others'
DO PEOPLE FIND ME ATTRACTIVE? perception of our bodies as a reflection of self worth.

WHAT CAN I DO TO ENHANCE MY FEATURES? • We are social beings. Genetically, we rely on one another for the
survival of humanity. That primal connection makes our interactions
what can be seen by the naked eye; underneath the skin is a dynamic physiologically and psychologically important. So it's not surprising that
system of biological and chemical processes that contribute to one's how society perceives us affect us onem levels
physical features. Body structure, weight, height, skin color, hair color,
and other physical characteristics do not just develop at random. • And it's partly how society perceives our bodies that is of concern;
These are triggered by genetic transformations and biological we're talking body image. So what does that involve?
development through heredity

• HEREDITY - is defined as the transmission of traits from parents to Body image is both internal (personal) and external (society):
offspring. The traits are made up of specific information embedded This includes:
within one's gene, the basic unit of heredity.
• How we perceive our bodies visually
• GENOTYPE - refers to specific information embedded within one's • How we feel about our physical appearance
genes; not all genotypes translate to an observed physical by blood • How we think and talk to ourselves about our bodies
characteristic. It can be determined by blood testing. • Our sense of how other people view our bodies

• PHENOTYPE - is the physical expression of a particular trait. It can How we look has possibly never held as much societal importance or
be directly observed. reflected so significantly on our perceived self worth

• Each individual carries 23 pairs of chromosomes. The 23rd pair is The media in particular, has increasingly become a platform that
the sex chromosomes, determines the sex of an individual. reinforces cultural beliefs and projects strong views on how we should
look, that we as individuals often unknowingly or knowingly validate and
• MATURATION is known as the completion of growth of a genetic perpetuate.
character within an organism. It enables man to walk, run and talk
which are evident in the adolescent stag The more we look at perfect images of others and then look to find
those same idealized characteristics in ourselves and don't find them,
the worse we feel about ourselves.
Beauty by numbers:
•Our attraction to another person's body increases if that body is
symmetrical and in proportion The greater our discontent with how we measure up when compared to
the societal or media supported norms, the more negative our body
•If a face is in proportion, we are more likely to notice it and find it image, and the greater the risk for extreme weight or body control
beautiful. behaviours occurs. We're talking...
•We perceive proportional bodies to be more healthy • Extreme dieting
• Extreme exercise compulsion
Key points: • Eating disorders
• The self as impacted by the body • Extreme or unnecessary plastic surgery
• The impact of culture on body image and self esteem • Using steroids for muscle building
• The importance of beauty
Who's to blame for our body perceptions, be it good or bad?: Classrooms, University dorms and common rooms are often filled with
• Society gives us a number of reference points that shape our negative body talk: "I wish I had her stomach" "I hate my thighs" "I feel
perceptions whether positive or negative. When it comes to our fat." Listening to this tends to reinforce the need to focus on
bodies there are a number of sources that affect us more than others. appearance and make comparisons between us and other people's
bodies.

TODAY'S EMBEDDED IDEALS - THE PHYSICAL

So how can we build a strong and positive body image?
Life today sees image upon image of fashionably clad women, perfect • Positive body image involves understanding that healthy attractive
skin, tiny waists, ample breasts, fashionably protruding behinds (of bodies come in many shapes and sizes, and that physical appearance
Kardashian and Beyonce fame) all with a weight of no greater than says very little about our character or value as a person.
59kg.
How we get to this point of acceptance often depends on our individual
They are unrealistic images of beauty, genetically impossible for development and self acceptance. To get to that all important point of
many of us to emulate. The same thing applies to the 6-pack or ripped balance there are a few steps we can take:
abs shoved in the face of men via famous sportsmen and male fitness
models, which for many is impossible to achieve without illegal • Talk back to the media. All media and messages are developed or
steroids. constructed and are not reflections of reality. So shout back. Speak our
dissatisfaction with the focus on appearance and lack of size
Yet we are told that these unattainable bodies are normal desirable, acceptance
and achievable. When we don't measure develop a strong sense of
dissatisfaction and the way that manifests can be ugly. • De-emphasize numbers. Kilograms on a scale don't tell us anything
meaningful about the body as a whole or our health. Eating habits and
PREJUDICE - SIZE activity patterns are much more important

• Intolerance of body diversity has a lot to do with prejudice of size • Realize that we cannot change our body type: thin, large, short or
and shape in our culture. Being thin, toned and muscular has become tall, we need to appreciate the uniqueness of whet we have - and work
associated with the hard-working, successful, popular, beautiful, with it
strong, and the disciplined.
• Stop comparing ourselves to others. We are unique and we can't
Being fat is associated with the lazy, ugly, weak, and lacking in will- get a sense of our own body's needs and abilities by comparing it to
power. someone else

With this prejudice, fat isn't a description like tall or redhead - it's an • We need to move and enjoy our bodies not because we have to,
indication of moral character and we are conditioned to think that fat is but because it makes us feel good. Walking, swimming, biking,
bad. dancing - there is something for everyone

THE MEDIA • Spend time with people who have a healthy relationship with
food, activity, and their bodies
The images of perfection we see in print, film and television project an
unrealistic version of reality that we are continually told is attainable - • Question the degree to which self-esteem depends on our
if we work out, eat less and lather our bodies in transformative, firming appearance. If we base our happiness on how we look it is likely to
and tightening creams. lead to failure and frustration, and may prevent us from finding true
happiness
The media is a powerful tool that reinforces cultural beliefs and
values, and while it may not be fully responsible for determining the
standards for physical attractiveness, it makes escaping the barrage
of images and attitudes almost impossible.

Those closest to us - family and friends

• We learn from other people, particularly those closest to us about

the things that are considered important.

• Friendships are particularly important in body image development

because we place high value on them, spend lots of time with our
friends and develop shared experiences, values and beliefs.
 connect our self.
LESSON 8: MATERIAL SELF
EFFECTS OF MATERIAL POSSESSIONS
TO BUY OR NOT TO BUY?
WHAT IS MATERIAL SELF? (WILLIAM JAMES) Possessions can be used as status, symbol. Cars, house, gadgets, and
"SUM TOTAL OF ALL HE CALLS HIS, NOT ONLY HIS BODY clothes are the most valuable possessions because they are the most
PSYCHIC POWERS, BUT HIS CLOTHES AND HIS HOUSE, HIS visible in the eye of the others.
WIFE AND CHILDREN. HIS ANCESTORS AND FRIENDS, HIS
REPUTATION AND WORKS, HIS LAND, HIS YACHT AND BANK • The more expensive, the more other people are impressed.
ACCOUNT, ALL THESE THINGS GIVE HIM THE SAME • Material possessions can be a reflection of hard work and success.
EMOTIONS." • People tend to measure success through material possession.

The material self, according to William James, pertains to the objects, Defining the self by material possessions can also contribute to feelings
places, or even people which have the label "mine”. Such of well-being, including a sense of personal growth and purpose or
possessions are viewed as extensions of individuals' identities. For meaning in life.
instance, your clothes reflect certain aspects of your personality and
you designate them as "my wardrobe". However, lack or loss of material possessions can be disruptive to the
WILLIAM JAMES HARVARD PSYCHOLOGIST mental health of some people.

4 Parts of Material Self: • Materialism is the negative effect of the strong desire for material
1. BODY - Inner most part of our material self possessions.
2. CLOTHES - We choose and wear clothes that reflect our self • It is the importance people give on material possessions.
3. IMMEDIATE FAMILY - These people are likely to shape and • Someone with a high level of materialism is called materialistic.
influence the development of self- identity
4. HOME - It is earliest nest of our selfhood • The strong desire of material possessions could lead to psychological
dysfunction or impairment in functioning such as Compulsive Buying
1. BODY Disorder (CBD) which is characterized by an obsession with shopping
-Inner most part of our material self and buying behaviors that causes adverse consequences (debts).
-We are directly attached to this commodity that we cannot live
without Lack or loss of material possessions could lead to anxiety, insecurity,
-We strive to make sure that this body functions well and good. and depression.
-Any ailment or disorder directly affects us.
-We do have certain preferential attachment to or intimate closeness WHAT IS SPIRITUALITY?
to certain parts because of its value to us. • the quality or state of being concerned with religion or religious
matters.
2. CLOTHES • came from Latin word "spiritus", meaning breathe or life force.
-The style and the brand of clothes becomes a symbolic significance • can be understood as a search for the sacred, a process through
- The fabric and style of the clothes we wear bring sensations to the which people seek to discover, transform whatever they hold sacred in
bod and can affect our attitude and behavior. their lives.
-Clothing is a form of self-expression • sacred could refer to God and transcendence.
-We choose and wear clothes that reflect our self
SPIRITUALITY IN CHRISTIANITY
3. IMMEDIATE FAMILY •spirituality was originally developed in early Christianity
-These people are likely to shape and influence the development of •use the term "spirit" to describe the Holy Spirit.
self-identity.
-Our siblings and parents hold a great important part of our self •the experience of the sacred is characterized by reverence, faith, fear,
-When an immediate family member dies, love and admiration which is intimately connected to God
part of our self dies.
-When their lives are in success, we feel victorious as if we are the SPIRITUAL SELF
one holding the trophy. • the most intimate, inner subjective part of the self because of the
- In their failures, we are put to shame or guilt. satisfaction experience when thinking of someone's ability to argue and
- Pets could also symbolically define a person's identity. discriminate of one's moral sensibility and conscience.
- A person's pet could be an expression of one's
social status, pride and prestige. WHAT IS THE IMPORTANCE?
• Understanding and developing awareness of the spiritual self gives
4. HOME the person a feeling of oneness with God and the universe
-It is earliest nest of our selfhood • It also gives a deeper purpose or meaning of one's life.
-Our experiences inside the home were recorded and marked on
particular parts and things in our home.
-Just like the saying "if only walls can speak”.
-The home is thus an extension of self, because in it, we can directly
WHAT IS RELIGION?
• central function to know God.
• Religious beliefs and practices make people close to God
• "as a set of cultural beliefs and practices that usually includ essome
or all of ba sic characteristics."
(Rebecca Stein, 2001)

WHAT IS RITUALS?
• is the performance of ceremonial acts prescribed by a tradition of
sacred law (Britannica, 2017).
• is a specific observable mode of behavior exhibited by all known
societies.
• A feeling or emotion of respect, awe, fascination, or dread in relation
to the sacred.

RELIGIOUS BELIEFS AROUND THE WORLD

1. BUDDHISM
• believes that life is not a bed of roses. Instead, there will be suffering
and pain.
• When people suffer, they want to experience the goodness of life
and avoid disappointments.
• became a habit known as the reactive cycle of wanting and hating,
like and dislike, and craving and aversion

2. CHRISTIANITY
•believe in the Trinitarian God. They believe in one God in three(3)
personas: the Father (Creator), God the Son (Savior), and God the
Holy Spirit (Sustainer).
• Eternal life after death will be achieved through faith in Jesus Christ,
God the Son, who came into flesh to spread the good news of
salvation, died in the cross for the sin, and resurrected.

3. HINDUISM
• covers a wide range of traditional beliefs and religious groups; thus,
there is no single founder or leader.
•Hindus believe that existence is a cycle of birth, death, and rebirth
governed by KARMA.
• Vedas are sacred scriptures of Hindus.
• Two important texts
Mahabarata and Ramayana

4. ISLAM
• believe in Allah, who is their "One God".
• They believe in unity and universality of God.
• Islam means willing submission to God.
• Muslim believe that Mohammed, born in Mecca, is last and final
prophet sent by God.
• Holy book of Islam is Quran which was taught to be recited in Arabic
because any translation is seemed inadequate.
• Major Celebrations
0 Eidul. - Fitr - end of Ramadan
0 Eidul - Adha - celebrated within the completion of the pilgrimage -
Hajj

5. JUDAISM
• The Jews believe in the God of Abraham, the same God that
liberated the Hebrew slaves from Egypt to Canaan, the Promised
Land through the leadership of Moises and later Joshua.
• They believe in the coming of Messiah, the Savior. The scared
scripture of the Jews I called Torah or the Law.