COURSE OUTLINE

MODULE PART 1: DEFINING THE SELF: PERSONAL AND DEVELOPMENTAL

PERSPECTIVES ON SELF AND IDENTITY

Unit 1: Meet and Greet: My Home, My School

Unit 2: Concept and nature of self: Who am I?

Unit 3: Self, Society and Culture

Unit 4: Self as Cognitive Construct

Unit 5: Self: Western and Eastern Thought

MODULE PART 2: UNPACKING THE SELF

Unit 1: Physical self: the Beautiful Me

Unit 2: Material Self: To Buy or not to Buy?

Unit 3: Spiritual Self: Believe it or not! Unit

4: Moral Self: Living with Purpose Unit 5:

Political Self: Being Filipino

Unit 6: Digital Self: Who I am in the Cyber world?

Unit 7: Social Self: Relating with Others

 UNIT 2: CONCEPT AND NATURE OF SELF: WHO AM I?

Our names represent who we are. Our names signify us. However, the name is not the
person itself no matter how intimately bound it is with the bearer. It is only a signifier. Self is
thought to be more than the name. Self is something that a person perennially molds, shapes, and
develops. The self is not static.

LESSON PROPER

The Philosophical view of Self: Various Philosophers

Socrates: Know Yourself

He is principally concerned with man. He was the first philosopher who engages in
systematic questioning about the self. “Every man is composed of body and soul.” – i.
e. dualism [Man is composed of two important aspects of his personhood]

Therefore, all individuals have an imperfect, impermanent aspect to him, and the body,
while maintaining that there is also a soul that is perfect and permanent. [Platonic]

He considers man from the point of view of his inner life. The famous life of Socrates
tells each man to bring his inner self to light. A bad man is not virtuous through ignorance. The
core of Socratic ethics is the concept of virtue and knowledge. Virtue is the deepest and most
basic propensity [strong natural tendency to do something] of

man. Knowing one‟s own virtue is necessary and can be learned. Since virtue is innate in the mind
and self-knowledge is the source of all wisdom, an individual may gain possession of oneself and
be one‟s own master through knowledge.

Plato: The Ideal Self, perfect self

Plato claimed in his dialogues that Socrates affirmed that the unexamined life is not
worth living. With this, he basically took off from his master and supported the idea that man is
dual in nature. He added that there are components of the soul: a] rational soul; b] spiritual soul;
and c] appetitive soul.

The republic – he emphasizes that justice in the human person can only be attained if the
three parts of the soul are working harmoniously with one another. The rational soul forged/
copied by reason and intellect that govern the affairs of the human person; the spiritual soul
which in charge of emotions; and appetitive soul in charge of base desires.

Therefore, when this ideal state is attained, the human person‟s soul becomes just and virtues.
To make it simple, a man was omniscient before he came to be born into this world. In practical
terms, this means that man in this life should imitate his former self; he should live a life of
virtue in which true human perfection exists.

“Love in fact is one of the links between the sensible and the eternal world.” -
Plato

Rene Descartes: Cogito, ergo sum/ I think, therefore I am

He conceived of the human person as having a body and a mind. He claims that there is
so much that we should doubt since much of what we think and believe is not infallible, they
may turn out to be false.

Rene thought that the only thing that one cannot doubt is the existence of the self, for
even if one doubts oneself, that only proves that there is a doubting self, a thing that thinks and
therefore, that cannot be doubted.

The self then for Rene is also a combination of two distinct entities, the COGITO, the
thing that thinks, which is the mind, and the EXTENZA of the mind, which is the body, ie. like a
machine that is attached to the mind.

The human person has the body but it is not what makes a man a man. If at all, that is the
mind. Descartes: says: “What then am I? A thinking thing, that doubts, understands, affirms,
denies, wills, refuses; that imagines also and perceives.

To sum, although the mind and the body are independent of each other and serve their
own function, man must use his own mind and thinking abilities to investigate, analyze,
experiment, and develop himself.

David Hume: the self is the bundle theory of mind

He is an empiricist who believes that one can know only through the senses and
experiences. Example: Ana knows that Lenard is a man not because she has seen his soul. Ana
knows Lenard just like her because she sees him, hears him, and touches him.
 Hume posits that self is nothing else but a bundle of impressions. What are impressions?
For Hume, they can all be categorized into two: impressions and ideas. The first one is the basic
objects of our experience or sensation. So, it forms the core of our thoughts. Example: when one
touches fire, the hotness sensation is an impression which is the direct experience.

On the contrary, Ideas are copies of our impressions. Because of this, they are not as
lively and clear as our impressions. Example: the feeling of being in love for the first time that is
an idea. According to Hume, the self is a bundle or collection of various perceptions, which
succeed each other with an inconceivable rapidity, and are in a perpetual flux and movement.
Thus, the self is simply a collection of all experiences with a particular being.

Immanuel Kant: respect for self

Every man is thus an end in himself and should never be treated merely as a means – as
per the order of the Creator and the natural order of things.

To Kant, there is necessarily a mind that organizes the impressions that men get from the
external world. Time and Space are ideas that one cannot find in the world but built-in our
human mind. Kant 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. Thus, the
self is not just what gives one his personality. It is also the seat of knowledge acquisition for all
human persons.

Gilbert Ryle: The mind-Body dichotomy

For Ryle, what truly matters is the behavior that a person manifests in his day-to- day
life. For him, looking for and trying to understand the self as it really exists is like visiting your
friends‟ university and looking for the “university.”

Ryle says that 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.

Merleau Ponty: Phenomenologist

He insisted that body and mind are so intertwined from one another. One cannot find any
experience that is not an embodied experience. All experience is embodied. One‟s body is his
opening toward his existence to the world. Because men are in the world. For him, the Cartesian
problem is nothing but plain misunderstanding. The living body, his thoughts, emotions, and
experiences are all one.

The Christian or Biblical view of Self

The Holy Bible

“God created man in His image; in the divine image He created him; male and female He
created them. God blessed them, saying, „Be fertile and multiply; fill the earth and subdue it.
Have dominion over the fish of the sea, the birds in the air, and all the living things that move on
the earth.” Gen. 1:24-28

Thus, it is appropriate to think of the self as the “multi-bejeweled crown of creation –the
many gems thereof representing and radiating the glorious facets of man‟s

self that include the physical, intellectual, moral, religious, social, political, economic, emotional,
sentient, aesthetic, sensual, and sexual aspects.

Augustine: Love and justice as the foundation of the individual self

Augustine‟s view of the human person reflects the entire spirit of the medieval world
when it comes to man. He combined the platonic ideas into Christianity perspective.

Augustine agreed that man is of a bifurcated/ dual nature. An aspect of man dwells in the
world and is imperfect and continuously years to be with the Divine and the other is capable of
reaching immortality.

The body is bound to die on earth and the soul is to anticipate living eternally in
communion with God.

He believes that a virtuous life is the dynamism of love. Loving God means loving one‟s
fellowmen; and loving one‟s fellowmen denotes never doing any harm to another.

Thomas Aquinas: Angelic doctor

Adapting some ideas from Aristotle, Aquinas said that indeed, man is composed of two
parts: matter and form. Matter/ hyle refers to the common stuff that makes up everything in the
universe. Forms/ morphe refers to the essence of the substance of things. It is what makes it what
it is.

In the case of the human person, the body of the human person is something that he
shares even with animals. What makes a human person a human person is his essence. Like
Aristotle, the soul is what animates the body; it is what makes us humans.

The Psychological View of Self

Sigmund Freud: Psychoanalytic theory of self

He asserts that the human psyche [personality] is structured into 3 parts. These structures
– ID [internal desires], EGO [reality], and SUPEREGO [conscience] – all develop at different
stages in a persons‟ life.

Freud also argues that the development of an individual can be divided into distinct
stages characterized by sexual drives. As the person grows, certain areas become sources of
pleasure, frustration, or both. Freudian stages of psychosexual development: oral, anal, phallic,
latency, and genital.

Erik Erikson: Psychosocial stages of self-development

He primarily concerned with how both psychological and social factors affect the
development of individuals. He formulated 8 major stages of development, each posing a unique
developmental task and simultaneously presenting the individual with a crisis that s/he must
overcome.

UNIT 3: SELF, SOCIETY AND CULTURE

What is the self??

 The self, in contemporary literature and even common sense, is commonly defined by the
following characteristics: “separate, self-contained, independent, consistent, unitary and private.”

*SEPARATE*- it is meant that the self is distinct from other selves .The self is always unique
and has its own identity.one cannot be another person. Even twins are distinct from each other

*SELF-CONTAINED & INDEPENDENT*-because in itself it can exist its distinctness allow it

to be self-contained with its own thoughts, characteristics, and volition. It does not require any
other self for it to exist.

*CONSISTENT*- because it has a personality that is enduring and therefore can be expected to
persist for quite some time its consistency allows to be studied , described, and measured,
consistency also means that a particular self traits , characteristics, tendencies, and potentialities
are more or less the same.

*UNITARY*- in that it 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 , emotion, and
thoughts converge.

*PRIVATE*- Each person sorts out information, feelings and emotions, and though processes
within the self. This whole process is never accessible to anyone but the self. This last
characteristic of the self being private suggest that the self is isolated from the external world

From this perspective: the concern of this lesson is in understanding the vibrant
relationship between the self and the external reality. This reality is called social
constructionist perspective - that argues for a merged view of the person and their social
context where the boundaries of one cannot easily be separated from the boundaries of the other.

Social constructionists argue that self should not be seen as a static entity that says
constant through and through. Rather, the self has to be seen as something that is in unceasing
flux, in a constant struggle with external reality and is malleable in its dealings with society.

As a man of different roles [as a father, friend, teacher, husband] one can expect a person
to change and adjust his behaviors, ways and even language depending on his social; situation.
We ourselves play different roles, act in various ways depending on

our circumstances. This is not only normal but it is also acceptable and expected. The self is
capable of morphing and fitting itself into any circumstances it finds itself in.

THE SELF AND CULTURE

Remaining the same person and turning chameleon by adapting to one's context seems
paradoxical. A French Anthropologist MARCEL MAUSS has an explanation for this
phenomenon. According to Mauss, every self has two faces: personne and moi.

Moi - refers to a person's sense of who he is, his body, and his basic identity, his biological
governess. Moi is a person's basic identity personne on the other hand, is composed of the social
concepts of what it means to be who he is.

Personne - has much to do with what it means to live in a particular institution, a particular
family, a particular religion, a particular nationality and how to behave given expectations and
influences from others.

THE SELF AND THE DEVELOPMENT OF THE SOCIAL WORLD

The unending terrain of metamorphosis of the self is mediated by language. Language as

both a publicly shared and privately utilized symbol system is the site where the individual and
the social make and remake each other.

MEAD AND VYGOTSKY

For Mead & Vygotsky the way that the human persons develop is with the use of
language acquisition and interactions with others - without a family biologically and
sociologically a person may not even survive or became a human person.

GENDER AND THE SELF

Here is another important aspects of the self and gender. GENDER is one of those loci of
the self that is subject to alteration, change, and development. We have seen in the past years
how people fought hard for the right to express, validate, and assert their gender expression.

However, from the point of view of the social sciences and the self, it is important to give
one the leeway to find, express, and live his identity. This account illustrates that
our gender partly determines how we see ourselves in the world. Often times society forces a
particular identity unto us depending on our sex and /or gender .

Both Vygotsky and Mead treat the human mind as something that is made constituted
through language as experienced in the external world and as encountered in dialogs with other.
A young child internalized values, norms, practices, and social beliefs and more through
exposure to these dialogs that will eventually become part of his individual world. VYGOTSKY,
for this part a child internalizes real life dialogs that he has had with others, with his family, his
primary caregiver, or his play mates.

Self in Families

Apart from the anthropological and psychological basis for the relationship between the
self and the social world, the sociological likewise struggled to understand the real connection
between the two concepts. In doing so, sociologists focus on the different institutions in powers
at play in the society. Among these the most prominent is the family. GENDER has to be
personally discovered and asserted and not dictated by culture and the society.
Unit 4: SELF AS COGNITIVE CONSTRUCT

LESSON PROPER
Self as cognitive construct

In confidence or in an attempt to avoid further analytical discussions, a lot of people say,

"I am who I am" yet, this statement still begs the question, "if you are who you are, then who are
you that makes you who you are?"

As mentioned earlier, there are various definitions of the "self" and other similar or
interchangeable concepts in psychology simply put, "self" is "the sense of personal identity and
of who we are as individuals (Jhangiani and Tarry 2014)."

William James (1890) was one of the earliest psychologists to study the self and
conceptualized the self as having two aspects the "I" and the "me".

The "I" is the thinking, acting, and feeling self (Gleitman, Gross, and Reisburg 2011;
Hogg, and Vaughan 2010). The "me" on the other hand, is the physical characteristics as well as
psychological capabilities that makes who you are (Gleitman, Gross, and Reisburg 2011; Hogg
and Vaughan 2010). Carl Rogers's (1959) theory of personality also used the same terms, the "I"
as the one who acts and decides while tha "me" is what you think or feel about yourself as an
object (Gleitman,Gross and Reisburg 2011).

Other concept similar to self are IDENTITY is composed of personal characteristics,

social roles, and responsibilities, as well as affiliations that define who one is (Oyserman,
Elmore, and Smith 2012).

Self-concept is what basically comes to your mind when you are asked about who you
are (Oyserman, Elmore, and Smith 2012). Self-identity and self-concept are not fixed in on-e
time frame, and they are not fixed for life nor are they ever-changing at every moment.

Carl Rogers captured this idea in his concept of self-schema or our organized system or
collection of knowledge about who we are (Gleitman, Gross, and Reisberg 2011; jhangaini and
Tarry 2014). Imagine an organized list or diagram similar to the one below.
 Hobbies

Family SELF Religion

Nationality

It may also include your interest, work, course, age, name, and physical characteristics,
among others. As you grow and adapt to the changes around you, they also change, but they are
not passive receivers, they actively shape and affect how you see, think and feel about things.

Theories generally see the self and identity as mental construct created and recreated in
memory (Oyserman, Elmore, and Smith 2012). Current researches point to the frontal lobe of the
brain as the specific area in the brain associated with the processes concerning the self.

Several psychologist, especially during the fields earlier development, followed this trend
of thought, looking deeper into the mind of the person to theorize about the self, identity, self-
concept, and in turn, one's personality.

The most influential of them is SIGMUND FREUD. Basically, Freud saw the self its
mental processes and ones behavior as the result of the interaction between the I.D, EGO and the
SUPEREGO.

As in the above mentioned definitions of the self, social interaction always has a part to
play in who we think we are. This is not nature vs. Nurture but instead a nature-- and--nurture
perspective.

Three reasons why self and identity are social products:

1. We do not create ourselves out of nothing.

2. Whether you like to admit it or not, we actually needs others to affirm and reinforce who
we think we are, we also need them as reference points about our identity.
3. What we think is important in our social or historical context.

Two types of self that we can be aware: the private self or your internal standards and
private thoughts and feelings. The public self or your public image commonly geared toward
having a good presentation of yourself to others (Hogg and Vaughan 2010)

Self-awareness there are times, however, when we are aware of our self- concepts also
present us with at least three other self-schema the:

ACTUAL, IDEAL, and OUGHT SELF.

ACTUAL SELF is who you are at the moment
IDEAL SELF is who you like to be.
OUGHT SELF is who you think you should be.

SELF- AWARENESS may be positive or negative depending on the circumstances and our
next course of action. It can keep you doing something dangerous. It can be too much that we are
concerned about being observed and criticized by others. It is also known as self-consciousness
(Jhangiani and Tarry 2014).

At other times, especially with large crowds, we may experience de individuation or "the
loss of individual self-awareness and individual accountability in groups. A lot of people will
attune themselves with the emotions of their group and because the large crowd also provides
some kind of anonymity. We may lessen our self-control and act in ways that we will not do
when we are alone.

Our group identity and self-awareness also has a great impact on our self-esteem, one of the
common concepts associated with the "self". It is define our own positive or negative perception
or evaluation of ourselves (jhangiani, And Tarry 2014; Gleitman, Gross, and Reisberg 2011).

One of the ways in which our social relationship affects our self-esteem is through social
comparison. According to the social comparison theory, we learn about ourselves, the
appropriateness of our behaviors, as well as our social status by comparing aspects of ourselves
with other people (Jhangiani, and Tarry 2014; Hogg and Vaughan 2010).
 The DOWNWARD SOCIAL COMPARISON is the more common type of comparing
ourselves with others. As the name implies, we create a positive self-concept by comparing
ourselves with those who are worse off than us. (Jhangiani and Tarry 2014). By having the
advantage, we can raise our self-esteem.

The UPWARD SOCIAL COMPARISON which is comparing ourselves with those who are
better off than us (jhangiani, and Tarry 2014). While it can be a form of motivation for some, a
lot of those who do this actually felt lower self-esteem as they highlight more of their weakness
or inequities.

SOCIAL COMPARISON also entails what is called self-evaluation maintenance theory,

which states that we can feel threatened when someone out-performs us, especially when that
person is close to us (i.e., a friend or family).

Take note that this occurs not only between individuals but also among groups. Thus, if a
person‟s group is performing better and is acknowledged more than the group, then his self-
esteem may also be heightened.

Such social comparison also entails what is called self-evaluation maintenance theory, which
states that we can feel threatened when someone out-performs us, especially when that person is
close to us. In this case, we usually react in three ways:

FIRST, we distance ourselves from that person or redefine our relationship with them. Some
will resort to the silent treatment, change of friends, while some may also redefine by being
closer to that person, hoping that some association may give him a certain kind of
acknowledgement also.

SECOND, we may also reconsider the importance of the aspect or skill in which you were
out performed.

LASTLY, we may also strengthen our resolve to improve that certain aspect of ourselves.

However, in the attempt to increase or maintain self-esteem, some people become

narcissistic. NARCISSISM is a "trait characterized by overly high self-esteem, self- admiration,
and self-centeredness.
UNIT 5: SELF IN WESTERN AND EASTERN THOUGHT

Different cultures and varying environment tend to create different perceptions of the self
and one of the most common distinctions between cultures and people in the Eastern-vs-Western
dichotomy wherein Eastern represents Asia and Western represents Europe and Northern
America.

LESSON PROPER
There are many sources in which you can analyze the perspective of each culture and country
about the concept of “self.” In this lesson, we will look at religious beliefs and political
philosophies that greatly influenced the mindset of each nation or culture.

First is Confucianism. It can be seen as a code of ethical conduct, of how one should
properly act according to their relationship with other people; thus it is also focused on having a
harmonious social life. Thus, 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.

Eastern Self

Everyone is interconnected in a drama with specific roles. Self-cultivation: The cultivated

self in Confucianism is what some scholars call a “subdued self” wherein personal needs are
repressed [subdue] for the good of many, making Confucian society also hierarchal for the
purpose of maintaining order and balance.

Second philosophy is Taoism. Taoism was founded by Lao Tzu. Taoism is living to the
way of the Tao (Universe). However, they reject the hierarchy and strictness of Confucianism.
Taoism prefers to live a simple life. Self is not an extension of family or community. Self is part
of the universe, one of the forms and manifestations of the Tao. The ideal self is selflessness but
this is not forgetting about the self, it is living a balanced-about prejudices and egocentric ideas
and thinking about equality as well as complementarily among humans as well as other beings.

The 3rd is 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 also the source of all these
suffering. Life is full of suffering and it is made up of a cycle of birth, decay, illness, death. It is
therefore our quest to forget about the self, forget the craving of the self, break the attachments
you have with the world, and to renounce the self w/c is the cause of suffering and in doing so,
attain the state of nirvana. Nirvana (liberation)- blowing out the flames of desire.
Western Self

Western Self focuses on self (Individualistic). You compare in order to be better. You
create associations and bask in the glory of that group for your self-esteem. You put primacy on
developing yourself.

By focusing on the self, they may seem to have loose associations or even loyalty to their
groups. Competition is the name of the game and they are more likely straightforward and
forceful in their communication as well as decision making. They value equality even if they see
that individual can rise above everything else. They also promote ideals that create 'fair'
competition and protect the individual.

Western and Eastern Differences

Western referred as the school of thought from Greek Philosophy. It is rooted from Rome
and Christianity. Laws are the ones that govern the behavior. It is

individualist in culture. It is all about 'I'. Tries to find self as it is the given part of the divine.
Logical, scientific, rational, and focus on ethics.

Eastern roots are from Asia. They believe that natural world does not follow laws, it
simply 'is'. It is collectivist in culture. It is all about 'We'. Drawn on people's actions and thought
as one. Trying to get rid of the false 'me' concept and find meaning in discovering the true 'me'.
Life is all about unity. The inner self must be freed.

Western and Eastern Similarities

Similarities: Both approach share a concept that a deeper understanding of reality is

possible. Influenced by the notion that there is a supreme being who guides the mankind and
provides for all he created. Believes in the concept of "god as the king of universe"
UNPACKING THE SELF

Unit 1: PHYSICAL SELF: THE BEAUTIFUL ME

From childhood, we are controlled by our genetic makeup, i. e, sex chromosomes. It also
influences the way we treat ourselves and others. On the contrary, there are individuals who DO
NOT ACCEPTS their INNATE SEXUAL characteristics and they actually tend to change their
sexual organs through medications and surgery. In addition, external environment helps shapes
us. In this lesson, we are going to explore the development of our sexual characteristics and
behavior.

LESSON PROPER
Marieb, E.N. (2001) explains that the gonads begin to form until about the eight week of
embryonic development. The embryonic structures of males and females during the early stages
of human development are alike and are said to be in indifferent

stage. When the reproductive structures are formed development of the accessory structures and
external genitalia begins. [See the miracles of life - video clip]

Beginning of life

Life begins at fertilization. It refers to the meeting of the female sex cell and the male
sex cell. These sex cells are developed in the reproductive organs called GONADS. The male
sex cell called spermatozoa [sing. –zoon] are produced in the male gonads called testes. On
the other hand, the female sex cells called ova are produced in the female gonads known
ovaries. The fertilized egg cell known as zygote contains all the hereditary potentials from the
parents. This zygote goes to the uterus and continues to grow during the gestation period of about
280 days or 36 weeks or 9 calendar months.

Both male and female chromosomes contain several thousands of genes – called
deoxyribonucleic acid which is the code of heredity. Maturation is the unfolding of the inherent
traits.
Human Development

The formation of male or female structures depends on the presence of testosterone (A

substance called hormone that occurs naturally in men and male animals). The embryonic testes
release testosterone once formed and the formation of the duct system and external genitalia
follows. The same with female embryos that form ovaries, it will cause the development of the
female ducts and external genitalia since testosterone hormone is not produce.

Pseudo hermaphrodites are formed who is an individual having accessory reproductive

structures that do not “match” their gonads while true Hermaphrodites are individuals who
possess both ovarian and testicular tissues but this condition is rare in nature. Nowadays, many
pseudo hermaphrodites undergo sex change operation to have their outer selves fit with their
inner serves (gonads).

Human anatomy
Puberty is the period of life when the reproductive organs grow to their adult size and
become functional under the influence of rising levels of gonadal hormones [testosterone in male
and estrogen in female] and generally between the age of 10-15 years old.

At the age of 13, male puberty is characterized by the increase in the size of the
reproductive organs followed by the appearance of hair in the pubic area, axillary and face. The
reproductive organs continue to grow for two years until sexual maturation marked by the
presence of mature semen in the testes.

For the female, the budding of their breasts usually occurring at the age of 11 as a sign of
their puberty stage. Menarche is the first menstrual period of females which happens two years
after the start of puberty. Hormones play an important role in the regulation of ovulation and
fertility of females.
Factors in development of the physical self

The development of the individual is caused by two interacting forces: heredity and
environment. Heredity [nature] is the transmission of traits from parents to offspring it provides
the raw materials of which the individual is made up. While the environment [nurture] is the
sum total of the forces or experiences that a person undergoes from conception to old age. It
includes family, friends, school, nutrition and other agencies one is in contact with.

Diseases associated with the reproductive systems

 Infections are the most common problems associated with the reproductive system in
adults.

Vaginal infections are more common in young and elderly women and those whose
resistance to diseases is low, like, Escherichia coli which spread through the digestive tract, the
sexually transmitted microorganisms such as syphilis, gonorrhea and herpes virus and yeast
fungus.

Pelvic inflammatory disease and sterility are also the effect of vaginal infections. For
males, the most common inflammatory conditions are prostatitis, urethritis, and epididymitis,
STD, Orchiditis.

Major treat to reproductive organs are Neoplasms, tumor of the breast and cervix cancers
in adult females and prostates cancer in adult males.

Most women hit the highest point of their reproductive abilities in their late 20‟s,
i.e. irregular ovulation and shorter menstrual periods – menopausal period.

The production of estrogen may continue after menopause but the ovaries finally stop
functioning as endocrine organs. The reproductive organ and breast begin to atrophy or shrink if
estrogen is no longer released from the body. With this case, the vaginal becomes dry that causes
intercourse to become painful if frequent and the vaginal infections become increasingly
common.

Signs of estrogen deficiency: irritability and mood changes [depression in some]; intense
vasodilation of the skin‟s blood vessels, gradual thinning of skin and loss of bone mass, slowing
rising high blood levels etc..

Note: there is no counterpart for menopause in males. Although aging men show a steady
decline in testosterone section, their reproductive capability seems unending. Healthy men are
still able to father offspring well into their 80‟ and beyond.

Erogenous zones

It refers to part of the body that are primarily receptive and increase sexual arousal when
touched in a sexual manner. Examples: mouth, breast, genitals, anus. However, erogenous zones
may vary from one person to another. Some people may
desire and enjoy being touched in certain area more than the other area, like, neck, thighs,
abdomen and feet.

Human Sexual Behavior

It defined as any activity – solitary, between two persons, or in a group – that induces/
brings sexual arousal [Gebhard, P.H. 2017]. This behavior is classified according to gender and
number of participants.

Types of behavior: Solitary behavior [involving one individual]; and Socio-sexual

behavior [more than one individual]

Solitary behavior

Self – gratification [begins at or b4 puberty] means self –stimulation that leads to sexual
arousal and generally, sexual climax. This takes place in personal and private as an end in itself,
but can also be done in a socio-sexual relationship.

This is common for males but becomes less frequent or is abandoned when socio-sexual
activity is available.

Therefore, self-gratification is most frequent among the unmarried. However this self-
gratification usually decreases as soon as an individual develop socio-sexual relationship.

Nowadays, human are frequently being exposed to sexual stimuli esp. from advertising
and social media. Some adolescents become so much aggressive when they respond to such
stimuli.

The rate of teenage pregnancy is recently increasing. The challenge is to develop self-
control so that to balance suppression and free expression. Why? To prevent premarital sex and
acquire STD.

Socio-sexual behavior

It is the greatest amount of socio-sexual behavior that occurs b/w only one male and one
female. This usually begins in childhood and may be motivated by curiosity, such as showing or
examining genitalia.
 Physical contact involving necking and petting is considered as an ingredient of the
learning process and eventually of courtship and selection of a marriage partner.

Petting differs from hugging, kissing and generalized caresses of the clothed body to
produce stimulation of the genitals. This is done due to affection as source of pleasure,
preliminary to coitus [this is an insertion of male reproductive organ into female organ]. This is
regarded as an important aspect in selecting partner but also a way of learning how to interact
with another person sexually.

A behavior may be interpreted by society or individual as erotic depending on the context

in which the behavior occurs. Example, kissing as a gesture of intimacy b/w couples while other
sees this as respect and reverence.

Physiology of human sexual response

Sexual response follows a pattern of sequential stages or phases when sexual activity is
continued.

1. Excitement phase = it is caused by increase in pulse and blood pressure; a sudden rise in
blood supply to the surface of the body resulting in increased skin temperature, flushing, and
swelling of all distensible body parts particularly noticeable in the male and female reproductive
system, rapid breathing, secretion of genital fluids, vaginal expansion, and a general increase in
muscle tension.

2. Plateau phase = it is generally of brief duration. If stimulation is continued, orgasm usually

occurs.

3. Sexual climax = a feeling of abrupt, intense pleasure, and rapid increase in pulse rate and
blood pressure, and spasms of the pelvic muscles causing contractions of the female reproductive
organ and ejaculation by the male that last only for few seconds normally not over ten.

4. Resolution phase = it refers to the return to a normal or subnormal physiological state.

Whereas males return to normal even if stimulation continues, but continued stimulations can
produce additional orgasms in females. Females are physically capable of repeated orgasms
without the intervening “rest period” required by males.
Prepared by MIGUEL C. CIERVA JR Page 39
Nervous system factors

The nervous system plays a significant role during sexual response. The autonomic
system is involved in controlling the involuntary responses.

The efferent cerebrospinal nerves transmit the sensory messages to the brain to create
stimulus and later initiating a sexual response. The brain will interpret the sensory message and
dictate what will be the immediate and appropriate response of the body. The muscles contract in
response to the signal coming from the motor nerve fibers while glad secretes their respective
product. So, sexual response is dependent the activity of the nervous System.

Hypothalamus and limbic system are part of the brain believed to be responsible for
regulating the sexual response, but there is no specialized “sex center” that has been located in
the human brain.

Apart from brain-controlled sexual responses is the reflex. This reflex is mediated by the
lower spinal cord that leads to erection and ejaculation for male, vaginal discharges and lubricant
for female when the genital areas are stimulated. But still, the brain can overrule and suppress
such reflex activity, when sexual response is socially inappropriate.
Sexual problems

These may be classified as physiological, psychological and social in origin.

Physiological problems are the least among the three categories. Small number of people
suffering from diseases due to abnormal development of the genitalia or that part of the
neurophysiology controlling sexual response. Example: vaginal infection, retroverted uteri,
prostatitis, adrenal tumors, diabetes, senile changes of the vagina and cardiovascular problems.

Medication: Through surgery

Psychological problems: usually caused by socially induced inhibitions, maladaptive

attitudes, ignorance and sexual myths held by society. Example: mature sex must involve rapid
erection, prolonged coitus and simultaneous orgasm. Methods: magazines, married books and
general sexual folklore often strengthen these demanding ideals which are not always achieved;
therefore, can give rise to feeling of inadequacy anxiety and guilt. Hence, resulting negative
emotions can definitely affect the behavior of an individual.

Premature emission of semen is a common problem for young males. Why? Because of
the natural result of excessive tension in a male who has been sexually deprived. Erectile
impotence is almost always a psychological problem in males under
40; in other cases, the impotence may be the result of disinterest in the sexual partner, fatigue,
and distraction because of nonsexual worries, intoxication and other causes such as occasional
impotency is common and requires no therapy.

Ejaculatory impotence [inability to ejaculate in coitus] is uncommon and usually of

psychogenic origin. Why? It is due to the past traumatic experiences. Warning! Occasional
ejaculatory inability can be possibly expected in older men or in any male who has exceeding his
sexual capacity.

Lastly, vaginismus is a strong spasm [contraction] of the pelvic musculature constricting

the female reproductive organ so that penetration is painful or impossible. It can be due to anti-
sexual conditioning or psychological trauma as an unconscious defense against coitus.

Medication: through psychotherapy and by gradually dilating/widening the female organ

with increasing large cylinders.

Sexual Reproductive diseases are the following:

1. Chlamydia

2. Gonorrhea

3. Syphilis

4. Chancroid

5. Human Papillomavirus

6. Herpes simplex virus

7. Trichomonas vaginalis

Natural and artificial methods are the following:

1. Abstinence

2. Calendar method

3. Basal body temperature

4. Cervical mucus method

5. Symptothermal method

6. Ovulation detection

7. Coitus interruptus

Artificial methods are the following:

1. Oral contraceptive

2. Transdermal patch

3. Vaginal ring

4. Subdermal implants

5. Hormonal injections

6. Intrauterine device

7. Chemical barriers

8. Diaphragm

9. Cervical cap

10. Male condoms

11. Female condoms

12. Surgical methods (vasectomy and ligation)

UNIT 2: MATERIAL SELF: TO BUY OR NOT TO BUY?

We are living in a world of sale and shopping spree. We are given a wide array of
products to purchase from a simple set of spoon and fork to owning a restaurant. Almost
everywhere, including the digital space, we can find promotions of product purchase.
Product advertisements are suggestive of making us feel better or look good. Part of us wants
to have that product. What makes us want to have those products are connected with who we
are. What we have and already possess is related to our self.

Belk stated that “we regard our possessions as part of our selves. What we have and what
we possess.” There is a direct link b/w self-identity with what we have and possess.

LESSON PROPER
Material self

A Harvard psychology in the late nineteenth century, William James, wrote in the book,
the principles of psychology in 1890 that understanding the self can be examined through its
different components namely: 1] its constituents; 2] the feelings and emotions they aroused self-
feelings; 3] the actions for which they prompt the seeking and self-preservation. The constituents
of self are composed of material self, the social self, the spiritual self, and the pure ego.

The material self, according to William James primarily is about: our bodies; clothes;
immediate family; home.

HOME

Immediate Family

Clothes

Body

MATERIAL SELF:

1. Body is the innermost part of material self. You are directly attached to this
commodity that you cannot live without. You strive hard to make sure that this body functions
well and good. Example is Mariah Carey, she was reported to have placed a huge amount for the
insurance of his vocal cords and legs.

2. Clothes is next to the body that was being influenced by the “the philosophy of dress”
by Herman Lotze. William James believed that an essential part of the material self is clothing.
Lotze stipulated in his book that any time you bring an abject into the surface of your body, you
invest that object into any consciousness of your personal existence taking in its contours to be
your own and making it part of the self.

3. Immediate Family is the third in the hierarchy. Your parents and siblings hold another
great important part of yourself. What they do or became affects you. When an immediate family
member dies, part of you dies, too. When their lives are in success, you feel their victories as if
you are the one holding the bacon. In their failures, you are put to chance or guilt. When they are
disadvantage situation, there is an urgent urge to help like a voluntary instinct of saving one‟s
self from danger.

4. Home is the fourth component of material self. Home is where your heart is. It is the
earliest nest of your selfhood. Your experience inside the home were recorded and marked on
particular parts and things in your home. There was an old cliché about rooms: “if only walls can
speak”. The home thus is an extension of self, because in it, you can directly connect yourself.

We are what we have

Russel Belk (1988) posits that “… we regard our possessions as part of our selves. We
are what we have and what we possess.” The identification of the self to things stared in our
infancy stage when we make a distinction among self and environment and others who may
desire our possessions.

The possessions that we dearly have tell something about who we are, our self- concept,
our past, and even our future.
UNIT 3: SPIRITUAL SELF: BELIEVE IT OR NOT!

Spiritual self is one of the four (4) constituents of the “self” according to William James
in his book, The Principles of Psychology in 1890. The spiritual self is the most intimate, inner
subjective part of self – the most intimate version of the self because of the satisfaction
experienced when thinking of one‟s ability to argue and discriminate, of one‟s moral sensibility
and conscience, and our unconquerable will is purer than all other sentiments of satisfaction.

LESSON PROPER
Religion

Rebecca Stein (Stein 2011) works on the definition of religion "as a set of beliefs and
practices that usually includes some or all of basic characteristics. These
characteristics are:

1) A belief in anthropomorphic supernatural being, such as spirit and gods

2) A focus on the sacred supernatural, where sacred refers to a feeling of reverence and awe
3) The presence of supernatural power or energy that is found on supernatural beings as
well as physical beings and objects

4) The performance of ritual activities that involves the manipulation of sacred object to
communicate to supernatural beings and/or to influence or control events
5) The articulation of worldview and moral codes through narratives and other means
6) Provide the creation and maintenance of social bonds and mechanism of social control
within a community; provide explanation for unknown and a sense of control for
individuals.

An individual lives in a society where there are many practices of religion. The choice of
religious belief lies within the spiritual self although the choice may be influenced by the society
and its culture.

Ritual

It is the performance of ceremonial acts prescribed by a tradition or sacred law

(Britannica 2017). Ritual is a specific, observable mode of behavior exhibited by all known
societies. It is thus possible to view ritual as a way of defining or describing humans.

There are three fundamental characteristics of rituals according to Penner (Britannica

2017). Ritual has the characteristics of:
 1) A feeling or emotion of respect, awe, fascination, or dread in relation to the sacred
2) Dependence upon a belief system that is usually expressed in the language of myth
3) Is symbolic in relation to its reference

The self can be described as a ritual being who exhibits a striking parallel between their
ritual and verbal behavior. Just as language is a system of symbols that is based upon arbitrary
rules, ritual may be viewed as a system of symbolic acts that is based upon arbitrary rules.
Participation to rituals is expressions of religious beliefs.

Some World Religious Beliefs and Practices

There are different religious with different beliefs and practices. Some of the major world
religions are Buddhism, Christianity, Hinduism, Islam, and Judaism. Excerpt of some religious
beliefs and practices are found in the University of London's Religion and Belief Guide 2017.

Core beliefs

Buddhism believes that life is not a bed of roses. Instead, there are suffering, pain, and
frustrations. When people suffer, they want to experience the goodness of life and avoid
disappointments. It becomes a habit known as the reactive cycle of wanting and hating, like and
dislike, band craving and aversion. This reactive cycle can be broken through the practice of
mediation, acquiring more wisdom and deeper understanding, and acceptance of things as they
are.

Customs and Practices

There are two types of meditation practices: samatha and vipassana. The Samatha is
practiced as mindfulness of breathing and development of loving kindness (Metta Bhavana).
Vipassana practices aim developing insight into reality. Acquiring wisdom is by studying
Buddha's teaching, the Dharma. Through the reflection of Dharma, Buddhist can achieve a
deeper understanding of life. Buddhists believe in non- violence principle.

Some of the major Buddhist celebrations are Parinirvana Day in February; Buddha Day
(Wesak) in May; Dharma Day in July; Padmasambhava Day in October; and Sangha Day in
November.

Christianity

Core beliefs

Christians believe in Trinitarian God. One God in three personas: God the Father
(Creator), God the Son( Savior),and God the Holy Spirit Sustainer). Eternal after death will be
achieved through faith in Jesus Christ. Jesus Christ is, God the Son, who came into flesh, to
spread the good news of salvation. He died on the cross for the sins of the humanity but
resurrected from the death, so that anyone who believes in him will be

saved in have eternal life. The holy bible is a selection of books, which is divided in to two, the
Old Testament and New Testament.

Customs and Practices

Sacrament of Baptism and Sacrament of Communion are practiced by Christian

churches. The sacrament of Baptism symbolizes the birth in Christian world, while the sacrament
of communion is an act of remembrance of Jesus Christ 's sacrificial love. Jesus Christ teaching
in unconditional love that is expressed in loving the poor, oppressed, and outcast of the society

Christmas and Resurrection (Easter) are the two major celebrations in Christianity.
Christmas, usually on December 25, commemorates the birth of Jesus Christ while Resurrection
Sunday (depends on the lunar calendar, sometime in March or April) celebrates the resurrection
of Jesus Christ from death.

Hinduism

Core beliefs

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. Karma is a concept where the reincarnated life will depend on how the past
life was spent. Hindus believe that the soul passes through a cycle of successive lives and it's
next in carnation is always dependent on how the previous life was lived. Vedas are sacred
Scriptures of Hindus. Mahabharata and Ramayana are two other important texts of the Hindus.

Custom and practices

Diwali and Navrati are the most celebrated festivals of the Hindus. Diwali is the festival
of lights while Navrati is the festival of nine nights, which celebrate the triumph of good over
evil. Hindus have set dates to honor particular manifestations of God.

Islam
Core beliefs
 Muslims believe in Allah, who is their "One God" They believe in the unity and
universality of God. Muslims also have a strong sense of community or "ummah" and an
awareness of their solidarity with all Muslims worldwide. Islam means "willing submission to
God ".

Muslims believe that Mohammed is the last and final prophet sent by God. Mohammed
was born in Mecca in 570 CE and received revelations from God through the Angel Gabriel over
a period of 23 years. The Holy Bible of Islam is called the Quran, which was taught to be recited
in Arabic because any translation is seen as inadequate.

Customs and practices

Muslims believe in the five pillars of Islam, which are the foundation of Muslim
life:

1) Shahadah - statement of faith: "There is no God but the one true God and Mohammed is
his messenger".
2) Salat - the prayer that is practiced five times a day.
3) Zakat - the monetary offering for the benefit of the poor. It comprises the 2.5% of a
Muslim's assets.
4) Haji – the yearly pilgrimage to Mecca. Muslims who can afford are asked to do the
pilgrimage at last once in their lifetime.
5) Sawm – the fasting. Muslims do fasting from food, drink, and sexual act during the
celebration of Ramadan s the ninth month of the Islamic lunar calendar. The fast is from
dawn to sunset.

Two of the major festivals in Islam are Eidul-Fitr and Eidul-Adha. The first one refers to the
celebration at the end of Ramadan, while Eidul-Adha is the celebration within the completion of
the Pilgrimage, the Haji.

Judaism

Core beliefs
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 Moses and later, Joshua.

The Jews believe in the coming of Messiah, the Savior. The sacred scripture of the Jews
is called the Torah or the Law. The Torah is the guide of the Jewish living. The study and
interpretation of Torah is part of the Jewish culture.

Customs and Practices: There are five major festivals observed by the Jews:

1. Rosh Hashanah - the New Year

2. Yom Kippur - the Day of Atonement

3. Pesach - Passover

4. Shavuot - Pentecost

5. Sukkot - Tabernacles. The Jewish Sabbath begins on Friday evening at sunset and is an
important time when families gather for the Shabbat meal.
UNIT 4: MORAL SELF: LIVING WITH PURPOSE

This lesson primarily defined moral and morality as having to do with right and wrong
in the context of societal norms and expectations. The lesson went on to say that one‟s level of
morality is tested especially when one is placed in a dilemma in w/c s/he has to make a decision
on what best course of action to take while taking into account that his/her decision does not
disturb, offend or hurt other people.

It will be pointed out that the process of moral development is in sync w/ intellectual
development. It implies that moral development has cognitive or intellectual foundations. As one
goes through each stage of moral development [Kohlberg], s/he also experiences the
corresponding stage of intellectual development [Piaget].

The importance of teaching the children the ability and skill to determine what is right or
wrong was likewise emphasized. Parenting styles are considered a significant factor in
developing moral reasoning. The four styles or parenting were also described in this lesson.
Every day, people are confronted with various dilemmas. Solving them requires one to
decide on what kind of action or response to make. In some instances, it is easy for one to
respond to a difficult situation, while in some cases, choosing the best response is difficult.

A dilemma is a problematic/complex situation in which a difficult choice must be made.

The kind of responses taken or made when one is in a quandary/ predicament serves as a good
test of a person‟s level of moral development.

Moral is related to a sense or standard that determines what is right and what is wrong. It
distinguishes correct/ right/ good from incorrect/ wrong/ evil from inappropriate. Morality refers
to system of beliefs and values that ensures that individuals will keep their obligations to others
in the society and behaves in ways that do not interfere with the right and interests others.

Decision-making is understandably difficult, the degree of w/c depending on the

situation. An individual who has a good sense of what is right and wrong will be an honest and
upright member of the community possessing a better moral self.

Moral reasoning

It refers to the judgment people make about what courses of action are correct or
incorrect in particular situations. Reasoning is a cognitive skill, but influences moral
development
 Lawrence Kohlberg came up with the Theory of Moral Development by studying the
concept of moral reasoning. This theory is shaped by and tied up to Piaget‟s Stages of
Intellectual Development. Piaget asserts that intellectual development proceeds in stages or
levels. The 1st is the sensorimotor stage in w/c the child learns and develops knowledge about
his/her environment by relating sensory experiences to motor action. 2nd is the preoperational
stage in w/c the child learns to use symbols like words or mental images to solve simple
problems. 3rd is the concrete operations stage in w/c the child develops the ability to perform a
number of logical operations on concrete objects

that are present. And lastly, formal operations stage in w/c the individual acquires the ability to
solve abstract problems in a logical manner.

This progression is related to the development of moral resoning. Thus the evolution of
one‟s sense of right and wrong in making decisions depends on his/her level of intellectual
development. This connection implies that advanced levels of intellectual development are
associated with higher stages of moral development. With this situation, a child cannot exhibit
advanced level of moral development if s/he is still at an early stage of intellectual development.

Early in life, at the lowest level of development, self-preservation and self-interest are the
main reasons for one‟s actions and decisions. From there, moral development proceeds to the
next level guided by a more social or other oriented motivation, like avoidance of criticism or
censure from others, or simply for reasons of gaining social acceptance. At this level, the child
conforms w/ then gradually starts to conform with the laws of society. The highest level of moral
development goes much beyond the self and social reasons. At this point, decision making
considers social justice and the good of the society at large. Moral reasoning tries to strike a
balance b/w individual rights and laws of society.

At times, you might be placed in a dilemma w/c requires you to make a decision. You 1st
have to harness your intellectual capacity and reasoning ability in choosing what “best” decision
to take.

When you are at the crossroads of making a decision, always go back to your goals and
your philosophy of life as your guide.

Parenting styles and practices

The physiological or biological basis of moral and intellectual development has been
discussed earlier. One other factor w/c affect the individual‟s development is environmental
influence. This is the external forces outside of the individual person.
Parenting styles
It is known as the parent‟s strategies. According to Diana Baumrind, there are three
parenting styles, namely authoritarian [parents attempt to shape, control and evaluate the
behaviors and attitudes of their children in accordance w/ an absolute or respected authorities,
thus, obedience becomes a virtue]; authoritative [parents direct their children‟s activities in a
rational and intelligent way. They are supportive, loving and committed; support a give-and-take
relationship; discuss their rules and policies w/ children and encourage children to present their
viewpoints] and permissive [parents are less controlling and behave with an accepting and
non-punishing attitude towards their children‟s desires, actions and impulses.]

The fourth style was introduced by Maccoby and Martin in 1983. They coined the term
uninvolved or neglectful [parents who take on a hands-off stand in the affairs of their
children.]

However, most parents combine different styles in child –rearing.

Effects of Parenting Styles

Parenting styles influence the development of children‟s personality.

1. Authoritarian parents are demanding and their children have less behavioral problems
w/c are easily prevented. However, studies show that children reared under autocratic parents
tends to become withdrawn, fearful, and dependent. Children may suffer from low self-esteem.

2. Authoritative parents have children who are independent, reliable, rational and confident.
These children generally feel good about themselves.

3. Permissive parents rarely impose rules and are non-punishing. Thus, they tend to have
children who do not put structure and order in things that they do. For these children, anything
goes.

4. Uninvolved parents are detached and indifferent to the needs of their children. As such,
children grow up feeling unloved and cannot follow instructions. Some fall prey or sort to
substance abuse as a form of distraction or a way to get attention.

It must be noted that the kinds of parenting styles represent the dominant practices
applied by parents in dealing with their children. it is important that when children misbehave,
they are made to realized the consequences of their behavior. On the other hand, if they behave
well, the corresponding reward or motivation should be given.
 UNIT 5: POLITICAL SELF: BEING FILIPINO
The Philippines has only emerged in the 1890‟s after over three centuries of colonization
of the Spaniards. Liberation from the last colonizers, the Japanese, only occurred in 1946. Foreign
culture, beliefs, language, and religion have made a huge dent on our own by setting a foundation
to the contemporary Filipino identity and culture.

An individual‟s race, ethnicity, and physical characteristics are not the only factors that
make a person‟s national identity. Values and traits also important indicator that set apart one
nationality.

Through common goals, principles, and values of its people a nation empowers.

Who is a Filipino?

Filipinos globally renowned personalities; Manny Pacquiao; Lea Salonga; Michael Cinco who have
made the Filipinos recognized around the world through their expertise.

Buwan ng Wika and Independence Day celebrations prompt us to go back to our roots
and reflect on the question: Who is a Filipino? According to the 1973, of Philippine Constitution,
Filipino citizens are;

a. Those whose fathers or mothers are citizens of the Philippines.

b. Those born before January 17, 1973,of Filipino mother.
c. Who elect Philippine citizenship upon reaching the age of majority.
d. Those who are naturalized in accordance with law.

Citizenship is not only a marker of being a Filipino. Culture and history greatly
influenced the manner that Filipinos learn, live and behave to date.

Filipino Values and Traits

Philippines is a lush island paradise famous for its grandiose mountain views, pristine
beaches, and rich and diverse culture changing from province to province. Philippines well
known for its awe-inspiring beauty, perhaps the Filipinos unique traits, reputable values, and
laudable talents make the country a place to be.

“Mabuhay!” and “Salamat" the common Filipino phrases. “Po” and “Opo” habits saying
to the elders. “Kumain ka na ba?” meaning “Have you eaten yet?” and importunate asking of a
Filipino.
The Filipino Hospitality

Filipino‟s brand of hospitality is known everywhere. Filipinos welcome their guests and
tourists as if they are their own brothers and sisters.

They always make their guests feel at home, offering them something to eat, and or even
a place to stay. They are also fond of giving pasalubong or tokens and pabaon or farewell gifts to
their visitors.

Respect for Elders

Filipinos greet their elders by kissing their hand while saying “Mano Po!” constantly
using “Po" and “opo” in conversation. There is also a wide array of references to elder people
such as ate for elder sister; kuya for older brother; Tito and

Tita for uncle and aunt ;Lolo and Lola for grandparents ;and Manong and Aling for older people
outside the family.

Close Family Ties

Filipino maintains a tight relationship with their families regardless if the children are old
enough and already have a family of their own.

Cheerful Personality

Filipinos have a habit of smiling and laughing a lot. Smiling is a coping strategy for
many Filipinos especially during trying Times and calamities. Filipino always tries to maintain a
positive outlook in life which makes them resilient and able to manage almost everything with a
simple smile.

Self-sacrifice

The self-sacrificing attitude of Filipinos can be seen as an extension of the Filipino

hospitality. Filipinos go out of their way to extend help to their friends, families, and loved ones.

Bayanihan

Is the spirit of communal unity and cooperation of Filipinos. Giving without expecting
something in return. Filipinos are always ready to share and help their friends and loved ones
who are in need.
“Bahala na” Attitude

“Bahala na” is a Filipino version of the famous line “Hakuna Matata,” meaning no
worries. The phrase said originated from the “Bathala na,” where Bathala means God, and the
phrase meaning leaving everything into God's hands. It can also view as cheerful and positive
attitude of Filipinos and allowing situations take care of themselves instead of worrying about
them.

Colonial Mentality
It is regarded as the lack of patriotism and the attitude where Filipinos favor foreign
products more than their own. It does not only concern goods, but also the desire to look more
foreign than local and keep up with foreign beauty trends. It is attributed to the centuries of
colonization Filipinos had experienced under the Spanish, American and Japanese rule.

“Mañana” Habit

Filipino term for procrastination. It was derived from a longer Filipino phrase called
“Mamaya na” means dawdling things, which could have been done at an earlier time. It was a
poor habit of laziness that results in heavier workloads.

“Ningas Kugon"

“Ningas" is a Filipino term for flame and “Kugon" is a Filipino term for Cogon grass that
easily burns out after it is put into flames. It is refers to the attitude of eagerly starting things but
quickly losing eagerness soon after experiencing difficulty. Filipinos are regarded as “Juan
Tamad” or Lazy Juan because of laziness.

Pride

When two parties are not in good terms, they find it so hard to apologize and wait until
the other party asks for an apology first.

Crab Mentality

Where one resents the achievement of another, instead of feeling happy for that person.
They pull each other down and ruin each other reputation rather than bringing them up, resulting
to no progress.

Filipino Time
 Filipinos have this common attitude of arriving late at commitments, dinner, or parties
especially if they are meeting someone close to them. They tend to not observe punctuality
altogether.

Filipino Markers
1. Proverbs or Salawikain - Damiana Eugenio, regarded as the mother of Philippine
Folklore, classified proverbs into six categories (Eugenio,2000);
a. Proverbs expressing a general attitude toward life and the laws that
govern life;
b. Ethical proverbs recommending certain virtues and condemning certain vices;
c. Proverbs expressing a system of values;
d. Proverbs expressing general truths and observations about life and human
nature;
e. Humorous proverbs; and
f. Miscellaneous proverbs.
2. Superstitions – Filipinos subscribe to their own set of superstitious passed down from
generation to generation. Some of the superstitious influenced by beliefs from other
cultures, but Filipinos have retold according to their own experiences and they sometimes
end up even more interesting.
3. Myths and legends
4. Heroes and Icons – Heroes serve as a reminder of true patriotism and nationalism as they
have sacrificed their lives for the sake of their country‟s freedom and progress. The last
monday of August we lend to celebrate our heroes to remember their greatness, bravery,
and resilience that has led to the freedom we know today. Lea Salonga, Manny Pacquiao,
and our national hero Jose Rizal, serve as important Filipino markers as they have made
the Filipino name pronounced worldwide through their own expertise.

How to be a Good Filipino

1. Be an active Filipino citizen.
2. Study the Philippine history.
3. Support local products.
4. Speak the Filipino language.
5. Do not spread fake news and be democratic in engaging with dissent.