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Understanding The Self Ge 1 Module Asc

This unit seeks to help students understand the construction of the self from several perspectives such as philosophy, sociology, anthropology, and psychology. It also examines the traditional Eastern and Western approaches to the question of "Who am I?". The unit is divided into three parts: the first part explores perspectives on the self from philosophy, sociology, anthropology, and psychology. The second part looks at various views of the self such as the physical, sexual, spiritual, political, material, and digital selves. The final part identifies areas of interest for young generations like learning, goal setting, and managing stress, and applies the ideas from the course to developing oneself.

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100% found this document useful (1 vote)

760 views

Understanding The Self Ge 1 Module Asc

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Erica Elas

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Download as DOCX, PDF, TXT or read online on Scribd

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PREFACE

UNDERSTANDING THE SELF is a three (3) unit course with 3 hours lecture every
week for 54 hours in the semester. The nature of this course deals with the identity, factors
and forces that impact the improvement and care of individual identity. The pronouncement
to go on oneself has inspired in numerous and varied ways to follow. Among the questions
that are frequently asked by many people ”Who am I” asking this question are usually
troubled with their identity and are exploring for the awareness of themselves. The
incongruity is that if you look more on to view who you are, the much flimsy you are apt to
look about yourself.

This course is supposed to help the search of the concerns and issues on self and
identity and it seeks to fit this end by consolidating all the personal with the scholarly matters
discussed in the day to day experiences of students.

In this course it is divided into three major parts: The first part [Unit I]seeks to help
and understand the construction of the self from several perspectives such as, philosophy,
sociology, anthropology, and psychology as also the traditional division between the East and
West each searching to give answers to the question of“ who am I”.

The second part [Unit II] looks for some of the several views of the self, such as the
physical, sexual, spiritual, political, material, and digital self the period of the new generation
[GEN Z].

The final part [Unit III] identifies the three areas of interest for young generations,
such as, learning, goal setting, and managing stress. It also gives a more applicable application
of the ideas delivered in this course. Enables them the personal experience of developing
themself, helping them to plan for self-regulated learning, goal setting, and self-care. (CHED
Training Second Batch Generation).
All parts of this book are reserved and belong to the author.
Reproducing any parts of this book without permission
from the author is prohibited.

Clarinda A. Reyes
Eric G. Claudio
Authors

Karen Jann M. Aquino

i
Crisanto D. de Jesus
Mary Claire D. Calura
Melissa Belinda P. Faronilo
Elizabeth S. Manuel
Venus A. Vitles Co-
Authors

Andrelenz Buenaventura
Maureen Joyce Santiago
Contributors

Copyright 2020 by NEUST

Printed and Published by:

Nueva Ecija University of Science and Technology
Gen. Tinio Street, Quezon District, Cabanatuan City
Telephone No. (044) 463-1201

TABLE OF CONTENTS

PREFACE i
INTRODUCTION TO THE UNDERSTANDING THE SELF
“WHO AM I” v
Unit 1: THE SELF FROM VARIOUS PERSPECTIVE 1
Philosopher’s Perspective of the Self 3
References 10
Self From the Perspective of Anthropology 12
Sociology 14
References 17
Self From the Perspective of Anthropology 19

ii
Anthropology 20
References 22
Self From the Perspective of Psychology 24
Psychology 27
References 31
The Self From Eastern and Western 33
Eastern and Western Philosophy 34
References 37
UNIT II: UNPACKING THE SELF 39
The Physical Self 44
References 46-47
The Sexual Self 49
Sex and Human Values 54
References 58
Material/Economic Self 60
I Shop Therefore I am, I have Therefore I am 64
References 67
Spiritual Self 70
Spirituality and Religion 72
References 75

Political Self 79
Developing a Filipino Identity 81
References 83
The Digital Self 86
I,Me,Myself, My User ID Online 88
References 93

iii
UNIT III: MANAGING AND CARING FOR THE SELF 97
Learning to be a better Student 99
References 102
Setting Goals for Success 105
Setting Goals for the Self 106
References 109
Stressors Responses 113
What is Stress 115
References 122

iv
INTRODUCTION TO THE UNDERSTANDING OF THE SELF

WHO AM I?

This question is frequently asked by many people. Asking

this question is typically struggling with their identity and are
exploring for a sense of them. The incongruity is that the more you
search to identify who you are, the more flimsy you are likely to
feel about yourself.

The identity of the self should be seen as an on-going

process. We should grasp a streaming awareness of the self, where
we are constantly re-organizing, re-framing, re-considering and re-
thinking ourselves. Awareness of insufficiency, the question "Who
am I?" are frequently asked.

To get nearly aware of your feelings, hopes, thoughts, and

fears are evidently suggested. It is important to prosecute your
sense of self as malleable. It is good to understand that we are so
part of that world and supposedly exists in a state of moving
potential. The goal is to approach that potential and keeping the
parts of our identity that go along to work as well. This process is
commonly known as positive disintegration. This allows us to seek
equilibrium between the utmost antecedently discussed and enter
into a human relationship with the self that dedicates to our own
development.
v

Unit 1- THE SELF FROM VARIOUS PERSPECTIVES

Overview

In this unit, students will understand the construction of the self from several
perspectives. The student will also reflect on a concrete experience from a holistic point of
view.

Learning Objectives

At the end of the unit, I am able to:

1. explain the different representations and conceptualizations of the self from various
philosophical views;
2. examine the different influences, factors and forces that shape the self;
3. evaluate how the self has been represented across the different perspectives; 4.
analyze the development of one’s self and identity; and
5.explain the concept of Philosophy and Self.

Setting Up

Activity 1.1.1

WHO I AM?

Name:___________________________________________________________

Date:________________________________

Section:_________________________________________________________

List three (3) things that you are:

1.
2.
3.
List three (3) things that you are not:
1.
2.
3.
What is something that represents you? (e.g. song, animal, object, symbols, etc.) Why?
____________________________________________________________________________________________________________
_________

1
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________

What do you like best about yourself? and what do you like least about yourself?
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________ What three (3) things would you like to change most about yourself?
1.
2.
3.

Who are two (2) people you most admire?

1.
2.
What do you admire about them?
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
___________________________________________________________________________________________________________
__________

What matters to you most in life?

What do you stand for (Principles)

What makes you happy?

2
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
___________________________________________________________________________________________________________
__________

How do you want to impact the lives of others?

Complete the sentence:

Dear self,
I want to___________________________________because___________________________

“WHO AM I” open the link and watch the video presentation

https://youtu.be/N5oRhCOyeAg Lesson Proper

DIFFERENT PERSPECTIVE OF THE SELF

PHILOSOPHER’S PERSPECTIVE OF THE SELF

What is Philosophy? It is a study of getting knowledge through inquiries and rational

thinking that bear on responding questions regarding the state and nature of an individual
and the universe we live in. From the Greek words “ Philos meaning love and Sophia” meaning
wisdom.
3
SOCRATES

First Martyr of philosophy knowledge of

education. He is being charged with corruption
of minors. He was made to choose between death
and exile with the drinking of Hemlock.
He died as a martyr that fought against
ignorance and narrow mindedness. His
philosophy underlies the value of the impression
of knowing oneself.
He believed men’s goal in life is to acquire
happiness. He said happiness motivates us to act
towards or avoid things that could have
negative effects in our lives. Like, by fully
knowing oneself a person will be able to achieve
Image credits to Encyclopedia happiness.
Britannica
He believed that every man is dualistic, composed of body and soul.
According to him, all individuals have an imperfect and impermanent aspect which
is the body. The universe is composed of physical and mental things that are the
basis of the concept of duality in the self.
The body is a physical thing that is not perfect and temporary. It might be
physically nice and perfect today but changes through the years.
The soul is a mental thing and is permanent. It lives and evident in the body
today hence, it separates when we die. Even without the physical body, the soul can
exist since it is mental.
PLATO

Plato is a student of Socrates. He wrote

various literature that tackles politics, human
nature, and constituted the concept of virtue and
intelligence. Father of Academy a place where
sharing and learning of knowledge happens and
later became one of the pillars and foundation of
what schools and education is now in the present.
Preceded the concept of Socrates in knowing
thyself, according to him, a person who is a follower
of truth and wisdom will not be enticed by vices and
will always be correct/moral/ethical.
He believed that the soul is divided into 3
different parts that have different views, leading to
different behaviors.

Image credits to Encyclopedia

Britannica
4
He supported the idea of duality and added that there are 3 concepts of the soul.

1. Appetitive soul is the part of the person that is motivated by want and need
to satisfy oneself. This satisfaction involves physical needs and pleasures and
desires, objects and situations.
2. Spirited Soul is a brave part of a person. The one who desires to do
something or to right the wrong that they observe. This is very competitive and is
very active. Competitiveness drives one to anticipate positive results and winning.
3. Rational soul is the drive of our lives. The part that thinks and plans for the
future. It decides what to do when to do it and the possible results one could have
depending on their actions.
ST. AUGUSTINE
A Saint and a philosopher of the
church. He follows the concept that God
embraces us all, he said that everything
will be better if we are with God. For him
God and his teachings affect several
aspects in life.
He relates our existence to God being
modeled in his likeness though being alive
means that we are still far from God and
has yet to be true with him.

Image credits to pinterest.com

The soul can be immortal through communion with the divine. He viewed
that dual nature of self in the circumstance where one is not perfect and immortal.
The soul is capable of immortality through the communion with the Christian God.
While in-universe, the body will live in virtue, longing to be with God.
RENE DESCARTES
Is a French Philosopher not able to
be the father of modern philosophy
because of his radical use of a systematic
and early scientific method to help his
assumptions? He believes in modern
dualism or the existence was presented
with the evidence from experiments as
well as philosophical reasoning.
He is famous to be the advocate of
methodical doubt. He defined the roles of
the mind and body to the belief of one’s
Image credits to Encyclopedia existence and sense of self. He is also
Britannica known for the statement “cogito ergo

5
sum” [I think therefore I am].

He viewed the dual nature of self where the mind is a thinking thing that
makes a man, and the body is a mere machine. Cogito is the mind enabling our
fundamental existence. The body is just an extension of it. He proved that this
statement is completely true.
According to him “I am thinking” and “I exist” is a combination of “ cogito ergo
sum” ‘I think therefore I am ‘.

JOHN LOCKE

Is an English philosopher and

physician. Considered to be the father of
classical liberation and his works made
up of the way to various revolutions to
fight the utter powers of monarchs and
rules of his time that led to the
improvement of governance, politics, and
economic system that we know today.

Image credits to psychology.wikia.org

For him, the self is most delineated by the idea “Tabula Rasa” [blank
slate] He believed that the experiences and perceptions of an individual are
necessary for the establishment of who that person can become. He said that a
person is born with knowing nothing and that is capable to input learning from the
experiences, failures, references, and observation of the person.
He viewed that consciousness is the center of the self. According to him the
personal identity and psychological continuity define who we are which means if
we have memory versions of ourselves through time, then we can still define
ourselves as such.
DAVID HUME
He is a Scottish Philosopher, he
focused his work in the field of empiricism,
skepticism, and naturalism. Self is a
collection of different impressions and
does not exceed the physical kingdom. He
said there is no permanent self because
impressions of things are based on our
experiences where we can make our
concepts and knowledge. Hence, it might
Image credits to Encyclopedia improve or totally be replaced.
Britannica

He anchored his definition of the self on the empiricist school of thought. He

6
cited that the self is nothing but a collection of impressions. He defined
experiences as either impressions or ideas. According to him, impressions are
products of our direct experiences while ideas are copies of our impressions.
IMMANUEL KANT

A German philosopher that is famous for

his works on empiricism and rationalism.
He establishes that the compendium of
impressions and different contents is what it
only takes to describe a person. Knowing of
different emotions that we have such as
impressions and behavior is only a portion of
yourself.

Image credits to
philosophers.co.uk

He defined the self as an organizing principle that combines experiences.

According to him, the mind permits us to recognize not only things that are
present in this universe but also those that are not present but are experienced
anyways, that he called the “apparatuses of the mind”
SIGMUND FREUD
He is the father of psychoanalysis. He is
famous for his work on human nature and the
unconscious. He also believed that man has
different constructs of personality that interacts
with each other. He also conceptualizes the various
levels of consciousness that give an idea of how a
person develops a sense of self.
Man has three [3 ] aspects of Personality.

Image credits toEncyclopedia

Britannica
He detailed the idea of a multi-layered self. There are three levels of
consciousness:
Conscious- mind includes mental abilities that we are presently aware of.
Preconscious- activities that are not currently active but stored in our memory.
Unconscious- activities that are totally unaware of,
The three levels of awareness: Id [driven by pleasure principle] Ego
[ reality] Superego [conscience]

7
“Freud's Psychoanalytic Theory on Instincts Motivation, Personality and Development”
open the link and watch the video presentation https://www.youtube.com/watch?
v=7vFf5CS27-Y

image credits to simplypsychology.org

GILBERT RYLE
He gained first-class honors at
Queen’s College, Oxford, and became a
lecturer at Christ Church College in 1924.
His first book, The Concept of Mind
(1949), is considered a modern classic. He
challenges the traditional difference
between body and mind as delineated by
René Descartes.
According to him the Traditional
Cartesian dualism, commit a serious
confusion when searching beyond the
human body. It views the mind as an
additional mysterious thing not subject to
observation or to mechanical laws, rather
Image credits to Encyclopedia than as the form or organizing principle
Britannica of the body.
He contradicts the duality idea of the self, particularly the non-physical
self. The self is just a brand we call all the behaviors we make as individuals.

8
PAUL CHURCHLAND
A Canadian philosopher who
focuses on the idea that people should
improve our association and use of worth
in distinguishing the self.
The self is defined by the motility
of our brain. His work turns around folk
psychology or common sense
psychology. The main philosophy is the
idea of
“ eliminative materialism “ [debates
that people’s common sense
understanding of the mind is false and the
mental states that man are into are not
existing; applies the understanding of
Image credits to wordassociation1.net behavior and emotions]
He was a materialist who believed that nothing but a physical entity exists.
His manger the idea of a non-physical mind as the place of consciousness. He
supported the self-based on brain states rather than in mental states.
MAURICE JEAN JACQUES MERLEAU-PONTY
A French phenomenological
philosopher, powerfully influenced by
Edmund Husserl and Martin Heidegger.
He is famous for his works on
existentialism and phenomenology. Self-
regarded that the body and mind are not
separate entities instead those two
elements are one and the same. He
creates the concept of the phenomenology
of perception [unity of the function of the
mind and the body ] which is divided into
Image credits to pinterest.com three division:
The body that both obtains the experiences as well as incorporates like
experiences in the different perceptions.
The Perceived world is the accumulation of the perception and merged by the
experiences of the body.
The people and the world enable one to not only be able to integrate the other
objects in the universe but also to be able to experience the cultural aspect and
associate to some.
References

Internet resources

9
MelSchwartz,L.C.S.W.,Retrieved
from.,https://www.psychologytoday.com/us/blog/shiftmind/201006/who-am-i

https://www.nourfoundation.com/events/Perspectives-on-the-Self/Conversations-on-
Identity-andConsciousness.html

https://www.slideshare.net/shinpaiwa/understanding-the-self-lecture-1-
philosophicalperspectives

https://www.wattpad.com/715925505-understanding-the-self-
philosophicalperspective/page/2

https://www.coursehero.com/file/35714954/2-The-Self-from-Various-
PerspectivePhilosophyModulepdf/

10
Assessing Learning

Quiz 1.1.1

SELF FROM THE PERSPECTIVE OF SOCIOLOGY

Learning Objectives
At the end of the unit, I am able to:
1. describe the self as a social structure.
2. explain the four stages of role development in child socialization.
3. analyze the importance of socialization for individuals and society.
4. explain the nature versus nurture debate.
5. describe both the conformity of behavior in society and the existence of individual
uniqueness.
11
6. learn the roles of families and peer groups in socialization.
7. understand how we are socialized through formal institutions like schools, workplaces,
and the government.
8. explain how people are socialized into new roles at age-related transition points.

Setting Up

Activity 1.2.1

PICTURE RECOGNITION

Image credits to pinterest.com

Activity 1.2.2

Name:____________________________________ Date:_________________________

Section:_______________________________

REVALIDATING MYSELF
Ask three persons who are close to you (Friend, Classmate, Family, Colleagues) about
your own characteristics. On the space provided, write the details given to you by someone
whom you asked. Validate your answer whether you agree or disagree on it and explain your
reason behind your validation.
12
1.Name: ________________________ Relationship: (Friend, Family, Classmate) ______________
Characteristics given to you
____________________________________________________________________________________________________
________
____________________________________________________________________________________________________
________
___________________________________________________________________________________________________
_________
___________________________________________________________________________________________________
_________ __________________

Validation: Do you Agree or Disagree? Explain

2. Name: ____ Relationship:(Friend, Family, Classmate) _

Characteristics are given to you
____________________________________________________________________________________________________
________
____________________________________________________________________________________________________
________

Validation: Do you Agree or Disagree? Explain

3. Name: ______ Relationship:(Friend, Family, Classmate)

Validation: Do you agree or disagree? Explain

13
____________________________________________________________________________________________________
________
____________________________________________________________________________________________________
________
____________________________________________________________________________________________________
________
Lesson Proper

Sociology

Why Socialization Matters

It is important because it helps uphold societies and cultures and it is also a key part of
individual development. Study exhibits that we are stirred by both:
 nature - is the hormonal and genetic and composition
 Nurture-it is the cultural surroundings in which we are upraised

Sociology is nearly concerned with the way that influences our behavior patterns. It is
broad by the manner of behavior differ from class and gender.

Self-development according to the psychological theories it has been broadened by

sociologists who explicitly examine the social interaction and the role of the society. Mead and
Cooley both impart importantly to the sociological understanding of the development of the
self. Carol Gilligan and Lawrence Kohlberg developed their concepts further, exploring how
our awareness of morality develops. Gilligan also added the concept of gender differences to
Kohlberg’s theory. Human beings are born, with natural traits and genetic makeup. All the
same, individuals evolve through social interaction. Both in the fields of psychology and
sociology have represented the cognitive process of development of the self and to
understand how that “self” becomes socialized.

Freud (1856–1939) A prestigious Sigmund Freud

Psychoanalyst. He is a modern scientist to
put away the theory about on how to
develop the meaning of self. He also thinks
that sexual development and personality
were nearly attached, and he separates the
process of maturation into overall
psychosexual stages that affect the child’s
discovery through the physical pleasures
linked to :

Image credits to Encyclopedia Britannica

14
He pioneered the sociological
Charles Horton Cooley perspectives on the self-development
[1864– 1929]. He declared that the people’s
understanding of the self is constructed,
”looking glass self” in part, is their
conceptualization of how others see them
[Cooley, 1902]. People imagine how they
must look to some, on certain outfits, fix
their hair, and how they wear makeup. The
perception that our look is going to change
how some others view us.

Image credits to Encyclopedia Britannica

People always expect a particular reaction, and, if it is positive, we get it and feel
good about it. Cooley believed that self is not only based on some inner source of identity.
In some other words, people’s react like in a mirror in which we are reflected. “The
imaginations people have of one another are the solid facts of society” (Cooley, 1902).

15
Social Self George Herbert Mead
Mead [1863–1931] precocious a more
elaborated sociological approach to the self.
He agreed that the self is an individual’s
clear individuality that developed only
through social interaction. He argued that
the critical element of the self is its
capability for self-reflection, its capacity to
be “an object to itself” (Mead, 1934).
According to Mead, it broke the self-down
into two components
or “phases,” the “I” and the “me.”

Image credits to everythingsociology.com

“Me” represents the part of the self as “I” on the others’ hand, represents
“organized sets of attitudes” towards the the portion of the self that acts on its own
self. It is who we are in others eyes: our drive or reacts to the organized attitudes of
roles, our others like a novel, spontaneous,
“personalities,” our public personas. unpredictable portion of the self. It is always
caught up in a social process, in which we
turn back and forth between the I and the
Me.
The examples provided by Gallinero, et al., [p.24,2018] support this model.

Two sides of the self: “I” and “me”

Who I am How people see me
People pleaser Boring
Fun Bossy
Loving Pretty
caring Lazy
Loyal Kind
Honest
Judgemental
Hard worker
Anxious
On the inside On the outside
“Social Self Theory” open the link and watch the video presentation
https://study.com/academy/lesson/george-herbert-mead-the-self-me-i.html

References

Gallinero,W.B., Reyes, C.A.,Claudio, E.G., Alegado, A.M.,Understanding the Self. Two sides of
Self, 2018, 24,: Mutya Publishing House, Inc.:Malabon City Internet sources

16
https://courses.lumenlearning.com/sociology/chapter/theories-of-selfdevelopment/
#:~:text=Sociological%20Theories%20of%20Self%2DDevelopment,One%20of
%20the&text=Later%2C%20George%20Herbert%20Mead%20(1863,thr ough%20the
%20eyes%20of%20others.

https://laulima.hawaii.edu/access/content/user/kfrench/sociology/Th e%20Three
%20Ma in%20Sociological%20Perspectives.pdf

Video Presentation:

https://study.com/academy/lesson/george-herbert-mead-the-self-me-i.html

17
Assessing Learning

Quiz 1.2.1

Name_______________________________________________________ Date_____________________

Course/Year/Section________________

Direction: Encircle your answer.

1. Socialization, as a sociological term, describes:
a. How people interact during social situations.
b. How people learn societal norms, beliefs, and values.
c. A person’s internal mental state when in a group setting.
d. D. The difference between introverts and extroverts.

2. What occurs in Lawrence Kohlberg’s conventional level?

a. Children develop the ability to have abstract thoughts.
b. Morality is developed by pain and pleasure.
c. Children begin to consider what society considers moral and immoral.
d. Parental beliefs have no influence on children’s morality.

3. What is one way to distinguish between psychology and sociology?

a. Psychology focuses on the mind, while sociology focuses on society.
b. Psychologists are interested in mental health, while sociologists are interested in
societal functions. Psychologists look inward to understand behavior, while
sociologists look outward.
c. All of the above.

4. Which of the following is typically the earliest agent of socialization?

a. School
b. Family
c. Mass media
d. Workplace

5. Which of the following represents the part of the self in which one recognizes the
“organized sets of attitudes” of others toward the self.
a. Me
b. I
c. Self
d. Social self
SELF FROM THE PERSPECTIVE OF ANTHRHOPOLOGY

Learning Objectives

18
At the end of the lesson the students are able to:
1. Discover the meaning of Anthropology
2. Identify the subjects of inquiry and goals of Anthropology. 3. Explain
anthropological perspectives on culture
4. Describe culture as a complex whole.
5. Identify aspects of culture and society.
6. Recognize the Value of Anthropology for the 21st Century Setting Up

Activity 1.3.1
Name:____________________________________________ Date:__________________________

Section:__________________________________________

MY CULTURE IS MYSELF

Name three practices that you have acquired from your childhood years that are still existing
today and identify where have you accumulated those practices.
1. ____________________________________________________________________________________________________
________
____________________________________________________________________________________________________
________
____________________________________________________________________________________________________
________
____________________________________________________________________________________________________
________
____________________________________________________________________________________________________
________
____________________________________________________________________________________________________
________
2. ____________________________________________________________________________________________________
________
____________________________________________________________________________________________________
________
____________________________________________________________________________________________________
________
Of these practices, which of it influence your present self? How?
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________ Lesson Proper

19
Anthropology

What is Anthropology? It is the study of people, past and present. It centering on the
understanding the human condition in its cultural aspect. [Gallinero,et al.,2018,p27]

The anthropological perspective of self

It reckons the cultural origins and genetic of self. The self plays the role of
socialization and language, and the types of self bring forth the individual journeys to and
through adulthood.

Anthropologists take an encompassing approach to the study of humanity. They

acquire that no understanding of human beings is complete without the study of the full range
of the human phenomenon. Aanthropologists’, as individuals, may concentrate their studies
on a specific society or aspect of the human being, but they put their findings into a wide
theoretical perspective that seeks to add all of the human experience. This "holistic" approach
is mirrored both in interest in the wide variety of human beings and in a comprehensive
approach to the study of human beings.

CULTURE IS EVERYTHING

The individual has, does, and thinks as a part of society. It implies all material
possessions, belief system, and set of behavior. Culture is a powerful agent information of the
decisions and actions of humans in the given situation. It consists of:
 Material includes all the concrete and visible parts of culture, which includes foods,
clothes, and even buildings. Material culture differs, as each society is designed by its
environment and history [Culinary Culture of the Philippines] is different from even that
of its neighbor’s in Asia like Singapore. Cultural differences exist when groups of people
assign different meanings to different life events and things. Hence, the self is
embedded/attached in culture.
 Non- Material - it refers to the nonphysical concepts that people have about the culture,
including values, beliefs, norms, rules, morals, language, organizations, and institutions.

Culture is a method of inherited conceptions uttered in symbolic forms by means of

which people communicate, perpetuate and develop their knowledge about and attitudes
toward life.

Anthropology considers human experience as an interaction of:

 Nature it refers to genetic inheritance which sets the individual's potentials. Means that
to all of the genetic and hereditary factors that influence who we are from our physical
appearance to our personality characteristics.
 Nurture refers to the sociocultural environment. It means that to all the environmental
variables that upshot who we are, including our early childhood experiences, how we
were raised, our social relationships, and our surrounding culture.

20
As Max Weber mentioned that anthropology has emphasized that culture is not the behavior
itself but the joint understandings that guide behavior and are explicit in behavior. Anthony
Wallace and Raymond Fogelson called this case as IDENTITY STRUGGLES.
CONCEPT OF SELF IN DIFFERENT SOCIETIES

Culture and self are chromatic ideas that are to be understood in relation to one
another. The most essential philosophical task of the postmodern man today is to "work on
yourself" just like in the Socratic message "know thyself".
Robbins considered human beings as cultural animals as they make the meaning of
objects, persons, behaviors, emotions and events and behave in conformity with meanings
they presume to be true. Identity is interpreted as a disposition of basic personality
properties acquired mostly during childhood and, once integrated, more or less fixed.

The Self as Embedded in Culture

Human nature is mutually beneficial to culture. Identity Struggles is a difference

between the identity a person claims to possess and the identity attributed to that person by
others. Ethnic or race is relating to a population subgroup within a bigger or paramount
national or cultural group with a common national or cultural tradition.

To achieve self-identification, the individuals have to get over many hindrances like
traditionally established habits and externally imposed self-images.

Further research [Gallinero, et al., p28-29,2018] supports this claim, Catherine Raeff
[2010] a Developmental Psychologist, believed that culture can influence how you view the
following:

Relationships
Culture influences how you get into and keep a relationship.
Ex. Relationships might be seen as voluntary or as duty-based. In Western countries, it is
important to choose whom to marry, on the other hand, some Eastern countries still exercise
set up marriage.

Personality traits
Culture influences whether and how you value traits, such as self-esteem, politeness,
humility, and assertiveness, also how you perceive hardship in life.

Achievement
Culture influences how you value specific types of individual and group achievements
and how you define success.

Expressing emotions
Culture influences how you express yourself and it will affect you emotionally.

Open the link for the PowerPoint Presentation

https://prezi.com/go6zixmolgw-/an anthropological-conceptualization-of-self/

21
References

Gallinero, W.B., Reyes, C.A.,Claudio, Eric G.,Alegado, A.M.,Understanding the Self.

The Self Embedded in Culture, 2018, 27-29,: Mutya Publishing House, Inc.,Malabon City
Internet sources

https://www.plutobooks.com/9781783715244/anthropology-of-theself/#:~:text=The
%20Individual%20in%20Cultural%20Perspec tive&text=Western %20society
%20is%20individualised%3B%20we,ways%20of%2 1looking%20at%2

1 ourselves.

PowerPoint Presentation:
https://prezi.com/go6zixmolgw-/an-anthropological- conceptualization- of-self/
22
Assessing Learning

Quiz 1.3.1

Name______________________________________________________ Date____________________________

Course/Year/Section_____________

Direction: Identify is being asked in each statement below. Write your answers before each
number.

_____________________1. It is the study of people, past, and present.

_____________________2. It plays the role of socialization and language, and the types of self bring
forth the individual journeys to and through adulthood.
_____________________3. It is a powerful agent in formation the decisions and actions of humans in
the given situation.
_____________________4. It includes all the concrete and visible parts of culture, which includes
foods, clothes, and even buildings.
_____________________5. It refers to genetic inheritance which sets the individual's potentials.
_____________________6. It refers to the nonphysical concepts that people have about the culture,
including values, beliefs, norms, rules, morals, language, organizations, and institutions.
_____________________7. He mentioned that anthropology have emphasized that culture is not
behavior itself but the joint understandings that guide behavior and are explicit in behavior.
_____________________8. It is a difference between the identity a person claims to possess and the
identity attributed to that person by others.
____________________9. A culture that influences how you express yourself and it will affect you
emotionally.
____________________10. To achieve it the individuals have to get over many hindrance like
traditionally established habits and externally imposed self-images.
SELF FROM THE PERSPECTIVE OF PSYCHOLOGY

Learning Objectives

At the end of the unit I am able to:

1. Explain the basic idea of reflexivity in human self-hood and how the “I” encounters
and makes sense of itself [“Me”].
2. Describe fundamental distinctions between three different perspectives on the self:
the self as actor, agent, and author.
3. Describe the development of the self’s sense of motivated agency from the
emergence of the child’s theory of mind to the articulation of life goals and values in
adolescence and beyond.
4. Describe the concept of personality.

23
Setting Up

Activity 1.4.1

Name:_______________________________________________________________Date:_______________________________

Section:_________________________________

JOHARI WINDOW

Instruction: There are four windows/quadrants that have different categories. Your task is to
write the information asked for every window.
1. Window 1: On the space provided, write eight (8) characteristics that you know about
yourself and are willing to share.
2. Window 2: Ask someone who could give you their thoughts and idea about yourself.
Write at least seven (7) details given to you by someone whom you asked.
3. Window 3: Write something about yourself that you are aware of but might not want
others to know. ( In this part, you are not forced to write information that is sensitive,
but you can give details that you think might be good to share.)
4. Window 4: Don’t write anything.

Window 1 Window 2
Known by Unknown by Self
Self

24
Window 3 Window 4
Self-disclosure/Hidden Area Unknown
Area

Activity 1.4.2

Name:________________________________________________________Date:_______________________

Section:______________________________________

Interpret the following

1. 2. 3. 4.

Sand MAN STAND______

BOARD I R/E/A/D/I/
N/G
5. 6. R 7.T 8.
ROA
WEAR_______ DS A O CYCLE
D CYCLE
LONG W
S CYCLE
N
6. 10. O 11. 12.
LE M.D. KNEE
VEL PH.D LIGHTS III
. B. I_____
S.

25
13. 14. 15. T 16.GROUND
CHAI O FEET
DICE
R U FEET
DICE
G FEET
H FEET
17. 18. 19. 20.
ECNAL
MIND_______ HE’S/HIMSELF DEATH/LIFE
G
MATTER
21. 22. 23. 24.
G.I.________ J
C C C ______PROGRAM YOU U ME
C C S
C BL T
O
U
S
E

26
Lesson Proper Psychology The Self as Cognitive Construction

What is psychology and how it helps you understand yourself and know who you
really are? Psychology is the scientific study of how people behave, think, and feel. It also
includes topics like how the brain works, how our memory is organized, how people interact
with groups, and how the children learn about the universe. The real fact, everything that
concerns human beings is a concern of psychology. The process of the human brain to
consciousness to memory, language, and reasoning. Psychology will examine it so that the
human being will understand how it is to be.

For better understanding some of the things that happen during cognitive
development, it is important first to scrutinize a few of the important concepts and ideas
introduced by Jean Piaget a clinical psychologist. He pioneered the theory of cognitive
development. The theory dealt with the nature of knowledge itself.

Piaget [1952] determined how children processed and made aware of the world
around them and finally developed a four-stage model of how the mind processes new data
encountered. [Gallinero, et al.,2018,p32] The three basic components of Piaget’s cognitive
theory are the following:

1. Schemas/schemes are the building block of knowledge. These are the mental organization
individuals use to understand their environment and fate action.

2. Adaptation is the child’s process to encounter situational conditions.

3. Stages of Cognitive Development are the growing expertise of the child’s thought process.

Piaget said that the knowledge children acquire is organized into schemes or groupings of the
same action or thoughts.

What Role Do Schemas Play in the Learning Process?

Assimilation

It is commonly known as the process of getting new information that is already active
in our schemas. This operation is somewhat subjective for the reason we tend to change
information and experiences that could fit in with our pre-existing beliefs.

27
Accommodation

It is a procedure known as a part of adaptation involves that altering or changing the

existing schemas, as a result of a new experiences and information. During this process, a new
schema might be developed.

Equilibration

Piaget believed that this mechanism tries to attack equilibrium between assimilation
and accommodation. It is essentials to maintain a balance between assimilation [previous
knowledge] and accommodation [new knowledge]. It helps to explain how the children can
move from one stage to another.

“Piaget’sTheory of Cognitive Development” open the link and watch the

video presentation https://www.youtube.com/watch?v=IhcgYgx7aAA

Piaget’s Stages of Cognitive Development

STAGE AGE CHARACTERISTICS OF STAGE

The child learns by doing, looking, touching,
and sucking.
Sensorimotor 0-2
The child uses language, symbols, letters, and
numbers.
Preoperational 2-4
Concrete operations 7-11 Thinking stage. The child demonstrates
conservation, reversibility, serial ordering,
and understanding of cause and effect
relationships.

Demonstrates abstract thinking.

Formal operations 11-15
Additional readings:
https://www.studocu.com/id/document/our-lady-of-fatimauniversity/psychology/
summaries/personality-theories/3083537/view https://www.learning-theories.com/piagets-
stage-theory-of-cognitive-development.html

Harter’s Self-Development Concept

Dr. Susan Harter, a psychologist, author, and professor elaborated on the emergence of
selfconcept and asserted that the wide developmental changes observe across early
childhood, later childhood, and adolescence could be understood in a Piagetian framework.
Self-concept is an idea that referring to an individual's perception of "self" that remains
comparatively consistent and steady over time, contexts and developmental stages.

28
Self Esteem is the ideal self and self-concept. Planetary self-esteem refers to the overall
mass opinion of oneself at any time, on a scale of positive and negative an [Harter, 1993, Pg.88
as cited in Kling et al 1999] Harter cited that, self-esteem can be observed as a degree of self-
success in academic, social and physical areas. Self-worthy Theory in Harter's theory was
founded on social and emotional development.
Further research [Gallinero, et al.,2018,p34] support this claim.

Development of Self-concept According to Harter are as follows:

 Early childhood. As the child describes the self in terms of concrete, observable
characteristics, like in physical attributes [I’m beautiful or I’m ugly or I’m witty], material
possessions [I have imported shoes and clothes, lots of toys], behaviors [I love wearing
my clothes, and shoes], and preferences [I like milk chocolates].
 Middle to later childhood. Self-described in terms of traits such as constructs [ex. timid,
brave, smart, approachable and shy] that would need the type of stratified organizational
skills characteristic of analytical thought development.
 Adolescence. Harter said this is the emergence of more abstract self-definitions, such as
inner thoughts, attitudes, motives, and emotions. For example A teenage girl in
discovering her selfconceptions she described herself as follows: “What am I like as an
individual?” Complicated! [I’m sensitive, friendly, outgoing, popular and tolerant though I
can be also shy. I’m a beautiful, happy person with my friends but at home, I’m more
likely to be anxious around my parents and family.[Harter,1990b,p.352]. In Piaget’s
findings on the adolescent’s ability to construct-higher order abstractions and the
capacity to introspection. [Harter, 1999] is the use of abstract words such as sensitive,
outgoing, cheerful, and anxious as self- portrait is consistent.
 Emerging adults. The self for is emerging adults having sight of “possible self”. The “age
of possibilities” [Amett, 2004 a]. Australian research [Whitty,2002], early emerging
adulthood [ages17-22] was found to be a time of “grand dreams”, of being wealthy and
having glamorous occupation., hence beyond emerging adulthood [ages 28-33] the
visions of a possible self-became more realistic, if still optimistic.

Self-image there is a saying that self-image developed as they grow older and a strong
one is necessary.

William James and the Me-self; I-Self

As William James [1890/1981, p. 221] cited in the Principles of Psychology, it lies at

the middle of mental life. As he is commonly has known “the father of American psychology” a
philosopher, psychologist, and university professor. He gave one of the earliest self-theory on
psychological analyses. According to him [1950], the self has two elements the I-self [pure
ego]and the Me-self [object].
James went on to differentiate between three aspects of self-hood:
 material self - physical appearance [clothing, family, and home]
 social self -social skills and interpersonal relationships
 spiritual self- personality, character, defining values

[James,1950;Newman,2017;Pomerleau,2017,Damon&hart,1982]

29
Real vs. Ideal Self

The ideal self includes:

1. Notions influenced by your parents;
2. What you admire in others;
3. What the society sees as acceptable; and
4. What you think is best your interest.

The real self is the one who you are; it is how you behave in a certain situation. It is who you
are in reality, how you think, feel, or act.

The Importance Of Alignment

If the real self is aligned with the way that I want to be it is the ideal self, then I will
feel aware of my mental well-being or peace of mind. If the way that I am is not aligned with
how I want to be, is the incongruence, or the lack of alignment, it will result in mental
distress or anxiety. The greater the level of incongruence between the ideal self and real
self, the greater the level of resulting distress. Let's take a look at some specific examples:
Example: My ideal self-image includes honesty
When my parents question me why I was late coming home from a party, and I am
honest and tell them that I didn't want to leave the party because I was having such a great
time, then despite the complexity [like being scolded], I will feel aware of my mental well-
being.
Hence, If I am not honest and tell them that my car wouldn't start, then the
misalignment between my real self and the ideal self will result in mental distress or anxiety.
The reality that I lied resulting in negative feelings.
“Multiple vs Unified Self” open the link and watch the video presentation
https://www.youtube.com/watch?v=FLhmJnlzjqY

True Self vs False Self

The true self is described by our real feelings and desires, on the other hand, the false
self is a side of us that has changed its behavior, inhibited feelings and forced needs aside in
order to survive. It presents the idea of the onion, the true self at the middle secured by outer
layers of a false self.

According to John Bowlby and D. W. Winnicott, a developmental psychologist, children

are very adjusted to their parents’ feelings and needs. They unconsciously acknowledge that
they need their parents’ permission in order to survive, so they strive to meet their needs as
much as possible. The true self is the child’s real feelings, needs, desires and thoughts it is
forced further and further inside the bulb. Yes, we still have all of these feelings, needs,
desires and thoughts, it’s just that the altered false self dominates, it has to.

30
Hence, this striving is important in our younger years, it changes us. The false-self
thought and behavior patterns we develop during childhood stay with us as adults. On the
other hand, they used to be helpful; they often become a deterrent as we get older and gain
more independence. While some psychologists see the true self as black and white [true self is
good, the false self is bad], some maintain there are two types of false self a healthy false self
and an unhealthy false self.

The Healthy False Self

The healthy false self is described as one which allows someone to be functional in
society. It enables politeness and social courtesy, even when we may not feel like it.

The Unhealthy False Self

The unhealthy false self comes from the same beginnings as the healthy false self. Yet,
for our long-term well-being, the effects of the unhealthy false self are rather different from
those of its opposite. This false-self is the one behind many dysfunctional behaviors, including
narcissism and addiction. As defined by D. W. Winnicott, the unhealthy false self as one that
fits into society through forced compliance rather than a desire to adapt.

References

Gallinero, W.B., Reyes, C.A., Claudio, E.G., Alegado, A. M.,Understanding the Self. The Self
Embedded in Culture, 2018, 28-29, 32- 34,38,: Mutya Publishing House, Inc., Malabon City
Internet resources

https://www.studocu.com/id/document/our-lady-of-fatimauniversity/psychology/
summaries/personality- theories/3083537/view

https://www.studocu.com/id/document/our-lady-of-fatimauniversity/psychology/
summaries/personality- theories/3083537/view
https://www.learning-theories.com/piagets-stage-theory-of- development.htm
cognitive- l
https://www.ocf.berkeley.edu/~jfkihlstrom/SocialCognitionWeb/ elf_supp.htm
Self/S

https://www.slideshare.net/HCEfareham/harters-theory
https://study.com/academy/lesson/ideal-self-vs-real-self-definition-lesson-
quiz.html#:~:text=In%20psychology%2C%20the%20real lf,is%20who
%20se %20w
e%20actually%20are.&text=The%20ideal%20self%2C%20on 20the,we%
%
https://www.growththruchange.com/2018/03/06/really-true-self-
vs- false-
31
self/#:~:text=True%20Self%20vs%20False%20Self,aside %20order%20to
%20in %
20survive.
Assessing Learning

Quiz 1. 4.1

Name_____________________________________ Date_____________________________

Course/Year/Section__________________________

1. Which 3 ways you can apply Harter's theory to practice? positive body language,
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
___________________________________________________________________________________________________________
__________
____________________________________________________________________________________________________________
_________

2. Why it is important to give children unconditional praise and showing interest in what the
child is doing?
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________

3. Does it provide strong and nurturing relationships with individuals or a group of

children.Why?
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________

32
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________

4. Discuss the theory of self-concept, self-image, or self-esteem?

____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________ THE SELF FROM EASTERN AND WESTERN

Learning Objectives

At the end of the unit I am able to:

1. Explain the concept of eastern and western thoughts.
2. Differentiate Eastern to Western thoughts.

Setting Up

Activity 1.5.1

Name:__________________________________________ Date:___________________________

Section:______________________________

33
FINISH THE SENTENCE

I do believe in_________________________________________________________________

I think my country is_________________________________________________________

I think Filipinos are __________________________________________________________

I give importance to __________________________________________________________

I am inclined to

behave_______________________________________________________ I like

to_________________________________________________________________________

When I confront challenges I usually _______________________________________

Part of me wants to_____________________________________________________________

I tend to compare myself ______________________________________________________

My Family taught me __________________________________________________________

My Community taught me_____________________________________________________

Lesson Proper

Eastern and Western Philosophy

EASTERN PHILOSOPHY WESTERN PHILOSOPHY
Buddhism, Confucianism, Hinduism, Christianity**,Rational,
Integral, Yoga, Islam, Taoism, Zen Scientific, Logical schools
East Main Principles West

34
 Cosmological unity  Feeling oneself as an
element of the Divine
 Life is a journey towards eternal realities that are
beyond the realities that surround us  Life is a service (to God,
money, business,
 Circular view of the universe, based on the
etc.)
perception of
eternal recurrence  The Linear view of the
universe and life, based
 Inner-world dependent on the Christian
 Self-liberation from the false "Me" and finding the philosophy where
true "Me". The highest state is believed to be a state everything has its
of 'no-self', where neither self-worth nor self- beginning and the end.
importance has any real meaning.  Outer-world dependent
 Behavioral ethics
 Self-dedication to the
goal (big dream, life
vision, happiness,
personal success, etc.)
East Living Principles West

VIRTUE ETHIC
"One can live
"To be able under all circumstances to practice five magnificently in this
things constitutes perfect virtue; these five things world if one knows how
are gravity, generosity of soul, sincerity, earnestness to work and how
and kindness." Confucius to love."
"Be satisfied with whatever you have, and enjoy the Leo Tolstoy
same. When you come to know that you have "Refrain from doing ill; for
everything, and you are not short of anything, then one all-powerful reason,
the whole world will be yours." Lao Tzu lest our children should
copy our misdeeds; we
"The thought manifests as the word; The word
are all too prone to
manifests as the deed; The deed develops into habit,
imitate whatever is base
And habit hardens into character. So watch the and depraved." Juvenal
thought and its ways with care, And let it spring from
love born out of concern for all beings." Buddha "There is no real excellence
in all this world which can be

separated from right living."

David Starr Jordan

East The “Me” Concept West

Eternal reality of the universal truth: "Me" is here and now. The
self-liberation through getting rid of the false true “Me” in every human
"Me" and discovering the true "Me" being is a part of the Divine

35
that needs to become
apparent. True “Me” is given
and doesn’t have to be
cognizable.
East Search for Absolute West
Truth
 More focused on
INDIVIDUAL
EVENTS and the role of
 HOLISTIC approach – all events in the universe are the person
interconnected  Searching outside
 Searching INSIDE YOURSELF – by becoming a part yourself - through
of the universe through meditation and right living research and analysis

Search for Truth and

East West
Fundamental Research

 The truth needs TO BE

PROVED.
 The truth is GIVEN is does not to have been proved.
 The philosophic base
 The philosophic base for and culture of
for and culture of
fundamental research is WEAKER.
fundamental research
is STRONGER.

INDIVIDUALISM/
East West
COLLECTIVISM
A human being has an
A human being is an integral part of the universe and individualistic nature and is
society. People are fundamentally connected. Duty an independent part of
towards all others is a very important matter. the universe and society.
COLLECTIVISM is stronger. INDIVIDUALISM is
stronger.
Goals and Key to
East West
Success
SPRITUAL MATERIALISTIC

36
"The secret of success in life,
and subsequently of making
money, is to enjoy your
work. If you do, nothing is
"Live a virtuous life and adhere to performing your hard work – no matter how
duties." Confucianism many hours you put in." Sir
Billy Butlin
"The Three Armies can be deprived of their
commanding officer, but even a common man cannot be "Success is that
deprived of his purpose." Confucius old ABC –
ability,breaks and
"If you really want everything, then give up everything." courage."
Lao Tzu Charles Luckman
"He is able who thinks he is able." Buddha "Flaming enthusiasm,
backed by horse sense and
persistence, is the quality
that most frequently makes
for success." Dale Carnegie
The Eastern and Western thought about the self Eastern concept of the self

 Confucianism is the identity and self-concept of an individual who is interlocking with

the identity and status of his/her community or culture, sharing its feelings as well as its
occurrence. [Self-Cultivation is the final purpose of life].
 Taoism is the self that is not just an extension of the family or the community it is also a
part of the world, one of the forms and manifestations of the Tao.[Selflessness]
 Buddhism is the self that is seen as a deception, born out of ignorance, of trying to clasp
and control things, or human-centered needs, hence, the self is also the source of all these
agonies.

Western concept of the self

The ancient Grecian philosophers view humans as the holders of irreplaceable values.
In medieval times, Thomas Aquinas, philosopher, and saint believed that the body constitutes
individuality. The individual was the focus of renaissance thought, with Rene Descartes
famous “I think therefore I am” as the epitome of the Western idea of the self. [Gallinero, et al.,
2018,p44] [The focus is always looking towards the self]

Frank Johnson [1985], psychiatrist and professor outlined four categories on

how the term “self” is used in the contemporary western discussion. [Gallinero, et al.,
2018,p45]

 Analytical is an inclination to see actuality as an aggregate of parts.

 Monotheistic is engaged in the tendency toward unitary explanations of phenomena and
a closed system view of self.
 Individualistic is a quality of western thinking where self-expression and self-
actualization are essential ways of establishing who one is, as well as discovering
satisfaction in the world.

37
 Materialistic/rationalistic is western thinking tends to disregard explanations that do
not use analytical reasoning modes of thinking [Johnson, 1985; Goldin,2000].
Eastern and western differences

The Western culture is more individualistic and trying to look for the meaning of life
there and now with self at the canter as it is already given and part of the divine, while in the
Eastern philosophy is drawn much more into groups or society or people’s actions and
thoughts as one in order to look for meaning in life as they try to get rid of the false “me”
concept and find meaning in discovering the true “me” in relation to everything around them,
or as part of a bigger scheme.

Additional reading:
http://www.1000ventures.com/business_guide/crosscuttings/cultures_eastwest-
phylosophy.html

References

Gallinero, W.B., Reyes, C. A., Claudio, E.G., Alegado, A.M., Understanding the Self. Western
concept of the self, 2018, 44-45,: Mutya Publishing House, Inc., Malabon City Internet sources
https://prezi.com/p/tobpvdqtdh9f/the-self-in-western-and-eastern- thought/

http://www.1000ventures.com/business_guide/crosscuttings/cultures_ east-
westphylosophy.html

38
Assessing Learning

Quiz 1. 5.1

Name__________________________________ Date______________________

Course/Year/Section__________________

Why are Filipinos known for being a collectivistic culture?

Do you personally agree that you are a collectivist? If yes, why?

39
____________________________________________________________________________________________________________

_________ If not, share a specific personal experience why you think you are individualism and

not collectivist.

UNIT II. UNPACKING THE SELF

Overview
This lesson gives you an insight into the concept of beauty, self-esteem, and body image that
shapes your physical self.

Learning Objectives

At the end of the lesson, I am able to:

1. differentiate the physical self to other aspects of the self;
2. distinguish self-esteem from body image with respect on culture; 3.
discover the impact of culture on the standard of beauty; and
4. construct a self-illustration of my physical self.

Setting Up PHYSICAL SELF Activity 2.1.1

Name: _____Date:

Course/Section: __________________________Instructor: _________________________

LET’S FACE IT!

40
Directions: Below is a figure of a human face. With the table provided, list down five
specific parts of your face that you find attractive. In a word, write down the adjective that
describes each part.

I like my: Because it is:

Source: freestuff4kids.net
1. What have you observed from the parts that you have listed?
_______________________________________________________________________________________________________
________
_______________________________________________________________________________________________________
________
_______________________________________________________________________________________________________
________
_______________________________________________________________________________________________________
________
_______________________________________________________________________________________________________
________

2. Which among the parts do you think is the most beautiful part of your face? What is/are
your reason/s that you find that part most beautiful?
_______________________________________________________________________________________________________
________
_______________________________________________________________________________________________________
________
_______________________________________________________________________________________________________
________
_______________________________________________________________________________________________________
________
_______________________________________________________________________________________________________
________

3. How do you take care of the parts that you have listed?
_______________________________________________________________________________________________________
________

41
_______________________________________________________________________________________________________
________
_______________________________________________________________________________________________________
________
_____________________________________________________________________________________________________
__________
_____________________________________________________________________________________________________
__________
_____________________________________________________________________________________________________
__________
_______________________________________________________________________________________________________
________

42
Activity 2.1.2

Name:_____ Date:

Course/Section:__ Instructor:

Directions: In the table provided below illustration, make a list of your observed beauty
standard in the Philippines.
THE STANDARD

Source: 123rf.com

MALE FEMALE

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.
1. What have you observed from your list of beauty standards in the Philippines?

43
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
___________________________________________________________________________________________________________
__________
____________________________________________________________________________________________________________
_________

2. Do you think your beauty standards came from you own perception? Why yes, or why not?
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
___________________________________________________________________________________________________________
__________
__________________________________________________________________________________________________________
___________
__________________________________________________________________________________________________________
___________
____________________________________________________________________________________________________________
_________

3. Do you think that there should be a standard of beauty? Why yes, or why not?
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
___________________________________________________________________________________________________________
__________

44
Activity 2.1.3

Name:__________ Date:

Course Section:_____ Instructor:

Rosenberg Self-Esteem Scale

Direction: Below is a list of statements dealing with your general feelings about yourself.
Please indicate how strongly you agree or disagree with each statement by putting a check (/)
in each column.

ITEMS STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE
1. Onthe whole, I am
satisfied with myself.
2.At times I think I am no good at all.

3. I feel that I have a number of

good qualities.
4. I am able to do things as well as
most other people.
5. I feel I do not have much to be
proud of.
6.I certainly feel useless at times.

7. I feel that I'm a person of worth, at

least on an equal plane with
others.
8. I wish I could have more respect
for myself.
9. All in all, I am inclined to feel that
I am a failure.
10. I take a positive attitude toward
myself.
Scoring:
Items 2, 5, 6, 8, 9 are reverse scored. Give “Strongly Disagree” 1 point, “Disagree” 2 points,
“Agree” 3 points, and “Strongly Agree” 4 points. Add your scores to all ten items. Keep scores
on a continuous scale. Higher ratings indicate higher self-esteem.

1. Do you have high or low self-esteem? What do you think is the reason for having that
score?
____________________________________________________________________________________________________________
_________
45
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
2. What are the steps that you will make to maintain/improve your scores?
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
___________________________________________________________________________________________________________
__________
____________________________________________________________________________________________________________
________ Lesson Proper

THE PHYSICAL SELF

The physical self refers to the body that can be observed and examined. It is the aspect of
the self that consists of the extremities and internal organs, both with a vital function of
maintaining one’s life. As one aged, these critical functions gradually change. During infancy
and old age, physical efficiency performs at least. Its peak is early adulthood and slowly
declines into the middle age (Go-Monilla & Ramirez, 2018, p. 97).

THE IMPACT OF CULTURE ON BODY IMAGE AND SELF-ESTEEM

Morris Rosenberg (1965) defined self-esteem as one’s attitude toward oneself

(Ackerman, 2020). It is one’s self-worth or self-respect as a person. It is how much you
appreciate and adores yourself. It involves a variety of feelings about yourself, the
appearance, beliefs, emotions, and behaviors (Cherry, 2019). He devised the Rosenberg Self-
Esteem Scale, a test that measures self-worth by rating both positive and negative feelings
about the self.

Body image covers the emotional attitudes, beliefs, and perceptions of a person towards
their own body. It relates to what a person believes and feels about their body. This also
includes how they control and sense their body (Brazier, 2017).

According to the Canadian Mental Health Association (2015), body image and self-esteem
influence each other. It is hard to value yourself when you do not like your body. The reverse
is also true: if you cannot see the positive side of yourself and treat it with respect, you do not
value it.

Below are illustrations of having a good body image and self-esteem and poor body image
and self-esteem and its effect on your mental health

46
Good body image and self-esteem
Source: Canadian Mental Health Association, BC Division

Poor body image and self-esteem

Source: Canadian Mental Health Association, BC Division

Culture has a great influence on a person’s self-esteem and body image. It can be positive,
negative, or both (Brazier, 2017). The traditions practiced culturally can either hurt or help us
in our life. The culture that we are surrounded by has a substantial influence on how we feel
about ourselves and how we think about our bodies. It can either be favorable to or resistant
to the building of a healthy body image and self-esteem. For example, dieting and body
appearance have been a focus of Western Culture. It is the same as in other cultures as

47
digitally retouched photos become a norm in society. This kind of mentality negatively
influences an individual’s body image (Karges, 2015).

THE IMPORTANCE OF BEAUTY

People value physical appearance in different cultures. They tend to worry about how
they look, how people will now to look at them, and what people will say about them. The
standard of beauty changes through time as the preference of the people varies from time to
time. What may be considered the standard of beauty in one culture may be different in other
cultures. It goes well with attractiveness as what may be attractive to another one may not be
appealing to another. The culture is greatly influenced by society; thus, the concept of beauty
is embedded by it (Palean et al., 2018, p. 74).

Across the globe, culture dictates what is beautiful. What is perceived as beautiful in
Egyptian women are slim, high-wasted, narrow hips, and long black hair. Contrastingly,
during the Renaissance period, women with a full figure or curvy and rounded hips were
considered beautiful. During the Medieval Age, gorgeous are chubby, fat or plump women like
in some ancient tribes (e.g., Africa). In Asian countries (Malaysia, the Philippines, and
Indonesia), which used to be beautiful, are women with flat noses. The standards of beauty
change over time due to culture. Traditionally considered most attractive are those humans
who have clear skin, thick shiny hair, well-proportioned bodies, and symmetrical faces.
Beauty is deemed necessary throughout history, with features that indicate youth, health,
excellent genes, and fertility (DeMello, 2014, pp. 173-205).
Body art and body modification like body piercing are also considered beautiful in
various cultures. In Ethiopia, Kara people use body painting to attract the opposite sex
(exploring-africa.com, 2020). Scarification, or scarring the skin to produce marks, is being
practiced by the Masai people in Tanzania to represent beauty and family pride to women and
strength, courage, and bravery to the men (newtimes.co.rw, 2010). Other tribes in Ethiopia,
like the Mursi and Suri, women wear lip plates that determine their beauty. The larger the lip
plate, the more beautiful a woman is (Agbo, 2018). Maria Jose Cristerna, the Mexican vampire
woman, reinvented herself through body piercings to empower herself (Valentine, 2015).
Plastic surgery is also a form of body modification that is popular nowadays due to the
influence of social media (Walker et al., 2019). Printed materials (magazines, billboards,
newspapers, and others), television (entertainment, fashion and, other shows) and the social
media (influencer, vloggers, and others) profoundly influence the standard of beauty of the
culture. What is perceived as beautiful is copied; thus, it is unrealistic and unachievable.

The standard of beauty is not absolute as per culture. There will always a constant
struggle to look at the perfect measure of beauty. The usual definition of beauty is reliant on
culture dictated by society. Self-image problem arises when your beauty standards do not
match with your looks (Gallinero et al. 2018, p. 61). There is a struggle of convincing the self
because of their set standards. Remember that no two persons are alike. Everyone is unique,
and that makes one stand out amongst the crowd. Besides, inner beauty should never be
forgotten as it is part of a person’s development.

48
Refer to links below for additional information:
Philippines (April) | 100 Years of Beauty - Ep 6 by Cut
https://www.youtube.com/watch?v=NIsAeFYZFXE

Female Beauty Around The World by Buzzfeed Videos https://www.youtube.com/watch?

v=5o9Dp6D91fI

USA Men (Samuel) | 100 Years of Beauty - Ep 12 by Cut https://www.youtube.com/watch?

v=3-tJ5erxh4Y

Men's Standards Of Beauty Around The World by Buzzfeed Videos

https://www.youtube.com/watch?v=tneKwarw1Yk

References

Books:

DeMello, M. (2014). Beautiful bodies. In Body studies: An Introduction. New York, NY.
Routledge.

Go-Monilla, M. J. A & Ramirez, N. C. (2018). Understanding the Self. Quezon City: C & E
Publishing, Inc.

Gallinero, W. B., Reyes, C. A., Claudio, E. R. & Alegado, A. M. (2018).Understanding the Self.
Malabon City. Mutya Publishing House, Inc. Malabon City

Palean, E. D. V., Nazarion, M. B. D., Valero, J. B. G., Descartin, I. K. L. &Morales-Nuncio, E.

(2018).
Introspection: Understanding the Self.Mandaluyong City:Books Atbp. Publishing Corp.

Internet sources:

Ackerman, C. E. (2020). What is Self-Esteem? A PsychologistExplains. Retrieved from:

https://positivepsychology.com/self- esteem/

Agbo, N. (2018). The Ethiopian Tribe Where A Lip Plate Makes You MoreAttractive. Retrieved
from: https://guardian.ng/life/the- ethiopian-tribe-where-a-lip-plate-makes-
you-moreattractive/
Brazier, Y. (2014). What is body image? Retrieved from:
https://www.medicalnewstoday.com/articles/249190
Canadian Mental Health Association, BC Division. (2019). Body Image, Self-Esteem, and
Mental Health. Retrieved from:
https://www.heretohelp.bc.ca/infosheet/body-image-selfesteem-and-mental-
health

49
Karges, C. (2015). How Cultural Traditions Can Shape Body Image. Retrieved from:
https://www.eatingdisorderhope.com/blog/how-cultural-traditions-can-shape-
bodyimage#:~:text=Cultural%20Traditions%20Can%20Help%20or,body%20image
%20and%20s elf%2Desteem.

Kendra, C. (2013). Signs of Healthy and Low Self-Esteem. Retrieved from:

https://www.verywellmind.com/what-is-self-esteem-2795868
Printable Blank Faces. (2020). Retrieved from:
http://freestuff4kids.net/printable-blank-faces/
Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton
University Press. Retrieved from:
https://fetzer.org/sites/default/files/images/stories/pdf/selfmeasures/
Self_Measures_f or_Self-Esteem_ROSENBERG_SELF-ESTEEM.pdf

The Kara Body Painting and Modifications (2020). Retrieved from:

https://www.exploring-africa.com/en/ethiopia/kara-or- karo/kara-body-
painting-andmodifications

Tribal Scars and Scarification (2010). Retrieved from:

https://www.newtimes.co.rw/section/read/81680

Valentine, C. (2013). Maria Jose Cristerna – The Mexican Vampire Woman. Retrieved from:
https://oddculture.com/maria-jose-cristerna- the-mexican-vampire-woman/

Vector - Opposite wordcard for male and female illustration by blueringmedia (2020).
Retrieved from: https://www.123rf.com/photo_80862554_stock-vector- opposite-
wordcard-formale-and-female-illustration.html

Walker, C. E., Krumhuber, E. G., Dayan, S. & Furnham, A. (2019). Effects of social media use on
desire for cosmetic surgery among young women. Retrieved from:
https://link.springer.com/article/10.1007/s12144-019-00282-1

Assessing Learning

Quiz 2.1

Name:_____ Date:

Course/Section:_ Instructor: _

Test I. Directions: Encircle the letter that corresponds to your answer.

1. It is all about the appearance.
a. Sexual Self c. Material self
b. Physical Self d. Digital Self

2. Culture is usually not the basis when setting the standards of beauty.

50
a. True
b. False

3. Refers to a person’s beliefs about his or her own worth and value.
a. Self-confidence c. Self-esteem
b. Body image d. Self-worth

4. Is the way one sees the physical self and the thoughts and feelings that result from that
perception
a. Body presentation c. Self-esteem
b. Body imaged d. Self-representation

5. A test that measures self-worth by rating both positive and negative feelings about the
self
a. 16PF c. Baron EQ
b. Rosenberg’s Self-esteem scaled d. Guilford-Zimmerman

Test II. Directions: Answer the statements/questions completely and comprehensively.

1. Differentiate Self-Esteem from Body Image.

2. _________________________________________________________________________________________________________
________
_________________________________________________________________________________________________________
____________

3. How does culture affect our standard of beauty? Cite some examples to support your
answer.

Overview

This lesson will provide you with understanding of how sexual self impacts one’s
development.

Learning Objectives

At the end of the lesson, I am able to:

1. review the human reproductive system;

51
2. distinguish biological, physiological and psychological aspects of
humansexuality discuss issues with consumerism; and
3. widen knowledge on youth sexual and reproductive health.

Setting Up

Activity 2.2.1

Name: _____ Date:

Course/Section: _________________________ _Instructor: _________________________

Directions: Draw male and female reproductive systems. Label the organs and its function.

Male Reproductive System

Female Reproductive System

52
Illustrate human sexual response cycle

Activity 2.2.2

Name: _____ Date:

53
Course/Section: __________________________ Instructor: _________________________

Directions: Answer the following questions completely and comprehensively.

1. What are the male and female secondary sex characteristics?

2. How does sex hormones affect a person’s general health? What are the factors that
affect levels of male and female sex hormones?
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
3. What are the sexual behavious of humans and animals? Are there similarities or
differences?
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________

54
____________________________________________________________________________________________________________
_________

4. What is Sternberg’s Triangular Theory of Love? What other theories or principles that
explain the occurrence of attraction?
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________

5. What is the difference between sex and gender?

____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
___________________________________________________________________________________________________________
__________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________

6. What are the dynamics of LGBTQ and SOGIE?

55
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________

56
Activity 2.2.3

Name: _____ Date:

Course/Section: _ Instructor: _

Directions: Watch the news or check into social media notifications. List issues concerning
reproductive health and rights. Express your opinions regarding the matter in a virtual space
created for this purpose.

Lesson Proper

Have you ever wished you could talk about sex openly? Ask questions and discover your
sexual self? Let’s admit it, you know to yourself that you want to. It does not mean we
discussed sex we are liberated and this is not actually embarrassing to talk about. By
understanding and putting these topics into mind, you will understand your sexual self-
better and clarify uncertain thoughts and feelings.

57
Sex and Human Values

Conceding that values are both personal and cultural, most sex researchers and educators
struggle to preserve their writings on sexuality value free. In research when they label the
sexually reserved individuals as “erotophobic” and as “high sex guilt” they explicit their own
values.
Furthermore, we improve our lives by knowing ourselves, by realizing that others share
our feelings, by understanding what is likely to please or displease our loved one. Behold the
increasing realization that some types of sexually explicit material can lead people to devalue
or hurt others.

Sex Drive

Psychologist thinks that sex drive peaks during the teens and early twenties (Hyde, 1982).
The drive declines gradually during the middle forties, another sharp decline in sexual
activity appears in the late sixties (Solnick and Corby, 1983).

Sex and Gender are parts of you that need to be continuously explored. These two
remains to be used interchangeably however current literature has provided us enough
information to differentiate one from the other. The emergence and/or development of
Sexual Orientation, Gender Identity and Expression termed as SOGIE is also an important
topic in understanding one’s sexual self.

These are further explained in YouTube Video URLs below:

Sex Determination: More Complicated Than You Thought

(https://www.youtube.com/watch?v=kMWxuF9YW38)

Hear Kids' Honest Opinions on Being a Boy or Girl Around the World | National Geographic
(https://www.youtube.com/watch?v=2B3ea7IGwLA)

EXPLAINER Part 1: What you need to know about SOGIE

(https://www.youtube.com/watch?v=7n7ollEPm2Q)

EXPLAINER: What you need to know about SOGIE Part 2

(https://www.youtube.com/watch?v=3H3UgGzzm_Q)

What makes us human is our sexuality. It is an innate function to survive through

reproduction. Definitely, sex is beyond merely the act of procreation but answers to both
psychological and spiritual needs. Aside from sensuality that evokes many emotions it also
entails the interaction between two human beings – to touch and be touched, to love and be
loved.
Sexual behavior brings connectedness. Sexuality may humanize or dehumanize, validate
or invalidate and incarnate or disincarnate existence. It makes a person comforted, loved and
sometimes euphoric.

58
At a deeper level, sexuality is linked with birth and death, an association found in Freud’s
notion of Eros and Thanatos. Although ultimately death prevails over sex, sex affirms life. The
instinctual sexual energy or Eros expressed in the childbearing, art relationships transcends
nonexistence. Life continues for the new generation where one can be fondly remembered by
important others. This close psychological connection between sex and life or the absence of
it is a concrete reminder of the existential inseparability of this cycle.

Additional Readings:

The Responsible Parenthood and Reproductive Health Act of 2012

(https://www.officialgazette.gov.ph/2013/03/18/implementing-rules-and-regulations-of-
republicact-no-10354/)

Psychosexual Development

The famous psychoanalyst Sigmund Freud cited that children go through a sequence of
psychosexual stages that lead to the development of the adult personality. Freud’s theory
defined how personality developed over the course of childhood. Whereas the theory is well-
known in psychology, it has always been quite controversial, both during Freud's time and in
modern psychology. These are named psychosexual stages because each stage signifies the
fixation of libido (roughly translated as sexual drives or instincts) on a different area of the
body.

Image credits to Simply Psychology

Liking and Loving (Interpersonal attraction)

To like somebody or to have a desire to be in a relationship with somebody is called

interpersonal attraction. We like being with people, we enjoy the company of others.

59
Physical Attractiveness

We are attracted to those who are physically attractive. Surely, the attraction here is
relative. “Beauty is in the eye of the beholder”. Some men find women with long hair are
attractive but some men like women with short hair to see their neck area.

LOVE vs. LUST

LUST LOVE
 focus on a person's looks and  spend quality time together
body. with other than sex
 interested in having sex, but  get lost in conversations and
not in forget about the hours passing
having conversations
 keep the relationship on a  honestly listen to each
fantasy level, not discuss real other's feelings, make each
feelings. other happy.
 want to leave soon after sex  motivates you to be a better
rather than cuddling or person.
breakfast the next morning.
 want to get to meet his or her
 are lovers, but not friends family and friends
SEXUAL RESPONSE

It refers to the order of physical and emotional changes that arise as a person becomes
sexually aroused and partakes in sexually exciting activities, including intercourse (coitus)
and masturbation. Perceptive how your body reacts during each phase of the cycle can
improve your relationship and help you find the cause of any sexual difficulties. The sexual
response cycle has four phases:

R
e
s
o
l
Orgasm u
Plateau t
Excitement i
o
n

Both men and women encounter these phases, though the phasing usually is different. For
instance, it is improbable that both partners will reach orgasm at the same time. The intensity
of the reaction and the time spent in each phase differs from person to person. Knowing these
differences may help partners better understand one another's bodies and responses, and
develop the sexual experience.
60
LGBTQ

Terms to understand:

1. Lesbian - A woman who is primarily attracted to women.

2. Gay- A man who is primarily attracted to men; sometimes a broad term for individuals
primarily attracted to same-sex.
3. Bisexual- An individual attracted to people of their own and opposite gender.
4. Transgender- A person whose gender identity differs from their assigned sex at birth.
5. Transsexual- An outdated term that originated in the medical and psychological
communities for people who have permanently changed their gender identity through
surgery and hormones.
6. Queer- An umbrella term to be more inclusive of the many identities and variations that
make-up the LGBTQ + community.
7. Intersex- An individual whose sexual anatomy or chromosomes do not fit with the
traditional markers of “female” and “male”.

Same- Sex Attraction

Homosexual behavior is likely to present in all societies and cultures and has been
documented on all six settled continents. The homosexuality-heterosexuality distinctions is
not always a clear one. Not only do some people self-identity as bisexual, but others may also
change their sexual preference over the course of their lives (Chivers, Seto, & Blanchard,
2007). Researchers are trying to understand why some people are more strongly attracted to
members of the same sex than are other people.

Forms of Sexually Transmitted Diseases

Image credits to slideshare.net

Contraception Methods:

Generally, procreation is the basic reason for the sexual act hence couples should have
this in mind.

A. Artificial Method- this method can be stopped when couples decided to have a child
again.
1. Pills

61
2.Injection (Depo Provera)
3.Implants
4.Cervical Sponge
5.Spermicidal Gel
6.Condom
7.IUD
B. Natural Method- this method is encouraged by the church because it does not use
chemicals and therefore has no side effects on the part of the partners.
1. Calendar Method
2. Abstinence
3. Mucus Method
4. Basal Body Temperature Method

Resources

Frando M.F.,Isip L.A.,[2019]. Understanding the self,:Books Atbp.Publishing Corp.

GenderIt.Org, Feminist Reflection on Internet Policies, Gender, sexuality and the
internet , 20 August 2014 , Retrieved from
https://www.genderit.org/edition/gender-sexuality-andinternet

Grisham, Lori, USA TODAY Network, June 1, 2015 | Updated July 22, 2016, Retrieved from
https://www.usatoday.com/story/news/nation- now/2015/06/01/lgbtq-
questioningqueemeaning/26925563/

Harrison, Richard J. 2018 Encyclopædia Britannica, Inc. Retrieved from

https://www.britannica.com/science/human-reproductive- system

Lucas D. & Fox, J. (2020). The Psychology of Human Sexuality. Retrievedfrom:

https://nobaproject.com/modules/the-psychology-of- human-sexuality

Moini, J. 2012, Anatomy and Physiology for Health Professions, 2nd Edition, Sudbury
Mass: Jones & Barlett Learning

Internet resources https://nurseslabs.com/family-planning-

methods/ Assessing Learning

Quiz 2.2.1

Name: _____ Date: Course/Section:

__ Instructor: _

Directions: Answer the following questions completely and comprehensively.

62
Name three factors that influence sexual orientation and gender identity [5pts]
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Name three family planning methods [5pts]

Presently, how well do you know your sexual self? Rate from 1-10, 1 being the lowest and 10 being
the highest. Support your answer. [10pts]
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

THE MATERIAL/ECONOMIC SELF

Overview

This lesson gives you a perception of how the things that we own shape our material self.

Learning Objectives

At the end of the lesson, I am able to:

1. develop mindfulness regarding the material self;
2. describe the interrelationship between consumer culture and the material self;
3. discuss issues with consumerism; and
4. equip me to be a responsible consumer.

Setting Up

Activity 2.2.1
Name: _____________________________________ Date:
________________________________
Course/Section: __________________________ Instructor:

63
_________________________
LET’S GO SHOPPING!

SM Mall of ASIA is known as one of the largest malls in Asia. The mall is located near
Pasay City, Metro Manila (Caparas, 2013).
Directions: Imagine yourself going to this mall to shop for the whole day with no
restrictions on the money. You can buy anything inside this mall at your delight. List down
five (5) items that you want to buy. Indicate their brand names, estimated prices, and the total
amount. On the last column of the table, categorize each as a “Need” or a “Want”.

Source: vigattintourism.com

Photo by Jun Acullador of flickr.com

Items Brand Name Estimated Price Need/Want

1.
2.
3.
4.
5.
Total: Total Total
Needs: Wants:

What have you observed from the items that you have listed?
_______________________________________________________________________________________________________
________
_______________________________________________________________________________________________________
________
_______________________________________________________________________________________________________
________
_______________________________________________________________________________________________________
________
64
_______________________________________________________________________________________________________
________

Do you think your purchases are reasonable? Why yes? Why

not?
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________
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________
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Which among all the items that your purchase reminds you of yourself? Explain briefly.
_______________________________________________________________________________________________________
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________

Which has the most number, the want, or the needs? Why?
____________________________________________________________________________________________________
________
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____________________________________________________________________________________________________
________
____________________________________________________________________________________________________
________ Activity 2.2.2

Name: _____ Date: Course/Section:

__ Instructor: _

7-DAY LIST!
Directions: For a period one week, list down all your expenses on the table provided.
By the end of the week, add all your costs/fees and write them on the table below.

65
Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

Total:

1. What have you observed from your expenses?

2. Do you think your expenses are reasonable? Why yes? Why

3. How will you improve your expenses?

Name: _____ Date:

Course/Section: __ Instructor: _ The Big 3

66
Directions: Look for three things in your room that you think describes who you are.
List them down along with your reasons.

Item 1

Item 2

Item 3

1. What have you noticed from the three things that you found?
_______________________________________________________________________________________________________
________
_______________________________________________________________________________________________________
________
_______________________________________________________________________________________________________
________
_______________________________________________________________________________________________________
________

2. Do they remind you of yourself? In what way?

67
I SHOP THEREFORE I AM: I HAVE THEREFORE I AM?

That famous statement is part of an artwork created by Barbara Kruger. It describes

the material consumption in the year 1987. It was from Rene Descartes’ philosophy of "I think
therefore I am" and she gave it a twist that fits the idea of material consumption. The idea is
that it is not what we think but what we own that identifies who we are. We became a society
that focuses on “what they have rather than who they are.” The society gives off a vibe that
material possessions, as well as social image, define who we are. The more in-depth personal
attributes like accomplishments and ideas were pushed aside. She exposes society as a
modern consumer-driven society (publicdelivery.com, 2011; Hai, 2018).

William James (1980) suggested that the self is everything that is considered by the
individual as his or hers. It includes his/her body and his/her material possessions and
reputation and beliefs. In conclusion, the self is comprised of the material self, manifested by
his/her material possessions (GoMonilla & Ramirez, 2018, p. 134). As what William James
stressed that the total of man is not only his body and his psychic powers but also his material
possessions (Leary, 1990).

The Basic Components of the Material Self, according to William James (1980):

1. Body - The innermost part of the material self. Taking good care of it will help you
experience life to the fullest.

2. Clothes- Considered important to people alongside the soul and the body. The styles
and brands of clothes become symbols that are the representation of the self.

3. Material Component

3a. Family and friends - These are people whom you are psychologically connected. They
helped shape and influence yourself and your identity.
3b. House- A place where many aspects of your life developed. It also gives you comfort and
security.
Accumulation of a house reflects the wealth and hard labor.
3c. Cars-Also considered as a material possession as it also reflects the wealth and hard labor.
3d. Pets- It could be an expression of one’s social status, pride, prestige since owning a dog or
a cat with breeds is very expensive.

SHAPING THE WAY WE SEE OURSELVES

The Role of Consumer Culture on our Sense of Self and Identity

Oxford bibliographies (2017) describe the consumer culture as a form of material culture
facilitated by the market. It represents a relationship between the consumer and the goods or
services he or she uses or consumes. Through Consumer culture, you are allowed to express
who you are by reinforcing an economic system of freewill or constrained. There is the
freedom to choose and be constrained with options offered commercially.
Consumer culture is also a system of consumption of commercial products. Consumer
culture represents a social arrangement wherein lived culture, social resources, ways of life,
68
and material resources depend on the markets. The consumer culture focuses on the
consumption of market-made commodities (Arnould & Craig, 2005).

Merriam dictionary (2020) defined identity as the distinguishing character or personality

of an individual. It is who you are, how you perceive yourself, how others see you, and the
characteristics that describe you (yourdictionary.com, 2020). Material possessions are
considered an extension of your identity. Belk (1988) suggested that possessions contribute
to the reflection of identity. It is a fact that that we learn, define, and remind ourselves of who
we are by our possessions. This identification started early in life as an infant learning to
differentiate oneself from the environment and then from others who may envy possessions.
In general, as you age, the importance of material possessions decreases but remains high
throughout life. It is a form of self-expression, happiness, and a reminder of experiences and
accomplishments. It also accumulates your story, who you are, where you come from, and
perhaps where you are going.

Despite being the extension of your identity, the desire for it has a negative effect on one’s
sense of self and identity. Materialism refers to giving to much importance to material
possessions and excessively being concern with its acquisition. As mentioned above, the
association of identity to material possession started at the early age of life; the etiology of
materialism arises from society and culture (Belk, 1988).

Social media play a massive part in the consumption of commercial products. Through
the internet, television, and magazines, endless options of advertised products are available
(Go-Monilla & Ramirez, 2018, pp. 136-137). Consumerism is the human desire to acquire
products and goods in excess of one's basic needs. Basic needs refer to sufficient food,
clothing, and shelter. The consumerist culture involves people who spend more on cars,
gadgets, and clothes to keep up with trends and upgrades instead of savings or investments
(Baker, 2016).

Additional instructional materials:

Movie entitled: Confessions of a Shopaholic
(2009) Learning from consumer culture by Tori
Flower TED Talks
https://www.youtube.com/watch?
v=XS1sKdOTg6Y

History of ideas – consumerism by The School of life

https://www.youtube.com/watch?v=Y-Unq3R--M0

Conscious Consumption

Options are endless when shopping. Marketing strategies have been evolving to cater to
the needs and want of consumers. Being in a consumer culture, shopping is part of your life.
As a consumer, you have the power to control your expenditures as you have your free will to
choose. The struggle of conscious consumption usually starts when the discipline of shopping
ends. Conscious consumption is practicing being a responsible buyer (Gallinero, et al., 2018).
Being a responsible buyer means you should know how to separate your wants from your
needs. Below are tips that you can use when shopping:
69
Tips to get most of your money
Adapted from the Federal Trade Commission (2009)
Try to shop around before We must remember that the “sale”
purchasing. price isn’t always the “best” price.
Search for information can help you get
the best price for the item you want.
Take time to read sale ads. Some items are limited only to specific
quantities or available to selected
stores. Make some call ahead to ensure
that the store has the item in stock and
if they ‘be willing to hold the item for
you.
Do not forget to consider the time and Take into consideration the time, and
travel costs. travel cost before shopping. What if the
item is across town, and you need to
travel just to acquire it? Are you saving
or not?
Check for price-matching policies. Fish out for competitors’ prices and
compare. You might find a good deal by
comparing and contrasting.
Use the internet for price references. Surf the net to compare and contrast
prices. You can also shop online but
consider the shipping costs and
delivery time.
Bargain offers that are based on Offers like “buy one, get one free,” “free
purchases of additional merchandise gift with purchase,” or “free shipping
should be computed. with minimum purchase” seems
tempting. It is not a great deal if you
don’t want or need the item.
Some shops have sale adjustments. Some items go into the sale after a week
that you purchase it. Try to ask the
store if they have sale adjustments
where you can get a credit or refund for
the discounted amount if it is
applicable.
Ask first the refund and return Refund and return policies for sale
policies for sale items. items or clearance sale differ from
regular items.
References

Books:
Gallinero, W. B., Reyes, C. A., Claudio, E. R. & Alegado, A. M. (2018). Understanding the Self.
Malabon City. Mutya Publishing House, Inc.,Malabon City
70
Go-Monilla, M. J. A & Ramirez, N. C. (2018). Understanding the Self. Quezon City: C & E
Publishing,
Inc.
Journal:

Arnould, E. & Craig, J. (2005). Consumer culture theory (CCT): twenty years of research.
Journal of Consumer Research, 31 (4), 868-882.
Internet resources:
Baker, J. A. (2016). The good and bad sides of consumerism. Retrieved from:
https://www.straitstimes.com/opinion/the-good-and- bad-sides-of-consumerism

Belk, R. W. (1988). Possessions and the Extended Self. Journal of Consumer Research, Volume
15,
Issue 2, September 1988, Pages 139–168. Retrieved from:
https://doi.org/10.1086/209154

Caparas, K. (2013). SM Mall of Asia: One of the Largest Malls in Asia.

Retrievedfrom:https://www.vigattintourism.com/tourism/articl es/SM-Mall-of-
Asia-Oneof-the-Largest-Malls-in-Asia

Federal Trade Commission. (2009). Shopping Tips. Retrieved from:

https://www.consumer.ftc.gov/articles/0106-shopping-tips

Hai, Y. (2018). Barbara Kruger: Slogans that shake the art world.Retrieved from:
https://blogs.commons.georgetown.edu/cctp-
802-spring2018/2018/05/04/barbarakruger-slogans-that- shake-the-artworld/

Merriam-webster.com. (2020). Identity. Retrieved from:

https://www.merriamwebster.com/dictionary/identity

Leary, D. E. (1990). William James on the Self and Personality: Clearing the Ground for
Subsequent Theorists, Researchers, and Practitioners.
Retrievedfrom:https://scholarship.richmond.edu/cgi/viewconte nt.cgi?
article=1023&context=psychology-faculty-publications

Oxfordbibliographies.com. (2017). Consumer Culture. Retrieved from:

https://www.oxfordbibliographies.com

Publicdelivery.org. (2011). Barbara Kruger’s I shop therefore I am – What you should

know.
Retrieved from: https://publicdelivery.org/barbarakrugershop/#:~:text=The%20phrase
%20means%20that%20pr ovided,rather%20by%20what%20they%20owned

Yourdictionary.com. (2014). Identity. Retrieved from:

https://www.yourdictionary.com/identity

71
Assessing Learning

Quiz 2.2

Name:_____ Date: Course/Section:

_ Instructor: _

Test I. Directions: Write TRUE if the statement is correct, FALSE if not.

_________1. It is important to look at not only what we want but what’s good for us when trying to
improve our material self.

_________2. Advertising and mass media help us determine what to buy since they help us justify
our purchasing decisions.

_________3. We do not have an emotional attachment to things that we consider as ours.

_________4. Barbara Kruger’s, I shop therefore I am, is based on William James’ philosophy.

_________5. Man’s self focuses only on his psychic powers.

Test II. Directions: Identify what is being asked below.

________________1. Defines that the self is everything that is considered by the individual as his or
hers.

________________2. It is practicing being a responsible buyer.

________________3. Refers to giving to much importance to material possessions and excessively

being concern with its acquisition.

________________4. This could be an expression of one’s social status, pride, prestige since
owning one breed is very expensive.

________________5. The human desire to acquire products and goods in excess of one's basic
needs.
Test III. Directions: Answer the following questions completely and comprehensively.

1. Explain Barbara Kruger’s statement: I Shop Therefore

Overview

This lesson explores the essence of spirituality, how distinct it is from religiosity, the
influences that form one's spirituality and how it affects one 's self.

Learning Objectives

At the end of the lesson, I am able to:

1. differentiate spirituality from religion;
2. describe the practice of religion, belief in supernatural being and power;
3. explain the concept of “dungan”, spirit or soul;
4. evaluate ways of finding and creating meaning in life.

Setting Up

Activity 2.4.1
Name:____________________________________ Date:_______________________________
_
Course/Section: __________________________ Instructor: _________________________
MY OWN MANDALA

Directions: Mandala is a symbolic picture of the universe and spirituality. It helps to transform
ordinary minds into enlightened ones. Using any coloring materials, color the
Mandala below based on your preference. Also, write your name inside the circle
on the center.

73
Reflective questions

1. What comes to your mind when you first heard the word Mandala?
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2. What did you feel doing the activity?

74
____________________________________________________________________________________________________________
_________
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_________
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_________

3. Are you going to share your work to other people? Why or Why not?
____________________________________________________________________________________________________________
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_________

4. Given another chance, are you going to recreate your Mandala with your own design?
____________________________________________________________________________________________________________
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_________ Lesson Proper

75
SPIRITUALITY AND RELIGION

Oftentimes, many people define spirituality and religion synonymously. There are also
times that these two terms are interchangeably used. Conversely, they are definitely different
concepts. But, they play an important role in our lives.
Spirituality came from the Latin word spiritus which means breath of life. Jafari,
Loghmani and Puchalski (2014) defines spirituality as a way an individual seeks and
communicates the meaning of one’s experiences in relation to self, to nature, and to the
moment. It is a connection to something bigger than you, of significant, reverent, or sacred. On
the other hand, religion came from the Latin word religio that means an obligation, bond,
reverence and religare that means to bind. Many scholars define religion as the relationship of
an individual to God, and involves doctrines, beliefs and rituals connected with the same a
group that has shared same faith. An individual can be both religious and spiritual but being
religious does not mean you are a spiritual person.

Religion Vs. Spirituality : What is the difference? (Brady, 2019)

Religion Spirituality

Object referral Self-referral

Focuses on the external Focuses on the inward
Objective vs.
(houses of worship, books journey (internalization and
Subjective Experience
of scripture, eternal awareness of one’s soul)
rituals)
Structures and rule No set of external rules,
based construct restrictions and rigid
(moral rules, laws and structure
Organized vs. doctrines) (pathless path of self-
Formless discovery)
Deeply rooted in more flexible and adaptive
Traditional vs. tradition, ritual, creed, (embraces change and the
Evolutionary and doctrine evolution of consciousness)
Approach (transmitted through
history)
About faith direct experience of the soul
Belief vs. (Unconditional or divinity
Spiritual acceptance and surrender
Experience to the divine)
Concepts of original sin, Discards the remains of fear
divine judgment, God’s and worry in favor of a more
wrath, or eternal loving, compassionate
Fear vs. Love punishment can approach to life—and death
The differences between spirituality and religion are not the outright judgment of
which is better than the other. One’s spiritual and religious beliefs and practices may still vary
from one person to another.

76
Characteristics of a Spiritual Person

Howell (2013) made a research on the personal and societal benefits of spirituality.
Based on the responses, here the top five characteristics of a spiritual person.

1. A spiritual person is gracious. Spirituality encourages someone to be positive and

expresses gratitude, shows generosity on time and resources, one’s overall life indeed.

2. A spiritual person is compassionate. Living a spiritual life lets a person to feel good
even on small things in life. He or she looks at the world with empathy.

3. A spiritual person is flourishing. Spirituality enables a person to have positive

relationships, high self-esteem and lets him or her look at the meaning and purpose in
life.

4. A spiritual person is self-actualized. Spirituality practices help a person to focus on

their internal values for personal growth. A spiritual person concentrates on the
fulfillment of one’s goal and that is to become a better individual.

5. A spiritual person takes time to savor life experiences. Living a spiritual life makes a
person more aware of his or her day to day activities and gives an experience positive
emotions related to small pleasures in life.

Within the self lies the best way to improve spirituality. Constant thought and
contemplation on decisions and options in life, cultivating empathy and compassion for other
humans, and having confidence in a higher being will improve spiritual awareness. It's not
only finding meaning in life but also how it brings meaning to life.

THE PRACTICE OF RELIGION: BELIEF IN SUPERNATURAL BEING AND POWER

As you grow older, you start to ask questions rooted in religious orientations. You have
probably compared one religion from another. However, you make realizations and
observations until you found the meaning of that goes beyond your religious orientations.

Functions of Religion
Cognitive enables human to explain the unexplainable
phenomena
Social maintains social order by encouraging socially
acceptable behavior and discouraging inappropriate
behavior
Emotional / controls the forces which they feel they have no
control
Conflict Resolution uses religion as a way of diffusing anger and hostility
Reinforcement of Group allow people to express common identity and
Solidarity strengthens group identity and belonging
77
Religiosity follows the belief systems and practices associated with a tradition in which
there is agreement about what is believed and practiced.

The supernatural concepts are a part of any human society. One must develop a view
of cultur al relativism to research spiritual beliefs, and try to recognize beliefs from the
viewpoint of an emic or insider. Imposing one culture's meanings or beliefs onto another is
likely to lead to misunderstandings. Despite the wide range of supernatural beliefs found in
cultures around the world, some common elements are shared by most belief systems.

Sashur Henninger-Rener, an anthropologist – research, identified the common

elements of religion in relation to the belief in supernatural being and power. Elements of
Religion

1. Cosmology. This explains the origin or history of the world. Religious cosmologies offer a
"big picture" of how human life was created and the forces or powers at work in the
universe
2. Belief in the Supernatural. This pertains to the realm beyond direct human experience.
The belief may involve a god or gods, but it's not a necessity. Quite a few religious beliefs
involve more abstract ideas about supernatural forces.
3. Rules of Behavior. Such principles describe proper behavior for individuals and society as
a whole, and are geared towards harmonizing individual acts with moral beliefs.
4. Rituals. Religious rituals or procedures which are typically supervised by religious
experts. These may be oriented toward the supernatural, such as rituals designed to
please the gods, but at the same time addressing the needs of individuals or of the entire
community.

THE CONCEPT OF “DUNGAN”, SPIRIT OR SOUL

The word "dungan" originates from the Ilonggos according to Magos (1986). The
Ilonggos' dungan or soul, which is normally not seen by the human eye. According to the
Visayans, this can leave the body voluntarily like when the person is asleep. If a person can
see himself in his dreams it means that the physical body has been replaced by his "other
self". It was profoundly impressed amongst the ancient Filipinos that a person who was
asleep does not suddenly awaken. So a person who is sleepy is first called softly and louder
and louder gradually to give the soul a chance to return to its body.
Traveling off the dungan outside of the body will be accident-free. It can be stuck in a
container or poured out from a vessel of liquid. The owner will only be able to wake up after
the soul has returned home safely. Anything that happens to the dungan does indeed happen
to the human body. It is also suspected that another reason for the soul's voluntary
withdrawal is if the body is seriously maltreated (Magos, 1986).

The Visayan dungan has a secondary sense of "willpower." A good dungan is the
mental and psychological capacity to control one's way of thinking or convince others to. An
individual with a lot of willpower is said to "have a good dungan." The constant
companionship of two people (sometimes under the same roof) can lead to a spiritual rivalry
between the two dungans and the defeat of the one with the weaker dungan.

78
One may conclude that "dungan" or "spirit" is something that cannot be seen and
touched, and goes beyond our senses. It's also something that science can't describe.
FINDING AND CREATING MEANING [Frankl]

According to Frankl (1959), the meaning of life lies in finding a purpose and taking
responsibility for oneself and others. A person can face all the "how" questions of life by
having a clear "why." He / She can only make the world a better place by feeling safe and
confident of the goal that motivates him or her.

There are 3 ways to find meaning in one's life according to Frankl in his novel, Man's
Quest For Meaning.

By Doing a Deed
Realizing artistic quality comes not from the ‘greatness' of the mission, but how one
treats and executes his or her mission. It is not the ‘radius' of the action which is
essential, but how one feels the ‘circle' of his / her mission – how respectfully one
performs them.

By Experiencing a Value
Explore all facets of life in-depth, being open and receptive to all life has to bring. Deep
emotional feelings, i.e. wonder and sunset happiness, a pleasure in close contact with
others, sharing a child's sorrow, etc. Support all of the emotions; don't refuse them;
float with them, but don't get trapped.

By Realizing Attitudinal Value

Accept with great bravery all the sufferings caused by an unchanging destiny. Out of
your misery draw power of intent. Intrinsically, human life should never be
meaningless. Life challenges us and puts various circumstances before us.

References

Brady, A. (2019). Religion vs. Spirituality: What Is the Difference?

https://chopra.com/articles/religion-vs-spirituality-what-is-the- difference

Frankl, V. (1959). Man’s search for meaning : An Introduction to Logotherapy.

Especially Part 2 : basic Concepts of Logotheraphy. 149 - 210

Jafari, N., Loghmani, A., & Puchalski, C. M. (2014). Spirituality and health care in Iran: time
to reconsider. Journal of religion and health, 53(6), 1918-1922.

Howell, R. T. (2013) Why Be Spiritual? Five Benefits of Spirituality.

https://www.psychologytoday.com/us/blog/cant-buy- happiness/201302/why-be-
spiritual-five-benefits- spirituality

Magos, A. (1986). The Ideological Context of Ma-aram Practice in Mariit.In the Enduring

79
Ma- aram Tadition : An Etnography of Kinaray-a Village in antique. New Day
Publishers. 46-62
Assessing Learning

Activity 2. 4.2
Name:_____________________________________ Date:_______________________________
_
Course/Section: __________________________ Instructor: _________________________
MY SYMBOL OF BEING

Directions: Imagine yourself as a very precious object displayed inside a museum that other
people would remember your existence here in the world. Inside the box, draw
that single object that could represent yourself. And tell the story of your life in
relation to the object representation you have drawn.

___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Activity 2.4.3

80
Name:_____________________________________ Date:_______________________________
_
Course/Section: __________________________ Instructor: _________________________
NOTE TO SELF

Direction: Life has given you some precious knowledge. Help yourself verbalize it. Write a
letter to your future self

Dear_________________,

Quiz 2.1

Sincerely,
______________________

Name:_____________________________________ Date:_______________________________
_
Course/Section: __________________________ Instructor: _________________________
Direction: Answer completely and comprehensively the following questions below.

1. What is the difference between spirituality and religion?

____________________________________________________________________________________________________________
_________

81
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
___________________________________________________________________________________________________________
__________

2. Explain what is “Dungan”.

3. Regardless of your religion, how do you practice your faith?

4. Share your personal life experience/s where you found meaning of life out of it. Explain.
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
82
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________ THE POLITICAL SELF

Overview

This lesson lets you integrate political aspect of self and identity through critical thinking.

Learning Objectives

At the end of the lesson, I am able to:

5. safely share one's the political preferences or conviction; and
6. understand how personal ideologies are constructed. Setting Up

Activity 3.5.1

Name: _____ Date: Course/Section:

__________________________ Instructor: _________________________

Directions:

1. Create a virtual group through the internet. Divide the group into two. Tackle any
emerging issues in your community.
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
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_________

83
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
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_________
2. Create a collage of the person you want to be in the next 10 years.

84
Lesson Proper

Generally, when speaking about national identity, the center tends to be on being a citizen
of a country. The role of culture on identity should never be underestimated. It can be varied
as his/her heritage. [Gallinero,et al.,2018,p108]

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

Filipino students may deepen their understanding of their political selves through a list of
socially relevant movies which can be found in this link
(https://www.spot.ph/entertainment/movies-musictv/75285/10-new-pinoy-films-for-the-
woke-a1943-20181006-lfrm)

Filipinos are of Malays descent with traces of Chinese, American, Spanish, and Arab blood.
According to the United Nations, the Philippines has a population of 109 million in midyear of
2020. Having been colonized by the West and an active trading system among neighboring

85
Southeast Asian countries, the Filipino people are a unique blend of east and west, both in
appearance and culture.

The bayanihan or spirit of kinship and camaraderie took from the Malays, close family
relations inherited from the Chinese, piousness came from the Spaniards who introduced
Christianity are our dominant features. Positive relationships are a core value for Filipino
communities, also known as “Personalism.” These involve sensitivity and regard for others,
understanding, helping out, and consideration for others’ limitations. Children are taught to
respect older family members, older adults and authority. It is considered the norm to seek
the advice of and accept the decisions of older adults; and are obligated to care for aging
parents, and maintain emotional ties with family members throughout the life span. Religion
is central to our lives and serves as a means of coping with life’s adversities. The Philippines is
divided geographically and culturally into regions, and each regional group is recognizable by
distinct traits and dialects. Hospitality, cheerful disposition, welcoming character and
passionate about life are what distinguishes us from the rest of ASEAN. These are the
strengths of the Filipino character and in some ways our weaknesses.

Psychologist, educator, and [former] chairperson of the Commission on Higher Education.

Dr. Patricia B. Licuanan wrote that the strengths and weaknesses of the Filipino character are
rooted in factors, like [Gallinero, et al.,2018,p109]
1. The home environment 6. Religion
2. The social environment 7.The economic
environment
3. Culture and Language 8.The political environment
4. History 9. Mass media
5. The educational system 10.Leadership and role
models.
According to her, in-home environment, Filipino children are family-oriented. In the social
environment, it is characterized by survival of the fittest that makse them [Filipinos] group-
oriented [1994].
Furthermore, in culture and language show openness to international elements with no
primary consciousness of our cultural core [Licuanan, 1994]. The colonial mentality of the
Filipinos is a good example of this.
While, in the Philippine educational system helps in casting the strengths and weaknesses
of the Filipinos [Licuanan,1994]. Various Filipinos are rooted in our economic environment,
hardships and struggles pushed them to work harder. Some choose to leave their family to
work abroad for better living.

She also cited that our political environment and government structures and systems are
troubled with problems [Graft and Corruption]. On the other hand, the mass media reinforce
our colonial mentality. It is shown on TV, magazines, newspaper, etc. Nowadays, the mass
media in fact part of Filipino life.
Ever since Filipinos highly respect authority, we learn on our leaders and role models
[1994].

Strengths of the Filipino Character:

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The Filipino characteristics listed below are not complete, hence, these are the most we
have in common. Filipino traits are as follows [Gallinero,et al.,2018p110]:

1. Pakikipagkapwa-tao
2. Family orientation
3. Joy and humor
4. Flexibility,adaptability, and creativity
5. Hard work and industry
6. Faith and religiosity
7. Ability to survive

Weaknesses of the Filipino character:

1. Extreme personalism 5. Colonial mentality
2. Extreme family-centeredness 6. Kanya-kanya
syndrome
3. Lack of discipline 7. Lack of self-analysis
and
4. Passivity and lack of initiative self-reflection
Citizenship and Democracy

Democracy is a Greek word that means demos [people’s rule]. It is a form of government
in which the supreme power is vested in the hands of the people. As stated by the famous
President Abraham Lincoln, democracy is a government of the people, for the people, and
by the people.

The idea of democracy is interpreted in many forms. In general, it implies majority rule,
minority and individuals have equality of opportunities and under law, civil rights and
liberties.

Who is the citizen of the Philippines

Is the one who is a member of a state who was accorded with full civil and political rights
subject to disqualifications provided by law, and who is protected inside and outside of the
state where he/she is a citizen.
Self and Politics

Man is considered a political animal. His/her thoughts about political happenings show
his/her personality and beliefs.
Political socialization is a learning process by which individuals acquire political
knowledge, beliefs and attitudes that helps develop a sense of self. The family is the major
socializing agent. As children grow up, schools, peer groups and the media also become
important agents of political socialization.

Reference

87
Gallinero,W.B., Reyes, C.A., Claudio, E.G., Alegado,A.M., Understanding the Self. Developing
a Filipino Identity: Values, Traits, Community and Institutional Factors,2018,109-
110,: Mutya Publishing House,Inc. Malabon City

We Are Filipino. (2018). Retrieved from:

https://www.esquiremag.ph/politics/opinion/filipino-identity- a1502-20181205-l
frm3

The Filipino People. Retrieved from: https://ammanpe.dfa.gov.ph/2016-06-30-08-29-

54/thefilipino- people

Cultural Values. Retrieved from:

https://geriatrics.stanford.edu/ethnomed/filipino/fund/cultural values.html

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Activity 3.5.2

Name: ____ Date:

Course/Section: _ Instructor: _

Directions: Answer the following questions completely and comprehensively.

1. Describe the manner of discussing your ideas in your virtual group. How about against
the other group.
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________

2. How do you manage conflicting ideas among family and friends?

3. In formal settings such as in the classroom, school or workplace, how will you be able
to voice one’s beliefs without hurting others
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
___________________________________________________________________________________________________________
__________

4. What are the traits you have listed?

5. In terms of character, how far or near are you to this ideal person?
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________

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____________________________________________________________________________________________________________
_________

6. What are the things that you will be working on for you to achieve your goal?
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________ Activity 3.5.3

Name: _____ Date:

Course/Section: _________________________ _Instructor: _________________________ Directions:

Come up with a list of non-fiction books or documentaries you greatly identify with.

Overview

This lesson looks at the role of technology and the internet informing the digital self of a
person with an emphasis on using social media network sites and applications.

Learning Objectives

At the end of the lesson, I am able to:

1. examine my self and my online identity;
2. describe selective self-presentation and impression management;

3. infer on the impact of my online interactions to me and others; and

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4. determine the boundaries of my online self.

Setting Up

Activity 2.6.1
Name:_____________________________________ Date:_______________________________
_
Course/Section: __________________________ Instructor: _________________________
WHAT’S APPS?
Directions: On the first space provided, write the name of the social media applications.
Below its name, evaluate how frequent (always, often, sometimes, or never) do
you use each social media application.

What did you notice with your answers from the activity?
_______________________________________________________________________________________________________
________
_______________________________________________________________________________________________________
________
_______________________________________________________________________________________________________
________
_____________________________________________________________________________________________________
__________
_____________________________________________________________________________________________________
__________
_____________________________________________________________________________________________________
__________
_______________________________________________________________________________________________________
________

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What is/are your reason/s in using social media?
_______________________________________________________________________________________________________
________
_______________________________________________________________________________________________________
________
_______________________________________________________________________________________________________
________
_____________________________________________________________________________________________________
__________
_____________________________________________________________________________________________________
__________
_____________________________________________________________________________________________________
__________
_______________________________________________________________________________________________________
________
_______________________________________________________________________________________________________
________

Do you consider social media an important part of yourself? Why or why not?
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
___________________________________________________________________________________________________________
__________
__________________________________________________________________________________________________________
___________
__________________________________________________________________________________________________________
___________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________ Lesson Proper

I, ME, MYSELF AND MY USER ID ONLINE IDENTITY

In the emergence of the use of technology in our lives, this made us create a new self of
our identity. This identity extends to the digital world using any social media applications like
Facebook, Twitter, Instagram, YouTube, etc. Aside from these applications, we also engage

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ourselves in different internet websites that create our virtual world that is different from our
real world. Thus, we create our own online identity or can be termed as a digital self.
Many from the millennial and Gen Z generations are being tagged as digital natives
because they depend most of the time on the functions of technology.
In 1988, Russell Belk, Chair in Marketing, Schulich School of Business at York University,
proposed the concept of extended self even during that time that digital technology was
limited to personal computers. Nowadays, access to computers can be done using mobile
phones, laptops, and other digital devices. Through these, we can exchange ideas and can
communicate and connect with others.
According to Belk (2013), the extended self can be presented in different factors:
dematerialization, re-embodiment, sharing, co-construction of self, and distributed
memory. These factors are actually changes and progressions evaluated for our
understanding of oneself, the nature of possessions, and our connections or associations with
things in an advanced world, the digital world.
First, dematerialization relates to our possessions like photos, videos, music, and
information which at present are all immaterial and cab be all stored in different electronic
devices that we can access anytime. Second, re-embodiment describes how we can post,
upload and view photos of our faces online that we have become online ‘avatars’. Using social
media and computer software, we can easily change our appearance distinguishing our online
self and our actual appearance. Third, with the use of the internet, sharing pertains to
transferring pieces of our true personal information or change information we would like
anyone can access in the digital world. In relation to this, fourth, co-construction of self
explains how we socially involve ourselves in a digital environment by communicating and
interacting and the same time constructing and our individual and extended sense of self. And
last, distributed memory shows that non-digital objects like events, people, and even
memories are now being recorded and shared in the digital world. Thus, this provides a sense
of past being archived in different social media and can be viewed later on.
Further, the concept of extended self is alive and well in the digital world (Belk, 2013).
However, number of differences are being observed because of the challenges and changes of
new possibilities offered in our digital world.

SELECTIVE SELF PRESENTATION AND IMPRESSION MANAGEMENT

Self-presentation is the act of expressing oneself and behaving in ways designed to

create a favorable impression that corresponds to one’s ideals. Myers (2008) explained it as
you want to present the desired image of yourself both to other people (external audience)
and to yourself (internal audience). As social beings, we adjust our words and actions to suit
our audiences. There is varying degrees of how we behave in front of other people.

Why does selective self-presentation happen?

There is selective self-presentation because people want to manage the impression on
how society views them. This comes into two forms: self-enhancement and self-deprecation.
Selfenhancement entails bringing forth the good qualities of one's personality to strengthen
an individual's social views. While self-deprecation primary aims to limit self-portrayal by
displaying more humble features or characteristics of oneself.

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Self-Presentation Goals
1. To arise from getting others to do what one wants
2. To gain respect, power, liking, or other desirable social rewards
3. To make certain impressions on others to maintain a sense of who they are

Impression management refers to the information controlling activity to guide the

opinions of others in the service of personal or social objectives. This shows how humans
seem motivated not only to perceive themselves in self-enhancing ways but also to present
themselves favorably to others.

Self-Presentation and Impression Management Strategies (Jones, 1990)

1. I n g r a
tit Self-Presentational Impression Prototypic Self-Presentational i
Strategy Sought Behaviours Risks

1. Ingratiation Likable Compliments, Insincere,

favors Deceitful
2. Self-promotion Competent Boasting, Conceited,
Showing off Fraudulent
3. Intimidation Powerful, Threats Reviled,
Ruthless Indecisive
4. Exemplification Virtuous, Self-denial, Hypocritical,
Moral Martyrdom Selfrighteous
5. Supplication Helpless Self- Manipulative,
deprecation Demanding
a
o
n
-

wish other people to like you by letting people agree with you, say nice things about
you, do favors for you, and possess positive interpersonal qualities.

2. Self-promotion
- You seek to convince people of your competence by getting people to think we are
capable, intelligent, or talented.

3. Intimidation
- You sometimes show people your authority and you are to be feared off by displaying
that you are tough, powerful or ruthless.

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4. Exemplification
- You try to make the impression that you are morally superior or righteous by portraying
an exaggerated degree that you suffered poor treatment or has endured excessive
hardships.

5. Supplication
You publicly overstress your weaknesses and deficiencies to play helpless in order to
attract others’ sympathy and get what you want.
How you present yourself and manage other’s impressions are part of your online
identity. It is you faithfully reflect on how you think of yourself. Presenting yourself online is
sometimes a concern of misrepresenting yourself. Further, it is very important to know
sincerity and authenticity in establishing relationships with others in the online social world.

IMPACT OF ONLINE INTERACTIONS ON THE SELF

Our interaction with others is very different now that we are living in the digital
age. Everything can be accessed in just one click. You can build hundreds to thousands of
friends around the world which you can actually create an online community. Social media
applications and social networking sites provide us an opportunity to widen our connections
and relationships. Despite our differences, the internet or virtual world connects us with
others and meets with our similarities. However, people we interact may influence the way
we think ourselves so let us not forget that our online interactions have an impact also on
ourselves.
In 2018, David Cross, chief editor at Web Hosting Media, published his review on the
positive and negative effects of social media on our lives. This shows how big the impact of
our online interactions. He explained that there is nothing wrong with the platform itself but
the problem is on the way a lot of us use it and play a role in our lives.
Here are the impacts of online interaction taken from Cross (2018).

The Improvements Social Media Brought About (The Positive)

1. It Can Save You In Case Of An Emergency
2. Enhanced Connectivity
3. It Can Be Used As a Voice to Reason
4. It’s a Place for Content Discovery
5. Helps in Getting Help
6. Provides an Awesome Marketing Tool

The Toxic Reflections of Social Media (The Negative)

1. It’s Incredibly Addictive
2. Self-Image Issues
3. The Illusion of Control
4. It Can Make You Feel Lonely
5. A Fear of Missing Out
6. It Drives More Sadness than Happiness
7. The Delusion That It Elevates Your Mood
8. The Rise of Cyber Bullying

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We may experience differently the impact of our online interactions using different
digital applications and sites. It can be both honestly connect us and help us communicate
more efficiently. Nevertheless, how we use it depends on how we make decisions (Cross,
2018).

BOUNDARIES OF THE SELF ONLINE

Public Self vs. Private Self

The American Psychological Association defines the public self as “information about
the self, or an integrated view of the self, that is conveyed to others in actions, self-
descriptions, appearance, and social interactions..” And private self as “the part of the self
that is known mainly to oneself, such as one’s inner feelings and self-concept.” Your public self
or private self may vary depending on your audience of such impressions.
Wilson (2008) explained that the millennial generation has a characteristic of the
phenomenon of public identity than private identity. There is a belief that members of this
generation have not been afforded a sense of privacy. Examples of this are the posting,
sharing of information, capturing everyday activities and the like made by the online users.
The distinction between public and private becomes unclear because of the effects of
the popularity of social networking sites and applications where you can manage your
account on what to share or not and what to show between the real and unreal.

Personal Identity vs. Social Identity

Personal identity is best described using Erickson’s Psychosocial Theory. According

to Erickson (1968), an individual can move from two opposite poles: identity synthesis and
identity confusion. Identity synthesis explains that an individual combines and integrates
relevant earlier identification in a unique way while identity confusion describes that an
individual does not hold yet meaningful identification that could provide him or her with a
sense of direction. You may search your sense of self or personal identity by intensely
exploring on your personal values, beliefs, and goals. He also added that the success of this
process may lead to the virtue of fidelity. This means that you will be able to commit yourself
to others on the basis of accepting others regardless of the presence of the ideological
differences.
On the other hand, Tajfel and Turner (1968) refers to social identity as how an
individual defines himself/herself as a member of a social group.
Social identity processes include social categorization, social identification, social
comparison, positive group distinctiveness. Social categorization helps individuals to
navigate the social world by distinguishing between in-group and out-group members. It is
providing information about others, economizing social perception, and reduces uncertainty
as long as a clear set of expectations about others and the self are provided. It enables that the
mere act of categorizing people into groups was enough to lead to in-group favoritism and
out-group derogation. Social identification involves the individual’s awareness of, value
attribution to, and affective experience linked to one’s group membership. Social comparison
is a fundamental process to understand who we are, what are our positive qualities, and we do
this by exchanging feedbacks in the interactions with meaningful others. Positive group
distinctiveness is the appreciation of one’s own ingroup as basis to achieve, maintain, and
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enhance group distinctiveness to motivate individuals to join social groups (Tajfel & Turner,
1979).

Gender and Sexuality Online

In the previous lesson, you already have the idea of what is gender and sexuality. Here
in this topic, the discussion will focus on the issues related to gender and sexuality online.
Gender and sexuality is part of our identity.
Computer-mediated communication (CMC) has been reported to possess a degree of
anonymity on the Internet which makes the gender of online communicators insignificant or
invisible. In comparison to norms of patriarchal superiority historically found in face to face
contact, this supposedly encourages women and men to contribute and be respected equally
for their efforts (Walther, 2007).

10 TIPS FOR SETTING BOUNDARIES ONLINE

Taken from Margarita Tartakovsky, M.S.

1. Give yourself permission. Give yourself permission to set boundaries and

say no.
2. Consider your purpose. Think ahead about how you’d like to use social
media by considering what kinds of information you want out there.
3. Set boundaries surrounding time. Figure out what works best for you to
maintain connections — without feeling stressed and overwhelmed
4. Take things slowly. Give yourself time to get to know the person before
revealing too much about yourself not just talking romantic relationships but
interactions of all kinds.
5. Ask for clarification. Respond and ask for clarification to avoid
misinterpretation of a person’s message online.
6. Be honest about your feelings. Let them know authentically and honestly
how it made you feel.
7. Practice the three-strikes-you’re-out rule. Take some type of action that
limits their contact with you when they’ve crossed another boundary of
yours.
8. Give them the benefit of the doubt. Give them the benefit of the doubt by
keeping in mind that everyone has different comfort levels to avoid jumping
to conclusions.
9. Honor your feelings and comfort level. Pay attention to your own emotions
and comfort level.
10. Be thoughtful in your own responses. Take a moment to think through
what you’d like to say and never respond in anger or in impatience.

References

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American Psychological Association. Dictionary of Psychology. Retrievedfrom:
https://dictionary.apa.org

Belk, R. W. (2013). Extended self in a digital world. Journal of consumer research, 40(3), 477-
500.

Cross, D. (2018) Positive & Negative Effects of Social Media on Our Lives. Retrieved
from:https://webhostingmedia.net/social-media- effects/

Erikson, E. (1968). Identity, youth and crisis. New York: Norton.

Myers, D. G. (2008). Social Psychology 9th Edition. McGraw-Hill.

Tajfel, H., & Turner, J. C. (1986). The social identity theory of intergroup behavior. In S.
Worchel & W.G. Austin (Eds.), Psychology of intergroup relations (pp. 7-24). Chicago:
Nelson.

Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin &
S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33- 47). California:

Brooks/Cole.

Tartakovsky, M. (2018). 10 Tips for Setting Boundaries Online. Psych Central. Retrieved on
July 16, 2020, from https://psychcentral.com/lib/10-tips-for-setting-boundaries-
online/

Walther (2007). Selective self-presentation in computer mediated communication:

Hyperpersonal dimensions of technology, language and cognition.Computers in
Human Behavior . 23. 2538 – 2557.

Wilson, J. L (2008). The Conflation of Public and Private Identity.

Retrievedfrom:https://www.psychologytoday.com/us/blog/stor
ies-the-self/200812/theconflation-public-and-private-identity

"What is the difference between selective self-presentation and social identity

deindividuation?" eNotes
Editorial, 16 Mar. 2019. Retrieved from: https://www.enotes.com/homework-help/what-
differenceselective-self-presentation-social-1738025. Accessed 16 July 2020.
Assessing Learning

Activity 2.6.2
Name:_____________________________________ Date:_______________________________
_
Course/Section: __________________________ Instructor: _________________________

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MY SHOUT OUT 1

Directions: Create a hashtag of yourself (ex. #IamLikable) and write it on the space provide
provided.
Reflect on the shout out that you made by looking at your digital self and real self .

Activity 2.6.3
Name:_____________________________________ Date:_______________________________
_
Course/Section: __________________________ Instructor: _________________________
THINK BEFORE YOU CLICK

Directions: Post a comment by critiquing the following social media statuses.

99
Quiz 2.6.4

Name:_____ Date: Course/Section:

__ Instructor: _

I. Write TRUE if the statement is correct, FALSE if not.

__________1.Your digital self may be a representation of your real self and/or unreal self.
__________2. How you present yourself and manage other’s impressions are part of your online
identity.
__________3. An online user shows his/her personal identity even without considering his social

100
identity.
__________4.Boundaries online are based on personal decision you set.
__________5. A person can build a community his/her friends with others in the virtual world
despite of their differences.

II. Identify what is being asked below.

________________________1. It is the act of expressing oneself and behaving in ways designed to
create a favorable impression that corresponds to one’s ideals.
________________________2. This refers to the information controlling activity to guide the opinions
of others in the service of personal or social objectives.
________________________3. This explains that an individual combines and integrates relevant
earlier identification in a unique way.
________________________4. It describes that an individual does not hold yet meaningful
identification that could provide him or her with a sense of direction.
________________________5. This primary aims to limit self-portrayal by displaying more humble
features or characteristics of oneself.

III. Answer the following questions completely and comprehensively.

1. How does self-presentation happen?

2. Cite your personal experiences of setting your boundaries online.

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____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________

UNIT III. MANAGING AND CARING FOR THE SELF

Overview

This unit focuses on three areas of concern for young students – learning, goal
setting and stress management. It also provides a more practical application of the
notions discussed in the subject and enables them to experience hands-on
development of self-help plans for self-regulated learning, goal setting, and self-care.

Learning Objectives

At the end of the unit I am able to:

1. Recognize the theoretical foundations of managing and caring for the
self; 2. Obtain and practice new skills for better management and caring
for the self;
3. Use the new skills to better one’s quality of life.

Setting Up

Activity 3.1.1

Name:______________________________________________ Date:___________________________________
Section:____________________________________________

COMPLETE THE SENTENCE:

Dear Self,

A bad study habit I want to change

is____________________________________________because_____________________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________

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____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________ Activity 3.1.2

Name:__________________________________________ Date:___________________________________________

Section:_________________________________

Word Hunt

Let us have some review and play a game. Let us see how familiar you are with some concepts
and terminologies related to self. Find at least 15 words. GAME!

C V S T R U G G L E N M Y S E L F K
N X O W J H P I D E A L E Y N P K R
E M C D O M L T R A I T G C L O E S
M P I M A G E U F W M H O U I L H F
O B E I N G T E G S V M A L A O G E
T L T A G A K D H Q P N S T E V J N
I H Y I N F E R I O R J I U G E T U
O D E G B R H N R A D O G R H H R R
N F R P H S T T S D N K L E N D E T
Z Y M K I D E N T I T Y U G K S H U
T O P M F Q P E R S O N A L I T Y R
C H S E L F I S H T F Y T S Y G L E
O N E S E L F R A Y B E H A V I O R
B W Z D T U S E A I T S E L F M W G
K M N O F E D B F J Y O P E R S O N
L I F E S I R N L G T U C T B M L I
M H R K W U T H Y S E L F S W Q Z D
Lesson Proper Learning to be a Better Student How Learning Occurs

103
What happens in the brain while
learning?

Learning happens at synapses, the

junctions between neurons. We can sum it up
into four steps: 1) How neurons react to new
information 2) How we make new
information easy to learn 3) How the brain
stores new information 4) How we learn new
information.

The first one is how neurons react to

new information. When we learn something new, the performance of newly associated
synapses change. For example “Jin starts attending dance classes. He takes it twice a week.”
When Jin starts attending dance classes, the synapses working on this new information or
skill changes their performance. Next, how we make new information easy to learn; an
element comes along the new information obtained. An element is like an image, an emotion
or a sound to which we relate the new information. In the first example, Jin started attending
dance classes; so now he associates dance with exercise and stress release. So he uses dance
as a stress reliever and as a form of exercise, because of this it is easier for him to learn about
dancing. After that we have how the brain stores new information. The brain sets apart space
where this new information is stored. The more synapses fire when the new information is
used, the more its allocated brain space grows. Since Jin enjoys dancing, he now takes it five
times a week. Because of the time and effort on learning how to dance grow, the brain creates
more space for it. Lastly, how we learn new information effectively. The more synapses on the
new information fire, the more we learn it. According to his dance teacher, Jin’s regular
practice pays off so he gets better and better.

The Information Processing Model

Image credits to LearnUpon

The Information Processing Model is a type of learning model that treats the brain as if
it is a computer. Under this we have the following:

104
1. Sensory Memory – we gather information from our environment. It is the temporary first
interaction with any information. Sensory memory includes Iconic memory (what we
initially see) and Echoic memory (what we initially hear). Since we cannot process all
sensory memory, we concentrate on working memory instead.

2. Working Memory – our current thoughts. We process information from our environment.
Through working memory, we get to focus more on visual and spatial information and
verbal information one at a time or at the same time with the help of our central
executive. Working memory is responsible for temporarily storing and manipulating
information. The episodic buffer bridges us to long-term memory.
3. Long-term Memory – we decide based on our environment. Long-term memories are
prior knowledge and memories. There are three types of memories under this: a) Explicit
memories are facts or events that we can describe clearly and definitely; b) Episodic
memories are eventrelated memories, and c) Implicit memories which are influenced by
interpretation. Metacognition

According to John Flavell,

“Metacognition” is “cognition
about the cognitive phenomenon”,
or basically “thinking about thinking.”
Metacognition imports deep thinking in
which cognitive processes
involved in learning are actively
controlled. It has two aspects:

1. Self-appraisal –
Image credits to KQED people’s personal reflections
about their knowledge states and
abilities and their affective states
concerning their knowledge, abilities, motivation and characteristics as
learners.
Such reflections answer questions about “what you know, how you think, and
when and why to apply knowledge or strategies”.

2. Self-management of cognition – this refers to “Metacognition in action”,

meaning mental processes that help to “compose aspects of problem-solving”. It is the
mental process of planning on how one can succeed at a task.

Learning to be a better Student

Different learning techniques

1. Elaborative interrogation – it focuses on enhancing memory by generating an

explanation of why a specifically stated fact or concept is true.

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2. Self-explanation – explaining how new information is related to known information, or
explaining steps taken during problem-solving. It generates inferences about causal
connections and conceptual relationships that enhance understanding.
3. Summarization – writing down summaries of texts to be learned.
4. Highlighting/underlining – marking important phrases from the materials to be learned
while reading in a single study session.
5. Keyword mnemonic – using keywords and mental imagery to associate verbal materials.

How Habits Are Formed

Every habit starts with a psychological pattern called a “habit loop” which is a three-
part process. First is the cue or trigger that orders your brain to go into automatic mode and
let a behavior unfold. Then the action or routine is the behavior itself. And lastly, the reward
which is something that your brain likes that aids in remembering the “habit loop” in the
future.

Image credits to Help Scout

“How Habits are Formed – The Power of Habit” open the link and watch the video
presentation https://www.youtube.com/watch?v=Wg1VAhv6KHg

Self-Regulated Learning

Self-regulation is the process of controlling thoughts, behaviors, and emotions for the
purpose of acquiring information or skills. By engaging in self-regulated learning, one can
independently track down his own progress and manage his own development. Self-regulated
learners take full ownership of their learning where they are commonly described as more
engaged in learning, more confident to learn and perform better on tests.

106
References

An Introduction to Working Memory. (n.d.). Retrieved from

https://www.ldatschool.ca/introductionworking-memory/

What is Metacognition? (n.d.). Retrieved from

https://www.psychologynoteshq.com/metacognition/

Jarett, C. (2018, December 7). Research Digest: Self-explanation is a powerful learning

technique, according to 64 studies involving 6000
participants. Retrieved from
https://digest.bps.org.uk/2018/12/07/meta-analysis-of-64-studies-involving-
6000participants-finds-that-self-explanation-is-a-powerful-learning-technique/

Habits: How They Form and How To Break Them. (2012, March 5). Retrieved from
https://www.npr.org/2012/03/05/147192599/habits-how-they-form-and-how-
tobreak-them

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Assessing Learning

Quiz 3.1.1
Name: __________________________________________________

Course/Year/Section: _______________ Date: _

Directions: In your own words, explain the following terms briefly. (2 points each)

Self-regulation
________________________________________________________________________________________________________
_________
________________________________________________________________________________________________________
_________
________________________________________________________________________________________________________
_________
________________________________________________________________________________________________________
_________
__________________________________________________________________________________________________________
_______
_________________________________________________________________________________________________________
________

Self-appraisal
________________________________________________________________________________________________________
_________
________________________________________________________________________________________________________
_________
________________________________________________________________________________________________________
_________
__________________________________________________________________________________________________________
_______
_________________________________________________________________________________________________________
________

Long-term memory
________________________________________________________________________________________________________
_________
________________________________________________________________________________________________________
_________
________________________________________________________________________________________________________
_________
__________________________________________________________________________________________________________
_______
_________________________________________________________________________________________________________
________
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Metacognition
________________________________________________________________________________________________________
_________
________________________________________________________________________________________________________
_________
________________________________________________________________________________________________________
_________
________________________________________________________________________________________________________
_________
________________________________________________________________________________________________________
________
Habit
loop___________________________________________________________________________________________________
________
________________________________________________________________________________________________________
_________
________________________________________________________________________________________________________
_________
________________________________________________________________________________________________________
_________
________________________________________________________________________________________________________
_________ Quiz 3.1.2 Name: _______________________________________

Course/Year/Section: _______________ Date: _

Directions: Choose and encircle the letter of the correct answer.

1. Our temporary first interaction with any information.
c. Sensory Memory c. Working memory
d. Long-term Memory d. Short-term memory

2. It is the term for what you initially hear.

c. Long-term memory c. Iconic Memory
d. Sensory Memory d. Echoic memory

3. We cannot process all sensory memory so we focus on working memory instead.

c. True
d. False

4. These are event-related memories.

c. Explicit Memories c. Episodic memories
d. Implicit Memories d. Echoic memories

5. A learning technique where one writes summaries of the to-be-learned texts.

c. Memorization c. Self-explanation
d. Summarization d. Elaborative Interrogation

109
Quiz 3.1.3
Name: __________________________________________________

Course/Year/Section: _______________ Date: _

Directions: Reflect on your own study habits starting from when you were in elementary
school up to your current year in college then write an essay composed of at least two
hundred words about the differences in your study habits from then up to now and how you
can improve your study habits.

Overview

This unit focuses on three areas of concern for young students – learning, goal setting
and stress management. It also provides more practical application of the notions
discussed in the subject and enables them to experience hands-on development of self-
help plans for selfregulated learning, goal setting, and self-care.

Learning Objectives

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At the end of the unit I am able to:
1. Recognize the theoretical foundations of managing and caring for the
self; 2. Obtain and practice new skills for better management and caring
for the self;
3. Use new skills to better one’s quality of life.

Setting Up

Activity 3. 2.1

Name:_____________________________________________________

Date:_______________________________________________

Section:__________________________________________________

COMPLETE THE SENTENCE:

DEAR SELF,

My short-range goals to complete by the first day of the semester

are_____________________________________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________ Lesson Proper

111
Setting Goals for the Self

Goal Setting Leads to a Meaningful Life

A goal makes life worth living so it is important to set goals that will lead you to success. A
goal is defined simply as what the individual is consciously trying to do. It directs attention
and action. Goals motivate people to develop strategies that will enable them to perform at
the required goal levels. People more often than not experience disappointments, stress, and
mental health problems when they fail to reach their life goals. In this lesson, you will develop
and practice goal-setting skills that will help you manage and care for yourself better.

Goal Setting Concepts and Theories

To strengthen your understanding of your need for goals, here are some concepts and
theories that explain the human need for goals.

1. Bandura’s Self Efficacy

According to Albert Bandura’s Social Cognitive Theory, self-efficacy is the confidence in
having the ability to perform certain behaviors. It is the people’s beliefs about their
capabilities to produce effects. It distinguishes between response-outcome expectancy
and efficacy expectation. Response-outcome expectancy is a person’s estimate that a
given behavior will lead to certain outcomes. On the other hand, efficacy expectation is
the assurance that one can successfully execute the behavior required to produce the
outcomes.

112
2. Dweck’s Growth Mindset

Carol Dweck, a social psychologist, described how people have two types of mindsets:
the fixed mindset and the growth mindset. She found that students’ mindsets played a key
role in their motivation and achievement. Most people are not aware of which mindset they
have until it manifests in their behaviors, especially in how they react to failure.
GROWTH MINDSET FIXED MINDSET

Believes in hard work, Believes in natural abilities

learning, and has a growth and has a fixed proposition of
theory of intelligence
intelligence Views failure as a limitation to
Views failure as an one’s abilities
opportunity to grow

3. Locke’s Goal-Setting Theory

Goal-setting theory is outlined regarding the effectiveness of specific, difficult goals;
the relationship of goals to affect; the mediators of goal effects; the relation of goals to self-
efficacy; the moderators of goal effects; and the generality of goal effects across people, tasks,
countries, time spans, experimental designs, goal sources (i.e., self-set, set jointly with others,
or assigned), and dependent variables. This theory emphasizes the important relationship
between goals and performance.

Five Principles of Effective Goal Setting

1. Clarity – goals need to be specific. Specific goals allow you to know what to reach for
and allow you to measure your own progress.
2. Challenge – it must be difficult but attainable. A goal that is too easily achieved will
not boost performance. It must be difficult and specific for it to boost performance.
However, there is a limit to this effect. If the goal becomes too difficult, your
performance might suffer because you reject the goals as unreasonable and
unattainable. A major factor of the attainability of a goal is self-efficacy.
3. Commitment – an established need to achieve the goal is necessary to gain
commitment. Goals need to be accepted and viewed as an important matter. Having
goals may not be effective if you view those goals as threatening.
4. Feedback – feedback must be provided on goal attainment. It helps you attain your
goals in a way that determines how well you are doing. It also aids in determining
which part of their performance needs improvement.
5. Task complexity – you should be realistic with your sub-goals and your timeline.
SMART Goal Setting
What are SMART Goals? These are statements of the important results you are
working to accomplish. It is designed in a way to cultivate a clear and mutual understanding
of what composes expected levels of performance.
SMART DESCRIPTION HOW TO
criteria

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What will be accomplished? When setting a goal, be specific
What actions are you going to about what you want to
do to accomplish it? accomplish. It should include
SPECIFIC
an answer to the “W”
questions: Who, What, When,
Where, Which, and Why.
There should be a source of
information to measure or
determine whether a goal has
been achieved. If you set a goal
What data will measure the
MEASURABLE that is going to take a few
goal? How much? How well?
months to complete, then set
some milestones by
considering specific tasks to
accomplish.
Focus on how important a goal
is to you and what you can do
to make it attainable. Think
Is the goal doable? Do you have
about hot to accomplish it; if
ACHIEVABLE the needed skills and
you have the tools/skills
resources?
needed and if not, consider
what it would take for you to
attain them.
How does the goal support Focus on something that
RELEVANT broader goals? Why is the makes sense with your
result important? broader goals.
Anyone can set goals, but if
there is no realistic timing,
there is a greater chance that
What is the time frame for
TIME-BOUND you’ll not succeed. Provide a
accomplishing the goal?
target date or deadline to your
goal. Having time constraints
also creates a sense of urgency.
References

Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.),

Enc
yclopedia of human behavior (Vol. 4, pp. 71-81). New York:
Academic Press.
(Re
p rinted in H.
Friedman [Ed.], Encyclopedia of mental health. San Diego:
Aca demic Press, 1998).
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Bandura, A. (n.d.). Self-efficacy: Toward a Unifying Theory of Behavioral Change.
Psychological Review, 84(2), 191-215.

Dweck, C. (2015). Carol Dweck Revisits the 'GrowthMindset'.EDUCATION WEEK, 35(05), 20-
24. Retrieved
from/portal.cornerstonesd.ca/group/yyd5jtk/Documents/Carol%20Dweck
%20Growth%20M indsets.pdf

Locke, E. A., & Latham, G. P. (n.d.). New Directions in Goal-Setting Theory. Current
Directions in Psychological Science, 15(05).

Lunenburg, F. C. (2011). Goal-Setting Theory of Motivation. International Journal of

Management,
Business, and Administration, 15(1), 1-5. Retrieved from
https://static1.squarespace.com/static/5b0b8f55365f02045e1ecaa5/t/
5b14d215758d46f98
51858d1/1528091160453/Lunenburg%2C+Fred+C.
+GoalSetting+Theoryof+Motivation+IJMBA+V15+N1+2011.pdf

University of California. (2016). How to Write SMART Goals: A

Guide for Managers and Employees. Author. Retrieved
from https://www.ucop.edu/local-human
resources/_files/performance
appraisal/How%20to%20write%20SMART%20Goals%20v2.pdf
Assessing Learning

Quiz 3. 2.1
Name: __________________________________________________ Course/Year/Section:
_______________________________ Date: _________________

Directions: True or False. Write TRUE if the statement is correct, otherwise write FALSE.
__________ 1. Some people experience disappointments, stress, and mental health problems
when they miss their life goals.

__________ 2. Carol Dweck described self-efficacy as the confidence in having the ability to
perform certain behaviors.

__________ 3. According to Albert Bandura there are two types of mindsets, the fixed mindset
and the growth mindset.

__________ 4. Growth mindset views failure as an opportunity to grow.

__________ 5. When you have a fixed mindset, you believe in innate abilities and have a fixed
theory of intelligence.

__________ 6. Commitment aids in determining which part of their performance needs

improvement.

115
__________ 7. Feedback helps keep the goal on track.

__________ 8. Commitment is not needed to achieve a goal.

__________ 9. The easier the goal, the more that you feel motivated to achieve it.

__________ 10. For an effective goal-setting, one must be specific in detail to give a clearer
direction to the goal.
Quiz 3. 2.2
Name: __________________________________________________ Course/Year/Section:
_______________________________ Date: _________________

Directions: Read and answer the following questions.

1. For you, what is the most important principle for Effective Goal-setting? (5points)
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________

2. Why do you think goal-setting is also important to students? (5points)

3. In your opinion, what are the factors which make a goal unattainable?
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
___________________________________________________________________________________________________________
__________

116
Quiz 3.2.3
Name: __________________________________________________

Course/Year/Section: _______________ Date: _

Directions: Before setting new goals, it is important to look back to previous goals you have
set and learn from them. Analyze why you reached those goals or why you didn’t reach those
goals by answering these guide questions.

What are the previous goal(s) you have set?

Were you able to achieve those goals? What are the reasons the goal were achieved or not?
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
____________________________________________________________________________________________________________
_________
___________________________________________________________________________________________________________
__________

What hindered you in achieving your previous goals?

In summary, what did you learn from your previous goals?

Overview

This unit helps you to identify the aspects of learning, goal-setting and managing
stress. You will be provided with the practical application of the concepts discussed in the
course to enable you to get the hands-on experiences of developing your self-help plans for
self-regulated learning, goal setting, and self-care.

Learning Objectives

At the end of the Lesson, I am able to:

1. understand stress, its causes and effect to the individual,
2. demonstrate various ways of managing and caring for themselves, and
3. design and develop their own strategies in managing stress.

Setting Up

Activity 3.3.1
Name: __________________________________________ Date: __________________

Course/Year/Section: _________________________

WORDLES

This is a form of Riddle or Word Puzzle. Identify the answer to the following words based on
context. For each puzzle, your task is to decipher a series of cryptic letters, words and patterns
which, when combined, represent a common word or phrase.

118
1.
___________________________________11.__________________________________
_____ 2.
___________________________________12.__________________________________
_____ 3.
___________________________________13.__________________________________
_____ 4.
___________________________________14.__________________________________
_____ 5.
___________________________________15.__________________________________
_____ 6.
___________________________________16.__________________________________
_____ 7.
___________________________________17.__________________________________
_____ 8.
___________________________________18.__________________________________
_____
9. ___________________________________19._______________________________________
10. __________________________________20.______________________________________

119
Lesson Proper

A. What is Stress?

The term stress is derived from the Latin word stringere, which is defined as to draw
tight. Psychologists define stress as the psychological and physiological response to a
condition that threatens a person’s capacity to adjust to the inner and outer demands. No
wonder people go into binge eating; become irritable; and do various activities to relieve
them from their stress.
In the 1930s, Hans Selye, a Canadian Scientist, started to use the term “stress” to mean
the environmental agent where an organism responds and adapts.
To understand what stress is, let us accept that it is a natural part of life. In fact, it is
important to have normal functioning of the body (Sevilla, et al., 2000). This is the reaction or
response of the body and mind to everyday challenges and demands. These responses could
disrupt or threaten to disrupt the physical or psychological functioning of the body.
Stress is usually perceived as negative; however, it may serve as a good source of
motivation. Stress often hits the individuals’ emotions and motivations, the individual’s ability
to think clearly (Cornista, et al, 2000). The events that often lead to stress are called stressors.
Stressors can be positive (getting married) or negative (funeral or death of a loved one).

Types of Stress

1. Eustress- Stress with beneficial effects. It is considered as good Stress. It is often a

shortterm exciting feeling that improves performance. It can be handled with ease.
Stress experienced during a wedding; a new job; taking a new sport that results in
personal growth, joining groups that provide fulfillment, are examples of eustress.
2. Neustress – Neutral stress. Any situation that does not threaten nor make you
happy. A sensory stimulus with no direct effect on the person. Incidents that you
hear in the news; foods preferred by your neighbor can be the examples of
eustress.
3. Distress – Stress with harmful effects. It can be a short-term or long-term
unpleasant feeling that decreases

4. Performance. It is something that is seen as difficult to handle and may cause

anxiety. Distress does more damage that could lead to depression and suicide.
Stress experienced during a funeral and loss of a job, are examples of distress.

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Sources of Stress

Sources of stress are called stressors that can be internal or external. Internal sources
of stress is those that involve physical, demographic, psychological , and personal
characteristics. External source of stress are those that are outside the individual. Examples of
external stressors are air pollution, noise, crowding, brown outs, COVID-19.

There are five major sources of stress, these are:

Signs and Symptoms of Stress

Behavioral Symptoms include nail-biting, foot or finger tapping, dieting,

compulsive eating, being agitated, and restlessness.

121
Emotional Symptoms include irritability and restlessness, aggressiveness,
anxiety and nervousness, withdrawal, substance abuse, lack of concentration,
depression, loneliness and isolation.

Physical Symptoms include aches and pains, dry mouth/throat, excessive sweating,
nausea or vomiting, indigestion, low energy, insomnia, aches, pains, tense muscles, loss of
sexual desire.

Cognitive Symptoms this include problem in concentration, memory, decision, loss of

sense of humor, forgetful, orientation to the past, errors in judging distance
Body’s Response to Stress

What happens to you if you experience stress? Your response could either be
physiological or psychological.

Physiological Response to Stress. Hans Selye (in Silverman, 1979) came up with his
theory on General Adaptation Syndrome (GAS). According to Selye, stress results when the
body’s normal homeostatic mechanisms fail to provide the body with sufficient means to
adapt to environmental demands. Thus, he called the widespread bodily reaction as the
general adaptation syndrome.

The General Adaptation Syndrome

1. The Alarm Reaction State. In this state, the individual is momentarily immobilized (e.g.
in a state of shock) followed by a rapid and intense mobilization of bodily response, which
includes a high degree of instinctive and skeletal muscle activity.

2. The Resistance Stage. This is the recovery and restoration period. In this stage, the
individual “adapts” to the stress. Externally, it appears to be a quiet stage, but the
endocrine glands, the anterior pituitary, and the adrenal cortex, in particular, are hard at
work helping the individual to adapt himself to the stressful situation.

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3. The Exhaustion Stage. If the stress continues and the person is unable to maintain the
resistance level, exhaustion occurs and the alarm reaction is repeated. And if the stress
persists, then serious injury or even death may arise.
Psychological Responses to Stress

Among the documented responses to stress were anger, aggression, depression,

anxiety, inability, insatiable cravings, irrational fear, panic and apathy (Baron, 1998; Atkinson
et al, 1996; Zimbardo, 1992). The psychological response to stress may differ according to
situations. Behavioral manifestations as a psychological response to stress also vary.
Examples of these manifestations are increased use of medication, nervous tics or
mannerisms, absentmindedness, increase or decrease in eating and sleeping, smoking,
increased use of alcohol, and reckless driving.

Psychological Responses to Stress

BehavioralChange EmotionalChang Cognitive Change
e
  
The way a person Anger Distorted perceptions
looks
  Irritabilit  Altered perception of
Shaky voice circumstances and
situations
  Short-tempered  Affected learning and
Increase or decrease thinking
in
eating
  Hopelessness 
Difficulty in making
Muscle spasms
sound decisions
  Feeling trapped  Reduces enjoyment
Tensed facial
expressions
  Helplessness
Change in sleeping
patterns
 
Anxiousness
Aggression
 
Negative attitude
Hand tremors
 
Depression
Jumpiness

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Open the Link and watch https://www.youtube.com/watch?v=v-t1Z5-oPtU

B. Stress Coping Strategies

Coping strategies are active efforts to eliminate or to get rid of stress. Strategies of
individuals to cope up with stress vary from one another. Some people try to deal directly
with the anxietyproducing situation, others may not.
Here are the approaches that individual use to cope up with their stress:

1. Emotion-focused – the individual exerts efforts to modify the unpleasant emotional

consequences of the stress. If the individual cannot change the stressful situation
directly, he or she can try to alter his or her perception of it or the emotions it
produces.

2. Problem focused – the individual deals with the stressor itself. The strategies include
reducing, modifying, or eliminating the source of stress.

124
3. Proactive coping – the individual anticipates some stressful situations and take active
measures to avoid or minimize the consequences.

Dealing with Short-Term Stress

Short-term stress is a “burst” of reaction to something in the environment. It can affect

the body in many ways. These are some of the examples:
• Muscle tightening or increase body tension
• Dry mouth
• Faster heartbeat and breathing
• Extreme sweating
• Frequent trips to the bathroom
• Increased muscle spasms
• Headaches, fatigue and shortness of breath
• Cold hands, feet or skin
• Sick feeling in the stomach

To deal with the above short-term stress, the body needs to react rapidly, though
adverse effects to the individuals’ physical and mental performance may occur, particularly if
there is no outlet or reason for the stress.

Long-Term Strategies for Dealing with Stress

This is the strategy on how to deal with long-term stress.

1. Identify the cause of stress. Face or confront problems that caused stress. Take
time to know the serious stressors. Eventually, this will help in coming up with a
strategy on how to manage it.
2. Recognize what you can change. Accept what needs to be changed. The way you
respond to the problem should be change then find other ways to channel your
frustrations.
3. Reduce the intensity of your reaction. Change your reaction to the stress
because your response to the stressful situation might be too much or exaggerated.
4. Re-examine your attitudes and obligations. Prioritize your goals and needs. Try
to examine your life priorities and don’t forget to include yourself as one of those
priorities.
5. Organize yourself. Working too much and subjecting yourself to fatigue causes too
much stress. Learn to say “no” to things that will not affect your job, school or
relationship.
6. Develop an emotional support system and use them. Confide your problems to
someone – a parent, a close friend or your peers. It is very important to have
someone to share your bad or good feelings.
7. Let it all out. Overtly express, through tears or laughter, to ease your tension. It is
better to release your anger and frustration on the shoulder of a loved one to make
you more relaxed and relieved than any amount of time management, deep
breathing, or rational discussion.

125
C. Managing Stress

Managing and caring for the self is a holistic process. There are many aspects of the
self that needs attention. And there are various ways to prevent, minimize and manage stress.
Start managing your stress by first doing a self-care. Self-Care starts by taking charge
of one’s health. It is important to nurture not only our physical but especially our mental
health.

References

Cornista, A.N., and Lupato, T.A. (20000. ALS Publishing House. Dagupan City

Galinero, W.B., Reyes, C.A., Claudio, E.G., Alegado, A.M. (2018). Mutya Publishing House, Inc.
Malabon
City.

Lupdag, A.D. (2000). General Psychology. Grandwater Publication and Research Corporation.
Makati City

Sevilla, C.G., Punsalan, T.G., Rovira, L.G., and Vendivel, Jr., F.G. (2000). General Psychology Rev.
Edition. Rex Book Store. Manila

Silverman, R. (1979). Essentials of Psychology (2nd ed.) New Jersey: Prentice-Hall Inc.

Tria, G.E., Gaerlan, J.E., and Limpingco, D.A. (2012). General Psychology (6 th Ed.). KEN
Incorporated. Popular Bookstore. Quezon City
126
Vitales, V.A. (2020) A Lecture Presentation for mental health awareness and stress and
depression-free workplace. Cabanatuan City

World Health Organization (2011). Psychological First Aid: Guide for Field Workers. WHO
Geneva.

127
Assessing Learning

Activity 3. 3.2

Name:_________________________________________

Course/Year/Section: _ Date: _

Direction: List down 5 examples of the following types of Stress:

Eustress Neustress Distress

1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

Activity 3.3.3

Name: ___________________ Score:

Course/Year/Section: _ Date: _

Direction: Paint Your Imagination: As a way to de-stress, paint your imagination to express
yourself. Just take out a watercolor paper (or simply use any blank paper), a
paintbrush, some watercolors and paint what comes to your mind. You can even use
sketch pens, color pencils or crayons – whatever is available.

128
Activity 3.3.4

Name:_________________________________________

Course/Year/Section: Date: _

Direction: Take the Stress Indicator Questionnaire to identify the level of your stress based
on the
given indicators. After identifying your stress levels, develop your own Self-Care
Plan using the given Positive Coping Strategies for Stress

STRESS INDICATORS QUESTIONNAIRE

(The Counseling Team International)

Name: ______________Age:

Course: _______________________________Contact No.: __________________

This questionnaire will show you how stress affects different parts of your life. Circle the
response which best indicates how often you experience each stress indicator during a
typical week.
129
Use the following scale and equivalent

5 - Almost Always (on five days a week)

4 - Most of the Time (on three days a week)
3 - Some of the Time (on one and one-half days a week)
2 - Almost Never (less than two hours a week)
1 - Never

PHYSICAL INDICATORS:
How often would you say: AA MT ST AN N
1. My body feels tense all over. 5 4 3 2 1

2. I have a nervous sweat or 5 4 3 2 1

sweaty palms.
3. I have a hard time feeling 5 4 3 2 1
really relaxed.
4. I have severe or chronic 5 4 3 2 1
lower back pain.
5. I get severe or chronic 5 4 3 2 1
headaches.
6. I get tension or muscle 5 4 3 2 1
spasms in my face, jaw,
neck or shoulders.

7. My stomach quivers or 5 4 3 2 1
feels upset.
8. I get skin rashes or 5 4 3 2 1
itching.
9. I have problems with 5 4 3 2 1
my bowels
(constipation,
diarrhea).
10. I need to urinate more 5 4 3 2 1
than most people.
11. My ulcer bothers me. 5 4 3 2 1

12. I feel short of breath after 5 4 3 2 1

mild exercise like
climbing up four flights of
stairs.
13. Compared to most 5 4 3 2 1
130
people, I have a very
small or a very large
appetite.
14. My weight is more than 5 4 3 2 1
15 pounds higher than
what is recommended for
a person my height and
build.
15. I smoke tobacco. 5 4 3 2 1

16. I get sharp chest pains 5 4 3 2 1

when I'm physically
active.
17. I lack physical energy. 5 4 3 2 1

18. When I'm resting, my 5 4 3 2 1

heart beats more than
100 times a minute.
19. Because of my busy 5 4 3 2 1
schedule I miss at least
two meals during the
week.
20. I don't really plan my 5 4 3 2 1
meals for balanced
nutrition.
21. I spend less than 3 hours 5 4 3 2 1
a week getting vigorous
physical exercise
(running, playing
basketball, tennis,
swimming, etc).

Physical Indicators Point total

__________
SLEEP INDICATORS:
How often would you say: AA MT ST AN N
1. I have trouble falling asleep. 5 4 3 2 1

2. I take pills to get to sleep. 5 4 3 2 1

3. I have nightmares or 5 4 3 2 1
repeated bad dreams.

131
4. I wake up at least once in 5 4 3 2 1
the middle of the night for
no apparent reason.
5. No matter how much 5 4 3 2 1
sleep I get, I awake feeling
tired.

Sleep Indicators Point Total

_____________
BEHAVIORAL INDICATORS:
How often would you say: AA M ST AN N
T
1. I stutter or get tongue 5 4 3 2 1
tied when I talk to other
people.
2. I try to work while I'm 5 4 3 2 1
eating lunch.
3. I have to work late. 5 4 3 2 1

4. I go to work even when I 5 4 3 2 1

feel sick.
5. I have to bring work home. 5 4 3 2 1

6. I drink alcohol or use 5 4 3 2 1

drugs to relax.
7. I have more than two 5 4 3 2 1
beers, eight ounces of
wine or three ounces of
hard

liquor a day.
8. When I drink, I like to get 5 4 3 2 1
really drunk.
9. I get drunk or "high" 5 4 3 2 1
with other drugs more
than once a week.
10. When I'm feeling high 5 4 3 2 1
from alcohol or drugs I
will drive a motor
vehicle.
132
11. I tend to stumble when 5 4 3 2 1
walking, or have more
accidents than other
people.
12. In any given week, I take 5 4 3 2 1
at least one prescription
drug without the
recommendation of a
physician, e.g.
amphetamines,
barbiturates.
13. I have problems with my 5 4 3 2 1
sex life.
14. At least once during the 5 4 3 2 1
week I will make bets for
money.
15. After dinner I spend 5 4 3 2 1
more time alone or
watching TV than I do
talking with my family or
friends.
16. I arrive at work late. 5 4 3 2 1

17. At least once during the 5 4 3 2 1

week I have a shouting
match with a co-worker
or supervisor.

Behavioral Indicators Point Total ______________

EMOTIONAL INDICATORS:
How often would you say: AA MT ST AN N
1. I have found the best way 5 4 3 2 1
to deal with hassles and
problems is to consciously
avoid thinking or talking
about them.
2. I have trouble 5 4 3 2 1
remembering things.

133
3. I feel anxious or frightened 5 4 3 2 1
about problems I can't
really describe.
4. I worry a lot. 5 4 3 2 1

5. It is important for me not 5 4 3 2 1

to show my emotions to
my to my family.
6. It is hard for me to relax at 5 4 3 2 1
home.
7. It is best if I don't tell even 5 4 3 2 1
my closest friend how I'm
really feeling.
8. I find it hard to talk when I 5 4 3 2 1
get excited.
9. I feel very angry inside. 5 4 3 2 1

10. I have temper outbursts I 5 4 3 2 1

can't control.
11. When people criticize me, 5 4 3 2 1
even in friendly,
constructive way, I feel
offended.
12. I feel extremely sensitive 5 4 3 2 1
and irritable.
13. My emotions change 5 4 3 2 1
unpredictably and without
any apparent reason.

14. I feel like I really can't 5 4 3 2 1

trust anyone.
15. I feel like other people 5 4 3 2 1
don't understand me.
16. I really don't feel good 5 4 3 2 1
about myself.
17. Generally I am not 5 4 3 2 1
optimistic about my
future.

134
18. I feel very tired and 5 4 3 2 1
disinterested in life.
19. Impulsive behavior has 5 4 3 2 1
caused me problems.
20. I have felt so bad that I 5 4 3 2 1
thought of hurting
myself.
21. When I have an 5 4 3 2 1
important personal
problem I can't solve
myself, I do not seek
professional help.

Emotional Indicator Point Total

__________
PERSONAL HABITS:
How often would you say: AA MT ST AN N
1. I spend less than three 5 4 3 2 1
hours a week working on a
hobby of mine.
2. I spend less than one hour 5 4 3 2 1
a week writing personal
letters, writing in a diary
or writing creatively.
3. I spend less than 30 5 4 3 2 1
minutes a week talking
casually with my
neighbors.

4. I lack time to read the 5 4 3 2 1

daily newspaper.
5. I watch television for 5 4 3 2 1
entertainment more than
one hour a day.
6. I drive in a motor vehicle 5 4 3 2 1
faster than the speed limit
for the excitement and
challenge of it.

135
7. I spend less than 30 5 4 3 2 1
minutes a day working
toward a life goal or
ambition of mine.
8. My day to day living is not 5 4 3 2 1
really affected by my
religious beliefs or my
philosophy of life.
9. When I feel stressed, it is 5 4 3 2 1
difficult for me to plan
time and activities to
constructively release my
stress.

Personal Habits Point Total __________________

No single question in this questionnaire proves you are experiencing stress, but by
looking at the results of groups of questions, it may be possible to define what areas of your
life stress affects the most. To determine these areas, add the circled numbers in each section
and mark on the stress levels sheet below.
Activity 3.3.5

PERSONAL STRESS LEVELS ANG STRESS MANAGEMENT PLAN

Name: ______________ Date:

Section:______________________________________

Note: Only the indicators with “Very High” to “Danger” Stress Level needs immediate
attention; thus choose a strategy that you prefer from the given Coping Strategies for
Stress
Total Stress Strategy
Points Level Preferred
Physical Indicators

Sleep Indicators

Behavior Indicators

136
Emotional Indicators

Personal Habits

Level of Stress Level of Stress

Total Points Description
22 to 29 Very Low
30 to 37 Medium
Physical Indicators 38 to 47 High
43 to 53 Very High

54 and above Danger

5 to 7 Very Low
8 to 9 Medium
Sleep Indicators 10 to 11 High
12 to 13 Very High

14 and above Danger

18 to 26 Very Low
27 to 36 Medium
Behavior Indicators 37 to 45 High
46 to 49 Very High

50 and above Danger

21 to 28 Very Low
29 to 36 Medium
Emotional Indicators 37 to 45 High
46 to 54 Very High

55 and above Danger

9 to14 Very Low

15 to 19 Medium
Personal Habits 20 to 24 High
25 to 29 Very High

137
30 and above Danger

24 POSITIVE COPING STRATEGIES FOR STRESS

PHYSICAL AND LIFESTYLE STRATEGIES

1. Abdominal breathing and relaxation
2. Low-stress diet (limit fast foods/fried foods)
3. Regular exercise
4. Downtime (balance fun and work)
5. Mini-breaks (5 to 10 minute periods to relax during the day)
6. Time management
7. Sleep hygiene (at least 6 hours)
8. Choosing a non-toxic (non-smoking/conflict-free) environment
9. Material security (the basics; do you really need that designer shirt?)

EMOTIONAL STRATEGIES
10. Social support and relatedness
11. Self-nurturing (yes, you are worth it)
12. Good communication
13. Assertiveness
14. Recreational activities (“playtime”)
15. Emotional release
16. Sense of humor (ability to see things in perspective)
COGNITIVE STRATEGIES
17. Constructive thinking (ability to counter negative thinking)
18. Distraction (ability to distract yourself from negative pre-occupations)
19. Task-oriented (vs. reactive) approach to problems
20. Acceptance (ability to accept/cope with setbacks)
21. Tolerance for ambiguity (ability to see shades of gray)

PHILOSOPHICAL/SPIRITUAL STRATEGIES
22. Consistent goals or purpose to work towards a goal
23. Positive Philosophy of life
24. Religious/spiritual life and commitment

138

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Understanding The Self Ge 1 Module Asc

Uploaded by

Understanding The Self Ge 1 Module Asc

Uploaded by

PREFACE

Karen Jann M. Aquino

Copyright 2020 by NEUST

Printed and Published by:

This question is frequently asked by many people. Asking

The identity of the self should be seen as an on-going

To get nearly aware of your feelings, hopes, thoughts, and

Unit 1- THE SELF FROM VARIOUS PERSPECTIVES

At the end of the unit, I am able to:

List three (3) things that you are:

Who are two (2) people you most admire?

What matters to you most in life?

What do you stand for (Principles)

What makes you happy?

How do you want to impact the lives of others?

Complete the sentence:

“WHO AM I” open the link and watch the video presentation

DIFFERENT PERSPECTIVE OF THE SELF

PHILOSOPHER’S PERSPECTIVE OF THE SELF

What is Philosophy? It is a study of getting knowledge through inquiries and rational

First Martyr of philosophy knowledge of

Plato is a student of Socrates. He wrote

Image credits to Encyclopedia

Image credits to pinterest.com

Is an English philosopher and

Image credits to psychology.wikia.org

He anchored his definition of the self on the empiricist school of thought. He

A German philosopher that is famous for

He defined the self as an organizing principle that combines experiences.

Image credits toEncyclopedia

image credits to simplypsychology.org

SELF FROM THE PERSPECTIVE OF SOCIOLOGY

Image credits to pinterest.com

Validation: Do you Agree or Disagree? Explain

2. Name: ________________________ Relationship:(Friend, Family, Classmate) _____________________

Validation: Do you Agree or Disagree? Explain

3. Name: ________________________ Relationship:(Friend, Family, Classmate) __________________

Validation: Do you agree or disagree? Explain

Why Socialization Matters

Self-development according to the psychological theories it has been broadened by

Freud (1856–1939) A prestigious Sigmund Freud

Image credits to Encyclopedia Britannica

Image credits to Encyclopedia Britannica

Image credits to everythingsociology.com

Two sides of the self: “I” and “me”

Direction: Encircle your answer.

2. What occurs in Lawrence Kohlberg’s conventional level?

3. What is one way to distinguish between psychology and sociology?

4. Which of the following is typically the earliest agent of socialization?

The anthropological perspective of self

Anthropologists take an encompassing approach to the study of humanity. They

Culture is a method of inherited conceptions uttered in symbolic forms by means of

Anthropology considers human experience as an interaction of:

The Self as Embedded in Culture

Human nature is mutually beneficial to culture. Identity Struggles is a difference

Open the link for the PowerPoint Presentation

Gallinero, W.B., Reyes, C.A.,Claudio, Eric G.,Alegado, A.M.,Understanding the Self.

_____________________1. It is the study of people, past, and present.

At the end of the unit I am able to:

Interpret the following

Sand MAN STAND______

2. Adaptation is the child’s process to encounter situational conditions.

What Role Do Schemas Play in the Learning Process?

It is a procedure known as a part of adaptation involves that altering or changing the

“Piaget’sTheory of Cognitive Development” open the link and watch the

Piaget’s Stages of Cognitive Development

STAGE AGE CHARACTERISTICS OF STAGE

Demonstrates abstract thinking.

Harter’s Self-Development Concept

Development of Self-concept According to Harter are as follows:

William James and the Me-self; I-Self

As William James [1890/1981, p. 221] cited in the Principles of Psychology, it lies at

The ideal self includes:

The Importance Of Alignment

True Self vs False Self

According to John Bowlby and D. W. Winnicott, a developmental psychologist, children

2. Name: ____ Relationship:(Friend, Family, Classmate) _

3. Name: ______ Relationship:(Friend, Family, Classmate)

Name: _____Date:

Name:_____ Date:

Course/Section:__ Instructor:

Name:__________ Date:

Course Section:_____ Instructor:

Name:_____ Date:

Course/Section:_ Instructor: _

Name: _____ Date:

Name: _____ Date:

Name: _____ Date:

Course/Section: _ Instructor: _