A Strong Partner for Sustainable Development

Module
in
GE 2

UNDERSTANDING THE SELF

College of Agriculture Forestry and

And Environmental Sciences
-General Education-
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Module No. 2

UNPACKING THE SELF

2nd Semester AY 2020-2021

JEROSELYN B. LOPEZ
CECILIA G. CARDEJON
ANGELEN L. ARCONA
Faculty

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TABLE OF CONTENTS

Content Page
Number
Title Page ………………………….. ii
Table of Contents ………………………….. iii
Instruction to the User ………………………….. iv
Specific instruction to the User ………………………….. v
Introduction ………………………….. iv
Chapter 2 ………………………….. 1
Unpacking the Self ………………………….. 1
Overview ………………………….. 1
Learning Outcomes ………………………….. 1
Pre-test ………………………….. 2
Lesson 1. Physical and Sexual Self
A. Learning Outcomes ………………………….. 3
B. Time Allotment ………………………….. 3
C. Discussion ………………………….. 4
D. Activities/ Exercises ………………………….. 29
E. Evaluation/ Post-test ………………………….. 30
Lesson 2. Material Self
A. Learning Outcomes ………………………….. 37
B. Time Allotment ………………………….. 37
C. Discussion ………………………….. 37
D. Activities/ Exercises ………………………….. 41
E. Evaluation/ Post-test ………………………….. 42
Lesson 3. Spiritual Self
A. Learning Outcomes ………………………….. 43
B. Time Allotment ………………………….. 43
C. Discussion ………………………….. 43
D. Activities/ Exercises ………………………….. 49
E. Evaluation/ Post-test ………………………….. 50
Lesson 4. Political Self ………………………….. 51
A. Learning Outcomes ………………………….. 51
B. Time Allotment ………………………….. 51
C. Discussion ………………………….. 51
D. Activities/ Exercises ………………………….. 54
E. Evaluation/ Post-test ………………………….. 56
Lesson 5. Digital Self ………………………….. 57
A. Learning Outcomes ………………………….. 57
B. Time Allotment ………………………….. 57
C. Discussion ………………………….. 57
D. Activities/ Exercises ………………………….. 61
E. Evaluation/ Post-test ………………………….. 61
References ………………………….. 63

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INSTRUCTION TO THE USER

This module would provide you an educational experience while

independently accomplishing the task at your own pace or time. It aims as
well to ensure that learning is unhampered by health and other challenges. It
covers the topic about Understanding the Self through Unpacking the Self.

Reminders in using this module:

1. Keep this material neat and intact.

2. Answer the pretest first to measure what you know and what to be
learned about the topic discussed in this module.
3. Accomplish the activities and exercises as aids and reinforcement for
better understanding of the lessons.
4. Answer the post-test to evaluate your learning.
5. Do not take pictures in any parts of this module nor post it to social
media platforms.
6. Value this module for your own learning by heartily and honestly
answering and doing the exercises and activities. Time and effort were
spent in the preparation in order that learning will still continue amidst
this Covid-19 pandemic.
7. Observe health protocols: wear mask, sanitize and maintain physical
distancing.

Hi! I’m Blue Bee, your WPU

Mascot.

Welcome to Western Philippines

University!
Shape your dreams with quality learning
experience.

STAY SAFE AND HEALTHY!

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SPECIFIC INSTRUCTION TO THE USER

Dear students,

This module will help you to explore different aspects of self and identity. It was
designed specifically for your program that will enhance your knowledge and skills for
your future career endeavors. Your active role as a student in the learning process is
very important as the activities will be at your own pace and time.

Additional Learning Guide in using this module:

1. Provide a notebook with your personal information (Name, curriculum, year &
section, and contact number) for your answers to be submitted on the
announced schedule of your teacher. (Only applicable if you will answer thru
notebook)
2. Create a log sheet at the back of your notebook following the given format
below, which will be filled out by the teacher:

Date Pre-test Post- Activities/ Performance Remarks

test Exercises task

3. If you will answer and send your answers through on-line, follow specific
instructions given by your teacher.
4. See the attached rubrics as a guide on how you will be rated with the test and
activities.
5. Keep this material neat and intact. No part of this module may be reproduced
and transmitted in any form without permission from the author and the
institution. Again, do not take pictures in any parts of this module nor post them
to any social media platforms. If you have questions and suggestions regarding
the module you can directly send a message to your teacher.
6. Amidst the crisis, continue your motivation to learn and pursue your dreams in
life. Value this module and keep on exploring ways to enhance your knowledge,
skills, and attitude.

Truly yours,

Your teacher

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Chapter 2. UNPACKING THE SELF

Chapter Introduction

This module can serve as an alternative learning resource that can help to attain
a quality of education despite the crisis. The module was simplified for easy
understanding and comprehension. The authors put an effort to gather various
references to ensure current relevant trends can be included.

Overview

The module includes 5 lessons: Lesson 1- Physical and Sexual self; Lesson 2-
Material self; Lesson 3- Spiritual self; Lesson 4- Political self; and Lesson 5- Digital
self. The content incorporates topics to which the students can relate and adapt to their
respective disciplines.

The lesson covers different topics about physical and sexual aspects that can
educate the learner for them to avoid and understand some problems regarding
sexuality and other physical aspects. Moreover, this section focuses on how people
maintain extensions of themselves through material possessions and the maintenance
of particular lifestyles. In the context of what society values, their needs, and wants.
This section discusses how an individual acquires goods, the factors that shape his or
her economic decisions, and what these things say about one’s sense of self. The third
lesson, discuss the nature of spirituality, how it is different from religiosity, the factors
that shape spirituality, and its impact on oneself. Lesson four highlights our Filipino
culture, values, and traditions. It also covers various Filipino cultures in different
generations. Lastly, it focuses on how online and the digital world affects us. As the
people engage in cyberworld, it affects our identity in online and offline platform. It
discusses some simple ways to set boundaries online.

Learning Outcomes

At the end of the chapter, you can:

1. explain the impact of culture on body image and self-esteem;

2. describe sexually transmitted diseases;
3. explain how one can manifest responsible sexual behavior;
4. analyze and evaluate one’s material and economic behavior that contributes to
his or her sense of self;
5. identify various religious practices and beliefs;
6. explain ways of finding the meaning of life;
7. perform a discussion regarding political self; and
8. evaluate the advantages and disadvantages of technology in digital self.

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Pre-test: What do you know about?

General Direction: Please answer the pre-test to test your prior knowledge about
self and the self from various perspectives. This test will be not be graded and there is
no time limit. This will also serve as a review. Try your best to answer the items below.
Write your answer in your activity notebook to be submitted on the announced
schedule of your teacher.

Test I. Agree or Disagree

Instructions: To test your prior knowledge, please answer the Energizer.

Instructions: Read each statement below carefully. Write AGREE if you think a
statement is right and DISAGREE if you think the statement is not correct. (Write
your answer before the number)10 points.

_______1. We cannot control sexual urges.

_______2. Our sexuality is purely biological.
_______3. Sexual orientations embody cognitive, affective, and behavior domains.
_______4.We are born with sexuality.
_______5. Sex and gender are the same.
_______6. Spirituality is the same as religiosity
_______7. Spirituality is all about faith in God.
_______8. Only older individuals feel their spirituality
_______9. People are born with spirituality
_______10. Spirituality is multi-faceted, thus having many domains.

Test II. Define what is Beauty

Instructions: Write words to show the difference in the meaning of beauty from
various cultures. (1o points)

Meaning of beauty from our culture Meaning of beauty from other culture
(Cite what specific culture you describe)

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Test II. Enumeration

Instructions: Enumerate the following (8 points)

A. 2 negative and 2 positive values of Filipinos

1.
2.
3.
4.

B. 2 positive and negative effect of cyberworld on people

1.
2.
3.
4.

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LESSON 1
Physical and Sexual Self
This section tackles one of the most crucial aspects of
human development, the sexual self. It highlights
biological and environmental factors that shape sexual
development. Tips on regulating sexual behavior are
also provided.

A. Learning Outcomes
At the end of the lesson, you can

1. explain the impact of culture on body image and self-esteem;

2. discuss the developmental aspect of the reproductive systems and elaborate
concepts associated with the sexual self, including sex and gender;
3. describe sexually transmitted diseases; and
4. explain how one can manifest responsible sexual behavior.

B. Time allotment: 3 hours

C. Discussion

Remember!

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PHYSICAL SELF
 The Physical Self is the concrete dimension, the tangible aspect of the person
that can be directly observed and examined.
 William James considered the body as the initial source of sensation and
necessary for the origin and maintenance of personality.
 Beauty has varied throughout time, various cultures, and the vast different
perceptions of the world. Beauty has been described and depicted through
pictures and concepts penetrating our minds.

Impact of Culture on Body Image and Self-esteem

 The culture in which belong has a significant impact on how we feel about
ourselves and how we think about our body. Many cultures and traditions also
contribute to body image and can influence either negative or positive body
image and self-esteem.
 Depending on the culture and overall emphasis of traditions involved, a person
may find their surroundings either conducive to or resistant to the building of
a healthy body image and self-esteem.

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Beauty across cultures

THE SOCIO-BIOLOGICAL ASPECTS OF THE SELF

 A vital aspect of one's identity is the SEXUAL SELF, encompassing the

biological, physical, emotional, and social domains.
 While it is initially rooted in the distinguishing physical attributes found in men
(penis) and women (vagina), bodily transformations and the development of
secondary sexual characteristics during adolescence also trigger the
physiological responses, leading to beliefs and behavior associated with sex.
 During this stage, sexual curiosity is often at its peak, with adolescents engaging
in sexual activity as influenced by biological and socio-cultural factors.
 Further, the gender orientation of the adolescent may manifest at this stage.
 Thus, a person needs to be aware of his or her sexuality, thoughts, and behavior
to make responsible choices concerning one's sexual self.

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SEXUAL IDENTITY AND GENDER ORIENTATION

• Sex refers to the biological differences between male and

female, such as the genitalia and genetic differences.

• Gender is more difficult to define, but it can refer to the role of a

male or female in society, known as the gender role, or an individual’s concept
of themselves or the gender identity.

• Sexual Identity and gender orientation underlie one’s concept of self. A

person expresses his or her sexuality through individuality; one’s belief and
behavioral lifestyle are based on his or her own perceptions of sexuality.

Discover other terms:

Gender Identity, Gender Expression, Biological Sex, Sexual orientation

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DEVELOPMENT OF THE REPRODUCTIVE SYSTEM

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The Consequences of Sexual Choices

 Sexual intercourse (copulation) is the reproductive act in which the male organ
(penis) enters the female’s reproductive tract (vagina). Adolescents couples who
engage in sexual intercourse are usually overwhelmed by the sensations they feel
during the act.
 However, if the woman is fertile during the time of intercourse, pregnancy is
likely to occur and it lasts approximately nine months before the birth of the
child. Having a child entails a big responsibility and should not merely be a
consequence of an impulsive moment. Physical risks to having an early
pregnancy may impact an adolescent’s development, including miscarriage,
emotional stress, and health risks to both mother and infant.
 Aside from pregnancy, another consequence of impulsive and careless sexual
intercourse is the risk of acquiring sexually transmitted diseases (STDs)

Among common STDs are:

 Syphilis
 Gonorrhea
 Chlamydia
 Genital Warts
 Sexually transmitted diseases (STDs) are infections transmitted from an
infected person to an uninfected person through sexual contact. STDs can be
caused by bacteria, viruses, or parasites.

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 STDs are a significant global health priority because of their overwhelming

impact on women and infants and their inter-relationships with HIV and AIDS.
 STDs and HIV are associated with biological interactions because both
infections may occur in the same populations.
 Infection with certain STDs can increase the risk of getting and transmitting
HIV as well as modify the way the disease develops. Moreover, STDs can
lead to long-term health problems.

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Syphilis

Is a real common STD that can spread through vaginal, anal, or oral sex.
Syphilis cause sores on your genitals(called chancers). The sores are usually
painless, but they can easily spread the infection to other people. You get
syphilis from contact with sores.

Gonorrhea

It is an infection caused by a sexually transmitted bacterium that can infect both

males and females. Gonorrhea most often affects the urethra, rectum, or
throat. In females, it can also infect the cervix. Most commonly spread during
sex.

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Chlamydia

Chlamydia is a common STD that can be easily cured. It can make it difficult for
a woman to get pregnant. It can get by having vaginal, anal, or oral sex with
someone who has chlamydia.

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 The most alarming sexually transmitted disease is the acquired immune

deficiency syndrome (AIDS) caused by the human immunodeficiency
virus (HIV).
 One of the leading STDs worldwide, this is caused by HIV. The virus survives
throughout the body but may be transmitted via body fluids such as blood,
semen, vaginal fluids, and breast milk. AIDS occurs in the advanced stage
of HIV infection.

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 Everyone must take responsible decisions with regards to sexuality and sexual
behavior.
 Responsible sexual behavior entails the following:
 Respect for one’s body. It means taking care of one’s body and avoiding
activities that undermine one’s worth and respect.
 Maturity in thoughts and deeds. It refers to being objective, rational, and
calm, instead of being swept by one’s emotion.
 Being guided by one’s personal beliefs and core values. Everyone,
especially an adolescent, should always be grounded by his/her own principles
and self-worth.
 Being future-oriented. Instead of focusing on the present, a person should
always weigh his or her present actions with possible consequences in the
future.

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The natural family planning methods do not

involve any chemical or foreign body introduction into the human body. People who
are very conscious of their religious beliefs are more inclined to use the natural way of
birth control and others follow such as natural methods because they are more cost-
effective.

• Abstinence

 This natural method involves refraining from sexual intercourse and is the most
effective natural birth control method with an ideally 0% fail rate. It is
considered to be the most effective way to avoid STIs. However, most people
find it difficult to comply with abstinence.

• Calendar method

 It is also called the rhythm method. It entails withholding from coitus during
the days that the woman is fertile. According to the menstrual cycle, the woman
is likely to conceive three or four days before and after ovulation.

• Basal Body Temperature

 It indicates the woman’s temperature at rest. Before and after, the day of
ovulation. BBT falls at 0.5oF; it increases to a full degree because of
progesterone and maintains its level throughout the menstrual cycle. The
woman must record her temperature every morning before any activity. A slight

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decrease in the basal body temperature followed by a gradual increase in the

basal body temperature can be a sign that a woman has ovulated.

 Cervical mucus method

 During ovulation, the cervical mucus is copious, thin, and watery. It also
exhibits the property of spinnbarkeit, wherein it can be stretched up until at
least 1 inch and is slippery. The woman is said to be fertile as long as the cervical
mucus is copious and watery. Therefore, she must avoid coitus during those
days to prevent conception.

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 It is a combination of the BBT method and the cervical mucus method. The
woman records her temperature every morning and also takes note of changes
in her cervical mucus. She should abstain from coitus three days after a rise in
her temperature on the fourth day after the peak of a mucus change.

 The ovulation detection method uses an over-the-counter kit that requires the
urine sample of the woman. The kit can predict ovulation through the surge of
luteinizing hormone (LH) that happens 12 to 24 hours before ovulation.

 Coitus Interruptus

 Is one of the oldest methods that prevent concept. A couple still goes on the
coitus, but the man withdraws the moment he ejaculates to emit the
spermatozoa outside of the female reproductive organ. A disadvantage of this
method is the pre-ejaculation fluid that contains a few spermatozoa that may
cause fertilization.

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 Oral contraception
 Also known as the pill, oral contraceptives contain synthetic estrogen and
progesterone, estrogen suppresses the follicle-stimulating hormone (FSH) and
LH to prevent ovulation. Moreover, progesterone decreases the permeability of
the cervical mucus to limit the sperm’s access to the ova.

 Transdermal patch

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D. Activities/ Exercises: Let’s do it!

PART I. Characterizing myself

Instructions: Complete the table below. Answer the following questions. (10 points)

Analyze the chart by answering the following questions:

1. Are there more positive traits than negative traits written on your chart?

_____________________________________________________
_____________________________________________________

2. What types of traits have you written on the chart? Which traits are observable
and which are not?

_____________________________________________________
_____________________________________________________

3. Are you happy for having those traits? Have you ever expressed your gratitude
to your parents for passing those traits to you?

_____________________________________________________
_____________________________________________________

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PART II. Secondary sex characteristics

Instructions: Fill out the table below by listing the common secondary sexual male
and female characteristics. Answer the following questions. (10 points)

Male secondary sex Female secondary sex

characteristics characteristics

ANALYSIS:

1.When do we usually observe the changes listed above for males and females? Were
you able to experience the same changes? When?

__________________________________________________________
__________________________________________________________

2. How does society shape the sexual behavior of an individual?

__________________________________________________________
__________________________________________________________

E. Post-test/ Evaluation

General Direction: After reading the previous contents of the module and
accomplishing the activities and exercises, please answer the post-test. This is a test to
assess what you have learned in Lesson 1. Try your best to answer the items below and
work independently.

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PART I. Reflection

Instructions: Answer the following questions. (15 points)

1.Who do you feel was most important in shaping your attitudes regarding sexual
behavior (parents, teachers, peers, early girlfriend or boyfriend, or anyone)?

__________________________________________________________
__________________________________________________________
__________________________________________________________

2. What was the nature of their influence?

__________________________________________________________
__________________________________________________________
__________________________________________________________

3. If the answer to the first question was not your parents, what kind of information
did you get at home? Were your parents comfortable talking about sex?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

PART II. Compliments Jar

Instructions: Every morning, look at yourself in the mirror. Grab a small sheet of paper
and pen. On a sheet of paper, write three things that you like about yourself or in your
life. Things that you can be grateful about. Read them aloud in front of the mirror. Put
your personalized notes inside the jar. Practice this activity for two weeks or you may
continue this as long as you want. After the two-week exercise, write a reflection and
attached a photo or video as evidence of accomplishing this activity. (15 points)

Every
morning

Three
compliments

While
looking at
the mirror

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What do you feel as you look at your body everyday?
How is your self-esteem before and after the activity?
What did you feel and realize after the activity?

This test will measure your mastery from the lessons covered in this
module.

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Part III. Matching type

Instructions: Match the following contraceptives with their description. Write the
letter before the number. (10 points)

___1. Oral contraceptives A. This is the only birth control method used
By males that can also prevent STD’s.

___2. IUD B. A surgical procedure such as vasectomy or

Tubal ligation, to prevent pregnancy

___3. Condom C. No cost, only CONTROL. The method chosen

Most by teens. Has a 27% future rate.

___4. Female condom D. Depo Provera. A shot taken every three months
By the female to prevent ovulation and
Pregnancy.

___5. Ortho Evra E. 100% effective in preventing pregnancy and

STD’s.

___6. Diaphragm F. A t-shaped surgical implant for the female that

May be left in for 5 or more years.

___7. Sterilization G. A Female contraceptive device that is used with

a spermicide before insertion.

___8. Withdrawal H. A contraceptive patch worn by females that

delivers hormones to prevent ovulation, thus
preventing pregnancy.

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___9. Abstinence I. A pill taken daily to prevent ovulation, thus

preventing pregnancy.

___10. Hormone shots J. Similar to the male condom, except worn by the
female.

K. Counting days of fertility and ovulation period.

LESSON 2
Material Self

A. Learning Outcomes
At the end of the learning experience, the learners can:

1. analyze and evaluate one’s material and economic behavior that contributes
to his or her sense of self and
2. distinguish between needs and wants and how they influence one’s daily
social behavior.

B. Time Allotment: 2 hours

C. Discussion
The Self in a Material World

People are likely to purchase products that can relate to their personality.
Material possessions signify some aspects of one’s sense of self and identity. For
example, most millennials have laptops and cell phones and are familiar with different
technological innovations because of their inclination to be immersed in the digital
which follows the idea of why they are known as digital natives. They use these gadgets
to communicate, study, and to a certain extent, maintain the particular social status.
Parents buy necessities for their family because it is symbolic of their need to provide
“security.” The clothes people wear manifest their personal style and comfort.
Possessions, tell a lot about their owners. Things are bought because of personal
association. Thus, one’s sense of self and identity is influential on how an individual
chooses to purchase his or her wants and how he or she makes economic decisions that
will address his or her personal and social needs.

The decisions that go into the purchase of items and certain services are
dependent on several factors, including financial constraints, availability of items and
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services, and the influence of family and friends. However, the most important factor
in determining whether these items and services fall under "wants" or"needs." Some
people may confuse needs with wants, but there is a clear distinction. Needs are those
important for survival. Food, clothing, and shelter are basic needs so people purchase
them out of necessity. Wants, however, are synonymous with luxuries. People buy
them for reasons that do not warrant necessity. Buying cellphones and other gadgets
for communication can be perceived as a necessity but purchasing units on the high-
end line can be a way of projecting a particular social status or taste. People sometimes
purchase items to build how they want to be perceived by others. Clothes may be a
necessity, but people who have the capacity to choose brands and styles project their
identity for other people to see. Regardless of whether the things that people have are
needs or wants, material possessions tell something of the personality and social
values of those who own them. Possessions are extended versions of oneself.

In the process of acquiring material goods, people generally consider two

things: utility and significance. Utility is concerned with how things serve a practical
purpose. On the other hand, significance is concerned with the meaning assigned to
the object. It is also concerned with how objects become powerful symbols or icons of
habit and ritual which can be quite separate from their primary function. Significance,
in contrast to utility, has more to do with expression and meaning. However, meanings
are often culturally determined. For some, even the smallest utilitarian objects are
capable of embodying values. To further understand the term significance, Roland
Barthes studied the concept of semiology or the study of signs. He was one of the first
philosophers to analyze the relationship between people and objects. According to
Barthes, it is through objects that people assert their identities. Objects are not just
things but are reflections of the wider lives of communities and individuals; the things
people possess are also in sync with what is valued by their community. This idea
suggests that objects, aside from contributing to how an individual identifies himself
or herself, also signify relationships of people with others based on what they possess.

The possession of material things also indicates one's status in society. People
can tell whether the owner is part of a wealthy family or in the middle class. One's
possessions are perceived as personal choices that define people to a certain extent.
These personal choices build one's material and economic self which is an extension
of his or her social identity.

William James (The Principles of Psychology in 1890)

He ascribed these components:
1. Constituents

2. The feelings and emotions

they arouse (self-feelings)

3. The actions they prompt (self-

seeking and self-preservation)

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The Material Self

The
onstituents
The Spiritual Self The Social Self

Body
 The innermost part of our material self. Intentionally, we are investing to our
body (things we cannot live without)
 We strive hard to make sure that this body functions well and good.
 We do have certain preferential attachment or intimate closeness to certain
body parts because of their value to us.

Clothes
 Clothing is an essential part of the material self
 Microcosmus (Herman Lotze) “any time we bring an object into the surface
of our body, we invest that object into the consciousness of our personal
existence taking in its contours to be our own and making it part of the self”
 Clothing is a form of self-expression.
 We choose and wear clothes that reflect our self.

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Immediate Family
 Our parents and siblings hold another great important part of our self and
what they do or become affects us.
 When an immediate family dies, part of ourselves dies too.
 We place huge investment in our immediate family when we see them as the
nearest replica of our self.

Home
 Home is where our heart is.
 Our experience inside the home was recorded and marked on particular parts
and things in our home.
 “if only walls can speak”

Consumer identity is the consumer pattern through which a consumer describes

themselves. In a consumer culture, people no longer consume goods and services
merely for functional satisfaction, consumers use brands and products to express their
identities.

How to handle your finances?

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D. Activities/ Exercises: Let’s do it!

ACTIVITY 1. MY ULTIMATE NEED!

Instructions.
1. Using the table, list down TEN IMPORTANT things that you buy for yourself
(Note. DO NOT include those you buy for others).
2. Identify whether this thing is either needs or wants.
3. On your list, remove five (5) things that you think you can live without.
4. Then, remove another three (3).
5. And from the two things left, choose one.
6. Afterward, discuss/explain why you have chosen it to be your ultimate need.
(15 points)

1st List Needs/ 2nd List 3rd List My Ultimate

(list needs or wants Wants (remove 5 from (remove 3 from Need
you buy for yourself) the first list) the second list) (Choose one
from the 3rd list)
1. 1. 1.
2.
3. 2.
4.
5. 3.
6. 2.
7. 4.
8.
9. 5.
10.

Your explanation about your Ultimate Need.

__________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
______________________________________________________________.

From that analysis, create a simple chart on how you can prepare your
own financial plan. You may read from financial and management books or surf
the internet. Cite your references for doing the chart.

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E. Evaluation/ Post Test: Try what you learned…

General Direction: After reading the previous contents of the module and
accomplishing the activities and exercises, please answer the post-test. This is a test to
assess what you have learned in Lesson 2. Try your best to answer the items below and
work independently.

Instructions: If you think the statement is correct, write AGREE, otherwise write
DISAGREE. (5 points)

________1. Material possessions provide clues to one’s sense of self identity.

________2. People attach meanings to their possessions.

________3. Needs and wants are different.

________4. Possession of products highlights the social classes.

________5. Material possessions reflect one’s value.

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Lesson 3
Spiritual Self

A. Learning Outcomes

At the end of the learning experience, the learners can;

1. identify various religious practices and beliefs and
2. explain ways of finding the meaning of life.

B. Time Allotment: 2 hours

C. Discussion
Spirituality

The concept of the "whole person" is usually associated with the idea of human
beings as having physical and psychological aspects. The physical domain covers the
biological aspects of human development, including growth, maturation, and other
bodily changes. The psychological aspect covers aspects of development focusing on
consciousness and attributes that are not directly observable but manifested in
behavior. However, there is a third aspect of being human that is as important as the
two precedents: the spiritual aspect of the self. Spirituality has been widely studied by
several researchers and academics across several disciplines but remains to be elusive
in terms of having a standard definition. Highlighting the mind-body-spirit connection
the spiritual self is an ongoing, personal life journey, contextualized by the belief in a
higher being, culture, relationships, nature, and the l discovery of meaning in one's
life.

What do these definitions have in common with regards to spirituality? First,

spirituality talks about meaning and purpose that go beyond the
physical realities of life. Going through development, people are inevitably
programmed to make realizations about life, and those insights are not always about
observable phenomena or environmental experiences. Phenomena happening in the
environment and personal experiences one goes are observed, and subsequently,
meanings are assigned and philosophical rationalizations about why they happen are
achieved. While many researchers have said that there is a need to discover the
meaning of life, what one should ask himself or herself is "what meaning do I put in
my life?" The meaning and rationalizations one makes influence the way life is viewed
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and become the basis for one's value orientations and personal standpoints. The
"meaningfulness" of life is assessed if it is worth living.

The second aspect of spirituality is focused on a person's connections

to different aspects of his or her existence: to other people, to nature, and
to sacredness and divinity. Spirituality is relational. In the pursuit of and
applying meaning to one's life, relationships are created and sustained not only with
people but with other life forms or with a higher being. The way people relate to others,
to family members, to peers in school, and to nature speaks of an individual's core
values.

Third, spirituality talks about the sacred and transcendent. It is a

general belief that in this vast universe, there is a force higher than the
self. In believing that death is inevitable, the different beliefs of what comes
afterwards shape how people choose to act and live their lives. The search for
sacredness is also triggered by the drive to attain peace and life fulfillment. Acceptance
and/or contentment is fostered and established despite problems that may occur.

Spirituality is a natural part of one's developmental process. Its biological

influence is rooted in how it is initially based on the awareness of what happens in
the environment. Further, in the search for identity and ultimately, the self, it is
important t0 contemplate about the here and now, as well as the future. However,
people are not born with an innate spirituality. It is something acquired as a result
of various personal, social, and environmental factors present throughout one's
lifetime. In this regard, spirituality is related to religiosity, which is often used
interchangeably with the former. There are, however, distinct differences between
the two, religiosity is defined as the adherence to a belief system and
practices associated with a tradition in which there is agreement
about what is believed and practiced. It is a formal attachment to the
set of beliefs, values, and practices of a particular religious sect. It
includes specific practices, prescriptions (what should not be done and avoided),
and participation in a specific community that shares the same beliefs and
practices. While it is true that spirituality is not innate but developed, religiosity
can be a starting point for spirituality. Specific practices like going to church and
participating in religious events are usually practiced by an individual through the
influence of parents. Aside from parents, some schools are founded on religion.
Teachers sometimes aid in understanding the importance of attending religious

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affairs through the inclusion of such activities in school programs. Organizations

devoted to particular religions are also established and membership to these is
encouraged. Even the media extends its influence to the watching public through
programs that highlight morals, values, and religious views which in turn shape
one's character. However, as one grows older, he or she began to form questions
that are rooted in religious orientations, slowly making realizations and insights
until his or her search for meaning and transcendence goes beyond his or her
religious orientation. What started as a ritualistic tradition eventually becomes a
personal and meaningful manifestation of faith. If religiosity is communal, then
spirituality is individual. This is one of the distinctions of religiosity and
spirituality. For religiosity, beliefs and practices are within religious groups, and
religious commitment, conservatism, and skepticism are manifested. On the other
hand, spiritual attributes include the need for a spiritual quest, ecumenical
worldviews, compassion, service, and inner peace. Spirituality is not anchored on
any religious orientation; it is a personal, subjective experience that varies from
person to person. A person can possess spirituality even if he or she does not
subscribe to any religion. Spiritual models are present everywhere. They function
for respondents as exemplars of spiritual qualities, such as compassion, self-
control, or faith. Thus, a person can be spiritual without being religious.

What does Spirituality bring to one's life?

For many people, the search for sacredness and transcendence can bring
positive consequences to life. It has been associated with positive physical and
mental health, and well-being. A spiritual person finds contentment and serenity
in his or her life circumstances. He or she finds an anchor in whatever he or she
believes in and aligns his or her thoughts, words, and actions to his or her spiritual
beliefs. He or she engages in activities that boost his or her self-respect and
actualization. Spiritual well-being entails wisdom, self-transcendence, acceptance
of life, and meaningful existence. It increases self-esteem, enhances interpersonal
relationships through the establishment of trust, and encourages people to engage
in positive, meaningful behavior. Through spirituality, questions such as "am I a
good person?" and "how can I live my life to the fullest?" are answered. Most
importantly, spirituality allows one to become resilient amidst challenges and
roadblocks that occur in daily life.

How is spirituality enhanced?

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Spirituality is a natural aspect of self-development. For parents, fostering

quality parent-child relationships have a significant positive influence on one's
spiritual orientation. For schools, introducing programs and interventions which
include retreats, recollections, seminars, and worship. Utilizing teaching strategies
that foster contemplation, reflection, and self-evaluation can strengthen one's
spiritual well-being.

However, the best way of enhancing spirituality lies within the self. Constant
reflection and meditation of life choices and decisions, developing empathy and
compassion toward other people, and having faith in a higher being can enhance
spiritual intelligence. It is not about finding meaning in life, but rather, how
meaning is applied to life. Spirituality paves the way for creating meaning, vision,
and values in the things that people do. Most importantly, it enables an individual
to further understand himself or herself.

Spiritual Self
 The most intimate, inner subject part of the self.
 It is the most intimate version of the self because of the satisfaction
experienced and when thinking of one’s ability to argue and discriminate
 Of one’s sensibility and conscience, and our unconquerable will
 Purer than all other sentiments of satisfaction
 Seeking the meaning of life is a journey that the spiritual life is on.

Religion
- set of cultural beliefs and practices that usually includes some or all of
the characteristics.
Characteristics of Religion:
1. A belief in anthromorphic supernatural being. (spirit and gods)
2. Focus on the sacred supernatural (feeling of reverence and awe)
3. Presence of supernatural power or energy that is found on supernatural
beings as well as physical beings and objects.
4. The performance of ritual activities that involves the manipulation of a
sacred object (communicate and influence)
5. Articulation of world view and moral codes
6. Provide creation and maintenance of social bonds and mechanism of
social control within a community (provide an explanation to unknown)
Ritual
-the performance of ceremonial acts and prescribed by a tradition or sacred
law.
-specific observable mode of behavior exhibited by all known society.
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Characteristics of Ritual:
1. A feeling of emotion and respect, awe, fascination, or dread in relation to
the sacred
2. Dependence upon a belief system that is usually expressed in the language
of myth
3. Is symbolic in relation to its reference

Some World Religious Practices and Beliefs

*Buddhism (“Dharma”)
Belief
- Buddhism believes that life is not a bed of roses. There are suffering, pain
and frustrations.
- Reactive Cycle, wanting and hating, like and dislike, craving and aversion
Customs and Practices
Two types of meditation:
1. Samatha – mindfulness of breathing and development of loving
kindness
2. Vipassana – practices aim at developing insight into reality
Eightfold Path
1. Right to view (truthfulness)
2. Right to intention (free your mind of evil)
3. Right to speech (say nothing that hurts others)
4. Right to action (work for the good of others)
5. Right to livelihood (respect to life)
6. Right to effort (resist evil)
7. Right to concentration (practice meditation)
8. Right to mindfulness (control your thoughts)

*Christianity
Beliefs
- Trinitarian God: Father (the Creator), God the Son (Savior), and God
the Holy Spirit (Sustainer)
- Eternal life after death will be achieved through faith in Jesus Christ
- Holy Bible is a selection of books (Old Testament and New Testament)
Customs and Practices
- Sacrament of Baptism (birth of Christian world) and Sacrament of
Communion (remembrance of Jesus Christ sacrificial)
- Jesus Christ teaching in unconditional love that is expressed in loving the
poor, oppressed, and outcast of the society.
- Christmas (December 25) Resurrection (depends on a lunar calendar,
March or April)

*Hinduism
Belief
- covers the wide range of traditional beliefs and religious groups and has no
single founder or leader
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- Existence is a cycle of birth, death, and rebirth (Karma)

- Vedas are sacred scriptures of Hindus
o Mahabharata and Ramayana
Customs and Practices
- Diwali (Festival of Lights) and Navrati (Festival of 9 nights)
- Hindus have set dates to honor particular manifestations of God.

*Islam
Beliefs
- Allah (One God)
- “Ummah” strong sense of community and awareness of their solidarity of
all Muslims worldwide.
- “Islam” means “willing submission to God”
- Mohammed is the last and final prophet sent by God born in Mecca in
570 CE received revelation from God through Angel Gabriel
- Quran, the holy book of Islam
Customs and Practices
Five Pillars of Islam
1. Shahadah “There is no God but the true one God and Mohammed is
his messenger”
2. Salat (prayer)
3. Zakat (monetary offering of 2.5%)
4. Hajj (yearly pilgrimage to Mecca)
5. Sawm (fasting) Ramadan is the ninth month of the Islamic lunar
calendar
Two major festivals in Islam:
1. Eidul-Fitr – is the celebration at the end of Ramadan
2. Eidul-Adha – is celebrated within the completion of the Pilgrimage, the Hajj.

*Judaism
Jews believe in the God of Abraham, the same God that liberated the Hebrew
slaves from Egypt to Canaan, the Promised Land through the Leadership of Moses,
and later Joshua.
The Jews believe in the coming of Messiah, the Savior. The Sacred scripture of
the Jews is called Torah or the Law. The Torah is the guide of the Jewish in living.
The study and interpretation of the Torah is part of the Jewish Culture.

Five Major Festivals by Jews:

1. Rosh Hashanah (New Year)
2. Yom Kippur (Day of Atonement)
3. Pesach (Passover)
4. Shavuot (Pentecost)
5. Sukkot (Tabernacles)

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Finding and Creating Meaning of Life

Logotherapy
 Man’s primary motivational force is the search for meaning.
 It aids man to find the personal meaning of life, whatever life situation they
may be.
Logotherapy Assumptions
1) The human being is an entity consisting of body, mind, and spirit.
2) Life has meaning under all circumstances, even the most miserable.
3) People have a will to meaning.
4) People have freedom under all circumstances to activate the will to find
meaning.
5) Life has a demanding quality to which people must respond if decisions are to
be meaningful
6) The individual is unique.

D. Activities/Exercises: Let’s do it!

Instructions. Answer the following questions. (20 points)
1. How do you view your life at the moment? Is good or bad? Why?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
____________________________________________________.
2. When you are going through a difficult time, what is the first thing that goes
through your mind? Explain.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
____________________________________________________.
3. Thinks of moments when you were having a serious problem, why do you
think it happened to you?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
____________________________________________________.
4. Ask yourself this question: How am I of value myself? How am I of value to
others? And How am I of value what I believe in?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
____________________________________________________.

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After answering these questions, think of one tagline/ motto/ sayings/

quotations that can capture all your responses above. Write it in the box
below:

E. Evaluation/ Post-Test: Try what you learned…

General Direction: After reading the previous contents of the module and
accomplishing the activities and exercises, please answer the post-test. This is a test to
assess what you have learned in Lesson 3. Try your best to answer the items below and
work independently.

Test I. Matching Type

Instructions. Match Column A to Column B. Write letters only. (10 points)

Column A Column B

1. Buddhism A. Believes in existence is a cycle of birth, death and

rebirth.
2. Islam B. A religion that believes in God of Abraham.
3. Judaism C. A concept of reincarnation.
4. Christianity D. Believes that there are suffering, pain and
frustrations in life.
5. Hinduism E. The last and final prophet sent by God.
6. Torah F. Believes in One God.
7. Karma G. Festival of lights.
8. Mohammad H. The day that Christ was born.
9. Diwali I. Believes in One God in three personas.
10. Christmas J. The sacred scripture of the Jews.
K. One of the Gods in Hinduism

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Lesson 4
Political Self

A. Learning Outcomes

At the end of the learning experience, the learners can:

1. identify different values among different generations of Filipino and
2. perform group discussion related to political self.

B. Time Allotment: 2 hours

C. Discussion
Who is Filipino?

The following are citizens of the Philippines:

1. Those who are citizens of the Philippines at the time of the adoption of Philippine
Constitution;
2.Those who fathers and mothers are citizens of the Philippines
3.Those born before January 17, 1973, of Filipino mothers, who elect Philippine
citizenship upon reaching the age of majority; and
4.Those who are naturalized in accordance with the law of the Philippines.

The following are the ways of acquiring Filipino citizenship by naturalization:

1.By judgment of the court – application for naturalization shall be filed in the proper
Regional Trial Court.
2.By direct act of Congress – the Congress enacts an act conferring citizenship on a
foreigner.
3.By administrative proceedings – subject to Republic Act 9139 “The Administrative
Naturalization Law of 2000” (January 8, 2001).

Who are globally renowned Filipino personalities you know? Write at least
three personalities? What values and traits do you think they possess that leads them
to be popular worldwide?

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Heroes serve as a reminder of what is the true meaning of nationalism and patriotism.

Nationalism is a strong sense of devotion and loyalty to a country. It moves

towards maintaining national independence by rejecting interference from other
countries and promoting self-governance and authoritarianism.
Patriotism, on the other hand, is a sense of love and devotion to a country.
Fundamental in achieving liberty, patriotism aims to unify the people living in a
country by promoting shared values and beliefs.

Famous Filipino icons helps us to be more pronounced worldwide. Other nationalities

had recognized Filipino talents and skills through different competition and
performance.

Some Positive and Negative traits of Filipino

1.Hospitable 1.Filipino time

2. Bayanihan 2. Maňana habit
3. Respect 3. Crab mentality
4.Strong Family Ties and 4. Colonial mentality
Religions 5. Balik bayan box
•5. Generosity and 6. Balat Sibuyas
Helpfulness
7. Bahala Na
•6. Strong Work Ethic
•7. Love and Caring

What New Filipino traits emerge in today’s generation?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

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How to be a Good Filipino?

There are lot of things you can do to be a good Filipino.

As you learned the good and negative traits and values of Filipino. It can help you to
realize what good qualities you need to strengthen and what negative qualities you
need to change and improved. Here are few ways on how to be a good Filipino:

1. Be an active Filipino citizen.

Example:
a. Exercise your right to vote
b. Be aware of the current events and participate in government programs
c. Do community involvement
d. Be productive not just for ourselves, but for serving others
2. Study the Philippine History.
It can help you to learn and understand why it is important for you to love your
country and extend help to fellow Filipinos.
3. Patronize Support local products.
4. Speak Filipino language.
There is nothing wrong to learn other foreign language, but as Filipino
speaking Filipino language serve as unique idenitifier of being Filipino. Our
national hero, Jose Rizal highlighted the importance of speaking our national
language as a way of displaying love for one’s country

5. Respect everyone and value our traditions.

6. Respect the Philippine flag and value the Filipino identity
Being Filipinos, we should respect our Philippine flag and its purpose. The
history and value of this flag are connected to the freedom we have today.
Encourage our fellowmen to participate and respect our flag and its anthem and
even our different symbols. speaking Filipino language as a way of displaying the
love for one’s country.

Let’s refresh what we had learned during elementary and high school days. To relate
with our topic, all us experience attending Flag ceremony.

When you hear and sing our National anthem, what does it say?

When you recite Panunumpa ng Katapatan sa Watawat ng Pilipinas, what do you

feel as Filipino?

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Now, refreshing those moments and learning,

As Filipino citizen and as a student, what are the things you can do to help other
people during pandemic?

D. Activities/Exercises: Let’s do it!

Instructions: Research at least 2 classification of generations based on the generation

chart. You may try to look at the generation of your parents or guardian and your own
generation. Draw or attached a picture to illustrate two generations' similarities
and/or differences. Write a short description regarding the image. See the example
below as your guide. Afterwards, answer the following questions. (20 points)

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1901-1924 1996-2009 2010-2025

(Greatest) (Z) (Alpha)

1925-1945 1980-1995
(Silent) (Y)

1946-1964 1965-1979
(Boomer) (X)

Generation X Generation Y
According to _______, generation X According to _______, generation Y are
are hard workers, believe in work-life socially driven, ethically diverse and
balance and independent-minded tech-driven and curious

Now it’s your own turn to answer:

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1. What Filipino characteristics and good values you observe from the two
generation? Why do you think it can be considered as good values?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

2. How can these good values be maintained or enhanced in today’s

generation?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

3. What are the gaps between the two generations? In your idea, how can
these differences reduce conflict?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

4. Based on your personal experiences, how does the generation gap affect
your life?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

E. Evaluation/ Post Test: Try what you learned…

General Direction: After reading the previous contents of the module and
accomplishing the activities and exercises, please answer the post-test. This is a test to
assess what you have learned in Lesson 4. Try your best to answer the items below and
work independently.

Activity. Group buzz

Instructions: Connect with your classmates through online or cellular communication.
Form a group discussion with five members and share ideas about this topic: “How to
be a good leader?” Upload/show your group discussion either in your online GC or
based from specific instruction of your teacher. (10 points)

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Lesson 5
Digital Self

A. Learning Outcomes

At the end of the learning experience, the learners can;

1. analyze real and online identity
2. evaluate the advantages and disadvantages of technology in digital
self
3. illustrate proper ways to set boundaries to online self

B. Time Allotment: 2 hours

C. Discussion

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What is online identity?

 An online identity can be anything from a social media profile or a forum account
to a video game character or even a shopping cart.
 It can either be a social identity associated with an online community, or just a
simple account or data that’s associated with online services.

What’s on your mind?

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When the social media asks the above question, to what extent are we going to share
details of ourselves to others?

Selective Self-presentation and impression Management

 Belk (2013) explained that sharing ourselves is no longer new and has been
practices as soon as humans were formed. Digital devices help us to share
information broadly.
 Schawarz (2010) stated that we have entered an extraordinary era of self-
portraiture. The social media applications are now a key part of self-presentation.
 Social media applications like facebook, instragram, tiktok and the like, provides
story about self and gives people an idealized view of how they can recognize and
remembered by others.
 As of now, some researchers become concerned with actively managing identity
and reputation and to warn against the phenomenon of “oversharing”. Sometimes
people are unconscious with the extent of what they share online.
 Lack of privacy in social media make the users more vulnerable, leading to
compulsively checking newsfeeds and continually adding posts in order to appear
active and interesting. This situation has been called “fear of missing out”. People
would like to remain updated. Also, it adds a sense of confidence at their end
especially if others like and share their posts.
 Another reason for so much sharing and self-disclosure can be explained through
“disinhibition effect”.

Is Protecting Your Online Identity Important?

 Definitely yes. In fact, far too few people realize just how necessary it is to take your
Internet identity seriously if you want to protect your privacy on the web.
 Remember, anything you posted online should be considered “public” no matter
what our “privacy” setting are.
 We should have a filtering system to whatever information we share online, what
information we believe in, which was shared or posted online.
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How to Protect Your Online Identity?

Here are some of the tips to enjoy an extra layer of privacy and security:

1. Use strong passwords

2. Create a secondary email address Think
3. Don’t engage with spam mail before
5. Use reliable antivirus software you click
6. Only buy from reputable websites
7. Don’t share too much information on social media
8. Stick to safer sites
9. Do not be mean or try to embarrass other people online
10. Tell if you see strange or bad behavior online
11. Filter your online friends
12. Remember, anything you put online is there forever, even if you try to
delete it.

Suggested references to learn more about this lesson:

 https://www.psychologytoday.com/us/blog/the-digital-
self/201008/understanding-and-creating-your-digital-self
 https://www.bing.com/videos/search?q=digital+self&&view=detail&mid=0C
D626D8C9E74142EC690CD626D8C9E74142EC69&&FORM=VDRVRV
 https://www.livewellwithsharonmartin.com/setting-boundaries-with-
yourself/
 https://psychcentral.com/lib/10-tips-for-setting-boundaries-online#6

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D. Activities/Exercises: Let’s do it!

Activity 1. My FB experiences
Instructions: Select at least five previous pictures, videos, or posts from your Facebook
account or timeline. Analyze your past post and answer the following questions.
Attached your chosen posts and make sure that the date of your posts was reflected.
(15 points)

Note: if you cannot do this activity and your reason is valid, contact your instructor
for an alternative activity

Your photos or post

1. Based on your online posts, what are the similarities and differences between your
real self and your online self? What does it tell about you as a person? Upon
reviewing your previous post, what do you discover about yourself?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

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E. Evaluation/ Post Test: Try what you learned…

General Direction: After reading the previous contents of the module and
accomplishing the activities and exercises, please answer the post-test. This is a test to
assess what you have learned in Lesson 5. Try your best to answer the items below and
work independently.

Activity: Poster making

Instructions: Form an online group with four members. Make an online poster to
illustrate how you can be able to practice smart sharing and become a responsible
internet user. (15 points)

Rubrics for Poster making

Levels of Criteria Rating

Performance
Outstanding The poster is original and highly
(14-15 points) creative; Well-organized and very clear
ideas; Provide excellent ideas related to
the topic
Very Satisfactory The poster is original and creative; 1 to
(12-13 points) 2 ideas and information are
inorganized and unclear; Provide a
good ideas related to the topic
Satisfactory The poster is creative; 3 to 4 ideas and
(10-11 points) information are inorganized and
unclear; Provide a good ideas related to
the topic
Needs improvement The poster is common; 5 or more ideas
(9 points and below) are disorganized and unclear; Provide a
poor to unrelated to the topic
Total

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References

Alata, E.J. P, Caslib, Jr., B.N., Serafica, J.P.J, & Pawilen, R.A. (2018).
Understanding the Self. Published by Rex Bookstore, Inc.

Bader, R.,(2012, November 14).Reproduction.Slideshare.net

Biology word search puzzle (2018) : Human Reproduction

KS 3 Biology 7 B (2018 ). Reproduction

Macayan, J.V., Pinugu, J.N.J., & Castillo, J.C.D.(2018). Understanding the

Self. Published by C & E, Inc.

Myers 1234 (2013, May 30). Human reproduction. Slideshare.net

Nelz, Jay (2019). List of classic Filipino values and traits that are slowly
forgotten. https://philnews.ph/2019/07/16/classic-filipino-values-
traits-slowly-forgotten/

Saad, G. (2010). Beauty: Culture-Specific or Universally Defined? | Psychology

Today https://www.psychologytoday.com/us/blog/homo-
consumericus/201004/beauty-culture-specific-or-universally-defined

23 Self-Esteem Activities for Teens to follow in 2021 (anivda.com)

https://anivda.com/self-esteem-activities-for-teens/

miss universe logo - Bing images

MIRROR - Bing images

490-4904051_free-png-download-sun-clipart-for-kids-png.png
(860×821) (pngitem.com)

Love Jar Letters - Bing images

https://parentingalpha.com/generation-years-chart-20th-to-21st-century-
generations/

Difference between nationalism and patriotism. (2017, December 5).

https://difference.guru/difference-between-nationalism-and-
patriotism/#:~:text=Difference%20between%20Nationalism%20and%
20Patriotism%201%20Summary%20Table,national%20independence
%20by%20rejecting%20interference%20from%20other%20countries.

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Disclaimer:

This module is prepared for instructional purposes only based in our

course syllabus. The teacher who prepared this does not claim
ownership of this module but patterned the ideas from different
authors.

Congratulations for completing this module!

Privacy Notice
For this module, we collect your names, year and section, contact number,
Facebook account and messenger account when you register for purposes of
coordination. All personal information collected will be stored in a secure location
and only authorized staff will have access to them.

Student’s Information

Name:
Program:
Year and Section:
Contact No.:
E-mail address:
Facebook Account:
Messenger Account:

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

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Vision 2020
WPU: the leading knowledge center for sustainable
development of West Philippines and beyond.

Mission
WPU commits to develop quality human resource and green
technologies for a dynamic economy and sustainable
development through relevant instruction,
research and extension services.

Core Values (3CT)

Culture of Excellence
Commitment
Creativity
Teamwork

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)