UNDERSTANDING THE SELF is a fundamental course in the General Education for tertiary

education. It is designed to help the students understand the nature of identity including factors
that influence and shape personal identity.

This subject is about a person’s self-concept is their understanding of who they are and
what makes them unique.

Understanding of oneself such as: knowledge or understanding of one’s own capabilities,

character, feelings or motivation. We need to study this because before researching possible
career moves it is useful to spend time understanding you, including your capabilities, expertise
and personal values. Being self-aware can help you to plan development and make career
decisions that are right for you.

Self – the set of someone’s characteristics such as personality and ability, that is not only
physical and makes that person different from other people. Self is the journey of the show is
towards a sense of self: the way you are in public and the who you are inside.

What are the objectives of understanding the self?

- Mental, emotional and spiritual. The main objective is to understand meaning,

importance and various factors related to self concept and self esteem

Why do we need understanding?

- When we lack understanding, we feel the extreme discomfort of confusion, which

motivate us to gain understanding.

Why do we study understanding the self?

- No matter what your career stage, its important to evaluate your personal goals,
interpersonal skills, strengths, weaknesses and passions to keep your career
development in line with your personality and interests. It is important to understand
yourself so you can find a career path that is rewarding and satisfying.

What are the benefits of knowing yourself?

- You can utilise your strengths to help others around you, and to understand the things
you will excel at. By knowing where you struggle you have the opportunity to
prevent these areas from damaging you or affecting people around you.

How can I understand myself?

- Take time and experience life. The best way to really get to know yourself. Just like
getting to know another person, understanding yourself takes time and you’ll learn far
more through experiencing life than by interviewing yourself.
MODULE 1 – SELF CORE COMPETENCY

1. SELF Module 1. Self: Core Competency Understanding Self Components of Self

Concept Self Confidence Self Image
2. Self: The self is first and foremost the collection of beliefs that we hold about ourselves.
What are our important characteristics? What are we good at? What do we do poorly?
What kind of situations do we prefer or avoid?
3. Understanding Self – is the awareness of and ability to understand one’s own thoughts
and actions. To attain the insight into your attitudes, motives, defences, reactions,
weaknesses and strengths. It is a subjective sense of the self and a complex mixture of
unconscious and conscious thoughts, attitudes and perceptions.
4. Understanding the self represents the sum total of people’s conscious perception of their
identity as distinct from others. It is not a static phenomenon, but continues to develop
and change throughout our lives. George Herbert Head – the understanding self is
thinking about what is involved in being? What distinguish you from being an object, an
animal or different person?
5. Understanding Self – Importance Self-understanding has been recognized as a a key
competency for individuals to function efficiently in or organization. It influences an
individual’s ability to make key decisions about self, others around. Understanding the
self equips individuals with making more effective career and life choice, the ability to
lead, guide and inspire with authenticity.
6. Self Concept. The set of beliefs that we hold about who we are is called the self concept.
It can also be defined as the sum total of an individual’s beliefs about his or her own
personal attributes. It is basically the individual’s image of the kind of person he or she
is. Especially included in this are the awareness of being (What I am) and awareness of
function (What I can do). Self concept includes not only our perceptions of what we are
but also what we think, we ought to be and would like to be. This latter component of the
self is called the ideal self. The ideal self represents the self concept that an individual
would ideally want to posses.
7. Two ways in which WE perceive ourselves. POSITIVE SELF CONCEPT: people with
positive self concept believe in themselves, are confident about their ability to deal with
problems, make decisions, feel equal to others, have respect for themselves and expect it
from others. These are people who are realistic in their assessment of themselves and can
admit to a wide range of feelings, behaviours and needs. NEGATIVE SELF CONCEPT :
if people see themselves as failures and have a negative, pessimistic image of themselves
and become a downward spiral, gradually encompassing all of the people’s thoughts,
actions and relationships. People with negative self concepts tend to complain constantly
and find it difficult to accept criticism.
8. Self Concept includes: 1. cognitive aspect, 2. affective aspect 3. Behavioural aspect.
Cognitive Aspect: Self Schema * Self schemas are “cognitive generalizations about the
self, derived from past experience, that organize and guide the processing of self-related
 information”. 2. Affective/evaluative Aspect: Self Esteem* “self esteem reflects the
perceived difference between an individual’s actual self concept (who I think I really am)
and some ideal self image (who I would really like to be)”William James (1890)
expressed the relationship this way. Self esteem – success/presentation (where,
Pretension refers to ideals against which individuals assess their actual self image)
9. Behavioural aspect: self perception * Daryl Bem’s (1972) influential theory of Self
Perception posits – we observe our behaviour and the situation in which it took place,
make attributions about why the behaviour occurred, and draw conclusions about our
own characteristics and dispositions. In other words, we come to understand ourselves the
same way we perceive and understand others.
10. Components of Self SELF Self identity, Body Image, Role Performance, Self Esteem
11. Building up Self Concept. Building up self concept is primary factor of effective
personality and behaviour. The four steps to build-up self concept are as follows: 1. Self
awareness 2. Self acceptance 3. Self realization 4. Self disclosure
12. Self Awareness – our attention is sometimes directed outward towards the environment
and sometimes it is focused inward on ourselves. Certain experiences in the world
automatically focus attention inwards, such as catching sight of ourselves in the mirror,
having our picture taken, or more subtly, being evaluated by others. We begin to think of
ourselves not as moving actors in the environment but as objects of our own and other
attention. Experiencing oneself as an objects of our own and others’ attention is called
self awareness. It leads people to evaluate their behaviour against a standard (standards
for physical appearance, intellectual performance, athletic prowess, or moral integrity)
and to set an adjustment proves in motion for meeting the standard.
13. Self Acceptance – having being aware of who we really are, rather than the person we
would wish to be, the next step on our journey to self concept is to accept ourselves.
According to Shepard 91979), self-acceptance is an individual’s satisfactory or happiness
with oneself, and is thought to be necessary for good mental health. Self-acceptance
involves self-understanding, a realistic, though subjective, awareness of one’s strengths
and weaknesses. It results in an individual’s feeling about oneself, that they are of
“unique worth”.
14. Self Realization – the term self realization means to fulfilment of one’s own potential. It
is realizing our inner potentialities. This step on self concept route involves growth and
development motivated from within. It is a willingness to pursue our ideal-self (true self)
on our won, to grow and to change because we think it is important.
15. Self Disclosure – is the process of letting another person know what we think, feel and
want, that is telling others about ourselves. It includes all kinds of information: life
experiences, personal circumstances, feelings, dreams, opinions and so on. It involves
disclosing our innermost thoughts and feelings. The final stage towards a mature self
concept is how we are going to reveal our self, and this is where self awareness plays an
important role. We need to know ourselves well before we can disclose or reveal
 anything to others about our “real self”. Research indicates that self-disclosure leads to
self-contentment, helps a person to be more perceptive, adaptive, competent, trusting and
positive towards others.
16. Self Confidence – a feeling of trust in one’s abilities, qualities, and judgement is self
confidence. The belief that you can achieve success and comptetence. In other words –
believing yourself to be capable. Self-confidence might be in reference to specific tasks
or a more wide ranging attitude you hold about your abilities in life. Both self confidence
and self esteem relate to your perception of yourself, the former relates to your perception
of your abilities and the latter relates to your perception of worth or value. Both concepts
are closely related and those with low self confidence will often have low self esteem and
vice versa.
17. Comparison between persons with high vs. Low confidence
18. Self Image – is how you perceive yourself. It is a number of self-impressions that have
built up over time: What are your hopes and dreams? What do you think and feel? What
have you done throughout your life and what did you want to do? These self-images can
be very positive, giving a person self confidence in their thoughts and actions, or
negative, making a person doubtful of their capabilities and ideas. Surprisingly, your self-
image can be very different from how the world sees you. Some people who outwardly
seem to have it all (intelligence, looks, personal and financial success) may have a bad
self-image. Conversely, others who have had a very difficult life and multiple hardships
may also have a very positive self-image. Some believe that a person’s self-image is
defined by events that affect him or her (doing well or not in school, work or
relationships). Others believe that a person’s self-image can help shape those events.
There is probably some truth to both schools of thought: failing at something can
certainly cause one to feel bad about oneself, just as feeling good about oneself can lead
to better performance on a project. It cannot be denied that your self-image has a very
strong impact on your happiness, and your outlook on life can affect those around you. If
you project a positive self-image, people will be more likely to see you as a positive,
capable person. However, it’s important that your self-image be both positive and
realistic. Having a self-image that is unrealistic can be a drawback whether that self-
image is negative or positive. Sometimes having an occasional negative thought or
criticism about oneself can encourage change, hard work, growth and success.
Sometimes having too positive an image of oneself can encourage complacency,
underachievement, and arrogance. Finding the balance between feeling positive about
oneself but having realistic goals is important.
Section 1: Social, Environmental, and other Life Factors (S.E.L.F.)

 Nature vs. Nurture

 Nature differs from Nurture, since in Nature, a person develops his/her characteristics
biologically (something that has developed starting from the birth of the child), while
in Nurture, a person develops his/her characteristics through the external factors, such as
the environment and the society (family, friends, relatives, etc.).
 Identity vs. Self
 Identity, also, differs from Self, as what the readings say, Identities are “qualities,
characteristics, beliefs, opinions, etc., that make a person unique from others.” This is what
is distinguishable by others, or what they perceive to us through our actions. Self, on the
other had, is the “person of himself/herself,” meaning, it is what the others didn’t see in
you, because this is personal character; this is what makes up a person.
 Dimensionalities of the Self/Identity
 There are 4 different dimensionalities of self, namely social factor, environmental factor,
hereditary factor, and person-volition factor. Social factors are the factors in the
development of a person which includes all the person around us, like our family
members, relatives, friends, teachers or professors, and even strangers, that might create an
impression to you or affects your actions and thoughts in life. Environmental factors are
the factors in the development of a person that includes the environmental structure,
events, and such, which might give an impact on how a person could grow in all the
aspects of his/her life. Hereditary factors are the factors in the development of the person
that includes biological changes and events, such as growth in height, puberty (growing of
pubic hair, deeper voices for male, broadening of hips and start of menstruation for female,
etc.) that usually affects the physical characteristics of a person. Lastly, the Person-
volition factors are the inclination of a person creates a social construct which sets him
apart to others.

Hereditary – capable of passing, naturally from parent to offspring through the genes.

Section 2: What Philosophy says about the Self

 Self – it is defined to as “a unified being, essentially connected to consciousness, awareness,

and agency (or, at least, with the faculty of rational choice).
 Classical Antiquity
 Through Greek times:
 Greek philosophy was started by Socrates, with his aphorism/principle of “know
thyself,” which is also inscribed in the temple of Apollo at Delphi.
 Socrates believed that the real self is not the physical body, but rather the psyche, or the
soul.
 Plato, a student of Socrates, also studied and explained thoroughly what is the true
essence of self, which is then founded by his mentor. Plato suggested that the “self is
 fundamentally an intellectual entity whose nature exists independent from physical
world.”
Held that true self of human beings is the reason or the intellect that constitutes
their soul and that is separable from their body.

 Furthermore, Aristotle, student of Plato, explained thoroughly how we could see the
essence of self. Aristotle suggested that the ideal is subsumed in the phenomena.
Aristotle called the ideal as essence, and the phenomena as the matter. He emphasized
that these 2 co-exist, and is dependent with one another.

Insisted that the human being is a composite of body and soul and that the soul
cannot be separated from the body.

 Two lens of Philosophy of Self in Greek Times:

 Rationalism – explains self from the standpoint of what is ideal and true, and what not
is rooted with senses. Is a belief or theory that opinions and actions should be based on
reason and knowledge rather than on religions or emotional responses
 Empiricism – according to it, there is no such thing as innate knowledge; all knowledge
are derived from experience – through five senses or what is perceived by our brain.

 Towards Modern Philosophy

 St. Augustine incoporated the views of Plato to his religious philosophy.
 John Locke, David Hume, and Immanuel Kant were empiricists philosophers.
 Rène Descartes was a dominant rational philosopher during the Middle Ages
 Contemporary philosophers have incorporated science to their theories in the light of the
technological advancements that they have been exposed to.
 Majority of contemporary philosopher were empiricists:
 Gilbert Ryle, Patricia Churchland, and Maurice Merleau-Ponty have
incorporated biological and neuroscience in their philosophies.

Section 1: The Physical Self

This section identifies and explains the biological and environmental factors that shape the
physical self. It also delves into socio-cultural issues associated with physical well-being.

 The Biological Blueprint

 The physical self is shaped by biological and environmental factors
 Heredity is defined as the transmission of traits from parents to offspring. The traits are
made up of specific information embedded within one’s gene.
  Genotype refers to the specific information embedded within one’s genes; not all
genotypes translate to an observed physical characteristic. The genetic constitution of an
individual organism.
 Phenotype is the physical expression of a particular trait.
 Each individual carries 23 pairs of chromosomes, which are threadlike bodies in the
nucleus of the cell and the storage unit of genes. The 23rd pair, also known as sex
chromosomes, determines the sex of an individual.
 Within each chromosome is the deoxyribonucleic acid (DNA), which is a nucleic acid
that contains the genetic instructions specifying the biological development of every
individual.
 Maturation is known as the completion of growth of a genetic character within an
organism or the unfolding of an individual’s inherent traits or potential.
 Environmental Conditioning
 As you grow up, you are exposed to environmental influences that shape yoir physical self,
including those from your social networks, societal expectations, and cultural practices.
 Family, being your first social group, forms a crucial foundation of your development,
including that of your physical self.
 As you grow older, you get exposed to a larger social group with new practices and
standards. As a result, you may begin engaging in acts that would make you attractive and
acceptable to others.
 One aspect of physical beauty is a person’s body type. Contemporary media has
portrayed slim bodies as the ideal body type for women and muscular bodies for men.
Thus, adolescents indulge in activities that would enable them to achieve these ideal body
types.
 However, some adolescents may resort to unhealthy habits just to achieve the ideal body
type. It is important to remember that physical beauty is only skin-deep; that what matters
is feeling good about oneself and embracing a healthy perception of one’s physical worth.
 Achieving Physical Well-being
1. Healthy eating. Following a healthy diet results in healthy skin, ideal weight, and better
stamina.
2. Embracing a healthy lifestyle. Physical activities such as walking, running, going to the
gym, and engaging in sports also contribute to a healthier body.
3. Maintaining proper hygiene. Taking care of your body by consistently following a
hygiene regimen can also help you feel good about yourself.
4. Being confident. Be secure in yourself, embrace a positive outlook toward various
situations and problems, and love and accept who you are.
Section 2: The 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.

 The Biology of Self

 At birth, the sexual genital (penis for male, vagina for female) is a biological feature that
distinguishes males from females. Moreover, during puberty, observable changes in the
human body also known as secondary sexual characteristics begin.
 When physiological changes are trigerred within the adolescent’s reproductive system, he
or she is likely to experience sexual urges, become more sensitive to sexual stimuli, and
feel sexual arousal.
 Humans are likely to engage in sexual activities to satisfy sexual urges. However, the kind
of sexual activities they engage in may vary.
 A person should be aware of his/her sexuality and sexual attributes in order to make
responsible decisions. Adolescents need to realize the importance of having informed
choices.
 Sexual Identity and Gender Orientation
 Biological sex is one’s assignment upon birth and is dependent on physical feature. On the
other hand, gender is an identity that is learned and embraced by individual.
 Gender roles refer to societal expectations of how men and women should act. Everyone
has a basic idea of gender roles: men are assumed to be strong and
dominant while women are perceived to be submissive and demure.
 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.
 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 – is a bacterial infection usually spread by sexual contact. The disease starts as
a painless sore – typically on your genitals, rectum or mouth, It spreads from person to
person via skin or mucous membrane contact with these sores
 Gonorrhea – is an infection caused by a sexually transmitted bacterium that infect both
males and females most often affects the urethra, rectum or throat. It also infect the
cervix of female. It is also the most commonly spread during vaginal, oral and anal sex.
 Chlamydia – is a common sexually transmitted disease. It is cause by bacteria called
Chlamydia trachomatis. It can infect both men and women. Women can get it in the
cervix, rectum, or throat. Men in the urethra (inside the penis) rectum or throat.
 Genital Warts – a sexually transmitted disease cause by human papillomavirus (HPV)
it appears as raised pink or flesh-colored pumps on the surface of the tissue surrounding
the vagina, cervix, tip of the penis or anus.
 The most alarming sexually transmitted disease is the acquired immune deficiency
syndrome (AIDS) caused by the human immunodeficiency virus (HIV). It can be
transmitted by contact between broken skin, wounds, or mucous membranes and HIV-
infected blood or blood-contaminated body fluids.
 It is important that everyone makes responsible decisions with regard 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 personal 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.

Section 1: The Social Self

This section discusses the social and environmental factors that shape oneself. This included
environmental systems, cultural orientations, and other social factors that play a crucial role to
one’s self.

 The Self and Its Social Agency

 Human development is largely influenced by membership in crucial social groups that
shape various aspects of the self; from belief systems, values orientation, and behavior.
 At the beginning of life, one already belongs to a social group: his/her family. It is the
most pervading influential social group that impacts the self in its entire course of
development. The views one holds about the world, values upheld in making choices ane
decisions, and the habits and persistent behavior one carries have been formed in the
context of one’s family and home environment.
  Next to family, schools and the general academic environment form a sgnificant part of
the social self. Worldviews expand as one gets exposed to more people in different social
learning environment. Knowledge and social skills gained from mentors, relatives, and
peers contribute to how the social self is harnessed.
 Aside from one’s family and school environments, communities also shape one’s social
self to a large extent.
 The social seld inevitably changes as one accomodates and eventually assimilates beliefs
promoted by the society as he/she thinks, appreciates, and behaves according to standards
set by micro and macrosystems.
 Culture
 “Culture is the complex whole which includes knowledge, belief, law, art moral, custom,
and other capabilities and habits acquired by man as a member of society.” (Tylor, 1871)
 To further understand the nature of culture and its influences on oneself, the following
models illustrate how culture functions in relation to one’s social self.