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UTS_Final

final exam and module

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0% found this document useful (0 votes)
71 views61 pages

UTS_Final

final exam and module

Uploaded by

Jess Feliciano
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 61

MARIA MAY G.

ACONGA
Course Facilitator
Name: MARIA MAY G. ACONGA
Address: C. VICENCIO St., BRGY. 3 CATUBIG, N. SAMAR
Contact Number: 09531298545
Facebook and Messenger Account: Maria May DurinBaldoza Galit Aconga
Email Address: [email protected]

Name: __________________________________________________________

Address: ________________________________________________________
Attach your 2x2
Course: _________________________________________________________ I.D. picture
here
Year and Section: _________________________________________________

Contact Number/ Messenger Account: ______________________________ __

JefreyRonato UNDERSTANDING THE SELF | 1


OVERVIEW OF THE MODULE

Knowing oneself is critical to being an effective team member as well as being


successful in life, work, and relationships. Your personal identity influences
everything you do, and it changes and evolves over time.
“Understanding the Self”, deals with the nature of self, as well as the factors
and forces that affect the development and maintenance of personal identity. This is
indeed very vital to the adolescents who are very vulnerable at this stage. Issues of
self and identity are among the most critical for them. It is therefore the goal of this
course, through this module, to facilitate the exploration of the concerns and issues
of the young students regarding self and identity to arrive at a better understanding
of themselves.
The purpose of this module is to help you deepen your understanding and
appreciation for who you are as a person. You will explore how you see yourself
through the lenses of personal identity, your skills and talents, roles, values, personal
core, and how you meet your psychological needs. You will also examine how you
respond to the pressures of changes and transitions in your life.
This module is divided into three major parts of the course, “Understanding
The Self”; The first part presents and illustrates the various disciplinal perspectives:
Philosophy, Sociology, Anthropology, and Psychology together with the more
traditional division between the East and West, to provide answers to the basic
existential question, “Who am I?” The second part explores some of the various
aspects that make up the self such as the physical, sexual, material, digital, political,
and spiritual self. The third and final chapter identifies three areas of concern for the
students, namely: learning, goal setting, and managing stress.
You will have an opportunity to examine how your personal identity has been
shaped by a variety of people and experiences. You will also have opportunities to
think about and discuss your values, interests, hopes for the future, as well as, your
strengths and challenges.
You will be invited and encouraged to take risks, to step outside your comfort
zone, and to challenge your thinking and the thinking of others. You will be engaged
in reflection, partner activities, storytelling, self-assessment, and giving and receiving
feedback.
To do this, acknowledge that you have all the potentials to get to the peak of
success. You have to unleash the power within and it has to come from you, believing
that you can and you will do it.

JefreyRonato UNDERSTANDING THE SELF | 2


The following lesson will be covered in this module:

Module 1: THE SELF FROM VARIOUS PERSPECTIVE

Lesson 1: Philosophy
Lesson 2: Sociology
Lesson 3: Anthropology
Lesson 4: Psychology
Lesson 5: The Self in Western and Eastern Thoughts

Module 2: UNPACKING THE SELF

Lesson 1: The Physical Self


Lesson 2: The Sexual Self
Lesson 3: To Buy or Not To Buy? That Is The Question!
Lesson 4: Supernaturals: Believe It or Not!
Lesson 5: The Political Self and Being Filipino
Lesson 6: Who Am I in the Cyberworld? (Digital self)

Module 3: MANAGING AND CARING FOR THE SELF

Lesson 1: Learning to be a better learner


Lesson 2: Setting Goals for Success

How to learn this module


There are some pointers that you need to follow as you go over this module. These
pointers will help you achieve the objectives of this module successfully.
• Do not forget to take the pre-test without reading the content of the Module
• Go through the pages one by one since the topics are related to one another.
If you miss one page, you may not understand the succeeding pages.
• Perform the activities as instructed and be sure to finish them.
• If ideas are not clear, you can always go back to the pages where they are
discussed.
Gentle Reminders
• Make sure that your handwritten answers are clear and readable.
• If your answers did not suffice the space provided, use extra paper and do not
forget to label these attachments.
• If you have queries and clarifications, do not hesitate to contact me (your subject
facilitator) using any of the contact details provided in the learning modules.
• Keep your modules clean and presentable.
• Stay safe!

JefreyRonato UNDERSTANDING THE SELF | 3


MODULE UNPACKING THE SELF
2

This module explores the various aspects of


self and identity such as the physical or biological,
sexual, material or economic, digital, political and
spiritual self. Certain issues and concern regarding
self and identity are to be explored in order to arrive at
a better understanding of one’s self. This chapter
includes the mandatory topics on Family Planning and
Population Education.

This module seeks to realize the following outcomes:


A. Explore the different aspects of self and identity
B. Demonstrate critical, reflective thought in integrating the various aspects of self-
identity
C. Identity the different forces and institutions that impact the development of various
aspects of self and identity
D. Examine one’s self against the different aspects of self.

JefreyRonato UNDERSTANDING THE SELF | 4


LESSON 2 Sexual Self

Lesson Objectives:
At the end of this lesson, you should be able to:
a. Discuss the sexual development involving the human reproductive system,
erogenous zones, sexual behavior and human sexual response.
b. Demonstrate critical and reflective thought in understanding one’s sexuality,
chemistry of lust, love and attachment and psychological aspect of being turned
on.
c. Examine the diversity of human sexuality, sexual health, sexually transmitted
diseases and methods of contraception.

Introduction
Puberty marks the start of sexual development in an individual. Physical changes
start and as an individual continues to adolescence, these changes are highlighted as
sex hormones, undergoing physical changes, and producing feelings that are sexual in
nature. Since sex is usually a taboo subject, most adolescents are confused with these
feelings: how to handle them, who to ask about these sexual feelings and what is
considered normal and inappropriate sexual responses. The best way to understand
these is to learn about human sexuality to get to know one's own body and responses
and establish her/his Sexual Self.
WHAT I YOUR SEXUAL SELF? This is the part of yourself where you learn and
understand your, sexual development and how people's sexual activity, beliefs,
misconceptions and unlimited access from the internet on sex can influence your own
sexual behaviors and responses. Your sexual self speaks of your sexual health, sexual
orientation gender identity and expression and values around sexuality

Discussion

1. Sexual Development

Sexual Development is a lifelong process that starts at the moment of conception


(Tsiaras, 2006). People are all a little different from each other, so it makes sense that
they don't all develop in the same way (kidshealth.org. 2008). Sexual development can
be predicted as part of the human development but not everyone is expected to have the
same pattern of changes or the same pacing.

JefreyRonato UNDERSTANDING THE SELF | 5


3 Reasons Why an Individual's Sex is Important in Lifelong
Development: (Huriock 2001. p.32)

1. Each year children come under increasing cultural pressures from parents,
teachers, peer group and society at large to develop attitudes and behavior
patterns that are considered appropriate for members of their sex.
2. Learning experiences are determined by the individual's sex. In the home, at
school, and in play groups, children learn what is considered appropriate for
members of their sex.
3. The attitude of parents and other significant family members towards individuals
because of their sex. Strong preferences for a child of a given sex have marked
influences on parents’ attitudes affecting relationship with the child.

1.1 Sigmund Freud's Psychosexual Stages of Development


and the Concept of Erogenous Zone
Freud believed that every child goes through a sequence of developmental stages
and that the child's experiences during these stages determine adult personality
characteristics. Freud believed that the adult personality is formed by the end of the 5
year of life. Each stage has an erogenous zone association with stimulation and
pleasure. Freud uses the term fixation to describe what occurs when a person does not
progress normally from stage to stage but remains overly involved with a particular stage.
That person will prefer to gratify her/his needs in simpler or more childlike ways than in
an adult mode that would result in normal development (Limpingco&Tria, 1990, p. 14)

1.2 The Human Reproductive System

One of the many seemingly magical things about human reproduction is that only
one sperm can ever penetrate an egg. Sex, however, is not just for reproduction not in
humans That may be its primary biological mandate, but i serves other purposes as well.
It helps strengthen relationships, encourages a man to stick around to care for his child,
and affects not only health but also well-being (Tsiaras, 2006).

JefreyRonato UNDERSTANDING THE SELF | 6


1.2a The Female Reproductive
System

The ovaries produce 400,000


eggs or so every 28 days. The ovum is
100,000 times larger than the sperm cell.
The egg cell carries the X chromosome
(Villafuerte, SL. 2013). Puberty in girls
usually starts between ages 8-13, along
with all the bodily changes (breast, hair,
skin, hips, voice) it is also where
Menarche (from the Greek words 'moon’
and ‘beginning’), the first menstrual
period, would seal the growth spurt and
signal the female's sexual maturity.

1.2b The Male Reproductive System

The testes produce 200 million


sperm cells/spermatozoa every week. It
carries X or Y chromosome, which is the
sex-determining cell (Villafuerte, SL.
2013). In boys, puberty stars around
1015 years old and explains way some
girls look more mature than boys. The
testosterone hormone causes most of
the changes in a boy's body and men
need sperm to reproduce (kidsheath.ors.
1.3 Human Se xua l Re s ponse 2008).

Biological factors such as the presence of androgens, estrogens and


progesterone, prime people for sex. People's sexual responses follow a regular pattern
consisting of four phases: excitement, plateau, orgasm and resolution. Sexual
motivation, often referred to as libido, is a person's overall sexual drive or desire for
sexual activity. This is motivated by biological, psychological, and social factors. In most
mammals, sex hormones control the ability to engage in sexual behaviors. However, sex
hormones do not directly regulate the ability to copulate in humans: They are only one
influence on the motivation to engage in sexual behaviors. Social factors such as WORK
and FAMILY also have an impact, as do internal psychological factors like personality
and stress
The Sexual Response Cycle is a model that describes the physiological
responses that take place during sexual activity.

JefreyRonato UNDERSTANDING THE SELF | 7


According to William Masters and Virginia Johnson, the cycle consists of four
phases:
1. Excitement (desire/arousal)
2. Plateau
3. Orgasm
4. Resolution

1.4 The Basic Biology of Sexual Behavior: Teen Sexual Behavior

The change from child to adult is an especially dangerous time for adolescents in
our society. From their earliest years, children watch television shows and movies that
insist that "sex appeal" is a personal quality that people need to develop to the fullest
(focusas.com/SexuaBehavior-Range.html, 2008). While adolescents and their parents
generally agree about many issues and aspects of life, they hold strikingly different views
on sex. Parents, based on their perspective from greater experience, urge caution and
restraint. Adolescents, experiencing strong sexual desire for the first time and eager for
all pleasures life can offer, are frequently tempted to throw caution to the wind and
indulge (Tria, et al. 2012). TV, movies, and music are not the only influences - the Internet
provides teens with seemingly unlimited access to information on sex as well as a steady
supply of people willing to talk about sex with them. Teens may feel safe because they
can remain anonymous while looking for information on sex. Sexual predators know this
and manipulate young people into online relationships and, later, set up a time and place
to meet. (commercialexploitation.org/factsheets/eefe-factsmarketingsex.pdf. 2008).

2. Human Sexuality
Sexuality is much more than sexual feelings or sexual intercourse. It is an
important part of who a person is and what she/he will become. It includes all the feelings,
thoughts, and behaviors associated with being female or male, being attractive and being
in love, as well as being in relationships that include sexual intimacy and sensual and
sexual activity. It also includes enjoyment of the world as we know it through the five
senses: taste, touch, smell, hearing, and sight.
(advocatesforyouth.org/lessonplans/circleso[sexuality1.htm. 2008)

2.1 The Five Circles of Sexuality

1. Sensuality - is awareness and feeling about your own body and other people's
bodies, especially the body of a sexual partner. Sensuality enables us to feel good
about how our bodies' look and feel and what they can do. Sensuality also allows
us to enjoy the pleasure our bodies can give us and others.
2. Sexual Intimacy - is the ability to be emotionally close to another human being
and to accept closeness in return. Several aspects of intimacy include sharing
intimacy, caring about another, liking or loving a person, emotional risk-taking and
vulnerability to a loved one.
3. Sexual identity - is a person's understanding of who he/she is sexually, including
the sense of being male or of being female. Sexual identity consists of three

JefreyRonato UNDERSTANDING THE SELF | 8


"interlocking pieces” that, together, affect how each person sees him/herself. Each
"piece" is important.
4. Reproduction and Sexual Health - These are a person's capacity to reproduce
and the behaviors and attitudes that make sexual relationships healthy and
enjoyable.
5. Sexualization - is that aspect of sexuality in which people behave sexually to
influence, manipulate, or control other people. Often called the "shadowy" side of
human sexuality, sexualization spans. behaviors that range from the relatively
harmless to the sadistically violent, cruel, and criminal.

Sexuality in adolescent Youth (ages 13 to 19) - Once youth have reached


puberty and beyond, they experience interest in romantic and sexual relationships
and in genital sex behaviors. As youth mature, they experience strong emotional
attachments to romantic partners and find it natural to express their feelings within
sexual relationships. There is no way to predict how a particular teenager will act
sexually. Overall, most adolescents explore relationships with one another, fall in
and out of love, and participate sexual intercourse before the age of 20.

2.2 The Chemistry of Lust, Love and Attachment

There are physiological and psychological aspects in being turned on, being in
love and attached to another person. The chemistry of lust, love and attachment lies in
our brains, which is the humans most important ‘sex organ'. “The unexplained
mechanism responsible for sexual attraction lies in the brain and not in the genital areas.

 Lust - This is a phase which is driven by the sex hormones testosterone and
estrogen - in both men and women. Estrogen and Testosterone are the two basic
types of hormones present equally in men and women's body that excite the feeling
of lust within the brain.
 Attraction - This phase is said to be one of the beautiful moments of life. This is
the phase when a person actually starts to feel the love. This is the amazing time
when you are truly love-struck and can think of little else. Scientists think that three
main neurotransmitters are involved in this stage; adrenaline, dopamine and
serotonin.
 Attachment - Is a bond helping the couple to take their relationship to advanced
levels. It instigates the feeling of bearing children and falling in love with them
wholeheartedly. Scientists think there might be two major hormones involved in this
feeling of attachment; oxytocin and vasopressin.

3. The Diversity of Human Sexuality

There are many "rules" about what men and women can/should do that have
nothing to do with the way their bodies are built or function. This aspect of sexuality is
especially important for young adolescents to understand, since peer, parent, and cultural
pressures to be "masculine" or "feminine" increase during the adolescent years. Both
young men and young women need help sorting out how perceptions about gender roles

JefreyRonato UNDERSTANDING THE SELF | 9


affect whether they feel encouraged or discouraged in their choices about relationships,
leisure activities, education, and career.
Gender bias means holding stereotyped opinions about people according to their
gender. Gender bias might include believing that women are less intelligent or less
capable than men that men suffer from "testosterone poisoning”, that men cannot raise
children without the help of women, that women cannot be analytical, that men cannot
be sensitive. Many times, people hold fast to these stereotyped opinions without giving
rational thought to the subject of gender (advocatesforyouth.org, 2008).

What is Sexual Orientation?

Sexual orientation refers to an enduring pattern of emotional, romantic, and/or


sexual attractions to men, women, or both sexes. Sexual orientation also refers to a
person's sense of identity based on those attractions, related behaviors, and
membership in a community of others who share those attractions.
How do people know if they are lesbian, gay, or bisexual?

According to current scientific and professional understanding, the core attractions


that form the basis for adult sexual orientation typically emerge between middle
childhood and early adolescence. These patterns of emotional, romantic, and sexual
attraction may arise without any prior sexual experience. People can be celibate and still
know their sexual orientation-be it lesbian, gay, bisexual or heterosexual. Different
lesbian, gay, and bisexual people have very different experiences regarding their sexual
orientation. Some people know that they are lesbian, gay, or bisexual for a long time
before they actually pursue relationships with other people. Some people engage in
sexual activity (with same-sex and/or other sex partners) before assigning a clear label
to their sexual orientation. Prejudice and discrimination make it difficult for many people
to come to terms with their sexual orientation identities, so claiming a lesbian, gay, or
bisexual identity may be a slow process.

3.1 Sexual Health and Sexually Transmitted


Diseases/Infections

The factual information about reproduction is necessary so youth will understand


how male and female reproductive systems function and how conception and/or STD
infection occur. Adolescents often have inadequate information about their own and/or
their partners body. Teens need this information so they can make informed decisions
about sexual expression and protect their health Youth need to understand anatomy and
physiology because every adolescent needs the knowledge and understanding to help
him/her appreciate the ways in which his/her body functions
(advocatesforyouth.org/publications/lpe/index.htm, 2008).

Sexual Intercourse
Sexual intercourse is one of the most common behaviors among humans. Sexual
intercourse is a behavior that may produce sexual pleasure that often culminates in
JefreyRonato UNDERSTANDING THE SELF | 10
orgasm in females and in males. Sexual intercourse may also result in pregnancy and/or
STDs. In programs for youth, discussion of sexual intercourse is often limited to the bare
mention of male-female (penile-vaginal) intercourse.
However, youth need accurate health information about sexual intercoursevaginal,
oral, and anal.

Premarital Sex

Is sexual activity practiced by people who are unmarried. It can be any sexual
relations a person has prior to marriage. The alternative terms tor premarital sex have
been suggested, including non-marital sex (which overlaps with adultery), youthful sex,
and young-adult sex.

A 2014 Pew study on global morality found that premarital sex was considered
particularly unacceptable in "predominantly Muslim nations", such as Indonesia, Jordan,
Pakistan and Egypt, each having over 90% disapproval, while people in Western
European countries were the most accepting, with Spain, Germany and Françe
expressing less than 10% disapproval.

Sexually Transmitted Diseases/Infections

These are also known as Venereal Diseases (VD). They are passed through
sexual contact of genital through vaginal intercourse, oral sex and anal sex. The term STI
evolved from “venereal disease” to "sexually transmitted disease", then sexually
transmitted infection which has a broader range of meaning: that it can be passed without
disease. (You don’t have to be ill to infect others).

HIV/AIDS

HIV is "Human Immunodeficiency Virus". This is a retrovirus-genetic info (@RNA


that DNA. HIV is the virus that causes AIDS and it is preventable and manageable but not
curable: AIDS is "Acquired Immunodeficiency Syndrome". Since this is a syndrome, there
are several manifestations of the breakdown in body's immune system and have
developed in people who have been infected by HIV.

JefreyRonato UNDERSTANDING THE SELF | 11


How do people get AIDS? AIDS is
developed through:

1. Bodily fluids (blood products -


transfusions, semen and vaginal fluids)
2. Intravenous (IV) Drug
Abuse
(sharing needles and use of unsterilized
blades)
3. Sexual intercourse (unprotected
vaginal, oral and anal sex)

3.2 Teenage Pregnancy

This is pregnancy in human females under the age of 20 at the time that the
pregnancy ends. Pregnant teenagers face many of the same obstetrics issues as other
women. There are however, additional medical concerns, for mothers aged below 15
years old. For mothers aged 15-19, risks are associated more with socio economic
factors than with the biological effects of age. In teenage pregnancy, there are risks of
low birth weight premature labor, anemia, and pre-eclampsia arc connected to the
biological age itself, as it was observed in teen births. Every day in developing countries,
20,000 girls under age 18 give birth
This amounts to 7.3 million births a year. And if all pregnancies are included, the
number of adolescent pregnancies is much higher.

Prevention of Teenage Pregnancy

Comprehensive sex education and access to birth control appear to reduce


unplanned teenage pregnancy. It is unclear if a single intervention is most effective. In
the United States free access to a long acting form of reversible birth control along with
education decreased the rates of teen pregnancies by around 80% and the rate of
abortions by more than 75%.

Education

The Dutch approach to preventing teenage pregnancy has often been seen as a
model by other countries. The curriculum focuses on values, attitudes, communication
and negotiation skills, as well as biological aspects of reproduction. The media has
encouraged open dialogue and the health-care system guarantees confidentiality and a
non-judgmental approach.
UNDERSTANDING THE SELF | 12
3.3 Family Planning/Responsible Parenthood
In Philippine education, the concept of Family Planning is a mandatory topic in the
curriculum. Family Planning, also called Responsible Parenthood, is as old as
humankind. It is a simple way of regulating and spacing the births of children. It is giving
birth according to the health and economic conditions of the family, giving birth of the
mother according to her right age. Conception is not left to chance. Benefits derived from
Family Planning are identified as follows
1. For the family - to promote healthy, happy family.
2. For the mother - she can recover her health and strength after delivery.
3. For the child - a better chance of growing healthier and well cared.

Family Planning Methods / Methods of Contraception


Youth also need to know that traditional
methods of preventing pregnancy (that may be
common in that particular community and/or
culture) may be ineffective in preventing
pregnancy and may, depending on the method,
even increase susceptibility to STDs. It should
be determined what those traditional methods
are, their effectiveness, and their side effects
and know traditional methods of contraception in
a culturally appropriate and informative way.
A concept linked to family planning is
contraception, also known as birth control and
fertility control. This is a method or device used
to prevent pregnancy. It is also defined as a
deliberate prevention of conception or
impregnation. Family planning methods and or
contraception methods are presented as follows:

1. Natural Birth Control - employs natural control methods that people do to help
prevent an unintended pregnancy are without the use of modern/artificial ways of
contraception. These require commitment when you make the decision, discipline
and self-control for it to be effective. These include abstinence, fertility awareness
methods, the rhythm, calendar of standard days method, outercourse and
continued breastfeeding. all requiring discipline and responsibility which the
Catholic Church approves.
2. Artificial Birth Control - employs artificial control methods to help prevent
unintended pregnancy use modem/contemporary measures such as contraceptive
or birth control pills, diaphragm, male and female condoms, spermicide, cervical

UNDERSTANDING THE SELF | 13


ap, today sponge, birth control patch, birth control shot, birth control implant,
intrauterine device (lUD), tubal ligation/vasectomy, tubal implants and emergency
contraception pill.

 Sexual Development is a lifelong process that starts at the moment of conception.


Sexual development can be predicted as part of the human development but not
everyone is expected to have the same pattern of changes or the same pacing.
 Freud believed that every child goes through a sequence of developmental stages
and that the child's experiences during these stages determine adult personality
characteristics.
 The ovaries produce 400,000 eggs or so every 28 days. The ovum is 100,000 times
larger than the sperm cell.
 The Sexual Response Cycle is a model that describes the physiological
responses that take place during sexual activity.
 Sexuality is much more than sexual feelings or sexual intercourse. It is an
important part of who a person is and what she/he will become. It includes all the
feelings, thoughts, and behaviors associated with being female or male, being
attractive and being in love, as well as being in relationships that include sexual
intimacy and sensual and sexual activity.
 Sexual orientation refers to an enduring pattern of emotional, romantic, and/or
sexual attractions to men, women, or both sexes. Sexual orientation also refers to
a person's sense of identity based on those attractions, related behaviors, and
membership in a community of others who share those attractions.
 HIV is "Human Immunodeficiency Virus". This is a retrovirus-genetic info (@RNA
that DNA. HIV is the virus that causes AIDS and it is preventable and manageable
but not curable: AIDS is "Acquired Immunodeficiency Syndrome". Since this is a
syndrome, there are several manifestations of the breakdown in body's immune
system and have developed in people who have been infected by HIV.

UNDERSTANDING THE SELF | 14


LEARNING TASK 1

Agree or Disagree. Are you in favor of legalizing marriage among


homosexuals and transgender? Why?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

UNDERSTANDING THE SELF | 15


To Buy or Not to Buy? That Is the Question!
LESSON 3

Lesson Objectives:

At the end of this lesson, you should be able to:

1. explain the association of self and possessions;


2. identify the role of consumer culture to self and identity; and
3. appraise one's self based on the description of material self.

Introduction

We are living in a world of sale and shopping


spree. We are given a wide array of products to
purchase from a simple set of spoon and fork to
owning a restaurant. Almost everywhere, including
the digital space, we can find promotions of product
purchase. Product advertisements are suggestive of
making us feel better or look good. Part of us wants
to have that product. What makes us want to have
those products are connected with who we are. What
we want to have and already possess is related to
our self.
Belk (1988) stated that "we regard our
possessions as parts of our selves. We are what we have and what we possess." There
is a direct link between self- identity with what we have and possess. Our wanting to
have and possess has a connection with another aspect of the self, the material self.
Let us try to examine ourselves further in the lens of material self.

UNDERSTANDING THE SELF | 16


Discussion

MATERIAL SELF

A Harvard psychologist in the late nineteenth century, William James, wrote in his
book, The Principles of Psychology in 1890 that understanding the self can be
examined through its different components.
He described these components as: (1) its
constituents (2) the feelings and emotions they
arouse-self-feelings; (3) the actions to which they
prompt-self-seeking and self-preservation. The
constituents of self are composed of the
material self, the social self, the spiritual self and
the pure ego.
(Trentmann 2016; Green 1997).

The material self,


according to James primarily William James is about
our bodies, clothes,
immediate family, and home. We are deeply
affected by these things because we have put much investment of our self to them.

The innermost part of our material self is our body. Intentionally, we are investing
in our body. We are directly attached to this commodity that we cannot live without. We
strive hard to make sure that this body functions well and good. Any ailment or disorder
directly affects us. We do have certain preferential attachment or intimate closeness to
certain body parts because of its value to us.

There were people who get their certain body parts insured. Celebrities, like Mariah
Carey who was reported to have placed a huge amount for the insurance of her vocal
cords and legs (Sukman 2016).

Next to our body are the clothes we use. Influenced by the "Philosophy of Dress"
by Herman Lotze, James believed that clothing is an essential part of the material self.
Lotze in his book, Microcosmus, stipulates that "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." (Watson
2014) The fabric and style of the clothes we wear bring sensations to the body to which
directly affect our attitudes and behavior. Thus, clothes are placed in the second

UNDERSTANDING THE SELF | 17


hierarchy of material self. Clothing is a form of self-expression. We choose and wear
clothes that reflect our self (Watson 2014)

Third in the hierarchy is our immediate family. Our parents and siblings hold
another great important part of our self. What they do or become affects us. When an
immediate family member dies, part of our self dies, too. When their lives are in success,
we feel their victories as if we are the one holding the trophy. In their failures, we are put
to shame or guilt. When they are in disadvantage situation, there is an urgent urge to
help like a voluntary instinct of saving one's self from danger. We place huge investment
in our immediate family when we see them as tne nearest replica of our self.

The fourth component of material self is our home. Home is where our heart is. It
is the earliest nest of our selfhood. Our experiences inside the home were recorded and
marked on particular parts and things in our home. There was an old cliché about rooms:
"if only walls can speak." The home thus is an extension of self, because in it, we can
directly connect our self.

Having investment of self to things, made us attached to those things. The more
investment of self-given to the particular thing, the more we identify ourselves to it. We
also tended to collect and possess properties. The collections in different degree of
investment of self, becomes part of the self. As James (1890) described self: "a man's
self is the sum total of all what he CAN call his." Possessions then become a part or an
extension of the self.

We Are What We Have

Russel Belk (1988) posits that "...we regard our


possessions as part of ourselves. We are what we have and
what we possess." The identification of the self to things
started in our infancy stage when we make a distinction among
self and environment and others who may desire our
possessions.
Russel Belk

As we grow older, putting importance to material


possession decreases. However, material possession gains higher value in our lifetime
if we use material possession to find happiness, associate these things with significant
events, accomplishments, and people in our lives. There are even times, when material
possession of a person that is closely identified to the person, gains acknowledgment
with high regard even if the person already passed away. Examples of these are the
chair in the dining room on which the person is always seated, the chair will be the
constant reminder of the person seated there; a well-loved and kept vehicle of the

UNDERSTANDING THE SELF | 18


person, which some of the bereaved family members have a difficulty to sell or let go of
because that vehicle is very much identified with the owner who passed away; the
favorite pet or book, among others that the owner placed a high value, these favorite
things are symbols of the owner.

The possessions that we dearly have tell something about who we are, our
selfconcept, our past, and even our future.

 The material self, according to James primarily is about our bodies, clothes,
immediate family, and home. We are deeply affected by these things because we
have put much investment of our self to them.
 The innermost part of our material self is our body. Next to our body are the clothes
we use. Third in the hierarchy is our immediate family. The fourth component of
material self is our home.
 Russel Belk (1988) posits that "...we regard our possessions as part of ourselves.
We are what we have and what we possess."

LEARNING TASK 1

DO YOU SHOP ACCORDING TO YOUR MEANS; OR DO YOU SHOP BEYOND


YOUR MEANS?

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UNDERSTANDING THE SELF | 19


LESSON 4 Supernaturals: Believe It or Not!

Lesson Objectives:

At the end of this lesson, you should be able to:

1. identify various religious practices and beliefs;


2. understand the self in relation with religious beliefs; and
3. explain ways of finding the meaning of life.

Introduction
Spiritual self is one of the four constituents of the "self”
according to William James in his book, The Principles of
Psychology in 1890. The spiritual self is the most intimate, inner
subjective part of self. It is the most intimate version of the self
because of the satisfaction experienced when thinking of one's
ability to argue and discriminate, of one's moral sensibility and
conscience, and of our unconquerable will (James 1890) is
purer than all other sentiments of satisfaction.
(Green 1997)
The ability to use moral sensibility and conscience may
be seen through the expressions of religion, its beliefs and practices. In the same
manner, cultural 0rituals and ceremonies are some manifestations what people believe
in. Moreover, seeking the meaning of life is a journey that the spiritual self is on.

Discussion
RELIGION

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

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


2. A focus on the sacred supernatural, where sacred refers to a feeling of reverence
and awe

UNDERSTANDING THE SELF | 20


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

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

RITUAL

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


law (Britannica 2017). Ritual is a specific, observable mode of behavior exhibited by all
known societies. It is thus possible to view ritual as a way of defining or describing
humans.
There are three fundamental characteristics of rituals according to Penner
(Britannica 2017). Ritual has the characteristics of:

1. a feeling or emotion of respect, awe, fascination, or dread in relation to the sacred


2. dependence upon a belief system that is usually expressed in the language of
myth
3. is symbolic in relation to its reference

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

SOME WORLD RELIGIOUS BELIEFS AND PRACTICES


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

UNDERSTANDING THE SELF | 21


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

Customs and Practices

There are two types of meditation practices: samatha and vipassana. Samatha is
practiced as mindfulness of breathing and development of loving kindness (Metta
Bhavana). Vipassana practices aim at developing insight into reality. Acquiring wisdom
is by studying Buddha's teaching, the Dharma. Through the reflection of Dharma,
Buddhists can achieve a deeper understanding of lite. Buddhists believe in non-violence
principle.
Some of the major Buddhist celebrations are Parinirvana Day in February; Buddha
Day (Wesak) in May; Dharma Day in July; Padmasambhava Day in October; and Sangha
Day in November.

CHRISTIANITY
Beliefs
Christians believe in Trinitarian God. One
God in three personas: God the Father
(Creator), God the Son (Savior), and God the
Holy Spirit (Sustainer) Eternal life after death
will be achieved through faith in Jesus Christ.
Jesus Christ is, God the Son, who came into
flesh, to spread the Good News of Salvation.
He died on the Cross for the sin of the
humanity but resurrected from the death, so
that anyone who believes in Him will be saved
and have eternal life. The Holy Bible is a
Customs and Practices selection of books, which is divided into two,
the Old Testament and New Testament.

UNDERSTANDING THE SELF | 22


Sacrament of Baptism and Sacrament of Communion are practiced by Christian
churches. The Sacrament of Baptism symbolizes the birth in Christian World, while the
Sacrament of Communion is an act of remembrance of Jesus Christ's sacrificial love.
Jesus Christ teaching in unconditional love that is expressed in loving the poor,
oppressed, and Holy Baptism outcast of the society.

Christmas and Resurrection (Easter) are the two major celebrations in


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

HINDUISM
Beliefs
Hinduism covers a wide range of traditional beliefs
and religious groups; thus, there is no single founder or
leader. Hindus believe that existence is a cycle of birth,
death and rebirth, governed by Kama. Karma is a concept
where the reincarnated life will depend on how the past life
was spent. Hindus believe that the soul passes through a
cycle of successive lives and its next incarnation is always
dependent on how the previous life was lived. Vedas are
sacred scriptures of Hindus. Mahabharata and Ramayana
are two other important texts of the Hindus.

Customs and Practices


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

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

UNDERSTANDING THE SELF | 23


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

Customs and Practices

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

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

Two of the major festivals in lslam are Eidul-Fitr and Eidul-Adha. Eidul-Fitr is the
celebration at the end of Ramadan, while Eidul-Adha is celebrated within the completion
of the Pilgrimage, the Haij.

JUDAISM
Beliefs
The Jews believe in the God of Abraham, the same
God that liberated the Hebrew slaves from Egypt to
Canaan, the Promised Land through the leadership of
Moses and later, Joshua.

UNDERSTANDING THE SELF | 24


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

Customs and Practices

There are five major festivals observed by the Jews:

1. Rosh Hashanah - the New Year


2. Yom Kippur- the Day of Atonement
3. Pesach – Passover
4. Shavuot – Pentecost
5. Sukkot- Tabernacles. The Jewish Sabbath begins on Friday evening at sunset and
is an important time when families gather for the Shabbat meal.

Religious beliefs, rituals, practices, and customs are all part of the expression of
the spiritual self. What to believe and how to manifest the belief is entirely dependent on
the individual, to the self. A person might believe that there is a higher being, a
supernatural being, usually termed as God, but not necessarily wants to be affiliated or
identified with a certain religious group. Others may have religious practices which are
perceived to be contrary to the practices of other groups. Religious beliefs and practices,
therefore, are formed relative to its context and culture.

FINDING AND CREATING MEANING OF LIFE

Another extensive study of self can be found in the works of Dr. Viktor E. Frankl.
The Viktor Frank Institute in Vienna was created in 1992. The Institute has a website
where there is a synopsis of his life and works and present programs
(http://www.viktorfranklinstitute.org/About_Viktor_Frankl.htmil). The following are the
excerpts from the website:

The Psychiatrist

UNDERSTANDING THE SELF | 25


Dr. Viktor E. Frankl was born on March 26, 1905 in Vienna, Austria, where famous
psychiatrists Sigmund Freud and Alfred Adler lived. At a young age, he wrote a short
paper to Freud which was published after three years, Dr. Frank graduated with a
medical degree from the University of Vienna in 1930. He was assigned in Vienna
Hospital suicide ward and headed the Rothschild
Hospital, eight years later.

A survivor of the Holocaust, Dr. Frankl


published a book about logotherapy. In 1959, the
book was translated to English and was revised in
1963 as The Doctor and the Soul: An Introduction to
Logotherapy. His book, Man's Search for Meaning
has been used as a textbook in high school and
college courses. Dr. Frankl died in 1997.

Logotherapy

Logotherapy is a psychotherapy introduced by Dr. Viktor Frankl, who is considered


the Father of Logotherapy. The main belief of logotherapy is that "man's primary
motivational force is search for meaning." Logotherapy aids individuals to find personal
meaning of life, whatever life situation they may be.

In logotherapy, meaning can be discovered by creating a work or doing a deed,


experiencing something or encountering someone and the attitude toward unavoidable
suffering. According to the Victor Frankl Institute of Logotheraphy (n.d.), it uses the
philosophy of optimism in the face of tragedy, where people are capable of "turning
suffering into human achievement and accomplishment; deriving from guilt the
opportunity to change oneself for the better, and deriving from life's transitoriness an
incentive to take responsible action."

Basic Concepts of Franklian Psychology

The Franklian Psychology has the basic concepts. These are the following:

 Life has meaning under all circumstances.


 Main motivation for living is our will to find meaning in life.  Freedom
to find meaning.

UNDERSTANDING THE SELF | 26


Furthermore, Franklian Psychology aims to: (1) become aware of spiritual
resources, (2) make conscious spiritual resources, and (3) use "defiant power of the
human spirit' and stand up against adversity.

Logotherapy Assumptions

All psychotherapies make philosophical assumptions about the human persons


that cannot be proved with certainty. Viktor Frankl Institute of Logotherapy (n.d.) states
the assumptions of logotherapy, which include the following:

1. The human being is an entity consisting of body, mind, and spirit. This first
assumption deals with the body (soma), mind (psyche), and spirit (noos). According
to Frankl, the body and mind are what we have and the spirit is what we are.
2. Life has meaning under all circumstances, even the most miserable. Assumption
two is "ultimate meaning." This is difficult to grasp but it is something everyone
experiences and it represents an order in a world with laws that go beyond human
laws.
3. People have a will to meaning. The third assumption is seen as our main motivation
for living and acting. When we see meaning, we are ready for any type of suffering.
This is considered to be different than our will to achieve power and pleasure.
4. People have freedom under all circumstances to activate the will to find meaning.
Assumption four is that we are free to activate our will to find meaning, and this can
be done under any circumstances. This deals with change of attitudes about
unavoidable fate. Frankl was able to test the first four assumptions when he was
confined in the concentration camps.
5. Life has a demand quality to which people must respond if decisions are to be
meaningful. The fifth assumption, the meaning of the moment, is more practical in
daily living than ultimate meaning. Unlike ultimate meaning this meaning can be
found and fulfilled. This can be done by following the values of society or by
following the voice of our Conscience.
6. The individual is unique. The sixth assumption deals with one's sense of meaning.
This is enhanced by the realization that we are irreplaceable.

In essence, all humans are unique with an entity of body, mind, and spirit. We all
go through unique situations and are constantly looking to find meaning. We are free to
do these at all times in response to certain demands.

UNDERSTANDING THE SELF | 27


Frankl's Sources of Meaning

Popova (2017) discussed Viktor Frankl's work. There are three possible sources
of the meaning of life: purposeful work, courage in the face of difficulty, and love.

1. Purposeful Work. To find the meaning of life starts with holding a future goal. Each
individual has each own future goal to achieve or a task to perform. That task or
goal to fulfill becomes the meaning of their life. Therefore, meaning of life is unique
to every individual.
2. Courage in the Face of Difficulty. A meaningful life is a life with suffering.
Suffering is inevitable part of life. To find meaning of life is to recognize suffering,
pain, and death as part of life and to have the courage to face these life difficulties.
3. Love. Popova (2017) quoted Dr. Frankl's notes about his experience in the Nazi
Camp: "For hours I stood hacking at the icy ground. The guard passed by, insulting
me, and once again I communed with my beloved. More and more I felt that she
was present, that she was with me; I had the feeling that I was able to touch her,
able to stretch out my hand and grasp hers. The feeling was very strong: she was
there. Then, at that very moment, a bird flew down silently and perched just in front
of me, on the heap of soil which I had dug up from the ditch, and looked steadily at
me."

Dr. Frankl's wife, parents, and some relatives were victims of gas chambers. His
love for his wife kept him fight for his life. Popova (2017) also quoted Dr. Frankl's
definition of love: "Love is the only way to grasp another human being in the innermost
core of his personality. No one can become fully aware of the very essence of another
human being unless he loves him. By his love, he is enabled to see the essential traits
and features in the beloved person; and even more, he sees that which is potential in
him... Furthermore, by his love, the loving person enables the beloved person to actualize
these potentialities. By making him aware of what he can be and of what he should
become, he makes these potentialities come true." Costello (2015) captured Viktor
Frankl's message: "The ultimate secret on the spiritual foundation of life is that love is
salvation and joy eternity." The ultimate factor to find the meaning of life is love.

UNDERSTANDING THE SELF | 28


 Spiritual self is one of the four constituents of the "self” according to William James.
 Rebecca Stein (Stein 2011) works on the definition of religion "as a set of cultural
beliefs and practices that usually includes some or all of basic characteristics.
 Ritual is the performance of ceremonial acts prescribed by a tradition or sacred law
(Britannica 2017). Ritual is a specific, observable mode of behavior exhibited by all
known societies. It is thus possible to view ritual as a way of defining or describing
humans.
 Buddhism believes that life is not a bed of roses. Instead, there are suffering, pain,
and frustrations. When people suffer, they want to experience the goodness of life
and avoid disappointments.
 Christians believe in Trinitarian God. One God in three personas: God the Father
(Creator), God the Son (Savior), and God the Holy Spirit (Sustainer) Eternal life
after death will be achieved through faith in Jesus Christ.
 Hinduism covers a wide range of traditional beliefs and religious groups; thus, there
is no single founder or leader.
 Muslims believe in Allah, who is their "One God." They believe in the unity and
universality of God.
 The Jews believe in the God of Abraham, the same God that liberated the Hebrew
slaves from Egypt to Canaan, the Promised Land through the leadership of Moses
and later, Joshua.
 Logotherapy is a psychotherapy introduced by Dr. Viktor Frankl, who is considered
the Father of Logotherapy.

UNDERSTANDING THE SELF | 29


LEARNING TASK 1

1. Draw a symbol that best illustrates your most intimate or most meaningful
experience with God. Explain such experience and describe how you felt. What
do you think was God telling you in that particular experience?

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UNDERSTANDING THE SELF | 30


LESSON 5 The Political Self and Being Filipino

Lesson Objectives:

At the end of this lesson, you should be able to:

1. develop a Filipino identity:


2. identify different Filipino values and traits; and
3. reflect on your selfhood in relation to your national identity.

Introduction

Have you ever asked yourself what is truly a Filipino identity? Recall an instance,
or maybe you can imagine a moment when you are the only Filipino conversing among
a group of people from different nationalities. Will you be proud of speaking about all
the beautiful things about your country and of being a Filipino? Are you going to speak
ill of your country or will you be just quietly mortified by the fact you are a Filipino?

Truly, we have a lot to be proud of. If only


we realize that there are things unique to the
identity of the country, we might be able to
rethink our sense of pride. For example, our
University of Santo Tomas in Manila and the
University of San Carlos in Cebu are among the
oldest schools in the world, and they have outdated most of the known schools today.
The Philippines is not only the first country in Southeast Asia to gain independence; it is
also the only country in the world known to hoist the flag upside down during war.

In this lesson, we will trace the historical roots of our values and traits, and we will
consider the community and institutional factors that a affect the Filipino identity.
Secondly, we will consider the role of the self in establishing a democratic culture.

UNDERSTANDING THE SELF | 31


Discussion
The Philippines as we know it today has only emerged in the 1890s after over
three centuries of colonization of the Spaniards. Meanwhile, liberation from the last
colonizers, the Japanese, only occurred in 1946. Foreign culture, beliefs language, and
religion have made a huge dent on our own by setting a foundation to the contemporary
Filipino identity and culture. To date, colonial mentality remains an issue. Given the wide
discrepancy between the liberation period and today's time, would it be safe to say that
Filipinos have truly developed an identity of their own? Or are we still living in the shadow
of our colonial friends?

Who Is a Filipino?

Filipinos are often referenced to globally renowned


personalities like Manny Pacquiao, Lea Salonga, and Michael
Cinco who have made Filipinos recognized around the world
through their expertise. However, being a Filipino is far more
than just being related to these notable figures. Independence
Day and Buwan ng Wika celebrations prompt us to go back to
Manny Pacquiao, Lea Salonga, and
our roots and reflect on the question: Who is a Filipino? Michael Cinco

Technically, according to the 1987 Philippine Constitution, Filipino citizens are


those whose fathers or mothers are citizens of the Philippines, those born before January
17, 1973, of Filipino mothers, who elect Philippine citizenship upon reaching the age of
majority, and those who are naturalized in accordance with law." However, citizenship is
not the only marker of being a Filipino. Culture and history have greatly influenced the
manner Filipinos learn, live, and behave to date. People who were born and grew up in
the same culture develop and share common personality traits and values. Generations
after generations, common traits and values have been passed on that the Filipinos of
today still embody.

Filipino Values and Traits

The Philippines is a lush island paradise famous for its grandiose mountain views,
pristine beaches, and rich and diverse culture changing from province too province.
While the Philippines may be well known for its awe-inspiring beauty, perhaps the
Filipinos' unique traits, reputable values, and laudable talents make the country a place
to be.
Tourists who have visited the Philippines can never forget the big and bright smiles
that greeted them, the colorful and loud jeepneys, the common Filipino phrases such as

UNDERSTANDING THE SELF | 32


Mabuhay!" and "Salamat!" and habits such as saying po" and opo" to the elders, leaving
shoes or slippers at the front door before entering a house, and the importunate asking
of "Kumain ka na ba?" meaning "Have you eaten yet?" Indeed, it is a marvel to
experience these unique traits of the Filipinos firsthand. Few of these traits are as follows.
Research on the Filipino Values and Traits. Provide extra paper for
your answer.

FILIPINO MARKERS

What then are the hallmarks of our being a Filipino? What makes us truly relish in
our being a Filipino? The following are constant reminders of our nationality.
1. Proverbs or Salawikain

Filipino proverbs, just like any other proverbs, are sayings that convey lessons and
reflections on Filipino practices, beliefs, and traditions. Damiana Eugenio, regarded as
the Mother of Philippine Folklore, classified proverbs into six categories (Eugenio, 2000):
a. proverbs expressing a general attitude toward life and the laws that govern life;
b. ethical proverbs recommending certain virtues and condemning certain vices;
c. proverbs expressing a system of values;
d. proverbs expressing general truths and observations about life and human nature;
e. humorous proverbs; and
f. miscellaneous proverbs.

An example of a Filipino proverb is the saying "Kung may tiyága, may nilaga,"
which means that hard work will be rewarded if one is persistent.

2. Superstitions

Filipinos also subscribe to their own set of superstitions passed down from
generation to generation. Some of these may be influenced by beliefs from other
cultures, but Filipinos have retold these superstitions according to their own experiences
and they sometimes end up even more interesting.
According to a Filipino superstition, a woman singing while cooking will end up a
spinster so parents remind their daughters to avoid singing while preparing their meals.
Filipinos also avoid taking picture in threes as the one in the center is said to die,
according to another superstition.

3. Myths and Legends

UNDERSTANDING THE SELF | 33


Due to the Philippines's rich culture and history, numerous myths and legends
have sprung about things that are beyond one's imagination. These stories are aimed to
explain the origin of things, at the same time, teach a valuable lesson. Some of these
stories stemmed in pre-Christianity period, but have evolved to the stories we known
today.
A famous Filipino legend is about the origin of the pineapple fruit. It is about a
story of a young and lazy girl named Pina who always asked where her mother kept the
things she needed without looking for them first. When Pina's mother got tired of being
asked where she hid her things, her mother wished that eyes be planted on Pina's face
so she would start using them. To her mother's surprise the next morning, Pina was gone
and a fruit sprung in the yard, implanted with "eyes" all around its body which was later
called "pinya," the Filipino term for "pineapple."
4. Heroes and lcons

Heroes serve as a reminder of true patriotism and nationalism as they have


sacrificed their lives for the sake of their country's freedom and progress. Every year, we
lend a whole day to celebrate our heroes, usually the last Monday of August, to
remember their greatness, bravery, and resilience that has led to the freedom we know
today.
Famous Filipino icons such as Lea Salonga, Manny Pacquiao, and our very own
national hero, Jose Rizal, also serve as important Filipino markers as they have made
the Filipino name more pronounced worldwide through their own expertise.

How To Be A Good Filipino

Now you know that your traits and values are important indicators of being a
Filipino. The problem now is how to truly become one and how you can be useful to the
development and progress of our country. The following are a few ways on how to be a
good Filipino:

1. Be an active Filipino citizen.

UNDERSTANDING THE SELF | 34


A good Filipino citizen is aware of the current events and
participates in government programs that aim for the country's
progression and development. By simply exercising your right to
vote, you also become an active citizen. When it comes to voting,
the rich and the poor have equal voting rights-every Filipino citizen
of legal age have a chance in choosing the right leaders for the
Philippines who are genuine in helping and caring for the Filipino
people.

2. Study the Philippine history.

The road of the Philippine history is long and bloody, and by learning and fully
understanding the events of the Philippine history, you will learn so much as to why it is
so important for you to love your country with your life, extend help to your fellow Filipinos
in need, and recognize abuse of political power.

3. Support local products.


When you buy local products, you do not only support
local manufacturers and businessmen, but you also help
strengthen the local economy. How is this so? There will be
more demand of local products, thus, local businesses will be
in need for more employees, which will open new job
opportunities. The business owners will also invest within the
country and are less likely to leave. Supporting our local
products also displays our creativity, innovativeness, and
resourcefulness.
4. Speak the Filipino language.
The history of the Filipino language was as long and hard as the Philippine history.
Jose Rizal highlighted the importance of speaking a national language as a way of
displaying the love for one's country. Speaking Filipino also serves as a unique identifier
of being a Filipino. It has been a decade-long debate whether to use Filipino as the
instructional language in school and to translate textbooks into Filipino, however, this is
still not strictly imposed.

UNDERSTANDING THE SELF | 35


5. Do not spread fake news and be democratic in engaging with
dissent.
This period in the history of the Philippines has seen
how the Internet has spawned tons of possibilities for people,
both good and bad. For instance, it is easier for Filipinos
working abroad to communicate with their loved ones left in
the Philippines through the Internet. Despite this, the Internet
has also made the spread of fake news very common.
Likewise, the Internet has also made us engage in intense
arguments with people across the globe about our political
positions, for example. It is a part of being a good
Filipino to understand and verify what you read online,
especially in social media, before actually believing in it and spreading it like wildfire. It
is also the responsibility of every Filipino to recognize disagreement in political views,
be tolerant, and argue intelligently without having to resort into name-calling people.

 Filipino citizens are those whose fathers or mothers are citizens of the Philippines,
those born before January 17, 1973, of Filipino mothers, who elect Philippine
citizenship upon reaching the age of majority, and those who are naturalized in
accordance with law.
 Filipino proverbs, just like any other proverbs, are sayings that convey lessons and
reflections on Filipino practices, beliefs, and traditions.
 Damiana Eugenio, regarded as the Mother of Philippine Folklore, classified
proverbs into six categories.
 Filipinos also subscribe to their own set of superstitions passed down from
generation to generation.
 Heroes serve as a reminder of true patriotism and nationalism as they have
sacrificed their lives for the sake of their country's freedom and progress.
 A good Filipino citizen is aware of the current events and participates in government
programs that aim for the country's progression and development

UNDERSTANDING THE SELF | 36


LEARNING TASK 1

Discuss how being a Filipino affects your “self”. How can becoming a
better Filipino influence your duty to becoming a better version of
yourself?

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LEARNING TASK 2

Do you consider the Philippine government as truly democratic?


Why do you say so?

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UNDERSTANDING THE SELF | 37


LEARNING TASK 3

Who is a Filipino?

Cut out pictures or illustrations from magazines and newspapers


that show what being a Filipino is about. Paste them below.

Answer the questions below in relation to what you have posted.

1. How do the pictures remind you of your being a Filipino?

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2. Are you proud of being a Filipino? Why and Why not?

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UNDERSTANDING THE SELF | 38


Who Am I in the Cyberworld? (Digital Self)
LESSON 6

Lesson Objectives:

At the end of this lesson, you should be able to:

1. define online identity:


2. compare real identity versus online identity
3. describe the influence of Internet on sexuality and gender, and
4. discuss the proper way of demonstrating values and attitudes online.

Introduction

These days, more people are becoming active in using the


Internet for research, pleasure, business, communication, and
other purposes. Indeed, the Internet is of great help for everyone.
On the other hand, people assume different identities while in the
cyberspace. People act differently when they are online and
offline. We have our real identity and online identity.

Discussion

The number of people who are becoming more active online


continues to increase worldwide. More than half of the population
worldwide now uses the Internet. It has only been 25 years since
Tim Berners-Lee made the World Wide Web available to the
public, but in that time, the Internet has already become an integral
part of everyday life for most of the world's population. The
Philippines is among one of the countries with the most active
Internet users (We are Social and Hootsuite n.d.).

 Almost two-thirds of the world's population now has a mobile phone.


 More than half of the world's web traffic now comes from mobile phones.
 More than half of all mobile connections around the world are now "broadband." 
More than one in five of the world's population shopped online in the past 30 days.

Media users in the Philippines grew by 12 million or 25% while the number of
mobile social users increased by 13 million or 32%. Those growth figures are still higher
compared to the previous year. More than half the world now uses a smartphone.

UNDERSTANDING THE SELF | 39


Selective Self-presentation and Impression Management

According to Goffman (1959) and Leary (1995), self-presentation is the process or


controlling how one is perceived by other people and is the key to relationship inception
and development. To construct positive images, individuals selectively provide
information about them and carefully cater this information in response to other's
feedback.
Anything posted online should be considered "public" no matter what our privacy
settings are. Let us say, a student wrote online about how much he hated another student
in school, and started bullying him online. Does it matter if the student said, "Well, this is
my personal account"? Even if the student wrote it in a "private" account, it can become
public with a quick screen capture and shared with the world. Personal identity is the
interpersonal level of self which differentiates the individual as unique from others, while
social identity is the level of self whereby the individual is identified by his or her group
memberships.
Belk (2013) explained that sharing ourselves is no longer new and has been
practiced as soon as human beings were formed. Digital devices help us share
information broadly, more than ever before. For those who are avid users of Facebook,
it is possible that their social media friends are more updated about their daily activities,
connections, and thoughts than their immediate families. Diaries that were once private
or shared only with close friends are now posted as blogs which can be viewed by
anyone. In websites like Flickr or Photobucket, the use of arm's-length self-photography
indicates a major change. In older family albums, the photographer was not often
represented in the album (Mendelson and Papacharissi 2011), whereas with arm'slength
photos, they are necessarily included (e.g., selfies and groupies). In addition, the family
album of an earlier era has become more of an individual photo gallery in the digital age.
As Schwarz (2010) mentioned, we have entered an extraordinary era of selfportraiture.
Blogs and web pages have been continuously used for greater self-reflection and self-
presentation. Facebook and other social media applications are now a key part of self-
presentation for one sixth of humanity. As a result, researchers and participants become
concerned with actively managing identity and reputation and to warn against the
phenomenon or "oversharing" (Labrecque, Markos, and Milne 2011: Shepherd 2Q05;
Suler 2002, Zimmer and Hoffman 2011). Sometimes people become unaware of the
extent or information they share online. They forget to delineate what can be shared
online and what should not. Furthermore, it provides a more complete narration of self
and gives people an idealized view of how they would like to he remembered by others
(van Dijck 2008). Many teenagers, as well as some adults, share even more intimate
details with their partners like their passwords (Gershon 2010). This could be an ultimate
act of intimacy and trust or the ultimate expression of paranoia and distrust with the
partner.

Gender and Sexuality Online

UNDERSTANDING THE SELF | 40


According to Marwick (2013), while the terms "sex,"
"gender," and "sexuality" are often thought of as synonymous,
they are actually quite distinct. The differences between the
common understandings of these terms and how researchers
think about them yield key insights about the social functioning
of gender. Sex is the biological state that corresponds to what
we might call a "man" or a "woman." This might seem to be a
simple distinction, but the biology of sex is actually very complicated. While "sex" is often
explained as biological, fixed, and immutable, it is actually socially constructed (West
and Zimmerman 1987). Gender, then, is the social understanding of how sex should be
experienced and how sex manifests in behavior, personality, preferences, capabilities,
and so forth. A person with male sex organs is expected to embody a masculine gender.
While sex and gender are presumed to be biologically connected, we can understand
gender as a sociocultural specific set or norms that are mapped onto a category of "sex"
(Kessler and McKenna 1978, Lorber 1994). Gender is historical. It is produced by media
and popular culture (Gauntlett 2008, van Zoonen 1994). It is taught by families. schools,
peer groups, and nation states (Goffman 1977). It is reinforced through songs, sayings,
aaouon, Siang, language, fashion, and discourse Cameron 1998; Cameron and Kulick
20U3), and it is deeply ingrained. Gender is a system of classification that values male-
gendered things more than female related things.
Sexuality is an individual expression and understanding of desire. While like
gender, this is often viewed as binary (homosexual or heterosexual), in reality sexuality
is often experienced as fluid.

Performing Gender Online

Theorist Judith Butler (1990) conceptualized gender as a


performance. She explained that popular understandings
of gender and sexuality came to be through discourse and social
processes: She argued that gender was performative, in
that it is produced through millions of individual actions, rather than
Judith Butler
something that comes naturally to men and women.
Performances that adhere to normative
understandings of gender and sexuality are allowed, while those that do not are
admonished (for example, a boy "throwing like a girl") (Lorber 1994). In the 1990s, many
Internet scholars drew from Butler and other queer theorists to understand online identity.
According to the disembodiment hypothesis, Internet users are free to actively choose
which gender or sexuality they are going to portray with the possibility of creating
alternate identities (Wynn and Katz 1997). The ability of users to self-consciously adapt
and play with different gender identities would reveal the choices involved in the
production of gender, breaking down binaries and encouraging fluidity in sexuality and
gender expression.
Recently, social media has been celebrated for facilitating greater cultural
participation and creativity. Social media sites like Twitter and YouTube have led to the
emergence of a "free culture" where individuals are empowered to engage in cultural

UNDERSTANDING THE SELF | 41


production using raw materials, ranging from homemade videos to mainstream television
characters to create new culture, memes, and humor. At its best, this culture of memes,
mash-ups, and creative political activism allows for civic engagement and fun creative
acts. While Digg, 4chan, and Reddit are used mostly by men, most social network site
users are women; this is true in Facebook, Flickr, LiveJournal, Tumblr, Twitter, and
YouTube (Chappell 2011; Lenhart 2009; Lenhart et al. 2010). But mere equality of use
does not indicate equality of participation. While both men and women use Wikipedia,
87% of Wikipedia contributors were identified as male (LaVallee 2009).

Setting Boundaries To Your Online Self: Smart Sharing

The following guidelines will help you share information online in a smart way that
will protect yourself and not harm others. Before posting or sharing anything online,
consider the following.
 Is this post/story necessary?
 Is there a real benefit to this post? Is it funny, warm-hearted, teachable-or am I just
making noise online without purpose?
 Have we (as a family or parent/child) resolved this issue? An issue that is still being
worked out at home, or one that is either vulnerable or highly emotional, should not
be made public.
 Is it appropriate? Does it stay within the boundaries of our family values?
 Will this seem as finny in 5, 10, or 15 years? Or is this post better suited for sharing
with a small group of family members? Or maybe not at all?

Rules to Follow

Here are additional guidelines for proper sharing of information and ethical use of
the Internet according to New (2014):
 Stick to safer sites.
 Guard your passwords.
 Limit what you share.
 Remember that anything you put online or post on a site is there  forever, even
if you try to delete it.
 Do not be mean or embarrass other people online.
 Always tell if you see strange or bad behavior online.
 Be choosy about your online friends.
 Be patient.

UNDERSTANDING THE SELF | 42


 Media users in the Philippines grew by 12 million or 25% while the number of
mobile social users increased by 13 million or 32%. Those growth figures are still
higher compared to the previous year. More than half the world now uses a
smartphone.
 Self-presentation is the process or controlling how one is perceived by other
people and is the key to relationship inception and development.
 Digital devices help us share information broadly, more than ever before. For those
who are avid users of Facebook, it is possible that their social media friends are
more updated about their daily activities, connections, and thoughts than their
immediate families.
 Sex is the biological state that corresponds to what we might call a "man" or a
"woman."
 Gender, then, is the social understanding of how sex should be experienced and
how sex manifests in behavior, personality, preferences, capabilities, and so forth.
 Sexuality is an individual expression and understanding of desire. While like
gender, this is often viewed as binary (homosexual or heterosexual), in reality
sexuality is often experienced as fluid.
 Theorist Judith Butler (1990) conceptualized gender as a performance. She
argued that gender was performative, in that it is produced through millions of
individual actions, rather than something that comes naturally to men and women.

LEARNING TASK 1

Watch this video clip, SelfExpressionIdentity-MyOnlineSelf-


YouOnlinevideo.mp4. Discuss your insights gained from watching the short
video. 😊

UNDERSTANDING THE SELF | 43


FEEDBACK
1.
Do you understand what you are supposed to be learning
on this module? Share your thoughts.

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2.
What is your general evaluation of the module? Share
your judgments.

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3.
Kindly share your utmost and least experience while
reading the lessons.

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UNDERSTANDING THE SELF | 44


MODULE MANAGING AND CARING FOR THE
3 SELF

This third and final module identifies three areas of concern for the students,
namely: learning, goal setting, and managing stress. It also provides for the more
practical application of the concepts discussed in this course and enables them the
hands-on experience of developing self-help plans for self-regulated learning, goal
setting, and self-care.

This module seeks to realize the following outcomes:

A. Understand the theoretical underpinning for how to manage and care for the
different aspects of the self
B. Acquire and hone new skills and learning for better managing of one’s self and
behaviors
C. Apply these new skills to one’s self and functioning for better quality of life

Learning To Be a Better Learner


LESSON 1

Lesson Objectives:

At the end of this lesson, you should be able to:

1. explain how learning occurs


2. enumerate various metacognition and studying techniques, and
3. identify the metacognitive techniques that you find most appropriate for yourself.

Introduction

Knowing the "self is not enough. Since "who you are" is partly made up of your
choices, you must also have the ability to choose especially to be better you." in the
school setting. your knowledge of yourself should at least enable you to become a better
student.

UNDERSTANDING THE SELF | 45


This lesson will present several techniques that you can adapt depending on your
situation and preferences to make you a better learner. Learning should not just mean
studying for your quizzes and exams in school. Learning could also occur outside the
confines of a book or classroom, like when you want to acquire a new move in your
favorite sport, or the skills for a certain hobby, among others. Furthermore, the
techniques here are not the only techniques available and months or years from now,
new ways on how to study better will be discovered or rediscovered. What is important
at this moment is that you learn how to learn these things.
Discussion

We are Homo sapiens or the wise man. We think in a more complex level than
our ancestors and most, if not all, of the other beings. But being called wise, not only do
we think, but we are also capable to think about thinking, like how we think of things and
why we think in a certain way about things. It is like your brain thinks about itself, then
thinks about how it thinks about itself.

In the context of learning, studies show that when you are able to think about how
you think, how you process information, and how you utilize techniques while you are
studying, you have a higher chance of improving your learning process than those who
do not reflect on their methods.

This idea falls under the concept of metacognition. Metacognition is commonly


defined as "thinking about thinking" (Livingston 1997; Papaleonuou Louca 2003). It is the
awareness of the scope and limitations of your current knowledge and skills
(Meichenbaum 1985 in American Institutes for Research 2010). Due to this awareness,
metacognition enables the person to adapt their existing knowledge and skills to
approach a learning task, seeking for the optimum result of the learning experience
(American Institutes for Research 2010).

Metacognition is also not limited to the thinking process of the individual. It also
includes keeping one's emotions and motivations while leaning in check
(PapaleontiouLouca 2003). Some people learn better when they like the subject, some
when they are challenged by the topic, and others if they have a reward system each
time, they finish a task. The emotional state and the motivation of a person then should
also be in the preferred ideal state for that person in order to further facilitate his or her
learning.

As seen from the abovementioned definitions, metacognition basically has two


aspects: (1) self-appraisal and (2) self-management of cognition (Paris and Winnograd
1990 in Papaleontiou-Louca 2003). Self-appraisal is your personal reflection on your
knowledge and capabilities while self-management is the mental process you employ
using what you have in planning and adapting to successfully learn or accomplish a
certain task (Paris and Winnograd 1990 in Papaleontiou- Louca 2003). Similar concepts,
usually called elements of metacognition, are metacognitive knowledge or what you

UNDERSTANDING THE SELF | 46


know about how you think, and metacognition regulation or how you adjust your thinking
processes to help you learn better (American Institutes for Research 2010).

Under metacognitive knowledge, there are several variables that affect how you
know or assess yourself as a thinker. First is the personal variable, which is your
evaluation of your strengths and weaknesses in learning. Second is the task variable,
which is what you know or what you think about the nature of the task, as well as what
strategies the task requires. Lastly, strategy variable refers to what strategies or skills
you already have in dealing with certain tasks (American Institutes for Research 2010).

According to Waterloo Student Success Office (n.d.), the following are other skills
that can help you in exercising metacognition:

1. Knowing your limits. As mentioned earlier, one cannot really make any
significance advancement in using metacognitive skills without having an honest
and accurate evaluation of what you know and what you do not know. Knowing
your limits also looks at the scope and limitations of your resources so that you can
work with what you have at the moment and look for ways to cope with other
necessities.

2. Modifying your approach. It begins with the recognition that your strategy is
not appropriate with the task and/or that you do not comprehend the learning
experience successfully. Recognizing, for example, that you are not understanding
what you are reading, you should learn to modify your strategy in comprehending
your material. You might want to read and reread a page in five-minute intervals
instead of trying to finish the material in one sitting. You may want to make a
summary or code for yourself instead of using keywords or highlighting sections of
what you are reading.

3. Skimming. This is basically browsing over a material and keeping an eye on


keywords, phrases, or sentences. It is also about knowing where to search for such
key terms. For example, you might want to look at the Introduction first or the
Abstract. The Table of Contents can also provide you with a quick guide to the
contents of the book. Introductory paragraphs, headings or subheadings, and
conclusions can also provide you with an overview of the whole material. This
technique works best when you want to get an idea about the contents of a reading
material, when you are trying to read through several materials in a limited time
frame, or when you want to focus on certain details, among others.

4. Rehearsing. This is not just about repeatedly talking, writing, and/or doing what
you have learned, but also trying to make a personal interpretation or summary of
the learning experience. One of the fun ways to do this is by imagining yourself
being interviewed about your task. As you try to convey what you have learned

UNDERSTANDING THE SELF | 47


from the resources, you also insert your opinions or other personal take on the
matter. Just be sure that the key concepts are well understood and are still in-line
the source material even with multiple rehearsals.

5. Self-Test. As the name implies, this is trying to test your comprehension of your
learning experience or the skills you have acquired during learning. While some
materials already come with tests like this book, you can still create tests for
yourself. Yu can make essay questions or definition of terms test while you are
reading or watching a material. Self-test does not only focus on what you have
learned but also on how you learned it. After the experience, you should also ask
questions like, "What strategies did I use? "How successful were my learning,
strategies?" "How can I further improve my learning skills?"

Other strategies that you need to develop include asking questions about your
methods, self-reflection, finding a mentor or support group if necessary, thinking out loud
(though you have to be considerate of others also when doing this), and welcoming errors
as learning experiences. For clarification, "welcoming errors" does not mean seeking
them or consciously making them as much as possible. It means that when you commit
a mistake, you do not dismiss it as insignificant or you do not try to avoid responsibility
of the results. You must process them to learn every lesson that you can take about
yourself, about the topic, and other people or things. By having a more positive attitude
toward mistakes, you will also have the courage to venture into new and unknown
learning experiences that may one day interest you.

Other tips that you can use in studying are the following (Queensland University
of Technology Library n.d.):

1. Make an outline of the things you want to learn, the things you are reading or doing,
and/or the things you remember.

2. Break down the task in smaller and more manageable details.

3. Integrate variation in your schedule and learning experience. Change reading


material every hour and do not put similar topics together (e.g. try studying English
then Mathematics instead of English then Filipino together). Also include physical
activities in your planning.

4. Try to incubate your ideas. First, write your draft without doing much editing. Let
the ideas flow. Then leave your draft at least overnight or around 24 hours-some
even do not look at it for a week-and do something else. After a given period, go
back to your draft or prototype and you might find a fresh perspective about it.
Sometimes, during incubation, you suddenly have ideas coming to you. Write them
down in a notebook first and do not integrate them into the draft yet. Review what
you have written when the incubation period is done.

UNDERSTANDING THE SELF | 48


5. Revise, summarize, and take down notes, then reread them to help you minimize
cramming in the last minute, especially when you have a weakness in memorizing
facts and data. Some people are motivated when the deadline is very
closetomorrow, for instance-and they just review the day before some evaluation
or exercise. If you are that kind of person, you may still motivate yourself and have
that feeling of urgency at the last minute but by using the aforementioned
techniques, your "cramming" need not be a desperate attempt to learn but only as
a way to energize your brain as you make a final review of the things you have
already been studying for a week or so before.

6. Engage what you have learned. Do something about it. On a reading material for
example, highlight keywords and phrases, write your opinions about the matter on
a separate notebook, or create a diagram or concept map. Some people also learn
best by copying the key paragraphs word for word. You may want to look for other
definitions and compare or contrast materials. Use your new knowledge during
discussions-just do something about it.

FEEDBACK
As you were reading this topic, were you aware of your metacognitive
processes? What changes did you feel as you try to use the metacognitive
strategies and skills? We encourage you to utilize and adapt the
aforementioned techniques in whatever learning experiences you are about
to accomplish and find enjoyment and success in learning.

 Metacognition is commonly defined as "thinking about thinking". It is the


awareness of the scope and limitations of your current knowledge and skills.
 Self-appraisal is your personal reflection on your knowledge and capabilities.
 Self-management is the mental process you employ using what you have in
planning and adapting to successfully learn or accomplish a certain task.
 According to Waterloo Student Success Office (n.d.), the following are other skills
that can help you in exercising metacognition: Knowing your limits, Modifying your
approach, Skimming, Rehearsing, Self-Test.
UNDERSTANDING THE SELF | 49
LEARNING TASK 1

1. Come up with an effective learning strategy which you can


adopt as a student. Indicate the steps that you need to follow in order to
help you make learning truly effective.

UNDERSTANDING THE SELF | 50


Setting Goals For Success
LESSON 2

Lesson Objectives:

At the end of this lesson, you should be able to:

1. use Bandura's self-efficacy theory for self-assessment;


2. differentiate growth and fixed mindset by Dweck; and
3. design personal goals adapting Locke's goal setting theory.

Introduction

Jack Canfield is an epitome of success. He has authored seven


books listed in the Guinness Book of World Records as New York Times
Bestseller, beating Stephen King (Macmillan 2017). These books are:
Chicken Soup for the Soul Series; The Success Principles: How to Get
from Where You Are to Where You Want to Be; The Power of Focus;
The Aladdin Factor; Dare to Win; You've Got to Read This Book; and
Jack Canfield The Key to Living the Law of Attraction. Jack Canfield is the chairman
and founder of The Canfield Training Group; founder and former
chairman of The Chicken Soup for the Soul Enterprises; and was invited to a thousand
radio and television programs worldwide (Canfield 2017). One of Canfield's featured
quotes about success is: "By taking the time to stop and appreciate who you are and
what you have achievedand perhaps learned through a few mistakes, stumbles and
losses--you actually can enhance everything about you. Self-acknowledgment and
appreciation are what give you the insights and awareness to move forward toward
higher goals and accomplishments" (Brown 2016).
We will learn more about Canfield's quote through Albert Bandura's self-efficacy
theory, Dweck's mindsets theory, and Locke's goal setting theory.

Discussion

Students are bound to face multifarious tasks, overlapping with other roles they
portray at different social institutions. Enlightening them with which goals they are to track
would ease their minds in possible dilemma.

UNDERSTANDING THE SELF | 51


A. The Importance of Goals

Ryan (1970) as cited by Locke & Latham (2002), premised that conscious
goals affect action, thus, a goal is the object or aim of an action. A college student’s
academic goal is to fulfill the course requirements and pass all examinations to
graduate on time for the length of the program he/she is taking. Goals affect
performance through four mechanisms (Locke, 2002).

First, goals serve a directive function; they direct attention and effort toward
goalrelevant activities and away from goal-irrelevant activities.

Second, goals have an energizing function. High goals lead to great effort than low
goals.

Third, goals affect persistence. When participant is allowed to control the time,
they spend on a task, hard goals prolong effort.

Fourth, goals affect action indirect by leading to the arousal, discovery, and/or use
of task-relevant knowledge and strategies.

B. Albert Bandura’s Self-Efficacy

Students’ goals can be achieved only if they are worthy of believing these goals
can be achieved. As Gandhi perfectly understood the essential role of self-belief in the
students’ lives: “Your beliefs become your thought. Your thoughts become your
words. Your words become your actions. Your actions become your habits. Your
habits become your values. Your values become your destiny.”

Self-efficacy was developed by Albert Bandura as part of a larger theory, the Social
Learning Theory (Ashford & LeCroy), which has progressed into the Social Cognitive
Theory. Self-efficacy beliefs are an important aspect of human motivation and behavior
and they influence the actions that can affect one’s life.

Self-efficacy, as Bandura (1995) explains, “refers to belief in one’s capabilities to


organize and execute the courses of action required to manage prospective situation.”
More simply, self-efficacy is what an individual believes he/she can accomplish using
his/her skills under certain circumstances.

Four (4) Main Sources of Efficacy Beliefs (Bandura, 1997)

1. Mastery Experiences. It is also known as personal performance


accomplishments; are the most effective way to create a strong sense of efficacy.
Positive example: If an individual performed well in a previous job assignment, then

UNDERSTANDING THE SELF | 52


they are more likely to feel confident and have high self-efficacy in performing the
task when their manager assigns them a similar task.
Negative example: If an individual experience a failure, he/she will most likely
experience a reduction in self-efficacy. However, if these failures are later
overcome by conviction, it can serve to increase self-motivated persistence when
the situation is viewed as an achievable challenge (Bandura, 1977).

2. Vicarious Experiences. These are done through observance of social models


that also influence one’s perception of self-efficacy. The most important factor that
determines the strength of influence of an observed success or failure on one’s
own self-efficacy is the degree of similarity between the observed and the model.
Increase in self-efficacy example: Mentoring programs, where an individual is
paired with someone on a similar career path who will be successful at raising the
individual’s self-efficacy beliefs.
Decrease in self-efficacy example: Smoking cessation program, in which,
individuals witnessing several people’s failure to quit, may worry about their own
chances of success, leading to low self-efficacy for quitting.

3. Verbal or Social Persuasion. It is a “way of strengthening people’s beliefs


that they have what it takes to succeed.” When it is effective in mobilizing a person
to action, and their actions lead to success, the enhanced self-efficacy may
become more permanent.
Positive example: A teacher telling a student: “You can do it. I have confidence in
you.” Using verbal persuasion in a positive light generally leads individuals to put
forth more effort; therefore, they have a greater chance at succeeding.
Negative examples: A teacher saying to a student; “This is unacceptable! I thought
you could handle this task”, can lead to doubts about oneself resulting in lower
chances of success.

4. Emotional and Physiological States. The state a person is in will influence


how he/she judges self-efficacy. Stress reaction or tension are interpreted as signs
of vulnerability to poor performance whereas positive emotions can boost
confidence in skills. Some examples of physiological feedback are: giving a speech
in front of a large group of people, making a presentation to an important client,
taking an exam.

UNDERSTANDING THE SELF | 53


C. Carol Dweck’s Mindset

Another groundbreaking idea on beliefs comes along.


Mindset is a simple idea discovered by world-renowned Stanford
University psychologist Carol Dweck in decades of research on
achievement and success.

People with fixed mindsets believe that their traits are just
given. They have a certain amount of brains and talents and
nothing can change that. If they have a lot, they are all set, but if
they do not… So, people in this mindset worry about their traits
and how adequate they are. They have something to prove to
Carol Dweck
themselves and other. Believing that their qualities are carved in
stone, creates an urgency to prove themselves over and over.
People with growth mindset see their qualities as things that can be developed
through their dedication and effort. They are brainy and talented, but that is just the
starting point. They understand that no one has ever accomplished great things without
years of passionate practice and learning. This is based on the belief that their basic
qualities are things they can cultivate through their efforts.

D. Goal-Setting Theory

Goal-setting is something most people recognize as necessary for their success.


By understanding this theory, students can effectively apply it to the goals they set. The
best way to set goals is to look into the pioneering research of Dr. Edwin Locke, and
another researcher who studied the effect of goal setting in the workplace, Dr. Gary
Latham. His results supported exactly what Locke had found, and the inseparable
connection between goal-setting and workplace performance.

Five (5) Principles of Goal Setting

To motivate, goals must have:


1. Clarity. Clear goals are measurable and unambiguous. When a goal is clear and
specific, with a definite time set for completion, there is less misunderstanding
about what behaviors will be rewarded.
2. Challenge. One of the most important characteristics of goals is the level of
challenge. People are often motivated by achievement, and they’ll judge a goal
based on the significance of the anticipated accomplishment.
3. Commitment. Goals must be understood and agreed upon if they are to be
effective. It means that goals should be consistent and in line with previous
expectations. The harder the goal, the more commitment is required.

UNDERSTANDING THE SELF | 54


4. Feedback. This provides opportunities to clarify expectations, adjust goal,
difficulty, and gain recognition. It is important to provide benchmark opportunities
or targets, so individuals can determine for themselves how they are doing.
5. Task Complexity. For goals or assignments that are highly complex, take
special care to ensure that the work doesn’t become too overwhelming. People
who work in complicated and demanding roles probably have a high level of
motivation already. It is therefore important to do the following:
• Give the person sufficient time to meet the goal or improve performance
• Provide enough time for the person to practice or learn what is expected and
required for success.

FEEDBACK
As you were reading this topic, were you aware of what is the importance of
goal-setting? What changes did you feel as you try to use the principles of
goal-setting? The whole idea of goal setting is to facilitate a person’s success.
It has to be made sure that the surrounding conditions inspire and allow
people to accomplish their objectives.

 First, goals serve a directive function; they direct attention and effort toward
goalrelevant activities and away from goal-irrelevant activities. Second, goals have
an energizing function. High goals lead to great effort than low goals. Third, goals
affect persistence. When participant is allowed to control the time, they spend on a
task, hard goals prolong effort. Fourth, goals affect action indirect by leading to the
arousal, discovery, and/or use of task-relevant knowledge and strategies.
 Self-efficacy, as Bandura (1995) explains, “refers to belief in one’s capabilities to
organize and execute the courses of action required to manage prospective
situation.”
 Mastery Experiences. It is also known as personal performance
accomplishments; are the most effective way to create a strong sense of efficacy.
 Vicarious Experiences. These are done through observance of social models that
also influence one’s perception of self-efficacy.
 Verbal or Social Persuasion. It is a “way of strengthening people’s beliefs that
they have what it takes to succeed.”

UNDERSTANDING THE SELF | 55


 Emotional and Physiological States. The state a person is in will influence how
he/she judges self-efficacy.
 People with fixed mindsets believe that their traits are just given.
 People with growth mindset see their qualities as things that can be developed
through their dedication and effort.
 To motivate, goals must have: Clarity, Challenge, Commitment, Feedback, Task
Complexity.

LEARNING TASK 1

Answer the following questions:

1. What are your goals in life?

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2. How do you plan to realize your goals?

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UNDERSTANDING THE SELF | 56


Reference

Alata, Eden Joy, Caslib, Bernardo Jr., Serafica, Janice, and Pawilen, R.A..
“Understanding The Self”. Philippine Copyright 2018 by Rex Book Store, Inc.

Villafuerte, Salvacion., Guillope, Al., Tunac, Rudjane., and Borja, Estela., “Understanding
The Self”. Philippine Copyright 2018 by Nieme Publishing Hoise Co. Ltd.

UNDERSTANDING THE SELF | 57


Republic of the Philippines
UNIVERSITY OF EASTERN PHILIPPINES
PEDRO REBADULLA MEMORIAL CAMPUS

GE 5 – UNDERSTANDING THE SELF


FINAL EXAMINATION

NAME: _______________________________ Course & Year: ________________ _ Score: ____

Test I: Multiple Choices. Read the statement carefully. Encircle the letter of your
chosen answer. Strictly no erasure.
d. Sigmund Freud
1. It is the process or controlling
how one is perceived by other
people and is the key to 5. They believed that existence is
relationship inception and a cycle of birth and rebirth,
development. Governed by Karma. a.
a. Self-presentation Muslim
b. Gender b. Buddhist
c. Sexuality Online c. Christians
d. Impression Management d. Hindus

2. It is a lifelong process that 6. It is a phase which is driven by the


starts at the moment of sex hormones testosterone and
conception. a. Physical estrogen - in both men and women.
Development a. Lust
b. Sexual Development b. Love
c. Mental Development c. Attraction
d. Personal Development d. Attachment

3. What material self refers 7. It is an aspect of sexuality in which


according to William James? people behave sexually to
a. body, family, and home influence, manipulate, or control
b. cloth, family, and home other people.
c. body, cloth, family, and a. Sexual Identity
home b. Sexual Intimacy
d. cloth, and home c. Sensuality
d. Sexualization
4. He believed that the adult
personality is formed by the
8. Which among the two major
end of the 5 year of life. a.
celebrations in Christianity?
Viktor Frankl
a. Christmas and New Year
b. William James
b. Christmas and Nazareno
c. Russel Belk
c. Christmas and Resurrection
UNDERSTANDING THE SELF | 58
d. Resurrection and New Year
9. Sexually Transmitted Diseases are
also known as
___________________
? a. Vereneal Diseases
b. Venereal Diseases 12. It is a behavior that may produce
c. Venerial Diseases sexual pleasure that often
d. Vennereal Diseases culminates in orgasm in females
and in males. a. Sexual Intercourse
10. It is the awareness and feelings b. Sexual Orientation
about your own body and other c. Sexual Intimacy
people’s bodies, especially the d. Premarital Sex
body of a sexual partner. a.
Sensuality 13. It refers to the performance of
b. Sexuality ceremonial acts prescribed by a
c. Sex tradition or sacred law. a. Religion
d. Sexual Intimacy b. Beliefs
c. Ritual
11. It is a way of strengthening d. All of the above
people’s beliefs that they have what
it takes to succeed. 14. It is often viewed as binary
a. Verbal or Social Persuasion (homosexual or heretosexual). a.
b. Emotional and Physiological Sex
States b. Sexual Intercourse
c. Mastery Experiences c. Gender
d. Vicarious Experiences d. Sexual Intimacy

15. It refers to an individual


expression and understanding of
desire.
a. Impression Management
b. Sensuality
4. __________ : Conceptualized
1. Rosh Hashanah : New Year gender as a
Yom Kippur : _______________ performance
Jack Canfield : Epitome of
2. Pesach : Passover success
_________ : Pentecost
5. Islam : One God
3. Albert Bandura : Self-Efficacy Christianity : ____________
__________ : Mindset

UNDERSTANDING THE SELF | 59


Test II: True or False. Write T for True and F for False.

__1. The ovum is 100,000 times larger than the sperm cell.
__2. Testes produces 300 million sperm cells/ spermatozoa every week.
__3. Body is the innermost part of our material self.
__4. Sexual Intercourse refers to an enduring pattern of emotional, romantic, and/or
sexual attractions to men, women or both sexes.
__5. Dr. Viktor Frankl is considered the Father of Logotheraphy.

Test III: Enumeration. (20 points)

 4 Phases of The Sexual Response Cycle, according to William Master and


Virginia Johnson.

 5 Pillars of Islam

 2 Types of Meditation

 4 Main Sources of Efficacy Beliefs

 5 Principles of Goal setting

Test IV: Essay Writing. (5 points)

If you were to choose from the following values; which one


would you prefer: beauty, faith, wealth or wisdom? Why?

GOD BLESS!

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