Universal Colleges of Parañaque

College of Psychology
A.Y. 2024-2025, 1st Semester

UNDERSTANDING
THE SELF
Ms. Hazel T. Espiritu Santo, RPm
Instructor
 MODULE 1
The Self From
Various
Perspectives
 Chapter 1:
Philosophical
Perspective on
Self
In today’s literature and everyday understanding, the concept of the "self" is often
described with these traits: it is seen as separate from others, self-sufficient,
independent, consistent, whole, and private.

Separate: This means that each person’s "self" is different from everyone else’s.
Everyone has a unique identity, and no one can be exactly like someone else. Even
identical twins are still individuals with their own differences.
Self-sufficient & Independent: The "self" can stand alone, which means it has its
own thoughts, traits, and will. It doesn’t need anyone else to exist or define it.
Consistent: Because a person’s personality is lasting, it can be expected to
remain stable over time. This stability makes it possible to study, describe, and
measure the self. Consistency means that a person’s traits, characteristics,
behaviors, and potential are generally similar over time.
Whole: The self is the center of a person's experiences and thoughts. It's like the
main control center for everything that happens in an individual, where all
emotions and thoughts come together.
Private: Each person processes their own information, feelings, and thoughts
within themselves. This inner process is private and can only be accessed by that
individual. This privacy means that the self is separate from the outside world.
Philosophy of Self- the qualities that make each person different from
everyone else. Identity includes the traits, beliefs, and characteristics that
make a person or group unique.
Five ways in examining the concept of self:
Self-knowledge: It refers to a person's awareness of how they learn,
what drives them, and what skills they have.
Self-activity: It refers to an action taken by one person on their own,
without outside influence. It's about being self-directed and taking
initiative.
Self-independent of the senses: It relates to a person's inner self,
emphasizing their individuality. It highlights internal qualities like natural
talents and abilities, rather than skills learned from others.
Self-identity: It refers to the unique traits that make a person different
from everyone else.
Self-image: It’s a mental image of a person that tends to stay the same
over time, especially in terms of their skills, personality, and role.
THE EASTERN PHILOSOPHY OF SELF
Hindu Philosophy of Self (1500 B.C.E.)
Self Aspects: Composed of two parts: "Atman" and "Brahman."
Atman:
Means "essence, breath, or soul."
Represents the individual's "real self" or innermost essence.
Considered eternal and imperishable, beyond time.
Distinct from body, mind, and consciousness; viewed as the
spiritual self.
Comparable to an onion: outer layers represent common self-
perception, while inner layers reflect the self-God and unity of the
world.
Brahman:
Refers to the highest Universal Principle and Ultimate Reality.
Acts as the cause of everything that exists (material, efficient,
formal, final).
Described as genderless, infinite, eternal truth and bliss.
Represents a unifying force behind the diversity of the universe.
Buddhist Philosophy of Self
(5th century B.C.E. to the Present)
Buddha's Teaching on Self: Emphasizes understanding the self as a
mix of five aggregates called the "Five Skandhas."

Five Skandhas:
1. Form: Refers to the physical body or material aspect of
existence.
2. Sensation: Includes emotional and physical feelings, plus
sensory experiences (seeing, hearing, tasting, touching, smelling).
3. Perception: Involves thinking processes like conceptualization
and reasoning, as well as recognizing objects, whether they are
physical or ideas.
4. Mental Formations: Covers habits, prejudices, predispositions,
and willfulness. It includes mental states like attention, faith, pride,
desire, and vindictiveness.
5. Consciousness: The awareness of experiences without the
need for conceptualizing. Some schools view it as the base that
connects all life experiences.
Confucian Philosophy (551 B.C.-479 B.C.)
-Understanding the Confucian View of the Self:
- Requires moving away from Western ideas and viewing it
through a different lens.
- Central theme is about achieving true moral excellence.

- Human Condition at Birth:

- Unlike John Locke’s idea of a blank slate (tabula rasa), being
human at birth is not inherently special.
- At birth, humans are considered similar to animals.

- Achieved Moral Excellence:

- The adult self is defined by achieving moral excellence, not
merely by being born.
- True humanity is reached through practicing virtues
throughout life.
- Effort Over Perfection:
- Although achieving all virtues may be impossible, the effort to pursue them is what defines being human.
- The concept of 'self' is closely tied to these virtues.

- Personality Development:
- Confucianism does not focus on searching for a spirit or body but prioritizes the development of
personality.
- Personality is formed through upbringing and social environment, making humans inherently social
beings.

- Four Beginnings:
- Each person is born with four basic qualities, referred to as 'pre-self' or 'potential-self':
- Heart of Compassion: Leads to Jen (benevolence).
- Heart of Righteousness: Leads to Yi (justice).
- Heart of Propriety: Leads to Li (proper conduct).
- Heart of Wisdom: Leads to Chih (wisdom).

- Dynamic Nature of the Self:

- The self is never static; if one stops developing virtues, they lose them.
- Being human means continually striving to develop virtues.
- In a sage, this pursuit becomes an unconscious part of their nature, integrated into their self.
THE WESTERN PHILOSOPHY OF SELF
Socrates: Know Yourself
The First Moral Philosopher (470-399 B.C.E.)
He primarily focuses on humanity.
He was the first philosopher to systematically question
the nature of the self.
“Every person is made up of body and soul,” which
reflects dualism (the idea that humans have two
important aspects).
This means that everyone has an imperfect, temporary
physical side (the body) and a perfect, eternal side (the
soul).
He examines individuals based on their inner lives.
The story of Socrates encourages everyone to reveal
their true selves.
A bad person is not simply bad due to ignorance; they
lack virtue.
Plato: The Ideal Self, perfect self
He identified three parts of the soul:
Rational soul: governed by reason and intellect.
Spiritual soul: responsible for emotions.
Appetitive soul: in charge of basic desires.
In "The Republic," he emphasizes that justice in a person is
achieved when these three parts of the soul work together
harmoniously.
When this balance is achieved, a person’s soul becomes just
and virtuous.
Essentially, Plato suggested that humans were all-knowing
before being born.
Therefore, in life, individuals should strive to emulate their
former perfect selves and live a life of virtue to attain true
human perfection.
Aristotle: Father of Western Philosophy
The self consists of the soul, which is the essential essence of a living
being and is inseparable from the body.
The soul acts within the body, similar to how the action of cutting
cannot be separated from a knife (the knife is the body, and cutting is
the soul).
Aristotle, in his work "On the Soul," identifies three types of souls:
Vegetative soul: responsible for growth and nourishment.
Sensitive soul: allows for sensation and movement.
Rational soul: unique to humans.
The human soul combines the abilities of the other two souls:
It can grow and nourish itself like the vegetative soul.
It can experience sensations and move like the sensitive soul.
The rational soul can understand and compare different forms using
intellect (nous) and reason (logos).
For Aristotle, the soul is the form of a living being, giving it specific
qualities like the ability to move or grow.
He believed that the rational soul resides in the heart, unlike earlier
philosophers who placed it in the brain, aligning more with Egyptian
beliefs.
Rene Descartes: “I think, therefore I am”
He saw humans as having both a body and a mind.
We should doubt many of our beliefs because they
might be wrong.
The only thing we can't doubt is our own existence;
doubting means there's a thinking self.
For him, the self consists of two parts: the
"COGITO" (the thinking mind) and the "EXTENZA"
(the body, like a machine).
The body is important, but it’s the mind that truly
defines us.
Descartes described humans as thinking beings
capable of doubt, understanding, and decision-
making.
In summary, while the mind and body are separate,
we must use our minds to explore and grow.
David Hume: the self is the bundle theory of mind
He is an empiricist who believes we can only know
things through our senses and experiences.
For example, Ana knows Lenard is a man not by
seeing his soul, but by seeing, hearing, and touching
him.
Hume argues that the self is just a collection of
impressions.
Impressions are the basic objects of our
experiences, forming the core of our thoughts. For
instance, feeling the heat when touching fire is an
impression.
Ideas are less vivid copies of impressions; for
example, the feeling of first love is an idea.
According to Hume, the self is a constantly
changing collection of various perceptions and
experiences.
Immanuel Kant: respect for self
Every person is an end in themselves and should
never be used just as a means to an end, according
to the Creator's design and the natural order.
Kant believes that the mind is essential for
organizing the impressions we receive from the
outside world.
Concepts like Time and Space are not found in the
world; they are created by our minds, which Kant
refers to as the mind's apparatuses.
The self is crucial for organizing these impressions
and understanding our existence.
Therefore, the self is not only what defines our
personality but also the source of knowledge for all
people.
Gilbert Ryle: The mind-Body dichotomy
Gilbert Ryle, through his behavioristic approach, believes that
the self is shown through a person's behavior.
He suggests that our actions, emotions, and behaviors reflect
our mind and reveal who we are.
Ryle does not see the mind and body as separate entities,
despite some claims that they can exist independently.
He argues that our behavior helps others understand us and
shape our identity.
Ryle uses the "ghost in the machine" analogy, saying that
humans are complex machines with different parts, where
our intelligence and behaviors are represented by the
"ghost."
He gives an example of showing a friend around a university:
if they ask, "Where is the university?" it illustrates that the
buildings and facilities represent the university, just like
behaviors represent the mind.
Ultimately, Ryle's idea is that our actions, reactions, and how
we express ourselves define who we are as individuals.
John Locke: Tabula Rasa
English philosopher and physician.
Known as the father of Classical liberalism.
His ideas influenced revolutions against absolute monarchs,
shaping modern governance, politics, and economics.
Concept of “Tabula Rasa”:
Means "Blank Slate."
Locke believed that individuals are born without knowledge.
Experiences and perceptions are crucial in shaping who we
become.
Key Ideas:
Unlike other philosophers, Locke valued personal experiences in
defining identity.
He argued that people are born with no preconceived notions.
Individuals learn and grow through experiences, failures, and
observations.
Growth and Development:
The mind absorbs information and knowledge from its
surroundings.
With the right experiences and stimulation, anyone can become
who they want to be.
Personal development is influenced by environment, experiences,
and choices.
Merleau Ponty: Phenomenologist
Interconnection of Body and Mind:
Ponty emphasized that the body and mind are
closely linked.
Every experience is connected to the body; there
are no experiences without a physical aspect.
Body as a Gateway:
The body serves as a way to connect with the
world.
Human existence is experienced through the
body.
Critique of Cartesian Dualism:
Ponty believed the idea of separating mind and
body (Cartesian problem) is a misunderstanding.
Thoughts, emotions, and experiences are all part
of the same living body.
THE CHRISTIAN OR BIBLICAL VIEW OF SELF
The Holy Bible
Creation of Humanity:
God created humans in His image, making both male and female.
He blessed them with a command to be fruitful, multiply, and take
care of the earth.
Humans are given authority over all living things, including fish and
birds.
Self as a Crown of Creation:
The self can be seen as a "multi-bejeweled crown."
Each gem represents different aspects of a person, including:
Physical
Intellectual
Moral
Religious
Social
Political
Economic
Emotional
Sensory
Aesthetic
Sexual
Augustine: Love and justice as the
foundation of the individual self
Augustine's View on Humanity:
Augustine's ideas reflect the spirit of the medieval world regarding
humans.
He blended Platonic philosophy with Christian beliefs.
Dual Nature of Man:
Augustine believed humans have two aspects:
One part exists in the imperfect world and longs for connection
with the Divine.
The other part has the potential for immortality.
Body and Soul:
The body is destined to die on earth.
The soul is meant to live eternally in communion with God.
Virtuous Life:
A virtuous life is driven by love.
Loving God involves loving others.
Loving others means not causing harm to anyone.
Thomas Aquinas: Angelic doctor
Aquinas, influenced by Aristotle, stated that humans
consist of two parts: matter and form.
Matter (hyle): The basic substance that makes up
everything in the universe.
Form (morphe): The essence or nature of things that
defines what they are.
Human Composition:
The human body is shared with animals, as it is made
of matter.
What makes a person uniquely human is their essence.
Role of the Soul:
The soul animates the body and is essential to being
human.
THE PSYCHOLOGICAL VIEW OF SELF
Sigmund Freud
Known as the father of psychoanalysis.
Researched human nature and the unconscious mind.
Constructs of Personality:
Freud believed that different parts of our personality interact with each other.
He introduced concepts of various levels of consciousness that help explain how
we develop a sense of self.
Aspects of Personality:
ID:
Represents the childlike part of a person.
Focuses on satisfying needs and self-gratification.
Driven by the pleasure principle.
Superego:
Represents our conscience.
Aims to uphold justice and do what is morally right.
Influenced by values taught by parents or caregivers during childhood.
Ego:
Acts as a mediator between the ID and Superego.
Functions within the reality of situations.
Helps balance the ID's impulses in acceptable ways.
Sigmund Freud
Levels of Consciousness:
Conscious:
Contains a small portion of our memories.
Easily accessible memories.
Pre-conscious:
Holds memories that can be accessed but with some difficulty.
Unconscious:
Stores most of our childhood memories.
Difficult to access without professional help and special
techniques.
Freud's Beliefs:
Our personalities are shaped by past experiences.
Our actions are driven by the desire to avoid pain and seek pleasure
or happiness.
Erik Erikson
Erikson focused on how psychological and social
factors influence individual development. He created
a model with eight key stages, where each stage
presents a specific developmental challenge and a
crisis that the individual must overcome.
Paul Churchland
Canadian philosopher focused on improving how we use words to
define the self.
He believes the "self" is linked to brain activity.
Challenge to Folk Psychology:
Churchland questions traditional terms used to explain
thoughts, feelings, and behaviors.
He critiques "Folk Psychology," which is our common-sense
understanding of mental states and emotions.
Eliminative Materialism:
Churchland's main philosophy is "eliminative materialism." This
idea argues that common beliefs about the mind are incorrect.
Many mental states we think exist do not actually exist.
Neurophilosophy:
Churchland advocates for "Neurophilosophy."
He believes understanding behavior requires knowledge of
brain activity related to emotions and actions.
By studying neural pathways, we can clarify the connections
between the mind, behavior, and self.
Churchland and his wife emphasize that the brain is
fundamental to understanding who we are, encapsulated in
their idea "The Brain as the Self."
ACTIVITY #1
1. Write an essay with the theme, “Who am I?” Your essay should answer
the following questions:
What events from my past have influenced who I am now?
How have my relationships with family, friends, and others affected
how I see myself?
What important values or beliefs guide what I do and the choices I
make?
What roles do I play, like being a student, friend, or family member,
and how do these roles shape my identity?
How has my identity changed over time, and what experiences led
to these changes?
2. Choose any philosopher or perspective with which you can relate your
concept of "self" the most. Explain how your understanding of the self is
compatible with their conception of it.
FORMAT
Word format, not less than 100 words for each item.
FORMAT: Name, Year, Subject/Course, Activity number
Times New Roman, 12

Deadline of submission: Saturday, Oct. 12, 2024, 11:59 PM

 Chapter 2:
Sociological
Perspective of
the Self
Sociology is the study of how human societies are formed, structured, and function. It looks at
how people interact and the impact these interactions have on each other. Understanding
sociology is important for personal development because it helps us see how our sense of
"self" is shaped by social structures. This understanding can shed light on who we are and
how our interactions with others influence us.
The connection between the self and the outside world.
This connection is viewed through the social constructionist perspective.
Social Constructionist Perspective:
This viewpoint argues that the self and social context are intertwined.
The boundaries between the self and social reality are not easily defined.
Dynamic Nature of the Self:
The self is not a fixed entity; it is always changing.
It is in constant interaction with external reality and adapts to societal influences.
Role Adaptation:
People have different roles (e.g., father, friend, teacher, husband) that lead to changes in
behavior and language.
Individuals adjust their actions based on their social situations.
Normalcy of Change:
It is normal and acceptable for people to adapt their behavior depending on
circumstances.
The self can transform and adjust to fit into various situations.
THE SELF AND CULTURE
The idea of staying the same person while also changing to fit different
situations might seem contradictory. A French anthropologist, Marcel
Mauss, has an explanation for this.
Two Aspects of the Self:
Moi:
Refers to a person’s understanding of their own identity.
Includes their physical self and basic traits.
Represents a person’s core identity.
Personne:
Relates to the social ideas about who a person is.
Involves how one fits into specific institutions, families,
religions, and nationalities.
Reflects the expectations and influences from others that
guide behavior.
 George Herbert Mead and the Social Self

George Herbert Mead was an American sociologist

known as the Father of American pragmatism and a
pioneer in social psychology. He made important
contributions to understanding how a person's identity
develops through social factors.
Rejection of Biological Determinism:
Mead opposed the idea that a person's identity is
fixed at birth.
Development through Social Interaction:
He believed that a person’s sense of self develops
through interactions with others.
Ongoing Process:
Mead emphasized that establishing the self
involves continually shaping and reshaping our
identity based on social experiences.
THE “I” AND THE “ME”
Mead's Concept of Self:
Two components: the "I" and the "Me."
The "Me":
Represents traits and actions influenced by social
interactions.
Reflects how a person conforms to social
expectations.
The "I":
Represents an individual's response to societal
attitudes.
Reflects unique personality and individuality.
Mead proposed that there a three stages in which a person has to go through for one to develop
one’s self
The Preparatory Stage (Birth – 2 Years Old)
Definition: Infants imitate the actions and behaviors of those around them.
Characteristics:
Children mimic what they see without understanding or intention.
Their actions are based on what they remember from their environment.
The Play Stage (2 – 6 Years Old)
Definition: Children start to interact with others using rules they create themselves.
Characteristics:
Rules are not fixed and are made up by the children.
Children engage in pretend play, simulating real-life situations.
This stage marks the beginning of self-awareness.
The Game Stage (6 – 9 Years Old)
Definition: Children develop the ability to understand and follow established rules in
games.
Characteristics:
They recognize their own roles and the roles of others in play.
Children learn the consequences of their actions.
They begin to consider how their behavior is viewed by society.
Mead's idea about developing a sense of self
suggests that socialization is a lifelong process. The
people we interact with will change over time, and
our social environments—like school, home, or work—
play a big role in shaping who we are. The
experiences and interactions we have with others
help us form a clearer identity and sense of self. This
sense of "self" can be influenced by the attitudes and
behaviors of those around us, as well as our own
unique responses to them.
ACTIVITY #2
Answer the following questions honestly.
What social pressures help shape yourself? Would you
have wanted it otherwise?
What aspect of your self do you think may be changed or
you would like to change?
FORMAT
Word format, not less than 100 words for each item.
FORMAT: Name, Year, Subject/Course, Activity number
Times New Roman, 12

Deadline of submission: Saturday, Oct. 12, 2024, 11:59 PM