RESPONSIBLE SELF

My Commitment to Lifelong
Growth
Instr. Grace C. Lumibao, MAGC
Responsibility to myself
The word responsibility literally means “response-ability,” that
is, possessing the ability to respond. So self-responsibility means
to not only have the ability to respond, decide and choose, but
further to participate in an engaged, most practical possible
fashion in taking responsibility for your entire life.
Lesson Objectives:
At the end of this lesson, you should
be able to:
1. Identify the specific intelligences that one can develop to
be successful;
2. Determine the critical factors that contribute to growth
and personality development;
3. Explain the principles in making critical decisions in
one’s life.
4. Fully use your talents, abilities, and decision-making
skills to become responsible citizens; and
5. Explain the role of motivation in facilitating academic
success.
Gardner’s Theory of Multiple Intelligences

One of the most famous works in this field

is Howard Gardner’s theory of eight
intelligences. Gardner’s Theory asserts that each
person possesses a certain specific intelligence
where he/she is most probably good or skilled
at. Following are the specific intelligence
espoused by Gardner (1983):
1. Verbal-linguistic intelligence. It is
characterized by the ability to think in
words and use language to express
meaning. Usually, people with this kind
of intelligence have occupations as
authors, journalists, speakers, or poets.

2. Logical-mathematical intelligence. It
refers to the ability to carry out
mathematical operations; the ability to
handle long chains of reasoning; and the
sensitivity and capacity to discern logical
or numerical patterns. Most people with
this skill become scientists, engineers,
accountants or mathematicians.
3. Spatial-visual intelligence. It implies the
ability to think in images, pictures, or three-
dimensional figures, as well as the capacity to
perceive the visual-spatial world accurately
and perform transformations on one’s initial
perceptions. People with this skill often work
as architects, artists, sailors/navigators, or
sculptors.

4. Bodily-kinesthetic intelligence. It is the

ability to be physically adept at manipulating
objects, controlling one’s bodily movements,
and handling object skillfully. Most people
with this type of intelligence include
surgeons, crafts people, artisans, dancers, or
athletes.
5. Musical-rhythmic intelligence. It refers to
the sensitivity to pitch, melody, rhythm, and
tone, the ability to produce and appreciate
rhythm, pitch and timbre; and the appreciation
of the forms of musical expressiveness. People
with musical intelligence usually end up as
composers, musicians, or sensitive listeners.

6. Interpersonal intelligence. It refers to the

ability to understand and interact effectively
with others, as well as the capacity to discern
and respond appropriately to the moods,
temperaments, motivations, and desires of
others. People with this type of intelligence
often work as teachers or mental health
professionals.
7. Intrapersonal intelligence. It is characterized by
the ability to understand oneself; the knowledge of
one’s own strengths, weaknesses, desires, and
intelligences; as well as the understanding of one’s
own feelings and the ability to discriminate among
them and draw upon them to guide behavior.
People with this intelligence eventually become
theologians, psychologists, or persons with detailed
and accurate self- concepts.

8. Naturalist intelligence. It is described as the

ability to observe patterns in nature and understand
natural and human-made systems; sensitivity to the
differences among diverse species; and ability to
interact subtly with living creatures. Most often,
people with naturalist intelligence works as
farmers, botanists, ecologists, landscapers, or
Contributors to Intelligence and Personality

1. HEREDITY – refers to the genes one inherits from

his/her parents, which provide the upper and lower limits of
his/her intelligent quotient. This is the raw biological material of
intelligence.
2. ENVIRONMENT – involves the experiences and the
psychological and physical exposure of the individual to the
various influences around him/her. The home, school, and
community as well as the things happening therein are examples
of one’s environment.
3. MOTIVATION– is the force that moves people to
behave, think, and feel the way they do. Motivated behavior is
energized, directed, and sustained (Gerrig & Zimbardo, 2002). It
may be said that aside from heredity and environment,
motivation is also a significant influence in personality
development.
Psychologists approach the concept of motivation by putting
forward theories that seek to explain the levels of motivations of
individuals, some of which are as follows:
a. Evolutionary theory – according to this theory, the
motivation for sex, achievement, aggression, and other behaviors is
rooted in the organisms’ evolutionary past (Buss 2000). Thus, if a
species is highly competitive, it is because such competitiveness has
improved its chances of survival, and it is then passed down through
genes from generation to generation.
b. Drive reduction theory – this theory explains that
organisms are driven by physiological needs. A need energizes one’s
drive to eliminate or reduce the deprivation. This theory stresses the
idea that as drive becomes stronger, the individual becomes more
motivated to reduce it.
c. Optimum arousal theory – The Yerkes-Dodson Law states
that performance is at its highest under conditions of moderate
arousal rather than high or low arousal. With a low arousal, one
might be too lazy or unwillingness to perform task. With a high
arousal, one might not be able to concentrate on performing task.
Thus, moderate arousal is often the best in dealing with task. At
times, the level of arousal may also depend on the kind of task on
hand.
d. Cognitive approach– This contemporary view of motivation
emphasizes that cognitive factors determine motivation level. It refers
to internal factors like self-determination, curiosity, challenge and
effort. The latter involves outside factors such as rewards and
punishment.
There are two aspects under cognitive approach: intrinsic and
extrinsic motivation.
EMOTIONAL INTELLIGENCE
It is measured by emotional quotient (EQ). It is the type of
intelligence that refers to the abilities to perceive, appraise, understand
and express emotions accurately and appropriately; the use of
emotions and emotional knowledge to facilitate thinking and the
regulation of one’s emotions to promote both emotional and
intellectual growth. EQ is the emotional counterpart of IQ.

While intelligence quotient, is a measure of a person’s reasoning

ability. In short, it is supposed to gauge how well someone can use
information and logic to answer questions or make predictions. IQ
tests begin to assess this by measuring short- and long-term memory.
They also measure how well people can solve puzzles and recall
information they’ve heard — and how quickly.
REASONING
It is a cognitive or intellectual skill, is one way to determine if a
choice is the “best” from among several options. Reasoning is mental
process that involves using and applying knowledge to solve
problems, make plans or decisions and achieve one’s goal. People
should be able to develop this skill as it helpful in many ways,
especially in the quest of life goals.

TYPES OF REASONING
1. Deductive Reasoning
2. Inductive Reasoning
3. Biased Reasoning
 DEDUCTIVE REASONING begins with making a general assumption that
is known or believed to be true, and then drawing specific conclusions based
on this assumption.
It is reasoning that helps one make a particular conclusion from a general
assumption. Ex. All dogs have ears; golden retrievers are dogs, therefore they
have ears.

INDUCTIVE REASONING is the process in which a conclusion is

determined based on a number of true facts or premises. Researcher use
inductive reasoning when they use past experience or observations to form
general hypothesis. Ex. Billy is a boy who likes to play at the beach. Joey is a
boy who likes to play at the beach. Using inductive reasoning, one might
conclude that all boys enjoy the beach.

BIASED REASONING refers to the act of jumping to conclusion before

even knowing all the facts (Levy,1997).Sometimes, people tend to look for
information that confirms their decisions and beliefs.
THE END