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Lesson 2 the Self Society and Culture

The document explores the concept of the self, emphasizing its distinctiveness, independence, consistency, and privacy while also highlighting the dynamic relationship between the self and society. It discusses the dual aspects of self as proposed by Marcel Mauss, namely 'moi' (personal identity) and 'personne' (social identity), and how family and gender influence self-development. The document also references theorists Mead and Vygotsky, who argue that language and social interactions play a crucial role in shaping the self.

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Justin Anthony Lentejas
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5 views43 pages

Lesson 2 the Self Society and Culture

The document explores the concept of the self, emphasizing its distinctiveness, independence, consistency, and privacy while also highlighting the dynamic relationship between the self and society. It discusses the dual aspects of self as proposed by Marcel Mauss, namely 'moi' (personal identity) and 'personne' (social identity), and how family and gender influence self-development. The document also references theorists Mead and Vygotsky, who argue that language and social interactions play a crucial role in shaping the self.

Uploaded by

Justin Anthony Lentejas
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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LESSON 2

LESSON 2
THE SELF,
SOCIETY, AND
CULTURE
THE SELF,
SOCIETY, AND
CULTURE
WHAT IS THE
SELF?
WHAT IS THE
SELF?
WHAT IS THE SELF?
• "separate, self-contained, independent,
consistent, unitary, and private“
• By separate, it is meant that the self is distinct
from other selves.
• The self is always unique and has its own
identity.
• Even twins are distinct from each other
WHAT IS THE SELF?
• self is also self-contained and independent
because in itself it can exist
• Its distinctness allows it to be self-contained
with its own thoughts, characteristics, and
volition.
• It does not require any other self for it to exist.
WHAT IS THE SELF?
• It is consistent because it has a personality that is
enduring and therefore can be expected to persist for
quite some time
• Its consistency allows it to be studied, described, and
measured.
• Consistency also means that a particular self's traits,
characteristics, tendencies, and potentialities are more
or less the same.
WHAT IS THE SELF?
• Self is unitary in that it is the center of all
experiences and thoughts that run through a
certain person.
• It is like the chief command post in an
individual where all processes, emotions, and
thoughts converge.
WHAT IS THE SELF?
• Finally, the self is private. Each person sorts
out information, feelings and emotions, and
thought processes within the self.
• This whole process is never accessible to
anyone but the self.
• self is isolated from the external world. It lives
within its own world.
WHAT IS THE SELF?
• The concern then of this lesson is in understanding the
vibrant relationship between the self and external
reality.
• This perspective is known as the social
constructionist perspective.
• "Social constructionists argue for a merged view of 'the
person' and 'their social context' where the boundaries
of one cannot easily be separated from the boundaries
of the other"
WHAT IS THE SELF?
• Social constructivists argue that the self should
not be seen as a static entity that stays
constant through and through. Rather, the self
has to be seen as something that is in
unceasing flux, in a constant struggle with
external reality and is malleable in its dealings
with society.
THE SELF AND
CULTURE
THE SELF AND
CULTURE
THE SELF AND CULTURE
• According to Marcel Mauss, every self has two
faces: personne and moi.
• Moi refers to a person's sense of who he is, his
body, and his basic identity, his biological
givenness. Moi is a person's basic identity.
THE SELF AND CULTURE
• Personne, on the other hand, is composed of
the social concepts of what it means to be who
he is.
• Personne has much to do with what it means
to live in a particular institution, a particular
family, a particular religion, a particular
nationality, and how to behave given
expectations and influences from others.
THE SELF AND THE
DEVELOPMENT OF THE
SOCIAL WORLD
THE SELF AND THE
DEVELOPMENT OF THE
SOCIAL WORLD
THE SELF AND THE
DEVELOPMENT OF THE SOCIAL
WORLD
• one is believed to be in active participation in
the shaping of the self. Most often, we think the
human persons are just passive actors in the
whole process of the shaping of selves.
MEAD AND
VYGOTSKY
MEAD AND
VYGOTSKY
MEAD AND VYGOTSKY
• For Mead and Vygotsky, the way that human
persons develop is with the use of language
acquisition and interaction with others. The
way that we process information is normally a
form of an internal dialogue in our head.
• cognitive and emotional development of a child
is always a mimicry of how it is done in the social
world, in the external reality where he is in.
MEAD AND VYGOTSKY
• Both Vygotsky and Mead treat the human mind
as something that is made, constituted through
language as experienced in the external world
and as encountered in dialogs with others

• For Mead, this takes place as a child assumes


the "other" through language and role-play
MEAD AND VYGOTSKY
• Vygotsky, for his part, a child internalizes real-
life dialogs that he has had with others, with his
family, his primary caregiver, or his playmates.
They apply this to their mental and practical
problems along with the social and cultural
infusions brought about by the said dialogs.
SELF IN
FAMILIES
SELF IN
FAMILIES
SELF IN FAMILIES
• While every child is born with certain givenness,
disposition coming from his parents' genes and
general condition of life, the impact of one's family
is still deemed as a given in understanding the self
• The kind of family that we are born in, the
resources available to us, and the kind of
development that we will have will certainly affect
us as we go through life.
SELF IN FAMILIES
• Human persons learn the ways of living and therefore
their selfhood by being in a family.
• It is what a family initiates a person to become that
serves as the basis for this person's progress
• Babies internalize ways and styles that they observe
from their family. By imitating, for example, the
language of its primary agents of rearing its family,
babies learn the language.
SELF IN FAMILIES
• The same is true for ways of behaving. Notice
how kids reared in a respectful environment
becomes respectful as well and the converse if
raised in a converse family.
• Internalizing behavior may either be conscious
or unconscious
SELF IN FAMILIES
• Without a family, biologically and sociologically,
a person may not even survive or become a
human person.
GENDER AND THE
SELF
GENDER AND THE
SELF
GENDER AND THE SELF
• Another important aspect of the self is gender. Gender
is one of those loci of the self that is subject to
alteration, change, and development.
• from the point-of-view of the social sciences and the
self, it is important to give one the leeway to find,
express, and live his identity.
• One maneuvers into the society and identifies himself
as who he is by also taking note of gender identities.
GENDER AND THE SELF
• The gendered self is then shaped within a particular
context of time and space. The sense of self that is
being taught makes sure that an individual fits in a
particular environment.
• This is dangerous and detrimental in the goal of truly
finding one's self, self-determination, and growth of the
self. Gender has to personally discovered and asserted
and not dictated by culture and the society
ACTIVITY
ACTIVITY
ACTIVITY # 1 – MY SELF
THROUGH THE YEARS
• Paste a picture of you when you were
in elementary, in high school, and now
that you are in college. Below the
picture, list down your salient
characteristics that you remember.
ACTIVITY # 1 – MY SELF
THROUGH THE YEARS
ACTIVITY # 1 – MY SELF
THROUGH THE YEARS
1. Similarities in all stages of my
“self”
2. Differences in my “self” across the
three stages of my life
3. Possible reasons for the differences
in me
ACTIVITY # 2 – APPLICATION
AND ASSESSMENT
1. How would you describe yourself?
2. What are the influences of family in your development as an individual?
3. Think of a time when you felt you were your "true self." What made you
think you were truly who you are during this time of your life?
4. Following the question above, can you provide a time when you felt you
were not living your "true self? Why did you have to live a life like that? What
did you do about it?
5. What social pressures help shape yourself? Would you have wanted it
otherwise?
6. What aspects of yourself do you think may be changed or you would like
to change?

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