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4/28/22, 2:01 PM 21222mnlcas_APR_UTSN01A_Lagmay, Lloyd Ryan: Prelim Lesson 1: Introduction to Understanding the Self
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Understanding the Self - APR | AY 2122 2nd Semester (Lagmay, Lloyd Ryan)
Prelim Lesson 1: Introduction to Understanding the Self

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To do: Go through the activity to the end
Greetings! This is our introductory lesson for this subject. Today, you will learn basic concepts about "the self"
Learning Objectives:
At the end of this lesson, the learner must be able to:
1. Know the different definitions of the "self".
2. Define and differentiate the concepts related to studying the self - self-concept, self-esteem, self-knowledge, and social
self.
The nature and genesis of self
The most important aspect of yourself is your self. “Who am I?” Some people pursue the search for self-knowledge and for a
meaningful identity eagerly; others pursue it desperately.
The "self" is defined as a person's essential being that distinguishes them from others, especially considered as the object of
introspection or reflexive action. (Oxford English Dictionary, 2010). It has many aspects which make up it's "integral parts"
such as self-awareness, self-esteem, self-knowledge, and self-perception. The person is able to alter, change, add, and/or
modify himself or herself for the purpose of gaining social acceptance.
The "self" is either the cognitive or the affective representation of the individual. Cognitive is relating to or involving
conscious intellectual activity while affective is relating to or arising from feelings influenced by emotions. (Otig, 2019)
Delamater (2011) defines the self as "the individual viewed as both the source and the object of reflexive behavior. The self
is both active (the source that initiates reflexive behavior) and passive (the object toward whom reflexive behavior is
directed).
The Social Origins of Self
Schemas are mental templates by which we organize our worlds. Our self-schema is produced in our social relationships.
Throughout life, as we meet new people and enter new groups, our view of self is modified by the feedback we receive from
others.
Looking glass self – coined by Cooley to emphasize that the origins of self are social. It is a process of how we think others
perceive us as a mirror for perceiving ourselves.
Self Awareness
Self-awareness is the ability to tune in to your feelings, thoughts, and actions. Being self-aware also means being able to
recognize how other people see you. People who are self-aware recognize their strengths and their challenges.
(positivepsychology.com)
https://lpu.mrooms.net/mod/lesson/view.php?id=1085723 1/4
According to the American Psychological Association, it is the direction of conscious attention on oneself and one’s
thoughts, needs, desires, and emotions.
Benefits of knowing one's self: (from psychologytoday.com)
1. Happiness - because a person can express who he/she is
2. Less Inner Conflict - because a person's actions are in accordance with their inside feelings and values
3. Better Decision Making - because we know and can choose what makes us happy
4. Self-control - we can resist bad behavior and do more acceptable ones
5. Resistance to social pressure - because we are grounded in our values and preferences
6. Tolerance and understanding of others - knowing oneself can increase empathy
Identities: the self we know
Identities are the meanings attached to the self by one’s self and others. When we think of our identities, we are actually
thinking of various plans of action that we expect to carry out.
1. Role Identities – refer to our numerous positions in society— student or teacher, friend, son or daughter, customer.
2. Social Identities - based on criteria such as gender, nationality, race/ethnicity, sexual preferences, or political affiliation
The Situated Self - If we were to describe ourselves on several different occasions, the identities, personal qualities, and self-
evaluations mentioned would not remain the same.
The self is defined by one's self-concept, self-esteem, self-knowledge, and social self.
1. Self-concept:
When you are asked to complete the sentence “I am _____.” Your answers provide a glimpse of your self-concept.
Our self-concept is our answer to the question "who am I?". It is defined as the organized structure of thoughts we have
about ourselves. It can also be defined as the specific beliefs by which you define yourself.
2. Self-esteem
Our self concept influences our self-esteem - our subjective appraisal of our own worth - including our abilities and physical
characteristics. Self-esteem is influenced by our own thinking, life experiences (at home, school, work etc.) and even
relationships. For it to be healthy, it should be realistic.
3. Self-knowledge
In earliest times, people from Europe voyaged to Greece to go to the Oracle of Delphi for advice. Written above the entrance
were two words, “Know Thyself.” As simple as this phrase is, it was hard to follow. The road to self-knowledge is spread with
difficulties. Self- knowledge refers to knowledge of one’s own mental states—that is, of what one is feeling or thinking, or
what one believes or desires. (Stanford Encyclopedia of Philosophy, 2015)
Social self
Throughout life, as we meet new people and enter new groups, our view of self is modified by the feedback we receive from
others. These interactions lead to what we call "the social self".
To emphasize the idea that the origins of self are social, Cooley (1902) coined the term "looking glass self." The looking
glass self is described as our reflection of how we think others see us.
The looking-glass self states that people base their perception of themselves on how they think others see them.
The most important looking glasses for children are their parents and immediate family and, later, their playmates. They are
the child’s significant others—the people whose reflected views have greatest influence on the child’s self-concepts. As we
grow older, the widening circle of friends and relatives, school teachers, and fellow workers provides our significant others.
The changing images of self we acquire throughout our lives depend on the social relationships we develop.
social comparison
How do we decide if we are handsome, intelligent, or tall? One way is through social comparisons. Much of life revolves
around social comparisons. Social comparison is defined as "evaluating one’s abilities and opinions by comparing oneself
with others." Sometimes social comparison is based on incomplete information. Social comparisons can also diminish our
satisfaction in other ways. When we experience an increase in affluence, status, or achievement, we “compare upward”—we
raise the standards by which we evaluate our attainments. When climbing the ladder of success, we tend to look up, not
down; we compare ourselves with others doing even better.
Johari Window
The Johari window is a technique designed to help people better understand their relationship with themselves and others.
It was created by psychologists Joseph Luft (1916–2014) and Harrington Ingham (1916–1995) in 1955.
Supplementary Videos:
1. knowing yourself:
youtube.com/watch?v=4lTbWQ8zD3w
2. self-concept
youtube.com/watch?v=aiezgubpUys
References:
1. Delamater, John & Myers, Daniel (2011), Social Psychology 7th ed. Cengage Learning Inc.

2. Myers, David G. & Twenge, Jean M. (2013). McGraw-Hill Education, 2 Penn Plaza, New York, NY

3. Otig, Vergie S. et. Al. (2019) Understanding the Self. Mutya Publishing House Inc.

4. positivepsychology.com
5. psychologytoday.com
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Prelim Lesson 2 - the Self According to Philosophy ►
4/28/22, 2:01 PM 21222mnlcas_APR_UTSN01A_Lagmay, Lloyd Ryan: Prelim Lesson 2 - the Self According to Philosophy
/ Understanding the Self - APR | AY 2122 2nd Semester (Lagmay, Lloyd Ryan) / PRELIM Topics / Prelim Lesson 2 - the Self According to Philosophy
Prelim Lesson 2 - the Self According to Philosophy

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Learning Objectives:
1. Define philosophy and explain its relevance in studying the human person.
2. Know the similarities and differences of the philosophies of Socrates, Plato, Descartes, Churchland and Locke about the
self .
3, Relate the philosophies discussed to life experiences as he/she starts learning more about the "self"
ASYNCHRONOUS READING:
Introduction
How did ancient thinkers view a human being? Why were those curious enough to study how human beings perceive
themselves? One aspect that makes us humans different from all other creatures on earth is our capacity to build on
knowledge. We learn, we apply it in our lives, and we use acquired ideas to create.
Philosophy is derived from Greek words philo/philia (which means love) and sophia (which means knowledge or wisdom).
Hence it's etymological definition is "love of wisdom". The term was originally used by the Greek meant “the pursuit of
knowledge for its own sake”.
Pythagoras is the ancient Greek philosopher who coined the term "Philosophy"
Thales of Miletus - the first philosopher
Today, we define philosophy as the study of general and fundamental questions about existence, knowledge, values, reason,
mind, and language. (wikipedia.org/wiki/Philosophy)
Naturally, the need to understand the “self” did not escape the philosopher’s curious mind.
SYNCHRONOUS TOPICS:
1. Socrates
Socrates was a Greek philosopher from Athens and is regarded as one of the founders who shaped Western thought.
He was known for his method of inquiry in testing an idea, called The Socratic Method. Socrates never wrote anything.
Knowledge about Socrates is through second-hand information from the writings of his student Plato. He was accused of
impiety or lack of reverence for the gods and corrupting the minds of the youth. Socrates was charged with such because he
caused young people to question all things, including many cherished traditional beliefs. At 70 years old, Socrates was
sentenced to death by drinking a cup of poison hemlock.
Some of Socrates’ ideas were:
(1) The soul is immortal. (our true self)
(2) The care of the soul is the task of philosophy.
(3) Virtue is necessary to attain happiness.
Socrates believed that Philosophy had a very important role to play in the lives of the people. He took the injunction “Know
thyself,” inscribed on the portals of the temple of Apollo at Delphi, to indicate the importance of knowing the contents of
one’s own mind or soul. “Know yourself,” tells each man to bring his inner self to light in order to know his direction and
improve his life. A bad man is not virtuous through ignorance; the man who does not follow the good fails to do so because
he does not recognize it. He went so far as to say, “The life which is un-examined is not worth living”
According to Socrates, self-knowledge or the examination of one's self as well as the question about how one ought to live
one's life, are very important concerns because only by knowing yourself you hope to improve your life.
He added self-knowledge would open your eyes to your true nature; which contrary to pop culture, is not about what you
own, how many "likes" you get in social media posts, or how successful you are in your career. In fact, your real self is not
even your body. According to Socrates, the state of your inner being (soul/self) determines the quality of your life.
Socrates said existence is of two kinds:
(1) The visible – our body, which is prone to change
(2) The invisible – the soul which remains constant
- In Socratic Dialogue, Plato wrote about what Socrates said about the body and the soul: "When the soul and the body
are together nature assigns our body to be a slave and to be ruled and the soul to be ruler and master. “
Socrates also believed that the goal of life is knowledge. How does one become happy? The virtuous man is happy man, and
that virtue alone is the one and only supreme good that will secure his/her happiness. Virtue is defined as moral excellence,
and an individual is considered virtuous if his/her character is made up of the moral qualities that are accepted as virtues.
Virtue is the deepest and most basic propensity of man, which is necessary to know and learned. Since virtue is innate in the
mind and self-knowledge is the source of all wisdom, an individual may gain possession of oneself and be one’s own master
through knowledge.
2. Plato (427–347 B.C)
Plato was an Athenian philosopher. He is the founder of the Platonist school of thought, a student of Socrates and the
master of Aristotle. He also founded "the Academy" which is regarded as the first institute of higher education in the
West. His real name was Aristocles, but was called “Plato” because of his broad shoulders. At the age of 20, he became a
student of Socrates. During his entire life, he remained attached to his master because of his profound admiration on his
teachings and their personal friendship. He wrote the Socratic Dialogue where Socrates was the main character and
speaker. He said “I thank the Gods that I was born Greek and not barbarian, freeman and not slave, man and not woman; but
above all, that I was born in the age of Socrates” (Tabin, 2013)
The soul: Plato is perhaps the single most important influence of the Western concept of "self". According to Plato, the
"soul" is indeed the most divine aspect of the human being. A man in this life should imitate his former self. According to
Plato, man was omniscient before he was born into this world. (He believed that the soul is imprisoned in the body which
will be free when a person dies) But with his separation from the paradise of truth and knowledge and his long exile on earth,
he forgot most of the knowledge he had. However, by constant remembering through the contemplation and doing good, he
can regain his former perfections. The self/soul/mind according to Plato is the aspects of the human beings by which the
forms (ideas) are known.
The three parts of the soul according to Plato are:
(1) appetitive (sensual) - The element that enjoys sensual experience, such as food, drink, and sex.
(2) rational (reasoning) - The element that forbids the person to enjoy the sensual experience; that loves truth, hence,
should rule over the other parts of the soul through the use of reason
(3) The spirited (feeling) - The element that is inclined toward reason but understands the demands of passion; the part
that loves honor and victory.
Plato realized that not everyone is capable of intense rational thought; he believed that in some individuals the appetitive
aspect of the soul would dominate, in others the courageous (emotional) aspect of the soul would dominate, and in still
others the rational aspect could dominate. (Otig, 2018)
3. Rene Descartes (1596–1650)
At one time or another, he was a soldier, mathematician, philosopher, scientist, and psychologist. He is considered as the
father of modern philosophy. He is also regarded as the "father of rationalism because Descartes is often regarded as the
first thinker to emphasize the use of reason to describe, predict, and understand natural phenomena based on observational
and empirical evidence.
His method was called metaphysical doubt, also sometimes referred to as methodological skepticism. It is a systematical
process of being skeptical about the truth of one's beliefs in order to determine which beliefs could be ascertained as true.
He said “It is necessary that at least once in your life you doubt, as far as possible, all things”. Rene Descartes' famous
line "Cogito ergo sum" translated as "I think, therefore I am." became a fundamental element of Western philosophy as it
secured the foundation for knowledge in the face of radical doubt. It means that a person who is able to think necessarily
exists.
Innate Ideas
Descartes found that some ideas were experienced with such clarity and distinctiveness that they needed to be accepted as
true, and yet they had no counterparts in his personal experience and he thought that such ideas were innate; that is, they
were natural components of the mind. Descartes believed that we have innate ideas at birth. There are ideas in our mind
even if we have not experienced them and they were natural components of the mind, and these are placed by God which is
why we should not doubt them. (Hergenhahn, 2013) Man is born with all the necessary potentials for him to be a complete,
functional being. (Gazzingan, 2013)
The mind, body and the self
Descartes clearly stated that humans possess a body that operates according to physical principles and a mind that does
not and that the two interact. So, on the mind–body problem, Descartes was a dualist, and the type of dualism that he
subscribed to was interactionism.
The soul
(1) It a conscious, thinking that is unaffected by time.
(2) It is known only to itself
(3) It is not made up of parts. It is both conscious and aware of itself at the same time.
The body
(1) It is a material substance that changes through time.
(2) It can be doubted; The public can correct claims about the body.
(3) It is made up of physical, quantifiable, divisible parts.
The self: Descartes' claims about the "self" are:
(1) It is constant; It is not prone to change; and it is not affected by time. (the sameness of mind is basis of sameness of
person over time)
(2) Only the immaterial soul remains the same throughout time.
(3) The immaterial soul is the source of our identity
4. Paul Churchland (1942-)
Paul Churchland is known for his studies in neurophilosophy and the philosophy of mind. His philosophy stands on a
materialistic view or the belief that nothing but matter exists. In other words, if something can be seen, felt, heard, touched,
or tasted, then it exists.
Churchland’s idea is called eliminative materialism or the claim that people’s common-sense understanding of the mind is
false, and that certain classes of mental states which most people believe in do not exist. To prove his point, Churchland
pointed out that in mental conditions, such as depression, it is technically wrong to say that the person is “out of his mind”
because neuroscientist have found that brain activity, and even brain shape, appears to be associated with severe mood
disorders.
5. John Locke (1632–1704)
Locke's approach to empiricism involves the claim that all knowledge comes from experience and that there are no innate
ideas that are with us when we are born. At birth we are a blank slate, or “tabula rasa” in Latin, where our experiences are
written. “There is nothing in the mind except was first in the senses.” Thus, ideas are acquired through interactions with the
environment. He is considered the founder of empiricism. (Gazzingan, 2013)
1. Self according to Philosophers Socrates, Plato, Descartes, Locke, and Hume
youtube.com/watch?v=KHBYNx4Oims
References:
1. Hergenhahn, B.R. & Henley, Tracy. (2013). An Introduction to the History of Psychology. Cengage Learning Inc.
2. Gazzingan, Leslie, Francisco, Joseph, Aglubat, Lino, Parentela, Ferndinand & Tuason, Vevian (2013). Psychology:
Dimensions of the Human Mind. Mutya Publishing Inc.
3. Otig, Vergie S. et. al. (2019) Understanding the Self. Mutya Publishing House Inc.
4. Tabin, Violeta, Francisco, Joseph, Gazzingan, Leslie, Bamba, Lamberto, Hualda, Lou (2013) Philosophy of Human
Existence. Mutya Publishing Inc.
Internet sources:
wikipedia.org/wiki/Philosophy

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Prelim Lesson 3: The “Self” According to Psychology (Part 1) ►
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Prelim Lesson 3: The “Self” According to Psychology (Part 1)

To do: View
Learning Objectives
1. Know the etymological and modern definitions of psychology.
2, Explain why knowledge psychology leads to a better understanding of the self and the human being in general.
3. Discuss and relate to personal experiences the different theories of pioneers in the field of psychology.
a. Sigmund Freud - levels of the psyche (or mind), structure of personality, stages of psychosexual development
b. Erik Erikson - psychosocial stages of development
c. Jean Piaget - stages of cognitive development
d. William James - The "I" and "me"
e. Carl Rogers - subsets of self and barriers to psychological health.
and relate these theories to real life experiences.
4. Be able to come up with a critical analysis of the theories
ASYNCHRONOUS READING:
Introduction
The word ‘psychology’ is derived from the Greek "psyche" which means mind, soul or spirit (Greek Symbol: Ψ)
and logos which means knowledge, discourse or study. Literally, then, Psychology is the ‘study of the mind’. Aristotle is
regarded as the "Father of traditional psychology" when it was still a branch of Philosophy. The emergence of Psychology as
a separate discipline is generally dated from 1879, when Wilhelm Wundt ("the father of modern psychology") opened the first
psychological laboratory at the University of Leipzig in Germany.
Without you knowing it, you apply psychology in your daily lives - like when you are trying to analyze the intentions of a suitor,
when you are trying to comfort a heartbroken friend or when you are trying to persuade your parent to give you an increase
in allowance.
Today, we define psychology as the science of behavior and mental processes. Behavior refers to acts or activities of
organisms. It is either overt or observable (such as smiling) and covert or not observable (such as memorizing). It sees the
self as a "theoretical construct". To be discussed below are significant theories related to understanding human behavior.
Let us discover what our experts in analyzing the person - pioneers in Psychology say about the "self". Like the philosophers
discussed, these people are no longer with us but their writings live on.
SYNCHRONOUS DISCUSSIONS:
THE SELF ACCORDING TO FAMOUS PSYCHOLOGISTS.
1. Sigmund Freud (1856 – 1939)
Philosopher, physiologist, and psychologist Sigmund Freud was one of the most influential thinkers of the 20th century. He
was born in Freiberg, Moravia, which is now part of the Czech Republic. His most important contribution, particularly in
psychology, was psychoanalysis, a practice devised to treat those who are mentally ill through dialogue. His work in the field
of psychoanalysis was ground breaking because it answered questions about the human psyche in a way that no one else
had before him. "The Interpretation of Dreams" is his greatest work
Psychoanalytic Theory is a personality theory based on the notion that an individual gets motivated by unseen forces,
controlled by the conscious and rational thought.
In his earlier structural division of the psyche, Freud distinguished three levels of consciousness:
(1) Conscious - which deals with awareness of present perceptions, feelings, thoughts, memories, and fantasies at any
particular moment
(2) Pre-conscious/ subconscious - which is related to data that can readily be brought to consciousness (or with some
difficulty)
(3) Unconscious - which refers to data retained but not easily available to the individual’s conscious awareness or scrutiny.
They nevertheless motivate most of our words, feelings, and actions
Freud further structured the psyche/mind into three parts:
(1) Id - It operates on the pleasure principle. Every wishful impulse should be satisfied immediately, regardless or the
consequences.
(2) Ego - It operates according to the reality principle. It works out realistic ways of satisfying the id’s demands.
(3) Superego - It incorporates the values and morals of society. It is developed from reward & punishment. The superego
consists of two systems:
a. Conscience - If the ego gives in to the id’s demands, the superego may make the person fee bad through guilt.
b. Ego Ideal- It is an imaginary picture of how you ought to be. If unsatisfied, leads to insecurity/inferiority
Stages of Psychosexual Development:
Psychoanalytic theory suggested that personality is mostly established by the age of five. Early experiences play a large role
in personality development and continue to influence behavior later in life. At any stage, the area of the body on which sexual
pleasure is concentrated is called the erogenous zone. The erogenous zones give the stages of development their
respective names. Human development can be divided in stages characterized by sexual drives. To Freud, the first 4 or 5
years of life, or the infantile stage, are the most crucial for personality formation.
(1) Oral Stage - Pleasure comes mainly through the lips, tongue, and activities are sucking, chewing, and swallowing. If
over-gratification or under-gratification (frustration) of the oral needs causes a fixation to occur at this level of development,
as an adult, the child will be an oral character. It lasts through about the first year of life.
(2) Anal Stage - The anal stage lasts through about the second year of life, and the erogenous zone is the anus-buttocks
region of the body. Fixation during this stage results in an anal character.
(3) Phallic Stage – The phallic stage lasts from about the beginning of the third year to the end of the fifth year. The child
gets curious about genitals because the libido is focused on the genital area.
The male and female Oedipal complexes are the most significant events that occur during this stage. According to Freud,
both male and female children develop strong, positive, even erotic feelings toward their mother because she satisfies their
needs. These feelings persist in the boy but typically change in the girl.
Male Oedipal Complex: The child now has an intense desire for his mother and jealous hostility toward his father, who he
perceives as a rival for his mother’s love. Because the source of his pleasurable feelings toward his mother is his penis and
because he sees his father as much more powerful than he, the male child begins to experience castration anxiety, which
causes him to repress his sexual and aggressive tendencies. The male child resolves the problem by identifying with the
father.
Female Oedipal Complex: The child soon learns that she lacks a penis and blames the mother for its absence. She now has
both positive and negative feelings toward her mother. At about the same time, she learns that her father possesses the
“valued organ”, which she wants to share with him. This causes a sexual attraction toward the father, but the fact that her
father possesses something valuable that she does not possess causes her to experience penis envy.
(4) Latency Stage – lasts from about the beginning of the sixth year until puberty. Because of the intense repression
required during the phallic stage, sexual activity is all but eliminated from consciousness during the latency stage. This
stage is characterized by numerous substitute activities, such as schoolwork and peer activities, and by extensive curiosity
about the world.
(5) Genital Stage – lasts from puberty through the remainder of one’s life. With the onset of puberty, sexual desires become
too intense to repress completely, and they begin to manifest themselves. The focus of attention is now on members of the
opposite sex. If everything has gone correctly during the preceding stages, this stage will culminate in dating and eventually
marriage.
2. Erik Erikson (1902-1994)
While his theory was influenced by Freud's work, his theory centered on psychosocial development rather than psychosexual
development. Erikson held that our ego is a positive force that creates a self/identity, a sense of “I.”
As the center of our personality, our ego helps us adapt to the various conflicts and crises of life and keeps us from losing
our individuality to the leveling forces of society. In contrast to Freud's psychosexual approach, Erikson's
psychosocial stage theory took a more expansive view of development, encompassing childhood, adolescence, and
adulthood. Although inborn capacities are important in personality development, the ego emerges from and is largely
shaped by society.
Stage 1: Infancy: (0-2 years old)
- If infants realize that their mother will provide food regularly, then they begin to learn basic trust; if they consistently hear
the pleasant, rhythmic voice of their mother, then they develop more basic trust; if they can rely on an exciting visual
environment, then they solidify basic trust even more.
Stage 2: Early Childhood (2-3 years old)
- Young children receive pleasure not only from mastering the sphincter muscle but also from mastering other body
functions such as urinating, walking, throwing, holding, and so on. In addition, children develop a sense of control over their
interpersonal environment, as well as a measure of self-control. However, early childhood is also a time of experiencing
doubt and shame as children learn that many of their attempts at autonomy are unsuccessful.
Stage 3: Play (3-5 years old)
- As children begin to move around more easily, they adopt an intrusive head-on mode of approaching the world. Although
they begin to adopt initiative in their selection and pursuit of goals. Guilt arises however, as the consequence of taboo and
inhibited goals (such as Oedipal complex). Purpose arises when children set goals
Stage 4: School (6-12 years old)
- At this age, the social world of children is expanding beyond family to include peers, teachers, and other adult models. In
normal development, children strive industriously to read and write, to hunt and fish, or to learn the skills required by their
culture. School age does not necessarily mean formalized schools. School-age children learn to work and play at activities
directed toward acquiring job skills and toward learning the rules of cooperation.
Stage 5: Adolescence (13-18 years old)
- This is the period from puberty to young adulthood. It is one of the most crucial developmental stages because, by the end
of this period, a person must gain a firm sense of ego identity. Eriskon's theory on adolescence will be extensively discussed
because most, if not all of you are in this stage and this is the most relevant to the course Understanding the Self.
- The search for ego identity reaches a climax during adolescence as young people strive to find out who they are and who
they are not. With the arrival of puberty, adolescents look for new roles to help them discover their sexual, ideological, and
occupational identities. In this search, young people draw from a variety of earlier self-images that have been accepted or
rejected.
- Identity emerges from two sources: (1) childhood identifications, and (2) their historical and social contexts, which
encourage conformity to certain standards. Young people frequently reject the standards of their elders, preferring instead
the values of a peer group or gang. In any event, the society in which they live plays a substantial role in shaping their
identity.
- Identity confusion is a syndrome of problems that includes a divided self-image, an inability to establish intimacy, a sense
of time urgency, a lack of concentration on required tasks, and a rejection of family or community standards
- Although identity confusion is a necessary part of our search for identity, too much confusion can lead to pathological
adjustment in the form of regression to earlier stages of development. If we develop the proper ratio of identity to identity
confusion, we will have (1) faith in some sort of ideological principle, (2) the ability to freely decide how we should behave,
(3) trust in our peers and adults who give us advice regarding goals and aspirations, and (4) confidence in our choice of an
eventual occupation.
- Fidelity refers to faith in one’s ideology. After establishing their internal standards of conduct, adolescents are no longer in
need of parental guidance but have confidence in their own religious, political, and social ideologies.
- Role repudiation – blocks one’s ability to synthesize various self-images and values into a workable identity, and it takes
two forms:
(a) Diffidence is an extreme lack of self-trust or self-confidence
(b) Defiance is the act of rebelling against authority.
Stage 6: Young Adulthood (19-30 years old)
- Intimacy is the ability to fuse one’s identity with that of another person without fear of losing it. Because intimacy can be
achieved only after people have formed a stable ego, the infatuations often found in young adolescents are not true intimacy
- Isolation is “the incapacity to take chances with one’s identity by sharing true intimacy”. Some people become financially or
socially successful, yet retain a sense of isolation because they are unable to accept the adult responsibilities of productive
work, procreation, and mature love.
Stage 7: Adulthood (31-60 years old)
- This is the time when people begin to take their place in society and assume responsibility for whatever society produces.
- Generativity is defined as “the generation of new beings as well as new products and new ideas. It is concerned with
establishing and guiding the next generation. (like what your parents did when they started to raise you)
- Self-absorption and stagnation happen when people become too absorbed in themselves and become too self-indulgent.
Such an attitude fosters a pervading sense of stagnation. However, some elements of stagnation and self-absorption are
necessary. Creative people must, at times, remain in a dormant stage and be absorbed with themselves in order to
eventually generate new growth.
Care is defined as “a widening commitment to take care of the persons, the products, and the ideas one has learned to care
for
Stage 8: Old Age (61 onwards)
- Procreation, in the narrow sense of producing children, may be absent, yet old people can remain productive and creative in
other ways. They can be caring grandparents to their own grandchildren as well as to other younger members of society. Old
age can be a time of joy, playfulness, and wonder; but it is also a time of senility, depression, and despair
- Integrity - people with a strong ego identity who have learned intimacy and who have taken care of both people and things
will develop this. Integrity means a feeling of wholeness and coherence, an ability to hold together one’s sense of “I-ness”
despite diminishing physical and intellectual powers.
- Ego integrity is sometimes difficult to maintain when people see that they are losing familiar aspects of their existence:
spouse, friends, physical health, body strength, mental alertness, independence, and social usefulness. Under such pressure,
people often feel a pervading sense of despair, which they may express as disgust, depression, contempt for others, or any
other attitude that reveals a nonacceptance of the finite boundaries of life.
- Despair - literally means "to be without hope"
A ninth stage:
As Erikson himself aged, he was pessimistic about aging. He and his wife began to describe a ninth stage—a point of very
old age when physical and mental deterioration rob people of their generative abilities and reduce them to waiting for death.
Joan (his wife), especially, was interested in this stage as she watched her Erik’s health quickly worsen in the last few years
of his life. Unfortunately, Joan herself died before she could complete this ninth stage.
1. youtube.com/watch?v=V73hdaSTzWg - Freud/Psychoanalytic Theory
2. youtube.com/watch?v=6XxFmXkD8M8 - Erikson's Psychosocial Theory
References:
1. Feist, Jess & Feist, Gregory. (2017). Theories of Personality 9th edition. McGraw-Hill Publishing Inc.
2. Gazzingan, Leslie, Francisco, Joseph, Aglubat, Lino, Parentela, Ferndinand & Tuason, Vevian (2013). Psychology:
Dimensions of the Human Mind. Mutya Publishing Inc.
3. Gross, Richard (2015): Psychology: The Science of Mind Behavior 7th ed. John Wiley & Sons, Inc
◄ Prelim Lesson 2 - the Self According to Philosophy
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Prelim Lesson 3: The Self According to Psychology (Part 2) ►
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Prelim Lesson 3: The Self According to Psychology (Part 2)

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3. Jean Piaget (1896- 1980)
He was a Swiss Psychologist known for his work on child development. He is the researcher who has had the longest—and
many would say the most profound—impact on the field of infant cognition and perception. Originally a biologist, Piaget
developed a theory of cognitive development by observing his own children’s behavior on certain tasks during infancy and
childhood. Piaget specified four major periods corresponding to different ages of the developing child.
Theory of Cognitive Development – Piaget’s theory of development is an extensive theory about the nature and development
of human intelligence. The theory states that children pass through a series of cognitive stages as they grow, each of which
must be mastered in progression before movement to the next cognitive stage can occur. This is an extremely useful theory
in human development because it can be applied to many different content areas and can be tested in numerous
ways. Piaget argued that children do not just passively learn, but also actively try to make sense of their worlds. He argued
that, as they learn and mature, children develop schemas or patterns of knowledge in long-term memory that help them
remember, organize, and respond to information.
A schema can also be defined as a person's way of organizing knowledge. It is "an outlook or assumption that an individual
has of the self, others, or the world that endures despite objective reality". For example, “I am a terrible person” and “Anyone I
love will leave me” are negative schemas that may be rooted from bad experiences. (dictionary.apa.org/schema)
Assimilation, accommodation, and equilibration.
Assimilation is the process by which we incorporate new information into existing schemas. They use already developed
schemas to understand new information. For example, if a child has already learned a schema for horses, then they may call
the striped animal they see at the zoo a horse rather than a zebra. In accommodation, new information or experiences cause
you to modify your existing schemas. Lets say the mother says, “No, honey, that’s a zebra, not a horse,” the child may adapt
the schema to fit the new stimulus, learning that there are different types of four-legged animals, hence, accommodation
happens.
When a child can deal with most, if not all, new experiences by assimilating them, it’s in a state of equilibrium - brought
about through equilibration, the process of seeking ‘mental balance’. If existing schemas are insufficient to cope with new
conditions, disequilibrium happens. To restore equilibrium, the current schema must be ‘stretched’ in order to “take in” new
information. The necessary and complementary processes of assimilation and accommodation constitute the fundamental
process of “adaptation”.
Piaget’s stages of cognitive development
Stage 1: The sensorimotor stage
Infants learn about the world primarily through their senses (‘sensori-’), and by doing (‘motor’). (Gross, 2015) This stage is
defined by the direct physical interactions that babies have with the objects around them. During this stage, babies form
their first schemas by using their primary senses, that is they stare at, listen to, reach for, hold, shake, and taste the things in
their environments. Piaget used the term object permanence to refer to the child’s ability to know that an object exists even
when it is not present. Children younger than about 8 months of age do not understand object permanence. Piaget found,
for instance, that if he first interested babies in a toy and then covered the toy with a blanket, children who were younger
than 6 months of age would act as if the toy had disappeared completely. They never tried to find it under the blanket, but
would nevertheless smile and reach for it when the blanket was removed. Piaget found that it was not until about 8 months
that the children realized that the object was merely covered and not gone. (Lally, 2018).
Stage 2: Preoperational stage
During this stage, new language skills and symbolic thinking fuel an explosion of communication and "pretend" play.
However, the child's understanding of events is intuitive rather than based on logical reasoning. In this stage, the child lacks
the ability to operate on or transform objects mentally. The inability of young children to view transitions also leads them to
be egocentric or unable to readily see and understand other people’s viewpoints and cannot appreciate that other people
might see things differently. (Lally, 2018).
Consider the following example of a conversation between an experimenter and a 4-year-old boy as stated by Gross (2015) :

Experimenter: ‘Do you have a brother?’
Child: ‘Yes.’
Experimenter: ‘What’s his name?’
Child: ‘Jim.’
Experimenter: ‘Does Jim have a brother?’
Child: ‘No
Stage 3: Concrete operational stage
This stage is characterized by more frequent and more accurate use of logical transformations and operations. In addition,
the child can think more logically about physical reality.They understand that transforming 100 ml of water from a pitcher to
a bowl ball does not change the amount of water. Piaget called this conservation. School age children understand
operations can be reversed, so they can learn to check their subtraction problems by adding. For example, 2+3 = 5, so 5 - 3
should = 2. This on the other hand is called mental reversibility.
conservation can be defined as the understanding that changes in the form of an object do not necessarily mean changes in
the quantity of the object
reversibility can be defined as the understanding that some things that have been changed can be returned to their original
state
Stage 4: Formal Operational Stage
While the concrete operational child is still concerned with manipulating things (even if this is done mentally), the formal
operational thinker can manipulate ideas or propositions and can reason solely on the basis of verbal statements. ‘Formal’
refers to the ability to follow the form of an argument without reference to its particular content. Formal operational thinkers
can also think hypothetically, that is, about what could be as well as what actually is. (Gross, 2015)
4. William James (1842-1910)
James was an American philosopher and psychologist, and the first educator to offer a psychology course in the United
States. James is considered to be a leading thinker of the late nineteenth century, one of the most influential philosophers of
the United States, and the "Father of American psychology." (Otig, 2018)
He is the founder of the school of Functionalism, which was inspired by evolutiuonary theory. It is concerned with explaining
the function or purpose of certain forms of behavior (i.e.: crying), namely that of consciousness or our internal mental states
(i.e.: being sad).
“I” and “Me” Self
I-self – is the “self” aware of its own actions. He is the "knower" and the "experiencer".
(1) A sense of being the agent or initiator of behavior
(2) A sense of being unique.
(3) A sense of Continuity.
(4) A sense of awareness about being aware.
Me-self – is the “self” that you can describe, such as your physical characteristics, personalities, social role, or relationships,
thoughts, feelings. It consists of everything that a person could call his or her own. James divided the "me-self" into:
a. Material – physical appearance and extensions of it such as clothing, immediate family, and home
b. Social– social skills and significant interpersonal relationships (the self as known by others)
c. Spiritual - personality, character, defining values. It is everything we think and also includes the emotions associated
with our various states of consciousness. The spiritual self, then, has to do with the experience of one’s subjective reality. It
consists of a person’s states of consciousness. (consciousness will be further discussed in the next lesson)
James admitted that dealing with the “me” was much easier than dealing with the “I,” or what he called “pure ego.
5. Carl Ransom Rogers (1902-1987)
Carl Rogers was American psychologist and among the founders of humanistic approach to psychology.
Humanistic psychology emphasized the active role of the individual in shaping their internal; and external worlds.
With regard to development, Rogers described principles rather than stages. In the development of the self-concept, he saw
conditional and unconditional positive regard as key. Those raised in an environment of unconditional positive regard have
the opportunity to fully actualize themselves. Those raised in an environment of conditional positive regard feel worthy only
if they match conditions (what Rogers describes as conditions of worth) that have been laid down for them by others.
The Self:
According to Rogers, the "self" begins when infants develop when a portion of their experience becomes personalized and
discerned in awareness as “I” or “me” experiences. (Feist, 2017)
The subsets of the self are:
(1) Self-Concept - includes all subsets of one being and experiences that are perceived in awareness
(2) Ideal Self - one’s view of self as one wishes to be. The ideal self contains all those attributes, usually positive, that
people aspire to possess. It could include:
a. Notions influenced by your parents
b. What you admire in others
c. What the society sees as acceptable;
d. What you think, is in your best interest
Barriers to psychological health of the "self" include;
(1) Conditions of Worth – people will see that their parents, peers, or partners love and accept them only if they meet their
expectations. An example is when your parents will only accept you if you have outstanding grades.
Unconditional positive regard happens when the mother’s love for the child is granted freely and fully; it is not conditional or
dependent on the child’s behavior/achievements...no conditions.
(2) Incongruence - happens when there is a wide gap between the ideal self and real self. The greater the incongruence
between our perceived self and our organismic experience, the more vulnerable we are. Vulnerability exists when we have no
awareness of the incongruence within our self.
So what happens next? Anxiety and Threat are experienced as we gain awareness of such an incongruence. Rogers defined
anxiety as “a state of uneasiness or tension whose cause is unknown, which evolves to threat.
(3) Defensiveness - is the protection of the self-concept against anxiety and threat by the denial or distortion of experiences
inconsistent with it. The two chief defenses are:
a. Distortion – misinterpretation of an experience to fit it into some aspect of our self-concept
b. Denial - we refuse to perceive an experience in awareness
(4) Disorganization – happen when defenses fail. When the incongruence between people’s perceived self and their
organismic experience is either too obvious or occurs too suddenly to be denied or distorted, their behavior becomes
disorganized. Disorganization can occur suddenly, or it can take place gradually over a long period of time.
1. Piaget's cognitive development theory
youtube.com/watch?v=IhcgYgx7aAA
2. Rogers' Theory about the Self:
youtube.com/watch?v=UuKexVWR_7k
References:
1. Feist, Jess & Feist, Gregory. (2017). Theories of Personality 9th edition. McGraw-Hill Publishing Inc.
3. Lally, Martha and Valentine-French, Suzanne (2018) Introduction to Psychology, Creative Commons, San Francisco,
California, USA
◄ Prelim Lesson 3: The “Self” According to Psychology (Part 1)
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Prelim Lesson 4: Sociology and the Self ►
4/28/22, 2:03 PM 21222mnlcas_APR_UTSN01A_Lagmay, Lloyd Ryan: Prelim Lesson 4: Sociology and the Self
/ Understanding the Self - APR | AY 2122 2nd Semester (Lagmay, Lloyd Ryan) / PRELIM Topics / Prelim Lesson 4: Sociology and the Self
Prelim Lesson 4: Sociology and the Self

To do: View
Learning Objectives
1. Define sociology and explain why it is important to understand oneself.
2. Discuss the theories of George Simmel, George Mead and relate it to real life experiences.
3. Come up with a critical analysis of the theories.
Introduction
Sociology is the study of the development, structure, and functioning of human society. (lexico.com/definition/sociology)
Sociologists are concerned with questions about the person in the community. Sociology posits that socially formed norms,
beliefs and values come to exist within the person to a degree where these become natural and normal (Elwell, 2003), thus,
developing the person’s self and identity. Auguste Comte is the first used the term “sociology” in 1838 to refer to the
scientific study of society, and thus, is regarded as the “father of sociology.”
When we talk about society, culture will always play an important role. Culture refers to "the enduring behaviors, ideas,
attitudes, and traditions shared by a large group of people and transmitted from one generation to the next."
Self and Culture
For some people, especially those in industrialized Western cultures, individualism prevails. Individualism is defined as
concept of giving priority to one’s own goals over group goals and defining one’s identity in terms of personal attributes
rather than group identifications. Identity is self-contained. Becoming an adult means separating from parents, becoming
self-reliant, and defining one’s personal, independent self. One’s identity—as a unique individual with particular abilities,
traits, values, and dreams—remains fairly constant.
Most cultures native to Asia, Africa, and Central and South America place a greater value on collectivism, by respecting and
identifying with the group. In these cultures, people are more self-critical and focus less on positive self-views. In
collectivism, priority is given to the goals of one’s group (often one’s extended family or work group) and defining one’s
identity accordingly.
Culture and Self-Esteem
In collectivist cultures, self-esteem tends to be flexible rather than stable (enduring across situations). For those in
individualistic cultures, self-esteem is more personal and less relational. If a Westerner’s personal identity is threatened, she
will feel angrier and sadder than when her collective identity is threatened.
The Self: Embedded in Culture
How individuals see themselves, how they relate to other people and how they relate to the environment are deeply refined
by culture. If one finds the view that the “self” is a product of society, then it is plausible that the ways of how the self is
developed are bound to cultural differences as well. Cultural anthropologists argue that the self is culturally shaped and
infinitely variable.
1. Georg Simmel (1858-1918)
Simmel was a German sociologist, philosopher, and critic. He said that people create social networks by joining social
groups.
A social group is has two or more people interacting with one another, sharing similar characteristics, and whose members
identify themselves as part of the group. Features held by members of a may include interests, ideals, representations,
ethnic or social ties and many others.
According to Simmel, the kinds of social groups are (Otig, 2019)
(1) An organic group is naturally occurring, and it is highly influenced by your family. This is usually formed in traditional
societies because there is little diversity in these communities. Simmel stated that you join these group because your family
is also part of it, in the first place. He called it organic motivation. He noted that the positive effect of organic groups is
rootedness. This means the foundation of the social network runs deep, thus, giving the person a sense of belongingness.
(2) Rational groups occur in modern societies. Modern societies are made up of different people coming from different
places. The family in modern societies is not the main motivation when joining rational social groups. Rational groups are
formed as a matter of shared self-interest; moreover, people join these group out of their own free will. Simmel called
this rational motivation. Rational groups imply greater freedom, especially the freedom of movement. Relationships based
on self-interest are not as change. The relationship between rational social network in tenuous, and the person feels no
meaningful connection with the others.
2. George Herbert Mead (1863–1931)
Mead was an American philosopher, sociologist, and psychologist. His work focused on how the “self” is developed. His
theory is based on the perspective that the self is a product of a social interactions and internalizing the external (i.e., other
people’s) views along with the one’s personal view about oneself. Mead believed the “self” is not present at birth; rather it
develops over time through social experiences and activities.
Stages of self-development:
(1) Language - According to Mead self-development and language are intimately tied. Through shared understanding of
symbols, gestures, and sound, language gives the individual the capacity to express himself or while at the same time
comprehending what the other people are conveying. Language sets the stages for self-development
(2) Play - At this level individuals role-play or assume the perspective of others. Role playing enables the person to
internalize some other people’s perspectives; hence, he or she develops an understanding of how the other people feel about
themselves (and about others, too) in a variety of situations. Young children imitate the activities of people around them.
Through such play, children learn to organize different activities into meaningful roles (doctor, policeman, firefighter). For
example, using their imaginations, children make toy guns out of paper and they are "arresting" a dog who is barking at a
little kitten, or is curing and checking the vital signs of a "sick" doll.
(3) Game stage is the level where the individual not only internalizes the other people’s perspective, he or she is also able to
take into account societal rules and adheres to it. children enter organized activities such as complex games of house,
school, and team sport. According to Mead, the self is developed by understanding the rule, and one must abide by it to win
the game or be successful at an activity.
Two sides of self: “I” and “Me”
Mead sees the person as an active process, not just a mere reflection of society. He further proposed two interactive facets
of the self: The “I” and “Me.” The “Me” and the “I” have a didactic relationship, which is like a system of checks and balances.
(1) The I - is that part of the self that is unsocialized, unpredictable and spontaneous. The “I” presents unique traits,
impulses and drives. It enables him or her to express individualism and creativity. The “I” does not blindly follow rules. It
understands when to possibly bend or stretch the rules that govern social interactions. It constructs a response based on
what has been learned by the “Me.”
(2) The "ME" - is the product of what the person has learned while interacting with others and with the environment. It is the
"conformist" aspect of the self. Learned behaviors, attitude, and even expectations comprise the “Me.” It exercises social
control over the self. It sees to it that rules are not broken.
In childhood, the "I" is more important than the "me" but through socialization, it changes. For example, "I" wants to eat the
ice cream even if it means stealing. "Me" tells "I" that stealing could bring him to jail and tells it which is more socially
appropriate.
1. I and Me - George Mead
youtube.com/watch?v=YS6r8ydEvyk
2. Simmel Theory:
youtube.com/watch?v=ZnZR2-klvHI
References:
1. Delamater, John & Myers, Daniel (2011), Social Psychology 7th ed. Cengage Learning Inc.

Internet resources:
lexico.com/definition/sociology
◄ Prelim Lesson 3: The Self According to Psychology (Part 2)
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4/28/22, 2:01 PM 21222mnlcas_APR_UTSN01A_Lagmay, Lloyd Ryan: Prelim Lesson 1: Introduction to Understanding the Self

Prelim Lesson 1: Introduction to Understanding the Self

At the end of this lesson, the learner must be able to:

1. Know the different definitions of the "self".

The nature and genesis of self

The Social Origins of Self

Benefits of knowing one's self: (from psychologytoday.com)

1. Happiness - because a person can express who he/she is

4. Self-control - we can resist bad behavior and do more acceptable ones

6. Tolerance and understanding of others - knowing oneself can increase empathy

Identities: the self we know

The self is defined by one's self-concept, self-esteem, self-knowledge, and social self.

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◄ Icebreaker Introduction Discussion

Prelim Lesson 2 - the Self According to Philosophy ►

Prelim Lesson 2 - the Self According to Philosophy

At the end of this lesson, the learner must be able to:

Thales of Miletus - the first philosopher

Some of Socrates’ ideas were:

(1) The soul is immortal. (our true self)

(2) The care of the soul is the task of philosophy.

(3) Virtue is necessary to attain happiness.

Socrates said existence is of two kinds:

(1) The visible – our body, which is prone to change

(2) The invisible – the soul which remains constant

2. Plato (427–347 B.C)

The three parts of the soul according to Plato are:

3. Rene Descartes (1596–1650)

The mind, body and the self

(1) It a conscious, thinking that is unaffected by time.

(2) It is known only to itself

(1) It is a material substance that changes through time.

(3) It is made up of physical, quantifiable, divisible parts.

The self: Descartes' claims about the "self" are:

(2) Only the immaterial soul remains the same throughout time.

(3) The immaterial soul is the source of our identity

4. Paul Churchland (1942-)

1. Self according to Philosophers Socrates, Plato, Descartes, Locke, and Hume

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◄ Prelim Lesson 1: Introduction to Understanding the Self

Prelim Lesson 3: The “Self” According to Psychology (Part 1) ►

Prelim Lesson 3: The “Self” According to Psychology (Part 1)

At the end of this lesson, the learner must be able to:

1. Know the etymological and modern definitions of psychology.

b. Erik Erikson - psychosocial stages of development

c. Jean Piaget - stages of cognitive development

d. William James - The "I" and "me"

e. Carl Rogers - subsets of self and barriers to psychological health.

and relate these theories to real life experiences.

4. Be able to come up with a critical analysis of the theories

THE SELF ACCORDING TO FAMOUS PSYCHOLOGISTS.

1. Sigmund Freud (1856 – 1939)

Freud further structured the psyche/mind into three parts:

Stages of Psychosexual Development:

2. Erik Erikson (1902-1994)

Stage 1: Infancy: (0-2 years old)

Stage 2: Early Childhood (2-3 years old)

Stage 3: Play (3-5 years old)

Stage 4: School (6-12 years old)

Stage 5: Adolescence (13-18 years old)