Updated Ge1 Sim

College of Arts and Sciences Education
General Education – Social Sciences

2nd Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082) 300 – 5456 / 305 – 0647 local 134
Course Outline : GE 1 – Understanding the Self
Course Coordinator: Jaime Q. Javinez Jr., MSDEA

Email: (jjavinez@umindanao.edu.ph)
Student Consultation: By online appointment
Mobile: 0939 531 8248
Phone: (082) 300-5456 or 305-0647 loc. 118
Effectivity Date: August 2020
Mode of Delivery: Blended (On-Line with face to face or virtual sessions)
Time Frame: 54 Hours
Student Workload: Expected Self-Directed Learning
Requisites: None
Credit: 3
Attendance Requirements: A minimum of 95% attendance is required at all scheduled
Virtual or face to face sessions.
Course Outline Policy
Areas of Concern Details

Contact and Non-contact Hours This 3-unit course self-instructional manual is designed
for blended learning mode of instructional delivery with
scheduled face to face or virtual sessions. The expected
number of hours will be 54 including the face to face or
virtual sessions. The face to face sessions shall include
the summative assessment tasks (exams) since this
course is crucial in the licensure examination for
teachers.
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Phone No.: (082) 300 – 5456 / 305 – 0647 local 134
Assessment Task Submission Submission of assessment tasks shall be on 3 rd, 5th, 7th
and 9th week of the term. The assessment paper shall
be attached with a cover page indicating the title of the
assessment task (if the task is performance), the
name of the course coordinator, date of submission and
name of the student. The document should be emailed
to the course coordinator. It is also expected that you
already paid your tuition and other fees before the
submission of the assessment task.
If the assessment task is done in real time through the

features in the Blackboard Learning Management
System, the schedule shall be arranged ahead of time
by the course coordinator.
Since this course is included in the licensure

examination for teachers, you will be required to take
the Multiple-Choice Question exam inside the
University. This should be scheduled ahead of time by
your course coordinator.
This is non-negotiable for all licensure-based programs.
Turnitin Submission (if To ensure honesty and authenticity, all assessment
necessary) tasks are required to be submitted through Turnitin with
a maximum similarity index of 30% allowed. This means
that if your paper goes beyond 30%, the students will
either opt to redo her/his paper or explain in writing
addressed to the course coordinator the reasons for the
similarity. In addition, if the paper has reached more
than 30% similarity index, the student may be called for
a disciplinary action in accordance with the University’s
OPM on Intellectual and Academic Honesty.
Please note that academic dishonesty such as cheating

and commissioning other students or people to complete
the task for you have severe punishments (reprimand,
warning, expulsion).
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Phone No.: (082) 300 – 5456 / 305 – 0647 local 134
Penalties for Late The score for an assessment item submitted after the
designated time on the due date, without an approved
Assignments/Assessments
extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day
or part day that the assessment item is late.
However, if the late submission of assessment paper

has a valid reason, a letter of explanation should be
submitted and approved by the course coordinator. If
necessary, you will also be required to present/attach
evidences.
Return of Assignments/ Assessment tasks will be returned to you two (2) weeks
Assessments after the submission. This will be returned by email or
via Blackboard portal.
For group assessment tasks, the course coordinator will

require some or few of the students for online or virtual
sessions to ask clarificatory questions to validate the
originality of the assessment task submitted and to
ensure that all the group members are involved.
Assignment Resubmission You should request in writing addressed to the course
coordinator his/her intention to resubmit an assessment
task. The resubmission is premised on the student’s
failure to comply with the similarity index and other
reasonable grounds such as academic literacy
standards or other reasonable circumstances e.g.

illness, accidents financial constraints.
Re-marking of Assessment Papers You should request in writing addressed to the program
and Appeal coordinator your intention to appeal or contest the score
given to an assessment task. The letter should explicitly
explain the reasons/points to contest the grade. The
program coordinator shall communicate with the
students on the approval and disapproval of the request.
If disapproved by the course coordinator, you can

elevate your case to the program head or the dean with
the original letter of request. The final decision will
come from the dean of the college.
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Phone No.: (082) 300 – 5456 / 305 – 0647 local 134
Grading System All culled from BlackBoard sessions and traditional

contact
Course discussions/exercises – 30%
1st formative assessment – 10%
2nd formative assessment – 10%
3rd formative assessment – 10%
All culled from on-campus/onsite sessions (TBA):

Final exam – 40%
Submission of the final grades shall follow the usual
University system and procedures.
Preferred Referencing Style Depends on the discipline; if uncertain or inadequate,

use the general practice of the APA 6 th Edition.
Student Communication You are required to create a umindanao email account

which is a requirement to access the BlackBoard portal.
Then, the course coordinator shall enroll the students to
have access to the materials and resources of the
course. All communication formats: chat, submission of
assessment tasks, requests etc. shall be through the
portal and other university recognized platforms.
You can also meet the course coordinator in person

through the scheduled face to face sessions to raise
your issues and concerns.
For students who have not created their student email,

please contact the course coordinator or program head.
Contact Details of the Dean Khristine Marie D. Concepcion, Ph.D.
Email: kconcepcion@umindanao.edu.ph
Phone: 082-305-0647 loc. 118
Contact Details of the Program Victoria O. Ligan, DPA
Head Email: vligan@umindanao.edu.ph
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Phone No.: (082) 300 – 5456 / 305 – 0647 local 134
Phone: 082-305-0647 loc. 118
Students with Special Needs Students with special needs shall communicate with the
course coordinator about the nature of his or her special
needs. Depending on the nature of the need, the course
coordinator with the approval of the program coordinator
may provide alternative assessment tasks or extension
of the deadline of submission of assessment tasks.
However, the alternative assessment tasks should still
be in the service of achieving the desired course
learning outcomes.
Online Tutorial Registration You are required to enroll in a specific tutorial time for
this course via the www.cte.edu.ph portal. Please note
that there is a deadline for enrollment to the tutorial.
Help Desk Contact 305-0647 loc. 118
Library Contact Brigida E. Bacani
Email: library@umindanao.edu.ph
Phone: 09513766681
Well-being Welfare Support Held GSTC (Guidance Services and Testing Center)
Desk Contact Details
Phone: 082 305-0645/ 082 222-5456 (ask to connect to
the office of the GSTC Facilitator or GSTC Head)
Course Information – see/download course syllabus in the Black Board LMS
CC’s Voice: Hello! Welcome to the GE 1 – Understanding the Self course!

Upon completion of the course, the students are expected to classify how the self
has been represented across disciplines and perspectives; identify the different aspects
of self and identity; distinguish forces and institutions that impact the development of
various aspects of self and identity; and construct schemes that would help in the better
management of one’s self and behaviors.
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Table of Contents
Part I: Quality Assurance Policies ---------------------------------------------------------------------1

Part II: INSTRUCTION PROPER -------------------------------------------------------------------------5
BIG PICTURE -----------------------------------------------------------------------------------------------11
UNIT LEARNING OUTCOME (ULO) -------------------------------------------------------------------11
METALANGUAGE -----------------------------------------------------------------------------------------11
WEEK 1: The Self from the Various Perspective ---------------------------------------------------12
ESSENTIAL KNOWLEDGE -----------------------------------------------------------------------12
1.Multi-disciplinal approach ------------------------------------------------------------------12
2. Integral parts of the self --------------------------------------------------------------------12
SELF-HELP ------------------------------------------------------------------------------------------13
LET’S CHECK ---------------------------------------------------------------------------------------16
LET’S ANALYZE ------------------------------------------------------------------------------------17
IN A NUTSHELL ------------------------------------------------------------------------------------17
KEYWORD INDEX ---------------------------------------------------------------------------------18
3. PHILOSOPHICAL VIEWS OF SELF -----------------------------------------------------------18
Socrates -----------------------------------------------------------------------------------19
Plato ---------------------------------------------------------------------------------------19
St. Augustine of Hippo ----------------------------------------------------------------20
Rene Descartes -------------------------------------------------------------------------20
John Locke -------------------------------------------------------------------------------21
WEEK 2: Philosophical views of Self -------------------------------------------------------------------22
METALANGUAGE ---------------------------------------------------------------------------------23
1. David Hume -----------------------------------------------------------------------------------24
2. Immanuel Kant -------------------------------------------------------------------------------24
3. Sigmund Freud -------------------------------------------------------------------------------25
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4. Gilbert Ryle ------------------------------------------------------------------------------------26

5. Paul Churchland ------------------------------------------------------------------------------26
6. Maurice Merleau Ponty --------------------------------------------------------------------26
KEYWORD INDEX -------------------------------------------------------------------------------------------27
SELF-HELP ----------------------------------------------------------------------------------------------------27
LET’S CHECK -------------------------------------------------------------------------------------------------27
LET’S ANALYZE ----------------------------------------------------------------------------------------------28
IN A NUTSHELL ---------------------------------------------------------------------------------------------28
WEEK 3: The self in the Western and Oriental/Eastern Thought ------------------------------29
ESSENTIAL KNOWLEDGE ---------------------------------------------------------------------------------29
1. Western Orientation -----------------------------------------------------------------------29
2. Eastern Orientation -------------------------------------------------------------------------29
LET’S CHECK -------------------------------------------------------------------------------------------------36
LET’S ANALYZE ----------------------------------------------------------------------------------------------37
IN A NUTSHELL ----------------------------------------------------------------------------------------------36
WEEK 4: Sociological View of Self ----------------------------------------------------------------------37
ESSENTIAL KNOWLEDGE ----------------------------------------------------------------------------------39
KEYWORD INDEX -------------------------------------------------------------------------------------------39
1. Modernization --------------------------------------------------------------------------------39
2. Goerge Herbert Mead Theory ------------------------------------------------------------40
SELF-HELP ----------------------------------------------------------------------------------------------------41
IN A NUTSHELL ----------------------------------------------------------------------------------------------42
2.Anthropological View of Self ----------------------------------------------------------------44
ESSENTIAL KNOWELDGE ------------------------------------------------------------------------44
1. The self in Embedded Culture ------------------------------------------------------------44
2. Catherine Raeff view about culture ---------------------------------------------------45
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KEYWORD INDEX -------------------------------------------------------------------------------------------45
SELF-HELP ----------------------------------------------------------------------------------------------------46
LET’S CHECK -------------------------------------------------------------------------------------------------46
IN A NUTSHELL ----------------------------------------------------------------------------------------------47
WEEK 5: Psychological View of Self -------------------------------------------------------------------48
ESSENTIAL KNOWLEDGE ---------------------------------------------------------------------------------48
1. Jean Piaget’s Cognitive Development -------------------------------------------------------49
2. Harter’s Self-Development Concept ---------------------------------------------------------50
3. William James and The Me-Self; I-Self ------------------------------------------------------50
4. Carl Ransom Rogers humanistic Approach ------------------------------------------------51
5. Allport’s Personality Theory -------------------------------------------------------------------51
6. Eric Berne Transactional Analysis model ---------------------------------------------------51
7. Gregg Henriques domains of Self ------------------------------------------------------------52
KEYWORD INDEX -------------------------------------------------------------------------------------------53
SELF-HELP ----------------------------------------------------------------------------------------------------53
LET’S ANALYZE ----------------------------------------------------------------------------------------------54
IN A NUTSHELL ----------------------------------------------------------------------------------------------54
WEEK 6: Unpacking the Self -----------------------------------------------------------------------------55
1. Physical Self -----------------------------------------------------------------------------------55
KEYWORD INDEX -------------------------------------------------------------------------------------------57
SELF-HELP ----------------------------------------------------------------------------------------------------57
LET’S ANALYZE ----------------------------------------------------------------------------------------------58
2. Sexual Self -------------------------------------------------------------------------------------58
SELF-HELP ----------------------------------------------------------------------------------------------------62
LET’S CHECK -------------------------------------------------------------------------------------------------63
LET’S ANALYZE ----------------------------------------------------------------------------------------------64
WEEK 7: Unpacking the Self -----------------------------------------------------------------------------65
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3. Material Self ----------------------------------------------------------------------------------66

LET’S CHECK -------------------------------------------------------------------------------------------------66
LET’S ANALYZE ----------------------------------------------------------------------------------------------66
4. Political Self -----------------------------------------------------------------------------------67
KEYWORD INDEX -------------------------------------------------------------------------------------------69
SELF-HELP ----------------------------------------------------------------------------------------------------70
LET’S CHECK -------------------------------------------------------------------------------------------------70
IN A NUTSHELL ----------------------------------------------------------------------------------------------71
5. Spiritual Self -----------------------------------------------------------------------------------72
SELF-HELP ----------------------------------------------------------------------------------------------------73
LET’S CHECK --------------------------------------------------------------------------------------------------73
LET’S ANALYZE -----------------------------------------------------------------------------------------------74
IN A NUTSHELL -----------------------------------------------------------------------------------------------75
KEYWORD INDEX --------------------------------------------------------------------------------------------77
6. Digital Self --------------------------------------------------------------------------------------76
KEYWORD INDEX --------------------------------------------------------------------------------------------77
SELF-HELP -----------------------------------------------------------------------------------------------------77
LET’S CHECK --------------------------------------------------------------------------------------------------77
LET’S ANALYZE -----------------------------------------------------------------------------------------------78
IN A NUTSHELL -----------------------------------------------------------------------------------------------78
WEEK 8: Stressors and Responses ----------------------------------------------------------------------79
1. Types of Stress ---------------------------------------------------------------------------------8
2. Symptoms of Stress --------------------------------------------------------------------------80
3. Maslow Hierarchy of Needs ----------------------------------------------------------------80
LET’S CHECK --------------------------------------------------------------------------------------------------81
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LET’S CHECK --------------------------------------------------------------------------------------------------81

LET’S CHECK --------------------------------------------------------------------------------------------------81
LET’S ANALYZE -----------------------------------------------------------------------------------------------82
LET’S ANALYZE -----------------------------------------------------------------------------------------------82
KEYWORD INDEX --------------------------------------------------------------------------------------------88
SELF-HELP -----------------------------------------------------------------------------------------------------89
LET’S ANALYZE -----------------------------------------------------------------------------------------------90
IN A NUTSHELL -----------------------------------------------------------------------------------------------91
WEEK 9: Sources of Coping and Strength -------------------------------------------------------------92
ESSENTIAL KNOWLEDGE -----------------------------------------------------------------------------------92
1. Coping Strategies -----------------------------------------------------------------------------92
LET’S ANALYZE -----------------------------------------------------------------------------------------------94
IN A NUTSHELL -----------------------------------------------------------------------------------------------94
REFERENCES --------------------------------------------------------------------------------------------------95
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Let’s Begin!
Week 1-3: Unit Learning Outcome (ULO)

At the end of the unit you are expected to:
A. Define multi-disciplinal approach and perspectives.
B. Classify how the self has been represented across disciplines and perspectives.
C. Examine the different influences, factors and forces that shape the self.
D. Compare how the self has been represented across disciplines and perspectives.
E. Demonstrate critical and reflective thought in analyzing the development of one’s
self and identity by developing a theory of the self.
F. Identify western and eastern orientation and be familiarized with its differences.
BIG PICTURE IN FOCUS!

A. Define multi-disciplinal approach and perspectives.
B. Classify how the self has been represented across disciplines and perspectives.
Metalanguage
Self-awareness is the ability to see yourself clearly and objectively through reflection
and introspection.
Self-Knowledge - as defined as understanding one’s own motives, character, beliefs

grants one the freedom to live their life without regrets. Additionally, it gives one a sense
of direction and makes it extremely difficult to be manipulated.
Self-concept is a general term used to refer to how someone thinks about, evaluates or
perceives themselves. To be aware of oneself is to have a concept of oneself.
Self-esteem (also known as self-worth) refers to the extent to which we like, accept or
approve of ourselves, or how much we value ourselves. Self-esteem always involves a
degree of evaluation and we may have either a positive or a negative view of ourselves.
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Essential Knowledge
A. Multi-disciplinal approach
So why is a multidisciplinary approach to education so important?
Because it gives you a more deep and wide reference framework for considering the
causes and effects of problems, and thus find alignments between these points to
articulate solutions. It improves your ability to consider things from multiple perspectives
at the same time, as well as measure various ripple effects, as you can consider how
those manifests through different domains and collective relationships.
It also makes you more able to consider seemingly diametrically opposite views in
terms of similarities. Because as a multi-disciplinarian, you will recognize how two
opposite views can be accurate at the same time, from different perspectives
(something that might illuminate the political debate?). You learn to think more
holistically around problems and solutions. You become someone that can integrate
things, which means you will make sense out of things. And this is something that will
always be in demand. Especially in a highly complex and interconnected world that in
many cases - does not make sense. (Markus Modin, 2018).
As Mike Colagrossi 2019 detailed, Alan Wats believed that we can comprehend a
greater sense of the self. The self is not alienated from the universe, but a part of the
whole process. Watts believed that we could shed the illusion of self and the other
through simple comprehension. No need for any difficult yoga meditations or even mind-
shattering psychedelics.
What is self?
The “self” has many aspects. These aspects make up the “self’s” integral parts, such as
self-awareness, self-esteem, self-knowledge, and self-perception. With these aspects,
the person can alter, change, add, and/ or modify himself or herself for the purpose of
gaining social acceptance.
The “self” is an important study in psychology. It holds that 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 (Merriam-Webster, 2017).
B. Integral Parts of the Self
Self-awareness is the ability to see yourself clearly and objectively through reflection
and introspection.
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While it may not be possible to attain total objectivity about oneself (that is a
debate that continues to rage throughout the history of philosophy), there are certainly
degrees of self-awareness. It exists on a spectrum.
Although everyone has a fundamental idea of what self-awareness is, we do not know
exactly where it comes from, what its precursors are, or why some of us seem to have
more or less than others.
Self-Knowledge - as defined as understanding one’s own motives, character, beliefs

grants one the freedom to live their life without regrets. Additionally, it gives one a sense
of direction and makes it extremely difficult to be manipulated. The more self-knowledge
one obtains the smoother they can transition through difficult times. This is because one
can naturally TRUST, understand, and comprehend the best course of action for THEIR
best benefit. Self-knowledge is considered one of the few ways to break through societal
conditioning and achieve higher levels of happiness/consciousness. (Which are not
necessarily the same thing.)
Self-concept is a general term used to refer to how someone thinks about, evaluates or
perceives themselves. To be aware of oneself is to have a concept of oneself.
(1) The Existential Self

This is 'the most basic part of the self-scheme or self-concept; the sense of being
separate and distinct from others and the awareness of the constancy of the self' (Bee,
1992).
(2) The Categorical Self
Having realized that he or she exists as a separate experiencing being, the child next
becomes aware that he or she is also an object in the world.
Just as other objects including people have properties that can be experienced (big,
small, red, smooth and so on) so the child is becoming aware of himself or herself as an
object which can be experienced, and which has properties.
Self-image (how you see yourself)
This does not necessarily have to reflect reality. Indeed, a person with anorexia
who is thin may have a self-image in which the person believes they are fat. A person's
self-image is affected by many factors, such as parental influences, friends, the media
etc.
1) Physical Description: I’m tall, have blue eyes...etc.
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2) Social Roles: We are all social beings whose behavior is shaped to some extent by
the roles we play. Such roles as student, housewife, or member of the football team not
only help others to recognize us but also help us to know what is expected of us in
various situations.
3) Personal Traits: These are the third dimension of our self-descriptions. “I’m
impulsive...I’m generous...I tend to worry a lot” ...etc.
4) Existential Statements (abstract ones): These can range from "I’m a child of the
universe" to "I’m a human being" to "I’m a spiritual being"...etc.
Self-esteem (the extent to which you value yourself)

Self-esteem (also known as self-worth) refers to the extent to which we like, accept or
approve of ourselves, or how much we value ourselves. Self-esteem always involves a
degree of evaluation and we may have either a positive or a negative view of ourselves.
High self-esteem (we have a positive view of ourselves)
This tends to lead to
• Confidence in our own abilities

• Self-acceptance
• Not worrying about what others think
• Optimism
Low self-esteem (we have a negative view of ourselves)

This tends to lead to
• Lack of confidence
• Want to be/look like someone else
• Always worrying what others might think
• Pessimism
How well do you know yourself? Are you aware of your talents? Skills? Weakness?
Strengths?
The persistent question, “Who am I?” is rooted in the human need to understand the
basis of the experiences of the “self.” When people are asked to explain their
understanding of the word, the usual answers are: “It’s who I am.” “It’s me, my essence.”
“It’s what makes me unique and different from everyone else.”
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For a more meaningful understanding of the “self,” numerous studies have been
conducted and various approaches have been developed from concepts about it.
Important philosophers from ancient to contemporary times sought to describe the
essential qualities that compose a person’s uniqueness. On the other hand, sociology
sees the “self” as a product of social interactions, developed over time through social
activities and experiences.
Anthropology views the “self” as a culturally shaped construct or idea.

Anthropologists assert that it is an autonomous participant in the society as much as it is
submerged in the community. Meanwhile, rather than giving a definition, psychology
sees the “self” as having characteristics or properties that can be used to describe it.
Pioneers in the study pointed out that the “self” is related to its physical and social
environment, it is unique, and it is necessary to its experience.
Self-Help
You can also refer to the sources below to help your further understand
the lesson:
Otig, et al (2018). A Holistic Approach in Understanding the Self. Mutya Publishing

House.
https://www.education.com/download/worksheet/106788/adjectives-to-
describeyourself.pd
https://learningandteaching-navitas.com/multidisciplinary-teaching-approach-active-
learning/.
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Let’s Check!
1. Instruction: Read the Story of the Wemmicks and write a summary of the Story of
the Wemmicks? (Include all the characters and their role in the life of Punichello)
with a minimum of 5 sentences each. (20 points).
Guided Questions:
a. Who are these characters in my real-life situation? (Each of them)
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b. How do I relate myself in the situation of Punichello? (Personal reflection)
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Let’s Analyze!
Who Am I?
Briefly describe yourself using the table presented below. Fill each table
with your experiences that reflex each character.
As a human As a child in the As a child of God As a Student

Person Family
In a Nutshell Wow’s and Wishes
A class will be divided into groups for this activity. Each group will be asked to
do the following:
1. Create a group chat through a messenger with your assigned group
members. Everyone must be included in the group chat.
2. Create your own kind of introduction of your unique skills and specialties.
Only include those essential qualities that can describe yourself.
3. Compile all information and articulate a brief group introduction that
describe each members of the group.
4. Provide a screenshot of the group conversation.
5. Include the screenshot as your evidence in submitting your output.
6. Deliver your output in a short bond paper to be submitted through LMS or
during video conference.
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Keywords:
Self-awareness Existential Self

Self-Knowledge Categorical Self
Self-concept Social Roles
Self-esteem Personal Trait

C. Examine the different influences, factors and forces that shape the self.
D. Compare how the self has been represented across disciplines and perspectives.
Metalanguage
Theory of forms -Asserted that the physical world is not really the “real” world because
the ultimate reality exists beyond the physical world.
The appetitive (sensual) – the element that enjoys sensual experiences, such as food,
drink, and sex.
The rational- the element that forbids the person to enjoy the sensual experiences; the
part that loves truth, hence should rule over the other parts of the soul using reason.
The spirited (feeling) – the element that is inclined toward reason but understands the
demands of passion; the part that loves honor and victory.
Methodological Skepticism- It is one’s beliefs in order to determine which beliefs could

be ascertained as true.
Empiricism- the idea that the origin of all knowledge is sense experience. It
emphasized the role of experience and evidence (especially sensory perception) in
forming concepts, while discounting the notion of innate ideas.
Apperception- the mental process by which a person makes sense of an idea by

assimilating it to the body of ideas he or she already possesses.
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Essential Knowledge
Philosophical View of Self

Philosophy makes a central contribution to the educational enterprise through its
demands upon intellectual activity. Education in philosophy involves becoming aware of
major figures and developments in the history of philosophy, learning up-to-date
techniques and accepted answers to philosophical questions, and learning critical,
interpretive, and evaluative skills that, in the overall scheme of things, may be of
greatest value.
A. Socrates “the unexamined life is not worth living”
Some of Socrates ideas
1. The soul is immortal
2. The care of the soul is the task of philosophy
3. Virtue is necessary to attain happiness
The state of your inner being (soul/self) determines the quality of your life
Two kinds of existence
• Visible
• invisible
The goal of life is to be happy
The virtuous man is a happy man
B. Plato “good actions give strength to us and inspire good actions in others”
Collection and division
The philosopher would collect all the generic ideas that seemed to have common
characteristics and then divided them into different kinds until the subdivision of
ideas became specific
Theory of forms
Asserted that the physical world is not really the “real” world because the ultimate
reality exists beyond the physical world.
The soul is indeed the most divine aspect of the human being
The self/soul/mind according to Plato is the aspect of the human beings by which the
forms (ideas) are known
The three parts of the soul according to Plato are:
• The appetitive (sensual) – the element that enjoys sensual experiences, such as
food, drink and sex.
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• The rational- the element that forbids the person to enjoy the sensual
experiences; the part that loves truth, hence should rule over the other parts of
the soul through the use of reason
• The spirited (feeling) – the element that is inclined toward reason but understands
the demands of passion; the part that loves honor and victory
C. St. Augustine of Hippo all knowledge leads to God”

He adopted Plato’s view that the self is an immaterial (but rational) soul
Theory of forms- saint Augustine asserted that these forms were concepts
existing within the perfect and eternal god where the soul belonged.
The soul held the truth and was capable of scientific thinking.
Saint Augustine’s concept of the “self” was an inner immaterial “i” that had self-
knowledge and self-awareness.”
Human beings through the senses could sense the material and temporal objects
as we interacted with the material world; the immaterial but intelligible God would only
be clear and obvious to the mind if one tune into his / her immaterial self/soul.
Aspects of the soul according to saint Augustine are:

• It can be aware of itself
• It recognizes itself as a holistic one
• It is aware of its unity
• Saint Augustine pointed out that a person is similar to god as regards to the mind
and its ability; that by ignoring to use his/her mind (or the incorrect use of the
mind) he/she would lose his/her possibility to reach real and lasting happiness.
C. Renee’ Descartes “cogito ergo sum”
Often regarded as the first thinker to emphasize the use of reason to describe, predict
and understand natural phenomena based on observational ad empirical evidence.
Hyperbolical/metaphysical doubt or methodological skepticism- it is a systematic
process of being skeptical about the truth of one’s belief to determine which belief could
be ascertained as true.
He asserted that everything perceived by the senses could not be used as proof of
existence because human senses could be fooled.
There was only one thing we could be sure of in this world, and that was everything
could be doubted.
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The soul The body
It is a conscious, thinking substance It is a material substance that changes

that is unaffected by time. through time.
It is only to itself (only you know your It can be doubted; the public can
own mental event and others cannot correct the claims about the body.
correct your own mental states.
It is not made up or parts, it vies It is made up of physical, quantifiable,
entirely itself with no hidden or divisible facts.
separate compartments. It is both
conscious and aware of itself at the
same time.
D. John Locke “no man’s knowledge can go beyond his experience”
Locke believed that the self is identified with consciousness and this self consists
of sameness of consciousness. This is usually interpreted to mean that the self consists
of memory; that the person existing now is the same person yesterday because he/she
remembers the thoughts, experiences or actions of the earlier self.
For Locke, a person’s memories provide a continuity of experience that allows
him / her to identify himself/herself as the same person over time.
According to Locke since you are the same “self” in the passing of time, you can be held
accountable for past behavior. However, Locke insisted that a person could only be held
accountable for behaviors he/she can remember.
Self-Help
the lesson:

House.
https://www.education.com/d ownload/worksheet/106788/a djectives-to-

describeyourself.pd
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Let’s Check! Identify the philosopher being asked in each statement

below. Write your answers before each number.
___________1. The state of your inner being (soul/self) determines the quality of your
life.
___________2. He held that the soul held the Truth and was capable of scientific
thinking.
___________3. He believed that the “self” is identified with consciousness and this “self”
consists of sameness of consciousness.
___________4. He emphasized the use of reason to describe, predict, and understand

natural phenomena based on observational and empirical evidence.
___________5. The “soul” is indeed the most divine aspect of the humans being.
___________6. He is known for his method of inquiry.
___________7. His goal is the fulfillment of happiness.
___________8. He reasoned that human beings through the senses could sense the
material, temporal objects as we interacted with the material world.
___________9. He added that there is only one thing we could be sure in this world,
and that was everything could be doubted.
__________10. He insisted that a person could only be held accountable for behaviors
he/she can remember.
Let’s Analyze! Discuss each philosopher’s view with your group and
supply the necessary information from the table below.
The group must submit their output through LMS.
PHILOSOPHERS/ BODY SOUL SELF PHILOSOPHICAL GOAL
THINKERS IDEA
Socrates
Plato
St. Augustine
Renee’ Descartes
John Locke
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E. Demonstrate critical and reflective thought in analyzing the development of one’s
self and identity by developing a theory of the self.
Metalanguage
Rationalism - is the theory that reason, rather than experience, is the foundation of all
knowledge
Bundle theory - as a bundle or a collection of different perceptions that are moving in a

very fast and successive manner.
Impressions– These are perceptions which are the strongest. It enters the senses with
most force
Ideas – The less forcible and less lively counterpart of impressions
Inner self - The “self” by which you are aware of alterations in your own state
Outer self - includes your senses and the physical world
Id- pleasure/ desire
Ego -reality principle
Superego -Incorporates the values and morals of society
Eliminative materialism - the claim that people's common-sense understanding of the

mind (or folk psychology) is false and that certain classes of mental states that most
people believe in does not exist.
Embodied- is a verb that means to give a body to (usually an immaterial substance like
a soul).
Subjectivity-in philosophy, is the state of being a subject - an entity that possesses

conscious experiences, such as perspectives, feelings, beliefs, and desires
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Essential Knowledge
E. David Hume “a wise man’s proportions his belief to the evidence”
He was a fierce opponent of Descartes’ Rationalism. Rationalism is the theory

that reason, rather than experience, is the foundation of all knowledge
Hume, along with John Locke and Bishop George Berkeley, was one of the three main
figureheads of the influential British Empiricism movement. Empiricism is the idea that
the origin of all knowledge is sense experience. It emphasized the role of experience
and evidence (especially sensory perception) in forming concepts, while discounting the
notion of innate ideas.
bundle theory wherein he described the “self” or person (which Hume assumed to
be the ‘mind’) as a bundle or a collection of different perceptions that are moving in a
very fast and successive manner.
David Hume concluded that the “self” is merely made up of successive impressions.
Hume divided the mind’s perceptions into two groups stating that the difference between
the two “consists in the degrees of force and liveliness with which they strike upon the
mind (Hume, pg. 10)”:
Impressions– These are perceptions which are the strongest. It enters the senses with
most force. These are directly experienced; they result from inward and outward
sentiments.
Ideas – The less forcible and less lively counterpart of impressions. These are
mechanisms that copy and reproduce sense data formulated based upon the previously
perceived impressions.
Hume did not believe on the existence of the “self”. He stressed that your perceptions
are only active for as long as you are conscious.
Hume's “self” is a passive observer similar to watching one's life pass before the eyes
like a play or on a screen; whereby the total annihilation of the “self” comes at death.
F. Immanuel Kant
Kant’s view of the “self" is transcendental which means the “self” is related to a spiritual
or nonphysical realm.
The self is outside the body and it does not have the qualities of the body. Despite being
transcendental, Kant stressed that the body and its qualities are rooted to the “self”.it is
knowledge that bridges the “self” and the material things together.
Two kinds of consciousness of self (rationality):
1. Consciousness of oneself and one's psychological states in inner sense

2. Consciousness of oneself and one's states by performing acts of apperception.
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Apperception is the mental process by which a person makes sense of an idea by

assimilating it to the body of ideas he or she already possesses.
Two components of the “self”:
1. Inner self - The “self” by which you are aware of alterations in your own state.
This includes your rational intellect and your psychological state such as moods,
feelings, and sensations, pleasure, and pain.
2. Outer self - includes your senses and the physical world. It is the common
boundary between the external world and the inner self. It gathers information
from the external world through the senses, which the inner self interprets and
coherently expresses.
Kant proposed that the “self” organizes information in three ways:
1. Raw perceptual input

2. Recognizing the concept
3. Reproducing in the imagination
G. Sigmund Freud
Psychoanalytic theory
Explained thought the iceberg analogy
Ego
• Reality principle
• It works out realistic ways to satisfying the id’s demands often compromising or
postponing satisfaction to avoid negative consequences of society
• Considers social realities and norms, etiquette and rules in deciding how to
behave
Psychoanalytic theory
Superego
• Incorporates the values and morals of society
• Control the id’s impulses
• Persuades the ego to choose moralistic goals and to strive for perfection rather
than simply realistic ones
• Component system of superego:
• Conscience – if ego gives in to the id’s demands, the superego may make the
person feel bad though guilt
• Ideal self – an imaginary picture of how you ought to be. Presents career
aspirations, how to treat other people and how to behave as a member of society.
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H. Gilbert Ryle “In searching for the self, one cannot simultaneously be the hunter
and the hunted”
Ryle called the distinction between mind and matter a “category-mistake" because of its
attempt to analyze the relation between "mind" and "body" as if the two were terms of
the same categories.
Ryle’s points against Descartes theory are:
• The relation between mind and body are not isolated processes.
• Mental processes were intelligent acts, and are not distinct from each other
• The operation of the mind is itself an intelligent act
Knowledge, memory, imagination, and other abilities or dispositions do not reside
"within" the mind as if the mind were a space in which these could be stored or located.
If Ryle believed that the concept of a distinct “self” is not real, where do we get our
sense of self? Ryle asserted that it is from our behavior and actions.
I. Paul Churchland “There is nothing beyond the sensory experience”
In Churchland’s view the immaterial, unchanging soul/self does not exist because
it cannot be experienced by the senses.
Churchland’s idea is called eliminative materialism or the claim that people's
common-sense understanding of the mind (or folk psychology) is false and that certain
classes of mental states that most people believe in do not exist.
Churchland asserted the sense of “self” originated from the brain itself and that
this “self” is a product of electrochemical signals produced by the brain.
J. Maurice Merleau-Ponty “We know not to our intellect but through our experience”
Maurice Merleau-Ponty’s idea of “self” is an embodied subjectivity. The term

‘embodied’ is a verb that means to give a body to (usually an immaterial substance like
a soul). Subjectivity, in philosophy, is the state of being a subject - an entity that
possesses conscious experiences, such as perspectives, feelings, beliefs, and desires.
Moreover, a subject act upon or affects some other entity, which in philosophy is called
the object. A subject therefore is something that exists, can take action, and can cause
real effects (on an object).
Human beings are embodied subjectivities, and that the understanding of the
“self” should begin from this fundamental fact. He added that the body is not a mere
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“house” where the mind resides. Rather it is through the lived experience of the body
that you perceive; are informed; and interact with the world. According to Merleau-Ponty,
the body acts what the mind perceives as a unified one.
Keywords:
Theory of forms appetitive (sensual)

The rational spirited (feeling)
Rationalism Bundle theory
Impressions Ideas
Inner self Outer self
Id Ego
Superego Eliminative materialism
Embodied’ Subjectivity
Self-Help
the lesson:

House
Let’s Check!
Identify the philosopher being asked in each statement below. Write your answers
before each number.
___________1. He proposed the existence of the unconscious.
___________2. He is known for his belief on embodied subjectivity.
___________3. He asserted that “self” does not exist; instead, he stressed that
perceptions are only active for as long as an individual is conscious.
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___________4. He was known for this phrase, “I act, Therefore, I am.”
___________5. He was famous for his idea on eliminative materialism.
___________6. He practiced psychoanalysis in answering questions about the human

psyche.
___________7. He stressed that the body and its qualities are rooted to the “self.”
___________8. He asserted that sensations, thoughts, and feelings do not belong to a

mental world separate from the physical world.
___________9. The body acts what the mind perceives as a unified one.
__________10. There is a constant movement of memories and impulses from one

level to another.
Let’s Analyze!
Discuss each philosopher’s view with your group and supply the necessary
information from the table below. The group must submit their output through
LMS.
PHILOSOPHERS/ BODY SOUL SELF PHILOSOPHICAL GOAL

THINKERS IDEA
David Hume
Immanuel Kant
Sigmund Freud
Gilbert Ryle
Paul Churchland
Maurice Merleau-
Ponty
In a Nutshell
Journal #1: What is your own philosophy in life since you are still a student? Write it on
a one-page paper, printed or handwritten to be submitted through LMS.
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F. Identify western and eastern orientation and be familiarized with its differences
Metalanguage
Eastern Orientation- accepts the truth as given and is more interested in finding the
balance.
Western Orientation- strives to find and prove “the truth”.
Essential Knowledge
Broadly, speaking,
Western society strives to
find and prove "the truth",
while Eastern society accepts
the truth as given and
is more interested in finding
the balance.
Westerners put more stock in
individual rights;
Easterners in social
responsibly.
EASTERN PHILOSOPHY WESTERN PHILOSOPHY
Buddhism, Confucianism, Hinduism, Integral

Christianity**, Rational, Scientific, Logical schools
Yoga, Islam, Taoism, Zen
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East MAIN PRINCIPLES West
● Cosmological unity
● Life is a journey towards eternal realities that are ● Feeling oneself as an element of the Divine
beyond the realities that surround us ● Life is a service (to the God, money,
● Circular view of the universe, based on the business, etc.)
perception of eternal recurrence ● Linear view of the universe and life, based
● Inner-world dependent on the Christian philosophy where
everything has its beginning and the end.
● Self-liberation from the false "Me" and finding the
true "Me". The highest state is believed to be a state ● Outer-world dependent
of 'no-self', where neither self-worth nor self- ● Self-dedication to the goal (big dream, life
importance have any real meaning. vision, happiness, personal success, etc.)
● Behavioral ethics
East LIVING PRINCIPLES West
VIRTUE ETHIC
"To be able under all circumstances to practice

five things constitutes perfect virtue; these five
things are gravity, generosity of soul, sincerity, "One can live magnificently in this world if one
earnestness and kindness." ~ Confucius knows how to work and how to love."
~ Leo Tolstoy
"Be satisfied with whatever you have, and enjoy
the same. When you come to know that you "Refrain from doing ill; for one all-powerful
have everything, and you are not short of reason, lest our children should copy our
anything, then the whole world will be yours." ~ misdeeds; we are all to prone to imitate
Lao Tzu whatever is base and depraved."
~ Juvenal
"The thought manifests as the word; The word
manifests as the deed; The deed develops into "There is no real excellence in all this world which
habit; And habit hardens into character. So, can be separated from right living."
watch the thought and its ways with care, and ~ David Starr Jordan
let it spring from love born out of concern for all
beings." ~ Buddha
East The "Me" concept West
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"Me" is here and now. The true “Me” in every

Eternal reality of the universal truth: self-
human being is a part of the Divine that need to
liberation through getting rid of the false "Me"
become apparent. True “Me” is given and
and discovering the true "Me"
doesn’t have to be cognizable.
East Relationship with RELIGION West
Integration Opposition
East Search for ABSOLUTE TRUTH West
● HOLISTIC approach – all events in the

● More focused on INDIVIDUAL EVENTS and
universe are interconnected
the role of the person
● Searching INSIDE YOURSELF – by becoming a
● Searching outside yourself - through
part of the universe through meditation and
research and analysis
right living
"Though he should live a hundred years, not

seeing the Truth Sublime; yet better, indeed, is "The truth that survives is simply the lie that is
the single day's life of one who sees the Truth pleasantest to believe." ~ Helminen
Sublime." ~ Buddha
East Search for TRUTH & Fundamental Research West
The truth is GIVEN is does not to have be

The truth needs TO BE PROVED.
proved.
The philosophic base for and culture of
The philosophic base for and culture of
fundamental research is STRONGER.
fundamental research is WEAKER.
East BELIEFS and VALUES West
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The main values are success and achievement.

The true key is INSIDE. The inner world of a These that can be achieved in many ways, but
human being and his or her ability to control rarely through developing inner strength. The
and develop it is of the highest value. The way majority of success and achievement criteria
to the top is inside yourself, through self- have an external nature (money, faith,
development. popularity, etc.). The way to the top is through
active OUTSIDE intervention.
"Man is made by his belief. As he believes, so he

is." ~ Bhagavad Gita
"Happiness lies in virtuous activity,
"The superior man understands what is right;
and perfect happiness lies in the best activity,
the inferior man understands what will sell."
which is contemplative."
~ Confucius
~ Aristotle
"By chasing desires, you will meet only the
outer surface." ~ Lao Tzu
East FUTURE West
Your future is unknown, it was predetermined

Your future is determined by the past and
by God and is not much influenced by your
your deeds today.
deeds.
"Study the past if you would like to divine the "You can never plan the future by the past."
future." ~ Confucius ~ Edmund Burke
East JUSTICE West
SPIRITUAL practice CEREBRAL practice
"There is a higher court than courts of justice

"At his best, man is the noblest of all animals;
and that is the court of conscience. It
separated from law and justice he is the worst.
supersedes all other courts." ~ Mahatma
" ~ Aristotle
Gandhi
East INDIVIDUALISM / COLLECTIVISM West
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A human being is an integral part of the

universe and the society. People are A human being has an individualistic nature
fundamentally connected. Duty towards all and is an independent part of the universe and
others is a very important matter. the society. INDIVIDUALISM is stronger.
COLLECTIVISM is stronger.
East IMPROVEMENT / EVOLUTION West
LINEAR development, hence improvement has

CYCLIC development, hence improvement is a
a goal. Development stops when the goal is
never ending journey that has no limits.
reached.
East RADICAL INNOVATION / REVOLUTION West
The fundamentals of the status quo can – and

The fundamentals of the status quo should not
often should – be questioned. The culture of
be questioned. The culture of considering and
considering and introducing radical changes is
introducing radical changes is WEAKER.
STRONGER.
East PASSION & VENTURING West
Entrepreneurial creativity and venturing is

Entrepreneurial venturing is ENCOURAGED
CONTAINED by the habit to control one's
emotionally.
passions.
"Desires are the cause of suffering. If desire, "Nothing is ever achieved by reasonable
which lies at the route of all human passion, men."
can be removed, then passion will die out and ~ J Fred Bucy of Texas Instruments
all human suffering will be ended."
"Nothing great was ever achieved without
~ Buddhism
enthusiasm... Always do what you are afraid
"Vain indeed is all overweening pride in the to do... Do not go where the path may lead,
conquest even of the entire universe if one has go instead where there is no path and leave a
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not conquered one's own passions." trail." ~ Ralph Waldo Emerson

~ Sri Aurobindo
"If you want to succeed, you have to forge
new paths and avoid borrowed ones." ~ John
Rockfeller
East ACHIEVEMENT & WINNING West
Winning is INSIDE yourself. >>> Winning is OUTSIDE yourself.
"Though he should conquer a thousand men

in the battlefield a thousand times, yet he, "You're not a star until they can spell your
indeed, who would conquer himself is the name in Karachi."
noblest victor." ~ Roger Moore
~ Buddha "Life affords no higher pleasure than that of
"He who conquers others is strong; he who surmounting difficulties, passing from one
conquers himself is mighty." ~ Lao Tzu stop of success to another, forming new
wishes and seeing them gratified."
"The most excellent Jihad is that for the ~ Samuel Johnson
conquest of self." ~ Mohammad
East IMPLEMENTATION West
SPIRITUAL and MISSIONARY approach. PRAGMATIC and EMOTIONAL approach.
"To create and develop without any feelings of "The supreme accomplishment is to blur the
ownership, to work and guide without any line between work and play."
expectation and control, is the best quality" ~ Arnold Toynbee
~ Lao Tzu
"Since most of us spend our lives doing
To achieve self-liberation and nirvana you ordinary tasks, the most important thing is to
need to perform your duties without expecting carry them out extraordinary well."
any reward for it. ~ Vedanta, Hinduism ~ Henry David Thoreau
"Action can be achieved by inaction, where the "Every minute you spend in planning saves 10
result is achieved by "Not-Me" ~ Zen minutes in execution." ~ Brian Tracy
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East GOALS & Key to SUCCESS West
SPIRITUAL MATERIALISTIC
"Live a virtuous life and adhere to performing "The secret of success in life, and subsequently
your duties." ~ Confucianism of making money, is to enjoy your work. If you
"The Three Armies can be deprived of their do, nothing is hard work – no matter how
commanding officer, but even a common man many hours you put in." ~ Sir Billy Butlin
cannot be deprived of his purpose." ~ "Success is that old ABC – ability, breaks and
Confucius courage." ~ Charles Luckman
"If you really want everything, then give up "Flaming enthusiasm, backed by horse sense
everything." ~ Lao Tzu and persistence, is the quality that most
"He is able who thinks he is able." ~ Buddha frequently makes for success." ~ Dale Carnegie
East Establishing Control Over Your EMOTIONS West
Through MEDITATION Through ANALYSIS
A man can separate his/her mind from his/her "I can control my passions and emotions if I
emotions and control them. ~ Taoism can understand their nature." ~ Spinosa
East LEADERSHIP West
SPIRITUAL HANDS-ON
Walking behind people; silence is golden Walking ahead of people; speech is golden
"In order to guide people, the leader must put "Leadership is done from in front. Never ask
himself behind them. Thus, when he is ahead, others to do what you, if challenged, would
they feel no hurt." ~ Lao Tzu not be willing to do yourself." ~ Xenophon
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Let’s Check!
Identify the words that is being asked in each statement below. Write your
answers before each number.
___________1. It refers to the generalized view of self.
___________2. It is the divine universal consciousness.
___________3. It refers to the mental processes that perceive one’s own traits.
___________4. It embodies specific values, thoughts, or ideas that play an important

role in determining the person’s sense of “self.”
___________5. These are the earliest religious writings in the East.
___________6. It refers to the extent that we value our duty to groups to which we
belong.
___________7. It refers to the mental processes that perceive one own’s traits.
___________8. It emphasizes the moral worth of the individual.
___________9. It means having the right to practice propriety in all that you do.
___________10. It is the tendency to see reality as an aggregate of parts.
___________11. It accepts the truth as given and is more interested in finding the
balance.
___________12. Acknowledged to be “imbued with a style of thinking based on

dichotomy and binary opposition.”
___________13. Tends to discredit explanation that do not use analytic-deductive

modes of thinking.
___________14. The principle of cosmic order.
___________15. Composed of the teachings of Buddha.
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Let’s Analyze!
Instructions: Determine the Filipino traits observed in the surroundings and classify it
accordingly to eastern or western influence. Give a brief explanation.
Filipino Traits Eastern Influence Western Influence

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
In a Nutshell
Journal # 2: Write briefly an essay about your realization in identifying your traits that
influence both eastern and western concept. (30 points.)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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A. Identify the social groups that they are in. determining the source and effect of
being in a group.
B. Apply their knowledge about culture and take precautions in understanding its
value to the society and self.
C. Understand the cognitive development of a person and examine its essence in
every theory presented.

A. Identify the social groups that they are in. determining the source and effect of
being in a group.
Metalanguage
Sociology – the study of human interaction in the society
Modernization –the process of social change whereby less developed societies acquire
characteristics common to more developed societies.
Capitalism - a production system involving both competitive product markets and the
commodification (putting a price tag) of labor power.
Institutions of surveillance – the massive increase of power and reach by institutions,

especially in government.
Dynamism – this is the most evident characteristic of a modern society. Dynamism is

characterized as having vigorous activity and progress
Organic group- is naturally occurring, and it is highly influenced by your family.
Rational group- occur in modern societies.
Me- the product of what the person has learned while interacting with others and with te
environment.
“I”- Is unsocialized and spontaneous.
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Essential Knowledge
Sociological View of Self

Sociology posited 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-identity.
A. Modernization
Modernization has significantly changed society and this affected how an individual build
and develops his or her self-identity.
Pre-modern society was centered on survival. People behaved according to social rules
and traditions, while the family and the immediate environment provided supervision on
how to get through life. Choosing where to live, what line of work to do, and even who to
marry was very limited
Modernization, however, improved the people’s living conditions. A person in the

modern society is free to choose where to live, what to do, and who to be with. However,
stability also decreased as traditions and traditional support systems such as the family
decreased in importance. In modern societies, individualism is dominant and developing
one’s self-identity is central
B. Key characteristics of modernity
According to Giddens (1991), the most patent, major characteristics of modernity are:
Industrialism - this refers to the social relations implied in the extensive use of material
power and machinery in all processes of production.
Capitalism - a production system involving both competitive product markets and the
commodification (putting a price tag) of labor power.
Institutions of surveillance – the massive increase of power and reach by institutions,
especially in government.
Dynamism – this is the most evident characteristic of a modern society. Dynamism is
characterized as having vigorous activity and progress. In a modern society, life is not a
predetermined path with limited options based on location, family or gender: it is a
society full of possibilities. Everything is subject to change, and changes happen much
more rapidly than ever before in human history.
C. Organic and Rational social groups
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An organic group is naturally occurring, and it is highly influenced by your family.

Sociologist George Simmel stated that you join these groups because your family is also
a part of it, in the first place. He called it organic motivation. Simmel 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. The downside
however is that organic groups imply less freedom and greater social conformity.
Rational groups occur in modern societies. Rational groups are formed as a matter of
shared self-interests. Moreover, people join these groups out of their own free will.
Simmel called this rational motivation. Rational groups imply greater freedom, especially
the freedom of movement. However, relationships based on self-interest are not as
embedded as organic relationships. Interests change and when they do, group
members change. The relationship between rational social networks is tenuous and the
person feels no meaningful connection with others.
D. George Herbert Mead’s Theory
a. Sociologist of 1800s
b. Work: Theory of Social Self
c. Self
i. Product of social interactions and internalizing the external i.e. other
people’s view along with one’s personal view about oneself
d. Stages of Self Development
i. Language
1. One expresses himself and comprehend what other people
are conveying
ii. Play (Role-play)
1. Assume the perspective of others
iii. Game
1. Account societal rules
E. George Herbert Mead
a. Interactive facets of the self
i. Me
• Product of the person has learned while interacting with
others and with the environment
• Comprised by learned behaviors, attitudes and expectations
• Exercises social control over self
• Sees to it that rules are not broken
• Unsocialized and spontaneous
• Presents impulses and drives
• Does not blindly follow rules
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• It understands when to possibly stretch the rules that govern

social interactions
• Constructs response based on what has been learned by the
me
Keywords:
Sociology
Modernization
Capitalism
Institutions of surveillance
Dynamism
Organic group
Rational groups
Self-Help
the lesson:

House.
Kottak, Conrad, Philip (2015). Cultural Anthropology: Appreciating Cultural Diversity.

McGraw
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In a Nutshell Questions to the Max
Topic/ Concept: Social Groups

Instructions: Create important questions that you can ask to your social groups in the
future. You may refer our situation in facing pandemic in creating 10 questions each for
Rational and Organic groups.
Social Groups Questions

1
2
3
Rational 4
5
6
7
8
9
10
1
2
3
4
Organic 5
6
7
8
9
10
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II. Using the questions created above, pick 10 questions that seek urgent answers as of
the present and allow each individual to answer the questions honestly. Provide a proof
of intervention. (attached pictures, personal template with person’s signature).
Answers Name Signature

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
III. After gathering some data, make a one-page insight paper by integrating the
sociological concepts into your experience. (Journal # 3)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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B. Apply their knowledge about culture and take precautions in understanding its
value to the society and self.
Metalanguage
Explicit self - the aspects of the self that you are consciously aware of.
Implicit aspect - those that are not immediately available to the consciousness.
Construal- is an interpretation of the meaning of something; hence in this sense, the
meaning of “self”.
Individualistic culture- represents the self as separate, distinct, with emphasis on

internal attributes traits, skills, and values.
Essential Knowledge
Anthropological View of Self

Katherine Ewing (1990) described the self as encompassing the “physical organism,
possessing psychological functioning and social attributes”. This definition portrayed the
“self” as implicitly and explicitly existing in the mind comprised of psychological,
biological, and cultural processes.
Neuroscientist Joseph LeDoux (2002) conceptualized the implicit and explicit

aspects of the self (Kemp, 2012). The aspects of the self that you are consciously aware
of are the explicit self; while those that are not immediately available to the
consciousness is the implicit aspect. This concept can be traced to the famous
psychologist Sigmund Freud’s “level of consciousness”.
A. The Self Embedded in Culture
How individuals see themselves, how they relate to other people, and how they relate to
the environment is deeply defined 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.
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• Construal is an interpretation of the meaning of something; hence in this sense,

the meaning of “self”.
• individualistic culture represents the self as separate, distinct, with emphasis on

internal attributes traits, skills, and values.
B. Catherine Raeff view about culture
According to Developmental Psychologist Catherine Raeff (2010), culture can influence

how you view:
1.Relationships
Culture influences how you enter into and maintain relationships.
2. Personality traits
Culture influences whether (and how) you value traits like humility, self-esteem,
politeness, assertiveness, etc.; as well as how you perceive hardship or how you feel
about relying on others.
3. Achievement
Culture influences how you define success and whether you value certain types
of individual and group achievements.
4. Expressing emotions
Culture influences what will affect you emotionally as well as how you express
yourself, such as showing your feelings in public or keeping it private.
Keywords:
Explicit self
Implicit aspect
Construal
Individualistic culture
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Self-Help
the lesson:

House.

McGraw
Let’s Check!
I. MODIFIER TRUE OR FALSE: WRITE TRUE IF THE STATEMENT IS
CORRECT AND CHANGE THE UNDERLINE WORD IF WRONG. (3PTS
EACH)
a. The “I” is the internalization of the self in what he/she learned in experience in
interacting with others and the environment.
b. Anthropology is the study of people, past, present. it focuses on understanding the
human condition in its cultural aspect and see how rational animals do evolve and
differs with the others.
c. CULTURAL PRACTICES AND SOCIAL TRADITIONS regulates, express and
transform human psyche resulting less in psychic unity got human kind than in ethnic
divergences in MIND, SELF and EMOTIONS (Shweder, 1991 p. 71).”
II. FILL IN THE BLANKS PROVIDE WHAT IS ASKED.
a. the basic unit of the society.

b. He/she is concerned with the questions of the person in the community.
c. Premodern society is concerned with _____.
d. He/she coined the theory of social self.
e. what are those stages proposed in the concept of developing self; describe in brief.
(6pts)
f. Sociologist ____________, express that people create social network by joining
groups.
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g. it is
described of interaction of two or more people sharing similar characteristic.
h. Group influenced by the Family is known to be ____________,
i. and if it is influenced with your self-interest is _______________.
j. Developmental Psychologist – ______ (2010) – believed that culture can influence
how you view: b.___ c. ___ d. ___, e. ____
k. According to him/her that a child undergoes to 4 stages in
In a Nutshell cognitive development
As a group, discuss how do Courtship being done according to: 1. Filipino, 2. American,
3. Chinese, 4. Muslim 5. Tribal. Create a presentation that show how past and diverse
cultures influence the present views/perspectives of the young generation upon facing
pandemic as of the present. The accumulated videos in each member must be
submitted through LMS/ email.
The following criteria must be met:
Criteria Percentage
Delivery 15%
Video Presence/ Transition 10%
Facial Expressions/ Body gesture/ Props 5%
Concept 15%
The group must submit ONLY one output with a list of members who contributed during
group discussion.
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C. Understand the cognitive development of a person and examine its essence in
every theory presented.
Metalanguage
Psychology - deals with the human brain pertaining to its consciousness, memory,
reasoning, language, personality, and mental health.
Cognitive -conscious intellectual activity.
Real self -is the person you are
False self -is the product of early experience
True self -flourishes in infancy if the mother is positively responsive to the child’s
spontaneous expressions.
I-self -is the pure ego
me-self-is the self that is the object
Material – physical appearance and extensions of it such as clothing, immediate family,
and home
Social – social skills and significant interpersonal relationships
Spiritual - personality, character, defining values
Trait (Allport theory)- is your essential characteristic that never, ever changes and sticks
with you all your life.
Parent ego state- is the voice of authority
Adult ego state -is the rational person
Natural child- who loves to play but is sensitive and vulnerable.
Little Professor- is the curious child who wants to try everything.
Adaptive child- is the one who reacts to the world.
Experiential self -as the theater of consciousness
private self-conscious can be described as the narrator or interpreter.
public self- or persona is the image you project to the public.
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Essential Knowledge
Psychological View of Self

People have misconception of a human development, to the extent that they give
less importance to cognitive development. Psychologist provide some theory that may
serve as our bases in understanding the complexity of human existence especially to
our development in all aspects, its effect and importance.
A. The Self as A Cognitive Construction

• Psychology
• Deals with the human brain pertaining to its consciousness,
memory, reasoning, language, personality and mental health
• Cognitive
• Conscious intellectual activity e.g. thinking, reasoning and
remembering
• Natural for Self to form theory about himself and a single entity and
as a group and to make meaning of one’s existence and experience
B. Jean Piaget’s Cognitive Development

• Jean Piaget
• 1896-1980
• Swiss Clinical Psychologist
• Known for his pioneering work in child development
• Theory of Cognitive Development
• Development of human intelligence
• How humans acquire, construct and use knowledge (Torres
and Ash, 2007)
• Progressive reorganization of mental processes resulting from
biological maturation and environmental experience
• Children construct an understanding of the world around them,
experience inconsistencies between what they already know and
what they discover in their environment, and then adjust their ideas
accordingly (McLeod, 2009)
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C. Harter’s Self-Development Concept
The development of self-concept according to Harter is as follows:

• Early childhood - the child described the “self” in terms of concrete, observable
characteristics such as physical attributes, material possessions and preferences.
• Middle to later childhood - the self was described in terms of trait like constructs
that would require the type of hierarchical organizational skills characteristic of
logical thought development.
• Adolescence – according to Harter, this is the emergence of a more abstract self-
definitions such as inner thoughts, emotions, attitudes and motives.
• Emerging adults – the marked characteristic of “self” for emerging adults is
having a vision of a “possible self”. It is the “age of possibilities”.
D. William James and The Me-Self; I-Self
• I-self is the pure ego. It is the subjective self. It is the “self” that is aware of its own
actions.
• me-self is the self that is the object. It is the “self” that you can describe such has
your physical characteristics, personalities, social role, or relationships, thoughts,
feelings
The dimensions of the me-self include:
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• Material – physical appearance and extensions of it such as clothing, immediate

family, and home
• Social – social skills and significant interpersonal relationships
• Spiritual - personality, character, defining values
E. Carl Ransom Rogers humanistic Approach

was an American psychologist and among the founders of the humanistic
approach to psychology?
Ideal Self vs. Real Self

The ideal self could include:
– Notions influenced by your parents
– What you admire in others
– What the society sees as acceptable
– What you think is in your best interest
The real self is the person you actually are. It is how you behave right at the
moment of a situation. It is who you are in reality, how you think, feel, or act at present
The Importance of Alignment
• When there is a great inconsistency between your ideal and real selves or if the
way you are is not aligned with what you want to be, then you experience a state
Rogers called incongruence.
• He added that incongruence could lead to maladjustment.
The Unity of Consciousness
Immanuel Kant’s “unity of consciousness” that can be described as “I am conscious not
only of single experiences but of a great many experiences at the same time. The same
is true of actions; I can do and be conscious of doing a number of actions at the same
time.”
F. Allport’s Personality Theory
• Gordon Allport proposed his “Personality Trait Theory” claiming that every person
possesses traits.
• According to him, a “trait” is your essential characteristic that never, ever
changes and sticks with you all your life.
G. Eric Berne Transactional Analysis model
The Ego States
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In 1960 psychiatrist Eric Berne began to develop his Transactional Analysis model as
basis for understanding behavior. Transactional Analysis is anchored on two notions:
• Every person has three parts called “ego states” in his or her personality.
• People communicate with each other assuming roles of any these ego states.
Berne presented the ego states as:
• Parent
• Adult
• Child
The Parent ego state is the voice of authority. It could be a comforting “nurturing
parent” voice or a “controlling/critical parent” that tells what you should or should not do.
• The Adult ego state is the rational person. It is the voice that speaks reasonably
and knows how to assert himself or herself.
• There are 3 Child ego states. First is the natural child who loves to play but is
sensitive and vulnerable. The Little Professor is the curious child who wants to try
everything. The Adaptive child is the one who reacts to the world.
H. Gregg Henriques domains of Self
Domains of the Self

Gregg Henriques PhD proposed that the human self has three related, but separable,
domains.
• These domains are:
1. Experiential self
2. Private self-conscious
3. Public self/persona
• described the “experiential self” as the theater of consciousness because it is the

first to experience its beingness (the state or fact of existing).
• The “private self-conscious” can be described as the narrator or interpreter.
• The “public self or persona” is the image you project to the public.
I. True vs False Selves
False self is the product of early experience. It is a defensive organization formed by the
infant because of inadequate mothering or failures in empathy.
Healthy false self - when the person has false self but can still function both as an
individual and in the society.
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Unhealthy false self - an individual who may seem happy and comfortable in his or her
environment but actually feels forced to fit in and constantly needs to adjust his or her
behavior to adapt to the social situation is said to have an unhealthy false self.
• True self flourishes in infancy if the mother is positively responsive to the child’s
spontaneous expressions.
Keywords:
Psychology Cognitive
Real self False self
True self I-self
me-self Material
Social Spiritual
“trait” Parent ego state
Adult ego state Adaptive child
Experiential self Private self
public self Natural child
Little Professor
Self-Help
the lesson:
Otig, et al (2018):A Holistic Approach in Understanding the Self. Mutya Publishing

House.
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Let’s Analyze!
Instruction: Make a graphic organizer of the theory that explains your traits, behavior as
an individual in connection to psychological views of self.
Traits/Behavior/Mannerism Explanation
Theory of Cognitive Development
In a Nutshell
Journal # 4
Instruction: Draw or present a picture or an object that best represent yourself in all
aspects of life. Make a brief explanation of why you chose such object/ picture.
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A. Explore the different aspects of self and identity.
B. Demonstrate critical, reflective thought in integrating the various aspects of self
and identity.
C. Identify the different forces and institutions that impact the development of
various aspects of self.

A. Explore the different aspects of self and identity.
Metalanguage
Beauty is defined in so many ways, but in its simplest sense, it can be described that
beauty is happiness.
Beauty (Plato) -connected beauty as a response to love and desire

Beauty (Aristotle) -asserted that the chief forms of beauty are order, symmetry, and
definiteness that can be demonstrated by mathematical sciences.
Beauty (David Hume) - beauty is no quality in things themselves:
Beauty (Immanuel Kant) -the judgment of taste is therefore not a judgment of

cognition, and is consequently not logical but aesthetical, by which we understand that
whose determining ground can be no other than subjective.”
Beauty (Francis Hutcheson) -the perception of beauty does depend on the external
sense of sight; however, the internal sense of beauty operates as an internal or reflex
sense.
Body image -is how you view your physical body, whether you feel you are attractive,
and how you feel other people like your looks.
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Essential Knowledge
Unpacking the Self

Beauty is defined in so many ways, but in its simplest sense, it can be described that
beauty is happiness.
A. Physical Self
What Philosophers Think About Beauty
• St. Augustine asked whether things were beautiful because it gave delight, or
whether it gave delight because it was beautiful. He believed it to be the latter.
• Plato connected beauty as a response to love and desire. He asserted that
beauty exists in the realm of Forms, and that objects are found beautiful because
it is a reflection of the idea of beauty that already exists in the realm of Forms.
• Aristotle asserted that the chief forms of beauty are order, symmetry, and
definiteness that can be demonstrated by mathematical sciences.
• David Hume
• “Beauty is no quality in things themselves: It exists merely in the mind which

contemplates them; and each mind perceives a different beauty. One person may
even perceive deformity, where another is sensible of beauty; and every
individual ought to acquiesce in his own sentiment, without pretending to regulate
those of others.” (Hume 1757, 136)
• Immanuel Kant
• “The judgment of taste is therefore not a judgment of cognition, and is

consequently not logical but aesthetical, by which we understand that whose
determining ground can be no other than subjective.” (Kant 1790, section 1)
• Francis Hutcheson
• “The perception of beauty does depend on the external sense of sight; however,
the internal sense of beauty operates as an internal or reflex sense. The same is
the case with hearing: hearing music does not necessarily give the perception of
harmony as it is distinct from the hearing,” (Inquiry I. I. X).
The Relationship between Body Image and Self-esteem
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Self-esteem
is about how you value yourself and how you feel others value you. Self-esteem is
important because it can affect your mental health as well as how you behave.
Body image
is how you view your physical body, whether you feel you are attractive, and how you
feel other people like your looks.
A self-image problem happens when your looks do not match your beauty standards.
▪ The problem here is with your own beauty standards and not with your looks. To
have a positive self-image and a higher self-esteem you must fix your false
beliefs about physical attractiveness first.
Keywords:
Beauty Beauty (Plato)

Beauty (Aristotle Beauty (David Hume)
Beauty (Immanuel Kant) Beauty (Francis Hutcheson)
Body image
Self-Help
the lesson:

House.
Bataga et al (2015) Introduction to Psychology: Concepts and Theories
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Let’s Analyze!
My Game, My Life
Instructions: In a form of a debate, discuss firmly about your opinion regarding the
concept of Physical self. The group will be chosen by your professor and you may use
the guided questions provided:
1.How important is “physical beauty” for you as of the presence?
2. What are those mental and physical ways to obtain a defined physical beauty?
3. Can an individual avoid criticism when he sets his/her own beauty standard with
his/her own looks and not someone’s beauty? Why? Why not?
4. When is the time to value consistency and empowerment talking about beauty
standards?
5. With the present pandemic, how can someone view physical beauty?
Sexual Self
Metalanguage
Puberty -is the stage of development at which individuals become sexually mature.
Erogenous zones - was popularized in the 1960s and 1970s to describe areas of the
body that are highly sensitive to stimuli and are often (but not always) sexually exciting.
Sexual response cycle- refers to the sequence of physical and emotional occurrences
when the person is participating in a sexually stimulating activity such as intercourse or
masturbation
Sex-is a label — male or female — that you’re assigned by a doctor at birth based on
the genitals you’re born with and the chromosomes you have. It goes on your birth
certificate.
Gender-is not determined biologically, as a result of sexual characteristics of either

women or men ,but is constructed socially.
Sexual orientation-is an inherent or immutable enduring emotional, romantic or sexual

attraction to other people.
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Essential Knowledge
Sexual Self
Puberty is the stage of development at which individuals become sexually mature. The
outcome of puberty is different for boys and girls, but the hormonal process is similar.
Erogenous Zones of the body
➢ The term erogenous zones was popularized in the 1960s and 1970s to describe
areas of the body that are highly sensitive to stimuli and are often (but not
always) sexually exciting.
➢ In this context, “highly sensitive” means these areas of the body have a high
number of sensory receptors or nerve endings that react to stimuli.
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Understanding the Human Sexual Response
What is the sexual response cycle?

The sexual response cycle refers to the sequence of physical and emotional
occurrences when the person is participating in a sexually stimulating activity such
as intercourse or masturbation (Cleveland Clinic, WEB).
Understanding the Chemistry of Lust, Love, and Attachment
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Physiological Mechanisms of Sexual Behavior Motivation

• Amygdala
is the integrative center for emotions, emotional behavior, and motivation.
• Nucleus accumbens (also referred to as the pleasure center)
plays a role in motivation and cognitive processing of aversion. It has a significant
role in response to reward and reinforcing effects, translating emotional stimulus into
behaviors.
Sexual Orientation and Gender Identity Issues

• Sex is a label — male or female — that you’re assigned by a doctor at birth
based on the genitals you’re born with and the chromosomes you have. It goes
on your birth certificate.
• Gender is not determined biologically, as a result of sexual characteristics of
either women or men, but is constructed socially.
• Gender identity is one's innermost concept of self as male, female, a blend of
both or neither – how individuals perceive themselves and what they call
themselves
• Sexual orientation is an inherent or immutable enduring emotional, romantic or

sexual attraction to other people.
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Keywords:
Puberty
Erogenous zones
Sexual response cycle-
Sex
Gender
Sexual orientation
Self-Help
the lesson:

House.
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Let’s Check!
Identification: Find the term ask in each question. Write your answer on the space
provided.
_____________1. It is the stage of development when individuals become sexually

mature.
_____________2. What is the meaning of SRY or the male Y chromosome?
_____________3. It describes the areas of the body that are highly sensitive to
stimuli and are often sexually exciting.
_____________4. It is serving as the primary erotic stimulus
______________5. It refers to the sequence of physical and emotional occurrences

when the person is participating in a sexually stimulating activity.
______________6. It is belonging to the role of hormones in sexual activity in which

it is also known as the “love hormone”.
______________7. It is the most important part of the brain for sexual functioning.
______________8. This stage involves the desire to have lasting communication

with your significant other.
______________9. It is belonging to the role of hormones in sexual activity in which

it is typically regulate motivation to engage in sexual behavior.
______________10. It refers to a method that manipulates the hormones which

directly affect the normal menstrual cycle so that ovulation will not occur.
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Let’s Analyze!
Instruction: Give a brief yet congruent answers to the following questions.
For girls: How was your experience the first time you had your menarche or first
menstruation? Were you afraid? How did you cope with your feelings of
awkwardness/negativity, especially since it was accompanied by bodily changes?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
For boys: How was your experience the first time you had your nocturnal emission? How
did you cope with your feeling of awkwardness, negativity, especially since it was
accompanied by bodily changes?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Do you have a crush now? A boyfriend/girlfriend? How are you dealing/ managing with
your emotions? Do you consult your parents? Friends? Classmates about it? How did
you manage your communication with each other considering the pandemic at present?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
What were your honest view about sexual self?
______________________________________________________________________
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Essential Knowledge
B. Material/ Economic Self
Consumer Culture
People are slowly realizing that the power of consumption is stopping us from finding the
true and sincere happiness. Shopping has turned into a LIFESTYLE.
Consumption and Production

Consume – use up, to spend wastefully, to destroy.
Production – the consumers keep companies alive, and these companies pay people.
Conscious Consumption
Consumers are often portrayed as victims because of some greedy companies.
However, as a consumer we have a FREE WILL to choose and it will be our
responsibility and obligation.
Psychological/Sociological Consumption
For many people these days, specially the younger generation, happiness seems
attached to buying something. Consumption has become Addiction.
Consumerism
Is one of the strongest forces affecting modern people’s lives. In modern society’s idea
of being happier and more successful we have to buy, buy, and buy. We slip into a cycle
of wanting more things, comparing ourselves with others. Consumerism will not only
affect our BEHAVIOR it will also affects our THINKING PROCESS.
The Problem with consumerism

1. It is intrusive
2. It is manipulative.
3. It cannot provide many of the things that are important to us.
4. It is restricting our choices and lives
5. It affects our worldviews and characters.
6. It is unsustainable.
Avoid the trap

Society needs a cultural shift to move away from the culture of consumerism. Social
changes do not happen overnight, therefore, it is best to take immediate steps in your
own life to release yourself from the grip of CONSUMERISM.
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1. Exercise intellectual independence. Be Aware of how consumerism controls your

life.
2. Consume less, live more. Strive to live the life YOU want, NOT how others think
you ought to live.
Let’s Check!
Instruction: Identify the terms asked in each question. Write your answers in the space
provided.
1. In this age everything in our society is based upon in the idea that consumption
should be easy as possible. ______________
2. Consumers are often portrayed as _____, exploited by greedy companies?
3. It is an image we build for ourselves through social interaction.__________
4. ______ has turned into a lifestyle?
5. A psychologist in the 1950s who refer the identity as a social category and social
distinguishing? ___________
6. One of the strongest forces affecting modern people’s lives. ___________
7. As a consumer, _______comes with responsibility and obligation?
8. People are slowly realizing that the power of consumption is stopping us from
finding the true and sincere happiness? ____________
9. Consumers keeps companies alive. _____________
10. Studies has observed that every waking moment in __________ has become a
cycle of alternating time-space for work and time-space for consumption?
Let’s Analyze!
Instructions: Brainstorm your knowledge about material self as a group. Present a

slogan about your views and give a brief explanation during presenting it in class.
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Political Self
Metalanguage
Politics – relating to the government and other affairs of the state
Authority – that which exercises power or control
Traits – distinguishing features or characteristics of a person or a particular group
Essential Knowledge
Since man belongs to the society, it follows that he is bounded by the

different social structures, including being governed by authoritative figures. One
important aspect of the self is that which submits to authority, something where, together
with other people, create, preserve, revise, and even justify the rules and laws given,
which man lives by. Politics can also be what defines man, for this is where his ideals
and principles can be measured, most especially when linked with the affairs of the
state. Through involvement in politics, one can therefore help resolve conflict within the
nation, and later on he becomes a major factor in creating a just and humane society.
The self has the ability to make decisions and plan and concretize actions
regarding issues and problems of the state. However, the political upbringing and
political standpoint may vary from state to state, because forms of governance differ,
and governance can also be understood in varied contexts.
In this chapter, we will be focusing on the Filipino Political Self, limited to the
common Filipino traits and characteristics, both positive and negative, since the
possession of such traits and characteristics help one to be of value to the community
and the nation in general.
FILIPINO VALUES
1. Filipino-Time– “always late”; a Filipino attitude of impreciseness towards time.
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2. Familism or Close Family Relations– a Filipino trait of giving highest importance to

family above other things. A trait wherein family members should be taken care and
supported regardless of whether he/she did something wrong, a family member must be
given attention and should not be abandoned.
3. Colonial Complex– showing high admiration and more preference to foreign

produced goods over local ones.
4. Tsamba Lang Attitude – simplicity by declaring that one’s accomplishments are the
results of luck and not from ability and hardwork.
5. Bayanihan System (Spirit of Kinship and Camaraderie) – a Filipino community

spirit and cooperation wherein a group of individuals extends a helping hand without
expecting anything in return. It is characterized by communal work towards one goal
exemplified in carrying a nipa house or pushing a passenger jeepney.
6. Religiosity – strong conformance of their religious belief both in actions and in words.
7. Utang na Loob – a feeling of obligation to repay someone who extended assistance

to another which may take place in undetermined time and in whatever way.
8.Crab Mentality – characterized by attempt to pull down someone who has achieved
success beyond the others. This is done out of jealousy and insecurity.
9. Kapalaran Values – accepting one’s fate by believing that everything is written in his
palm. Such trait contributes to lack of initiative and perseverance among Filipinos.
10. Compassion – being sympathetic to others even if the person is a stranger, an

example of this is giving alms to the beggar. This is observed when we hear Filipinos
saying “nakakaawa naman”.
11. Ningas-Cogon – being enthusiastic only during the start of new undertaking but
ends dismally in accomplishing nothing. A common practice observed in some
politicians who are visible only during the start of certain endeavor.
12. Euphemism – substituting a word or phrase that is thought to be offensive or harsh

with a mild and acceptable one in order not to offend or hurt another person.
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13.Regionalism – giving more priority or preference in giving favors to his province

mates before others.
14. Damayan System – sympathy for people who lost their loved ones. In case of death
of a certain member of the community, the whole community sympathizes with the
bereaved family. Neighbors, friends, and relatives of the deceased usually give certain
amount of money as their way of showing sympathy.
15. Jackpot Mentality – a “get rich quick” mentality of Filipinos who would rather
engage in fast ways of acquiring money than through hardwork and sacrifice by betting
in lottery, joining raffle draws, etc.
16. Pakikisama – submitting oneself to the will of the group for the sake of camaraderie
and unity. Failure to comply with the group demand, the person will be called “walang
pakikisama” or selfish. The adherence to group demands have taught youth to engage
in bad habits like smoking, alcohol, and even drug addiction.
17. Maňana Habit – delaying or setting aside a certain task assigned later or on the
next day although it can be done now or today.
18. Fun-Loving – a trait that makes Filipinos unique that even in times of calamities and
other challenges in life, they always have something to be happy about, a reason to
celebrate.
19. Flexibility (Madaling Makibagay) – the ability to ride on or adjust to the norms of
other groups just to attain smooth and harmonious relationships.
20. Lack of Sportsmanship – not accepting defeats in competitions but rather putting
the blame either to their opponents or to the sport officials.
Keywords:
Political Politics
Authority
Filipino Traits and Values Tsamba Lang Attitude Pakikisama
Bayanihan Lack of Sportsmanship Friendliness
Utang na Loob Gaya-Gaya Attitude Maňana Habit
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Damayan Kapalaran Values Colonial Complex

Matiyaga Filipino Time Remedyo Attitude
Familism Regionalism Jackpot Mentality
Euphemism Crab Mentality Religious
Flexibility Compassion Fun-Loving Trait
Hospitality Ningas Cogon
Self-Help
the lesson:
Trait Psychology in the Philippines
https://journals.sagepub.com/doi/abs/10.1177/00027640021956107
Let’s Check!
IDENTIFICATION. State which Filipino characteristic is described or exemplified in
each item.
1. submitting schoolwork at the last minute even when ample time was given prior
2. the smiling faces of Filipinos despite being in the midst of a calamity, usually
captured in news broadcasts.
3. dragging other classmates down just because the teacher gave you a failing mark
4. not studying the lessons before an examination, claiming bahala na si Batman
5. having debt of gratitude towards someone who raised you and gave you a good
life
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6. during
group project meet-ups, there is always that one classmate who arrives two hours
later than the originally planned meetup time
7. being embarrassed about wearing local brands

8. going to mass every Sunday and other holy days of obligation
9. getting a perfect score in the quiz and declaring naka-chamba lang
10. choosing family above all else, even if it means giving up personal choices
Answers:
1 6
2 7
3 8
4 9
5 10
In a Nutshell
Divide the Filipino traits discussed. Which ones do you think are positive, and
which ones are negative?
POSITIVE FILIPINO TRAITS NEGATIVE FILIPINO TRAITS
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B. Demonstrate critical, reflective thought in integrating the various aspects of
self and identity.
C.
Metalanguage
Religion – most often based upon the lives, teachings, and beliefs of the divine
Spirituality – incorporates and transcends physical realms; it contemplates things of the
soul
Essential Knowledge
Man is confronted with the great mysteries of the universe, and such mysteries
give birth to wonder, and wonder leads to awe, and awe leads to devotion, and devotion,
to worship. In every culture and era in human civilization, man opening up to the idea of
the divine is a common enterprise, which is why one of the early markers of globalization
is the spread of religion, and medieval philosophers, for example, are known for
reconciling human reason and faith. It is part of human wiring to look for and call for
something greater than himself most especially in times of despair or when he is
confronted with his limitations.
But how does spirituality differ from religion?
Religion is based upon the lives and teachings of divine figures like Abraham, Allah,
whose teachings have been passed on through tradition and whose ways of life and
worship had been systematized in written scripture and praxis. These divine figures
become the subject of devotion and form the basis of religious rituals and practices
among their sets of believers.
Spirituality aims to reach or understand something higher, purer, and truer than the self.
Spirituality attempts to attain transcendence and unity with the ultimate principle of
things. It deals with going back to the soul and experiencing the self’s true nature.
There are people who consider themselves spiritual, but not religious, and there are
people who are devoutly religious, but are not really spiritual.
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Self-Help
the lesson:
Adam Brady, Religion vs Spirituality

https://chopra.com/articles/religion-vs-spirituality-what-is-the-difference
Spiritual Science Research Foundation
https://www.spiritualresearchfoundation.org/spiritual-practice/spiritual-paths/what-is-
spirituality/?gclid=EAIaIQobChMIt9q71-Kz6QIVQdeWCh2-tgj2EAAYASAAEgLwLPD_BwE
Let’s Check!
In a Venn Diagram, briefly compare and contrast Religion from Spirituality.
RELIGION SPIRITUALITY
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Let’s Analyze!
Read, and write a reaction / reflection paper about the poem below.
The Creation Story
(from the Hopi natives)
The Creator gathered all of Creation and said,

"I want to hide something from the humans
until they are ready for it."
The eagle said,

"Give it to me, I will take it to the moon."
The Creator said,

"No. One day they will go there and find it."
The salmon said,

"I will bury it on the bottom of the ocean."
"No. They will go there too."
The buffalo said,

"I will bury it on the Great Plains."
The Creator said,

"They will cut into the skin of the Earth and find it even there."
Grandmother Mole, who lives in the breast of Mother Earth, and who has no physical eyes but sees with
spiritual eyes, said,
"Put it inside of them."
And the Creator said,

"It is done."
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In a Nutshell
Journal # 5
Do you consider yourself to be spiritual, religious, or none of both? Write a journal entry about
your Spiritual Self.
Keywords:
spirituality
religion
belief
transcendent
human
divine
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D. Identify the different forces and institutions that impact the development of
various aspects of self.
E.
Metalanguage
Digital self -is the persona you use when you’re online
Self-presentation-- refers to how people attempt to present themselves to control or

shape how others (called the audience) view them
Self-promotion-refers to the practice of purposefully trying to present oneself as highly

competent to other people.
Essential Knowledge
Digital Self
The digital self is the persona you use when you’re online. Some people maintain
one or more online identifies that are distinct from their “real world” selves; others have a
single online self that’s more or less the same as the one they inhabit in the real world.
Why is the digital self so important for your career? The simple reason is that once
you go online as your real self, using your own name or appearance, you have an online
presence that can be traced back to you in the real world. Your online presence is hard
to hide, difficult to control, and easy for recruiters and hiring managers to find. Because
of this, it’s important to manage your online identity carefully, to ensure that your public
image—your brand—is presented in the best possible light.
By doing so, you reap a number of advantages:
• You have more control over your digital identity. It’s not possible to have 100%
control, but by building your own online presence you’ll always maintain the lion’s share.
• You can build a consistent identity, and reduce the impact of problems that might
put hirers or recruiters off contacting you. Think of the damage control that celebrities do
when salacious stories start circulating—it’s this kind of approach, but on a much
smaller scale.
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• You have the chance to develop your own reputation as an expert or thought
leader in your industry. This can mitigate the negative effects of issues such as
employment gaps or an otherwise spotty work history.
Self-presentation is part of a broader set of behaviors called impression

management. Impression management refers to the controlled presentation of
information about all sorts of things, including information about other people or events.
Self-presentation refers specifically to information about the self.
Self-promotion exists as part of a general yet extremely pervasive human motivation:
to be perceived favorably by others. In the case of self-promotion, people want to be
perceived by others as being competent. Not surprisingly, then, people generally only
self-promote in public, and around people they want to impress, such as superiors at
work.
Keywords:
Digital self
Self-presentation
Self-promotion
Self-Help
the lesson:

House.
https://www.evonomie.net/2018/07/03/digital-self/your-digital-self-how-to-present-
yourself-online/
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Let’s Analyze!
Instruction: In a graphic organizer, indicate your personal traits arrange by different
views of self (physical, sexual, material, political, spiritual, and digital).
PHYSICAL SEXUAL MATERIAL
POLITICAL SPIRITUAL DIGITAL
In a Nutshell
Instruction: Professor may group the class with 3-4 members. They will be assigned
to create a 2-3 minutes video that would represent their digital self. They should act,
portray and introduce themselves accordingly to how they classify themselves in the
digital world.
The video will be presented in class and will be graded through a given criteria.
Criteria for evaluation:
Self-presentation 20%
Self-promotion 20%
Group Concept 20%
Video transition 25%
Delivery 10%
Audio Visual 5%
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A. Discuss how to be better students using different study strategies;
B. Understand how the human brain works during learning;
C. Identify short-and long-term goals;
D. Discuss various sources of stress
E. Compare and contrast the different coping strategies; and
F. Apply positive coping strategies

A. Discuss how to be better students using different study strategies;
B. Understand how the human brain works during learning;
Metalanguage
Nervous System- it is responsible for the main control coordinating system of the body.
Metacognition and study strategies -a learning strategy that you use to understand
and control your own performance.
Self-regulated learning -are aware of their own strengths and weaknesses
Stress a state of mental or emotional strain or tension resulting from adverse or very
demanding circumstances.
Essential Knowledge
Managing and Caring for the Self
A. Nervous System Diagram
Why people wanted to learn?

Learning is:
• Active
• Builds on prior knowledge
• Occurs in a complex social environment
• Situated in a contextual co
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METACOGNITION AND STUDY STRATEGIES

• A learning strategy that you use to understand and control your own
performance.
• Totally involved and aware of how you learn and what learning techniques or
strategies meet your needs.
• Evaluate how effective these strategies are for you.
• Implement the best plan of action for optimal learning.
Let’s Check!
• Write your full name on the upper right corner of the page
• Answer the metacognitive awareness Inventory (MAI) on your book
• Evaluate your answers by following the scoring guide on page 142 of your book
• Screenshot your result and submit it to our LMS
Self- assessment of Self-regulated learning skills
Surface approach
• Learning tasks as enforced work
• Passive learner
• Coping with task so they can pass the assessment
Strategic approach
• Use cues and clues’
• Motivated by learning that results in positive outcomes
Deep approach
• Seek to understand meaning
• Intrinsic interest
• Genuine curiosity
• Building on their current learning
Let’s Check!
• Write your full name on the upper right corner of the page
• Answer ASSIST (Approaches and Study Skills Inventory for students) on your
book page 145 - 146.
• Evaluate your answer by determining the approach you always use.
Screenshot your result and submit it to our LMS
Concept Map
• Representing relationships between ideas, images, or words.
• To develop logical thinking and study skills
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• How individual ideas relate to the larger whole or the bigger picture
Let’s Check!
• Use the Novak’s concept map as your guide

• Create a concept map using our previous topic
(philosophers, unpacking the self, views of self)
• Construct a focus question from your chosen topic
• Identify the key concepts
• Construct your own concept map
Let’s Analyze!
• Choose any Assessment Method (to be discussed)

• Create an activity timeline on your chosen assessment method
• Choose any desired topic (either observed or experienced)
Self-regulated learning
• Are aware of their own strengths and weaknesses
• Utilize metacognitive strategies
• Attribute any success or failure to factors within personal control
Let’s Analyze!
Create your own kind of study timeline and determine your used approach and strategy/
strategies.
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C. Identify short-and long-term goals;
D. Discuss various sources of stress
Metalanguage
Stress -a state of mental or emotional strain or tension resulting from adverse or very
Coping-refers to the strategies you use to deal with real or imagined problems to protect
yourself against negative emotions.
Essential Knowledge
Maslow Hierarchy of Needs
Maslow first introduced his concept of a hierarchy of needs in his 1943 paper "A
Theory of Human Motivation" and his subsequent book Motivation and Personality. This
hierarchy suggests that people are motivated to fulfill basic needs before moving on to
other, more advanced needs. (Kendra Cherry, 2019)
As a humanist, Maslow believed that people have an inborn desire to be self-

actualized, that is, to be all they can be. In order to achieve these ultimate goals,
however, a number of more basic needs must be met such as the need for food, safety,
love, and self-esteem. (Kendra Cherry, 2019)
There are five different levels of Maslow’s hierarchy of needs. Let's take a closer
look at Maslow’s needs starting at the lowest level, known as physiological needs.
Physiological
These refer to basic physical needs like drinking when thirsty or eating when
hungry. According to Maslow, some of these needs involve our efforts to meet the
body’s need for homeostasis; that is, maintaining consistent levels in different bodily
systems (for example, maintaining a body temperature of 98.6°).1
Maslow considered physiological needs to be the most essential of our needs. If

someone is lacking in more than one need, they’re likely to try to meet these
physiological needs first. For example, if someone is extremely hungry, it’s hard to focus
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on anything else besides food. Another example of a physiological need would be the
need for adequate sleep.
Safety
Once people’s physiological requirements are met, the next need that arises is a
safe environment. Our safety needs are apparent even early in childhood, as children
have a need for safe and predictable environments and typically react with fear or
anxiety when these are not met. Maslow pointed out that in adults living in developed
nations, safety needs are more apparent in emergency situations (e.g. war and
disasters), but this need can also explain why we tend to prefer the familiar or why we
do things like purchase insurance and contribute to a savings account.
Love and Belonging
According to Maslow, the next need in the hierarchy involves feeling loved and
accepted. This need includes both romantic relationships as well as ties to friends and
family members. It also includes our need to feel that we belong to a social group.
Importantly, this need encompasses both feeling loved and feeling love towards others.
Since Maslow’s time, researchers have continued to explore how love and
belonging needs impact well-being. For example, having social connections is related to
better physical health and, conversely, feeling isolated (i.e. having unmet belonging
needs) has negative consequences for health and well-being.2
Esteem
Our esteem needs involve the desire to feel good about ourselves. According to
Maslow, esteem needs include two components. The first involves feeling self-
confidence and feeling good about oneself. The second component involves feeling
valued by others; that is, feeling that our achievements and contributions have been
recognized by other people. When people’s esteem needs are met, they feel confident
and see their contributions and achievements as valuable and important. However,
when their esteem needs are not met, they may experience what psychologist Alfred
Adler called “feelings of inferiority.”
Self-Actualization
Self-actualization refers to feeling fulfilled, or feeling that we are living up to our

potential. One unique feature of self-actualization is that it looks different for everyone.
For one person, self-actualization might involve helping others; for another person, it
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might involve achievements in an artistic or creative field. Essentially, self-

actualization means feeling that we are doing what we believe we are meant to do.
According to Maslow, achieving self-actualization is relatively rare, and his examples of
famous self-actualized individuals include Abraham Lincoln, Albert Einstein, and Mother
Teresa.
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Stressors and Responses
Stress is our built-in response to danger, a surge in hormones as we choose

between fighting, fleeing, or freezing. The danger may be real or imagined, immediate or
farther away; our bodies don’t know the difference.
The following topics will be discussed in this module 10:

a. Stress
b. Types of Stress
c. Coping Strategies
A. Stress
A state of mental or emotional strain or tension resulting from adverse or very
B. Types of Stress
According to the American Psychological Association, the three types of stress —
acute stress, episodic acute stress, and chronic stress — can all make us feel out of
sorts or even ill, but chronic stress is often ignored.
Acute Stress. You know the feeling when you’re behind on a seemingly all-important
deadline and then you get a call from your child’s school asking you to come by or you
barely miss a serious car accident.
Your heart might race, and your blood pressure might rise. Your sense of
emergency might trigger a migraine or even chest pain.
Other possible symptoms include irritability, anxiety, sadness, headaches, back pain,
and gut problems. These may appear for a short time and subside when the stress
eases.
Our minds extend acute stress. A recent argument may replay in your mind, keeping
you up at night. Or you might keep worrying about the future, a deadline ahead. You
might benefit from learning techniques to calm your mind, but stress isn’t interfering with
your relationships or career.
Episodic acute stress. Some people experience these mini-crises regularly and live in a
state of tension. They may be taking on too much or simply be overburdened by their
lives. If you tend to worry, your body will be tense or angry.
The symptoms are similar but occur more often and accumulate.
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Maybe your company is poorly managed and your boss is stressed out, passing
along emergencies to you. Those tight deadlines keep cropping up.
In modern life, we often can’t take big, immediate actions to solve our problems. Instead,
we can take small steps that build up over time.
You might need to spend more time getting physical exercise while rethinking your
finances in case you need to quit. You might need the help of a therapist to change your
circumstances or your responses to them.
Over time, a pattern of episodic acute stress can wear away at your relationships and
work.
That risk is greater if you turn to unhealthy coping strategies like binge drinking,
overeating, or clinging to bad relationships. Many people also slowly give up pursuing
pleasurable activities or meaningful goals.
If poorly managed, episodic acute stress can contribute to serious illnesses like heart
disease or clinical depression.
Chronic stress. This is the grinding stress that wears us down over the years. It arises
from serious life problems that may be fundamentally beyond our control: poverty, war,
or racism.
The demands are unrelenting and you don’t know when they will stop. You get by day
by day.
If you had a traumatic childhood, you may experience life as chronically stressful even
when the surface appears okay. You believe you are perpetually threatened by poverty
or illness even when this is untrue.
Whether the cause lies in your mindset or difficult circumstances, many people stop
fighting for change and begin to accommodate chronic stress.
C. Coping Strategies
Coping with Stress
• Coping refers to the strategies you use to deal with real or imagined problems to
protect yourself against negative emotions.
Cognitive Coping Skills
• Cognitive Restructuring
• Reframing
• Challenging negative thinking
• Positive self-talk
• Cost-benefit-analysis
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Keywords:
Nervous System
Metacognition and study strategies
Self-regulated learning
Stress
Stress
Coping
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Self-Help
the lesson:

House.
Baumeister, Roy F., and Mark R. Leary. “The Need to Belong: Desire for
Interpersonal Attachments as a Fundamental Human Motivation.” Psychological
Bulletin 117.3 (1995): 97-529. https://www.ncbi.nlm.nih.gov/pubmed/7777651
Kremer, William, and Claudia Hammond. “Abraham Maslow and the Pyramid
That Beguiled Business.” BBC (2013, Sep. 1). https://www.bbc.com/news/magazine-
23902918
Maslow, Abraham Harold. “A Theory of Human Motivation.” Psychological

Review 50.4 (1943): 370-396. http://psycnet.apa.org/record/1943-03751-001
Ryff, Carol D., and Burton H. Singer. “Know Thyself and Become What You Are:
A Eudaimonic Approach to Psychological Well-Being.” Journal of Happiness
Studies 9.1 (2008): 13-39. https://link.springer.com/article/10.1007/s10902-006-9019-0
Tay, Louis, and Ed Diener. “Needs and Subjective Well-Being Around the
World.” Journal of Personality and Social Psychology 101.2 (2011): 354-
365. http://psycnet.apa.org/record/2011-12249-001
Villarica, Hans. “Maslow 2.0: A New and Improved Recipe for Happiness.” The
Atlantic (2011, Aug. 17). https://www.theatlantic.com/health/archive/2011/08/maslow-20-a-new-
and-improved-recipe-for-happiness/243486/
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Let’s Analyze!
Create a group of 4 members and do the following:
• Ask your group to make a list of all the things they can think of that make them
angry.
• Next to each trigger, have them write the reaction that they ‘already’ do. Then,
ask them to write the reaction they ‘wish’ to do.
• They can discuss the reaction and ‘wish’ with you and their training-mates if they
choose. Then they can spend some time to visualize moments where one of the
anger triggers happened and reverse the situation replacing the action, they
usually with the action they wish to do. They can practice this for just 5 minutes
daily… Posted online by Doaa K (Trainer’s Box)
• Indicate the summary of your discussion in a one-page paper as output.
• Present your most agreed situation to the class.
Things that make you angry Reaction

1.
2.
3.
4.
5.
Summary of Discussion:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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In a Nutshell Four (4) S Feedback (Journal # 6)
Instruction: Supply the needed information each box.
Something to Improve on Something to do next time
4s
Something Exciting! Something Great!
Share your experience by giving comments and statement to your future self.
Comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Statement to yourself:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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E. Compare and contrast the different coping strategies; and
F. Apply positive coping strategies
Essential Knowledge
Sources of Coping and Strength
A. 24 positive coping strategies for stress
• Physical and lifestyle strategies
• Emotional strategies
• Cognitive strategies
• Philosophical strategies
• Spiritual strategies
Pressing their Buttons
If you have an hour or so, you can have people make “buttons” as in, the things that
press their “buttons” and produce stress. Start with listing specifically what their button
issues are, then get them to construct their buttons out of a variety of crafts and office
materials, then they can wear them, and encounter each other to describe what’s on
their buttons. It’s a great lighthearted and creative way to own what bugs us on a daily
basis! Posted online by Kymberly Dakin
Trigger Points
Have each participant list 3 priority stress areas which they find difficult to handle. Ask
them not to write their name on list. Later, shuffle and distribute the lists. Have
participants read the list he/she received and ask them to share how they would handle
those stressful situations. Posted online by Ashok NaraYanan
Pass the Cup of Water
Have your group stand give them a half-full cup of water to pass around. Instruct the
group to pass the cup around clockwise or counterclockwise. When you think they’re
ready, add another cup of water . . . then another . . . and soon another. As the group
continues, increase the challenge: take some half-full cups out of the rotation and add
3/4-full cups, add more cups, and ask a few people to step out of the circle, making the
group smaller. Pretty soon you will find that each person still in the circle has two cups
each and is continuing to pass them around faster and faster. Then call “stop.”
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Debrief: Have the group discuss how they all felt about the people who were in the
room, about passing the water (which was in this case the customer in the call queue)
how they felt about being pulled out of the circle, how they felt about being in the circle
and having to pass things faster and faster with few people.
The use of water is effective because while mostly un-harmful there is something
inherently fearful about spilling it that is human nature. For those who do step out of the
circle, they may assume that they can’t jump back in to help. It creates a very rich
discussion. Posted online by Thomas Cameron
Strategies in reducing Stress
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Let’s Analyze!
Instruction: Create your own coping strategy of your stated recent situation in all your
roles (Etc. student, son, daughter, parent, citizen).
Student Son/Daughter
Citizen Parent/ future parent
In a Nutshell
PARODY
Instruction: Create your own parody about the topic/
content/ lesson individually/by pair/ by group using a popular melody or tune.
Topic/ Lesson/ Content:

_________________________________________________________________
_________________________________________________________________
______________
Tune: __________________________________
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REFERENCES
BOOK
Alata, E. J. (2018). Understanding the self. Rex Book Store.
Bulaong, et al. (2018). Ethics: foundation of moral valuation. Rex Bookstore, Manila
Baumeister, Roy F., and Mark R. Leary. “The Need to Belong: Desire for Interpersonal
Attachments as a Fundamental Human Motivation.” Psychological Bulletin 117.3 (1995):
97-529. https://www.ncbi.nlm.nih.gov/pubmed/7777651
Kirst-Ashman, K. & Zastrow, C. (2016). Understanding human behavior and the social
environment (10th ed). Australia: Cengage Learning.

McGraw
Kremer, William, and Claudia Hammond. “Abraham Maslow and the Pyramid That
Beguiled Business.” BBC (2013, Sep. 1). https://www.bbc.com/news/magazine-
23902918
Maslow, Abraham Harold. “A Theory of Human Motivation.” Psychological Review 50.4

(1943): 370-396. http://psycnet.apa.org/record/1943-03751-001

House.
Ryff, Carol D., and Burton H. Singer. “Know Thyself and Become What You Are: A
Eudaimonic Approach to Psychological Well-Being.” Journal of Happiness Studies 9.1
(2008): 13-39. https://link.springer.com/article/10.1007/s10902-006-9019-0
Slater, A., et al. (2017). An introduction to developmental psychology (3rd ed.).

Hoboken, NJ: John Wiley & Sons, Inc.
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Tay, Louis, and Ed Diener. “Needs and Subjective Well-Being Around the
World.” Journal of Personality and Social Psychology 101.2 (2011): 354-
365. http://psycnet.apa.org/record/2011-12249-001
Velasquez, M. (2017). Philosophy: a text with readings (13th ed). Australia: Cengage
Learning
ONLINE REFERENCE
Villarica, Hans. “Maslow 2.0: A New and Improved Recipe for Happiness.” The Atlantic
(2011, Aug. 17). https://www.theatlantic.com/health/archive/2011/08/maslow-20-a-new-
and-improved-recipe-for-happiness/243486/
http://www.1000ventures.com/business_guide/crosscuttings/cultures_east-west-
phylosophy.html
https://www.education.com/d ownload/worksheet/106788/a djectives-to-

describeyourself.pd
https://www.evonomie.net/2018/07/03/digital-self/your-digital-self-how-to-present-
yourself-online/
http://psychology.iresearchnet.com/social-psychology/self/self-promotion/
Trait Psychology in the Philippines

https://journals.sagepub.com/doi/abs/10.1177/00027640021956107
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COURSE SCHEDULES
Activities Date Where to submit

Week 1 – 3
Big Picture A: Let’s Check Activities BB LMS
Big Picture A: Let’s Analyze Activities BB LMS
Big Picture A: In a Nutshell Activities BB LMS
Big Picture B: Let’s Check Activities BB LMS
Big Picture B: In a Analyze Activities BB LMS
Big Picture C: Let’s Check Activities BB LMS
Big Picture C: Let’s Analyze Activities BB LMS
Big Picture C: In a Nutshell Activities BB LMS
FIRST EXAMINATION BB LMS
WEEK 4-5
Big Picture B In a Nutshell Activities BB LMS
Big Picture B: Let’s Check Activities BB LMS
Big Picture B: In a Nutshell Activities BB LMS
SECOND EXAMINATION BB LMS
WEEK 6-7
Big Picture B: Let’s Analyze Activities BB LMS
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COURSE SCHEDULES
Activities Date Where to submit

Big Picture C: Let’s Check Activities BB LMS
Big Picture C: Let’s Analyze Activities BB LMS
Big Picture C: In a Nutshell Activities BB LMS
Big Picture D: Let’s Check Activities BB LMS
Big Picture D: Let’s Analyze Activities BB LMS
Big Picture D: In a Nutshell Activities BB LMS
Big Picture E: Let’s Check Activities BB LMS
Big Picture E: Let’s Analyze Activities BB LMS
THIRD EXAMINATION BB LMS
WEEK 8-9
FOURTH EXAMINATION BB LMS
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Phone No.: (082) 300 – 5456 / 305 – 0647 local 134
ONLINE CODE OF CONDUCT
1.All teachers/Course Facilitators and students are expected to abide by an honor code
of conduct, and thus everyone and all are exhorted to exercise self-management and
self-regulation.
2) Faculty members are guided by utmost professional conduct as learning facilitators in

holding OBD and DED conduct. Any breach and violation shall be dealt with properly
under existing guidelines, specifically on social media conduct (OPM 21.15) and
personnel discipline (OPM 21.11).
3) All students are likewise guided by professional conduct as learners in attending

OBD or DED courses. Any breach and violation shall be dealt with properly under
existing guidelines, specifically in Section 7 (Student Discipline) in the Student
Handbook.
4) Professional conduct refers to the embodiment and exercise of the University’s Core
Values, specifically in the adherence to intellectual honesty and integrity; academic
excellence by giving due diligence in virtual class participation in all lectures and
activities, as well as fidelity in doing and submitting performance tasks and
assignments; personal discipline in complying with all deadlines; and observance of
data privacy.
5) Plagiarism is a serious intellectual crime and shall be dealt with accordingly. The
University shall institute monitoring mechanisms online to detect and penalize
plagiarism.
6) All borrowed materials uploaded by the teachers/Course Facilitators shall be properly

acknowledged and cited; the teachers/Course Facilitators shall be professionally and
personally responsible for all the materials uploaded in the online classes or published
in SIM/SDL manuals.
7) Teachers/Course Facilitators shall devote time to handle OBD or DED courses and
shall honestly exercise due assessment of student performance.
8) Teachers/Course Facilitators shall never engage in quarrels with students online.

While contentions intellectual discussions are allowed, the teachers/Course Facilitators
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Phone No.: (082) 300 – 5456 / 305 – 0647 local 134
shall take the higher ground in facilitating and moderating these discussions. Foul, lewd,
vulgar and discriminatory languages are absolutely prohibited.
9) Students shall independently and honestly take examinations and do assignments,

unless collaboration is clearly required or permitted. Students shall not resort to
dishonesty to improve the result of their assessments (e.g. examinations, assignments).
10) Students shall not allow anyone else to access their personal LMS account.
Students shall not post or share their answers, assignment or examinations to others to
further academic fraudulence online.
11) By handling OBD or DED courses, teachers/Course Facilitators agree and abide by
all the provisions of the Online Code of Conduct, as well as all the requirements and
protocols in handling online courses.
12) By enrolling in OBD or DED courses, students agree and abide by all the provisions
of the Online Code of Conduct, as well as all the requirements and protocols in handling
online courses.
MONITORING OF OBD AND DED
1.The Deans, Asst. Deans, Discipline Chairs and Program Heads shall be responsible in
monitoring the conduct of their respective OBD classes through the Blackboard LMS.
The LMS monitoring protocols shall be followed, i.e. monitoring of the conduct of
Teacher Activities (Views and Posts) with generated utilization graphs and data.
Individual faculty PDF utilization reports shall be generated and consolidated by
program and by college.
2) The Academic Affairs and Academic Planning & Services shall monitor the conduct
of LMS sessions. The Academic Vice Presidents and the Deans shall collaborate to
conduct virtual CETA by randomly joining LMS classes to check and review online the
status and interaction of the faculty and the students.
3) For DED, the Deans and Program Heads shall come up with monitoring instruments,
taking into consideration how the programs go about the conduct of DED classes.
Consolidated reports shall be submitted to Academic Affairs for endorsement to the
Chief Operating Officer.
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Phone No.: (082) 300 – 5456 / 305 – 0647 local 134
Course prepared by:
AL SHEREE ANN C. EUPENA, MPA
Course reviewed by:
VICTORIA O. LIGAN, DPA

Program Head
Approved by:
KHRISTINE MARIE D. CONCEPCION, Ph.D.

Dean
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College of Arts and Sciences Education

General Education – Social Sciences

Course Outline : GE 1 – Understanding the Self

Course Coordinator: Jaime Q. Javinez Jr., MSDEA

Course Outline Policy

Areas of Concern Details

If the assessment task is done in real time through the

Since this course is included in the licensure

Please note that academic dishonesty such as cheating

However, if the late submission of assessment paper

For group assessment tasks, the course coordinator will

standards or other reasonable circumstances e.g.

If disapproved by the course coordinator, you can

Grading System All culled from BlackBoard sessions and traditional

All culled from on-campus/onsite sessions (TBA):

Preferred Referencing Style Depends on the discipline; if uncertain or inadequate,

Student Communication You are required to create a umindanao email account

You can also meet the course coordinator in person

For students who have not created their student email,

Phone: 082-305-0647 loc. 118

Course Information – see/download course syllabus in the Black Board LMS

CC’s Voice: Hello! Welcome to the GE 1 – Understanding the Self course!

Part I: Quality Assurance Policies ---------------------------------------------------------------------1

4. Gilbert Ryle ------------------------------------------------------------------------------------26

KEYWORD INDEX -------------------------------------------------------------------------------------------45

3. Material Self ----------------------------------------------------------------------------------66

LET’S CHECK --------------------------------------------------------------------------------------------------81

Week 1-3: Unit Learning Outcome (ULO)

BIG PICTURE IN FOCUS!

Self-Knowledge - as defined as understanding one’s own motives, character, beliefs

So why is a multidisciplinary approach to education so important?

B. Integral Parts of the Self

Self-Knowledge - as defined as understanding one’s own motives, character, beliefs

(1) The Existential Self

Self-esteem (the extent to which you value yourself)

• Confidence in our own abilities

Low self-esteem (we have a negative view of ourselves)

“It’s what makes me unique and different from everyone else.”

Anthropology views the “self” as a culturally shaped construct or idea.

Otig, et al (2018). A Holistic Approach in Understanding the Self. Mutya Publishing

b. How do I relate myself in the situation of Punichello? (Personal reflection)

As a human As a child in the As a child of God As a Student

In a Nutshell Wow’s and Wishes

Self-awareness Existential Self

BIG PICTURE IN FOCUS!

Methodological Skepticism- It is one’s beliefs in order to determine which beliefs could

Apperception- the mental process by which a person makes sense of an idea by

Philosophical View of Self

C. St. Augustine of Hippo all knowledge leads to God”

Aspects of the soul according to saint Augustine are:

C. Renee’ Descartes “cogito ergo sum”

The soul The body

It is a conscious, thinking substance It is a material substance that changes

D. John Locke “no man’s knowledge can go beyond his experience”

Otig, et al (2018). A Holistic Approach in Understanding the Self. Mutya Publishing

https://www.education.com/d ownload/worksheet/106788/a djectives-to-

Let’s Check! Identify the philosopher being asked in each statement

___________4. He emphasized the use of reason to describe, predict, and understand

___________6. He is known for his method of inquiry.