UNDERSTANDING THE SELF

Topic Outline for Prelims:

o THE SELF: NATURE AND SIGNIFICANCE
o DISCOVERING, BECOMING MY TRUE SELF
o THE SELF: PHILOSOPHICAL PERSPECTIVE
o SOCIOLOGICAL PERSPECTIVE OF THE SELF: The Self and Society
o CULTURE and the SELF
o ANTHROPOLOGICAL PERSPECTIVE
o THE SELF IN PSYCHOLOGY
THE SELF: NATURE AND SIGNIFICANCE
 Overview:
o The self is a broad term that encompasses many aspects of human life. It is in this chapter that we discuss the variety
of concepts usually correlated with it.
o That is- identity, consciousness, self-concept, and self-concept among a few. In understanding the distinction and
association of the self with these concepts, we begin to define it and develop an understanding of its grave relevance.
 Discussion:
o The self has been defined by various perspectives over the years. Yet, the question, “Who am I?” is one that most
individuals struggle to answer.
o It is in this respect that we aim to explore the differing perspectives of the self to develop our understanding of it.
Several definitions have been given to defining what the self is.
o From the discipline of Philosophy, Sociology, Psychology, etc., the self has been a particularly interesting area of
study. Usually, the self is correlated with self-awareness, consciousness, identity, self-esteem, and ego.
o Complexity in definitions vary but according to the Merriam-Webster dictionary, the self is an individual’s typical
character or behavior.
o Nonetheless, inspecting the totality of a person, we realize that the previous conceptions of the self might not suffice.
With these in mind, the self in essence may best be seen as our “inner being” and our “soul.”
o In other words, it is a thinking and feeling being within us. Although this might be an abstractive definition, this does
cover all the other conceptual correlations previously mentioned.
o In a nutshell, it is that thinking and feeling being within us that dictate behavior, both overt and covert. These in turn
make-up that sense of self anchored in our self-esteem, self-concept, identity and etc.
DISCOVERING, BECOMING MY TRUE SELF:
The process of self-discovery is a lifetime journey. Further, it takes continuous and conscious effort in order to explore the
self. As previously discussed, it is important to consider many aspects of an individual in order to truly understand one’s self.
It is a process of constant exploration and questioning in order to become more and more authentic.
THE JOHARI WINDOW
The Johari Window is a simple tool developed by American psychologists Joseph Luft and
Harry Ingham after combining their first names, Joe and Harry. It is particularly useful for
understanding and training self-awareness and personal development. Each of the squares are
called quadrants and each of which represent information about the person which are known
and unknown by the person and the others. This model or tool is helpful in processing relevant
information regarding a person and facilitates awareness.
THE SELF: PHILOSOPHICAL PERSPECTIVE
 Philosophy = Love for wisdom
1. SOCRATES
 “Living morally is important”
o morals are important in life
o morality – right or wrong
o acknowledge existence of others
 “Know thyself”
o related to next quote
 “An unexamined life is not worth living”
o living = Intentions
o sense of direction
2. PLATO
 Circa: 428 BCE – 348 BCE
 Follower/Disciple of: Socrates
 Famous disciple: Aristotle
 Founder of: The Academy in Athens
 The ‘PSYCHE’ or the ‘MIND’
o Its goal is to be harmonious, strengthen mind, and to balance spirit
and appetite.
o 2.1. The appetites which involve our pleasurable desires such as those which provide us physical pleasure
and physiological comfort
= brings good feelings.
o 2.2. The spirited which denotes the part within us that is agitated most of the time. It is the area within us
that enjoys triumph, honor, greatness and affirmation
= competitive, validation from others or self.
o 2.3. The mind is the conscious awareness which thinks, meditates, weighs choices and assesses situations in
our lives.
= Representation of the self
= It Is rational and it weights your choices
= Where moral kicks in
= Helps in deciding behavior, and attitudes
3. SAINT AUGUSTINE
 AD 354-430
 Pointed that sin is the source of human unhappiness as sin impairs human will.
 According to him, identity is achieved through a two-fold process comprised of self-presentation leading to self-
realization. Ultimately, the self is understood through the process of introspection and self-analysis.
 Self-presentation – consciousness
 Self-realization – result of 1st step
 Introspection and self-analysis – looking inwards
= God and His Son is perfect
4. RENE DESCARTES
 “Except our own thoughts there is nothing absolutely in our power”
 What does this imply in relation to the self?
 “What is ‘the self?’ What does this statement mean?
o I.O.W. being human needs self-consciousness that gives the essence of the self-such that one’s engagement
in mental processes gives one his or her unique identity.
 Cogito Ergo Sum = “I think, Therefore I am”
 Self = Thoughts = identity, self-awareness, evidence of living.
 Prerequisite of Living is Consciousness
 Thinking = creating identity
5. JOHN LOCKE
 “Father of Liberalism”
 Tabula Rasa = BLANK SLATE
 “The self is developed from a blank slate”
 Environment has a big influence on us
6. DAVID HUME AND THE SELF
 Passion rather than reason governs behavior
 Knowledge is anchored to the experiences of the person
 Impressions = judgement
 Ideas = compilation of exp
 The self is just a bundle or collection of different temporary perceptions – there is no single or unified impression
7. IMMANUEL KANT
 KANT AND THE SELF
o Kinds of Consciousness of the SELF
 It is the human mind which creates experiences; these experiences are similar among human on the level of
abstraction as we share important characteristics that resemble in specific points of interests.
8. SIGMUND FREUD
 Established Psychoanalysis
 (Pleasure) Id = “I want to do that now!”
 (Morality/Gen rules) Superego =” It’s not right to do that.”
  (Reality/Self) Ego = “Maybe we can compromise.”
 The job of the ego, or self, is to balance the aggressive/pleasure-seeking drives of the Id with the moral control of the
superego.
9. GILBERT RYLE
 “A person therefore lives through two collateral histories, one consisting of what happens in and to his body, and
other consisting of what happens in and to his mind. The first is public, the second private.”
 I.O.W. This explains how the mind is operating within the person himself while the body is subjected to the
observation and criticisms of the public.
10. PAUL MONTGOMERY CHURCHLAND
 He focused on the brain and how it affects the self
 Materialism – nothing but matter exists
 Human consciousness can be explained through the neural networks communicating through its hub in the brain
which is the thalamus
 How our brains and body’s function determine how we feel and how certain situations affect us.
11. MAURICE MERLEAU PONTY
 The mind-body bifurcation that has been going on for a long time is a futile endeavor and an invalid problem. He
says that the mind and body are so intertwined that they cannot be separated from one another. One cannot find any
experience that is not an embodied experience
 The body is central to one’s perception
 “Primacy of perception” – it is our prejudice that creates the perception that we have in our mind; there is a harmony
between what we aim at and what is given, between intention and performance
 Action is required in the formation of self-perception as well as self-concept
SOCIOLOGICAL PERSPECTIVE OF THE SELF: The Self and Society
A. The SELF as PRODUCT of MODERN SOCIETY
 MANHEIM – he says that modernization is destruction of the self.
 The self is increasingly becoming more fragmented and unstable.
 Race, Education, Sexuality, Ability, Age, Gender, Ethnicity, Culture, Language, Class
B. The SELF as a NECESSARY FICTION
 NIETZSCHE - true or real self is a myth
 Belief that cannot be proven to be true but necessary to sustain life.
 FICTION/MYTH – a characterization of the self that makes it to be a belief that cannot be proven true.
C. POST MODERN VIEW of the SELF
 WALTER TRUETT ANDERSON – One challenge of growing up in the century will be to acquire a self-definition
that can encompass person and planet, socially constructed self and transcendent being, organism, and machine.
1. MULTIPHRENIA
o There is no authentic self but a multidimensional self.
o a character of the self, explaining that the idea of a singular idea of the self is replaced with many-sided
concept of the self.
2. PROTEAN
o term used to refer to Constant change.
3. DECENTERED SELF
o self is not fixed and has no enduring meaning.
4. SELF IN RELATION
o For others to understand themselves, they must first understand the context of their lives.
D. The SELF as an ARTISTIC CREATION
 SELF-IDENTITY
o Building process where we continuously engage, work-on, reflect and update our narratives of who we are.
 NATURE
o Refers to our genetic, hereditary, or biological factors that heavily influences who we are.
 Genes and Hereditary Factors
o Physical Appearance, Personality & Characteristics
 NURTURE
o Environmental factors that heavily influence who we are.
o Environmental Variables = Childhood Experiences, how we were raised, Social Relationships, Surrounding
culture
E. ERVING GOFFMAN’S DRAMATURIGAL APPROACH “the self”
 THE WORLD is a STAGE
 o we operate in a number of different settings much like in a theatrical stage, taking on different roles.
 Dramaturgical Approach
o the idea or concept that one plays multiple roles much like in a theater play.
 IMPRESSION MANAGEMENT
o it is our attempt to control how others see us.
CULTURE and the SELF
 CULTURE
o Set of beliefs
o Way of life and values of society
o Shapes one’s sense of self by setting standards of living acceptable to society.
o Way of life of a certain group of individuals.
THE CULTURE WHEEL

 COOLEY’S LOOKING GLASS SELF

1. Way w/c a person’s sense of self is derived from the perceptions of others
2. It is who we think we are or what people think of us but rather on how we see other people think of us.
3. We develop a self-concept – According to Cooley, our sense of self is not fixed; it is developing as we interact
with others in the larger society.
 MEAD and the SOCIAL SELF
o Mead’s Theory of the Social Self = Symbolic Interaction Theory
o Symbolism
 the understanding, evaluations or representations that we have of an object or experience.
o Development of the self
 the key is to learning to take the role of the other
o Imitation
 infants
o Play
 young children
 Involves assuming roles modeled on significant others, people – like parents
 who have special importance for socialization.
o Games
 older children - requires a child to take the roles of several others at once and change roles when
needed.
o Generalized Other
 Adults
 Widespread cultural norms and values we use as reference in evaluating ourselves.
 Everyday life demands that we see ourselves in terms of cultural norms as any member of our society
might.
ANTHROPOLOGICAL PERSPECTIVE
 Anthropology
o study of humans, fossils
o study of culture-similarities and cultures
 Culture
o What makes a man human which separates us from animals.
o Way of life, beliefs, and practice of specific people
 CLIFFORD GEERTZ
 o “Man is an animal suspended in webs of significance he himself spun.”
o Where webs of significance refer to culture for example a kid going to school because the society made it a
standard.
 THOMAS CSORDAS
o “We modify our body to reflect our culture.”
o Our bodies reflect our culture for example is the Fashion Preferences of Eastern and Western Cultures.
 3 DIFFERENT TYPES OF CULTURE RELATED TO EMBODIMENT
1.) SUBJECTIVE CULTURE
o People who live adjacently, eg. Language -Ilokano & Filipino, Baag of CAR
2.) CULTURAL UNIVERSALS
o Everyone has these eg. Weddings
3.) CULTURE SPECIFICS
o Specific to a group, only they have it. Eg. Festivals
 HOW DO WE FORM OURSELVES
1) PRIVATE – Assessment of the Self by the Self
2) PUBLIC - Assessment of the Self by the general other. (Seen by all)
3) COLLECTIVE - Assessment of the Self by a specific group. Eg. Tribes. Friend group, Family, Co-workers
THE SELF IN PSYCHOLOGY
 Psychology is the study of human behavior. It is where we discover why speak and behave in a certain way. We
discover our covert behaviors.
 Gordon Gallup’s Experiment (1970)
o Chimpanzees are observed if they have a sense of their selves
o Violent reactions were done they broke the mirrors but then they also calmed down.
o He put them to sleep then place a red dot on their forehead.
o They once saw the mirrors again and was not violent.
o Their initial reaction was to touch the red dot on their forehead.
o Now these events may have confirmed that chimpanzees have a sense of self.
 THE SENSE OF SELF AND HUMAN COGNITION- SCHEMA
o It is a cluster of inter-related concepts that tell us about how things function in the world.
o Schema is a mental framework of how the world works or it is a concept map.
o Experiences, uniqueness, personal, and others.
 I AM
o Next to this is yourself
o It is highly personal
o Differs from other people.
o No one can take it away from you.
 SELF CONCEPT
 This is a general term used to refer to how someone thinks about, evaluates or perceives themselves.
 Refers to how someone thinks
 Personality, Appearance, Abilities – Self-Image
Lewis (1990)
 Existential Self
o the basic part of the self which reinforces the sense of being separate and distinct from others. Accordingly, the
awareness of the existential self begins as young as two or three months old and arises partly due the child’s relation
with the world.
o Recognition of separate existence.
o Individuality @ 2-3 months old.
o We can become independent.
 Categorical Self
o developed as the child begins to be aware that he or she is an object in the world which also has properties. This leads
to the child forming descriptions of those properties that he or she might have such as age and gender. Early in
childhood, the categories children apply to themselves are very concrete which later leads to the development of the
reference to internal psychological traits.
o Categories of the self in I AM.
o Psychological traits that are developed through experiences.
 o Eg. Girl, Boy, 7 years old
Carl Rogers
 Self-esteem
o Associated with self-worth
o How much you see your worth is
o Unfavorable societal response makes your confidence in self-worth lower
o Socially valued outputs make your confidence in self-worth higher.
o Others are important in the establishment of self-esteem.
 Self-image
o Personality, Appearance, Abilities
o How one sees self/himself
o Who you are
 Ideal-self
o Who you want to be
o Expectations from self
 Carl Rogers’ the Goal is Congruence

Argyle (2008)
 believed that there are 4 major factors that influence self-esteem:
1. Reaction of others
o not significant or significant
2. Comparison with others
o positive or negative comparison of self to self
o positive or negative comparison of others to self
3. Social roles
o dictates standards we should achieve
4. Identification
o who do look up to
DIFFERENT PSYCHOLOGICAL PERSPECTIVES OF THE SELF
 Psychodynamic Perspective
 Behaviorist Perspective
 Cognitive Perspective
 Humanistic Perspective
 Biological Perspective
 Evolutionary Perspective
DIFFERENT SCHOOL of THOUGHTS and THEORIES
1) SIGMUND FREUD
 Compared the mind to an iceberg.
 Conscious
o small amount of the mental activity we know about.
o Eg. Thoughts and Perceptions.
 Preconscious
o things we could be aware of if we wanted or tried.
o Eg. Memories and Stored knowledge.
 Unconscious
o Things we are unaware of and cannot become aware of and can affect how we behave.
 o Eg. Fears, Unacceptable sexual desires, Violent motives, Irrational wishes, Immoral urges, Selfish needs, Shameful
experiences, Traumatic experiences.
BEHAVIOURISM
 A theory that psychology can be objectively studied through observable action or the over behavior is the main focus.
 We learn our behaviors from the environment.
OPERANT CONDITIONING
 Subject learns behavior by associating it with consequences.
 According to BF. SKINNER there is 2 TYPES OF CONSEQUENCES
 PUNISHMENT – discourages the repeat of behavior. Anything that is unpleasant to oneself. Does not actually teach
a person what they should do but does only instill fear upon them.
 REINFORCEMENT – encourages repetition of behavior.
o 2 TYPES OF REINFORCEMENT
 POSITVE REINFORCEMENT – candies, praises, validation.
 NEGATIVE REINFORCEMENT – taking away something negative or unpleasant for the
person.
CLASSICAL CONDITIONING
 Subject learns to associate two unrelated stimuli with each other.
 Learning by association
 Eg. Salivation of Dog upon associating bell with food.
SOCIAL LEARNING THEORY
 Learn from social context
 Adult – instructed to be aggressive towards the boo boo doll while kids are watching then when it was the kids turn
they became violent with the boo boo doll without being instructed to do so.
 These are the trends we adapt to
 Environment has a big impact on us we learn from others as much as they learn from us.
COGNITIVE PERSPECTIVE
 can form discrepancies
 mental functions and statements

BIOLOGICAL PERSPECTIVES
 How psychological are impacted by biological processes.
 Rationality part of the brain is developed.
 Nature and Nurture.
HUMANISTIC PERSPECTIVES
 Behavior and mental processes are determined by our need to fulfill our human potential.
 Positive and optimistic towards people.
 Freedom and free will of choices
 Self-actualization tendencies
 Personal Growth
 Self-concept
EVOLUTIONARY PERSPECTIVES
 Emphasizes the ways in which psychological mechanisms might have evolved to help solve adaptive problems faced
by human ancestors.
 Typical research questions: Can psychological processes be predicted based on functional analyses.
 Not forever, and instinctual.
 No feelings involved.
WILLIAM JAMES (1842-1910)
 Consciousness as a stream of thought.
3 ASPECTS OF SELFHOOD
• Material Self- body, clothes, family, home…
• Social Self- how we think other people think about us
• Spiritual Self- psychological faculties
PSYCHOSEXUAL DEVELOPMENT BY FREUD

SELF-EFFICACY- SELF AS PROACTIVE AND

AGENTIC ALBERT BANDURA
 Evaluation of abilities
 Self-efficacy is source of information

THE SELF IN EASTERN AND WESTERN THOUGHTS

Individualistic vs. Collective Thoughts

Western Perspective Eastern Perspective of the Self
•Human reason has the power to know the truth. • Values unity and harmony
• Parts rather than the whole • Being part of a greater whole
• Self: Body-Soul component • Interdependence with nature and with others
•Individualism and freedom are highly valued. • I.O.W. The self is a relational being that places harmony
•I.O.W. The self is the master and the architect of his or her with the other selves with utmost importance
own life
CONCEPTS OF SELF
 Collective existence
 BUDDHISM
o Founded by Siddhartha Gautama
o Anatta Doctrine
o Dukkha- suffering
o Anicca- Impermanence
o The paradox of the self and the “no self”
o Reincarnation- karma
o (Interdependent Origination: nothing exists independently of anything else)
o Nirvana (blowing out a candle)- Self-renunciation
o The individual has the power to alter the cosmic flow of things (knowledge)
 Nirvana and the Ego
o 5 skandas which make-up the person:
o Form which comprises the body and the sense organs;
o Sensations which are the processes created by the senses in contact with the external environment;
o Perception which is recognition of objects according to one’s senses;
o Mental formations or our predispositions, tendencies, traits, habits; and
o Consciousness which is awareness about a stimulus from the internal or external environment.
 HINDUISM
o Brahman- the self
o Atman (breath or spirit)- identical to Brahman
o The true self and the nontrue self
 Main Ideas in Hinduism
o The concept of God (Brahman which is the most supreme entity)
o There is reincarnation where a soul passes through different physical bodies as it is destined to undergo what
it deserves in accordance with Karma.
o The Atman or souls that is also Brahman
o The world we are living in is comprised of varied levels of existence
o The paths to salvation which are all similar to other doctrines which evidently leads to the same goal.
 TAOISM
o Based on the Philosophy of Lao Tzu
o “Knowing others is wisdom. Knowing the self is enlightenment.”
o The SELF is one of the countless manifestations of the Tao. An extension of the cosmos.
 o Selflessness
o “Tao Te Ching”- Dao(way of the world)
o “Empty yourself of everything, let your mind become still.”
 Five Cardinal Relationships
o Ruler and minister
o Father and son
o Husband and wife
o Brothers
o Friends
 CONFUCIANISM
o Relational Identity
o Chun-tzu- gentleman or superior man
o Self-cultivation- li(propriety), cheng(sincerity)
o The superior man regards the attainment of sincerity as the most excellent thing
 Formation of the Self
o Heart of compassion
o Heart of righteousness
o Heart of propriety
o Heart of wisdom
PRELIM PRACTICE TEST IN UTS:
NAME:
YEAR:
I. IDENTIFICATION
1. It is particularly useful for understanding and training self-awareness and personal development.
2. American psychologists who developed #1
3. Each of the squares are called ____________ and each of which represent information about the person
which are known and unknown by the person and the others.
4. Love for wisdom
5. “An unexamined life is not worth living”
6. Founder of: The Academy in Athens
7. Involve our pleasurable desires such as those which provide us physical pleasure and physiological comfort.
8. Denotes the part within us that is agitated most of the time. It is the area within us that enjoys triumph, honor,
greatness and affirmation
9. The conscious awareness which thinks, meditates, weighs choices and assesses situations in our lives.
10. Pointed that sin is the source of human unhappiness as sin impairs human will.
11. Cogito Ergo Sum = “I think, Therefore I am”
12. Tabula Rasa = BLANK SLATE
13. Knowledge is anchored to the experiences of the person
14. It is the human mind which creates experiences; these experiences are similar among human on the level of
abstraction as we share important characteristics that resemble in specific points of interests.
15. Established Psychoanalysis
16. “A person therefore lives through two collateral histories, one consisting of what happens in and to his body,
and other consisting of what happens in and to his mind. The first is public, the second private.”
17. Human consciousness can be explained through the neural networks communicating through its hub in the
brain which is the thalamus
18. The mind-body bifurcation that has been going on for a long time is a futile endeavor and an invalid problem.
He says that the mind and body are so intertwined that they cannot be separated from one another. One
cannot find any experience that is not an embodied experience
19. It is our prejudice that creates the perception that we have in our mind; there is a harmony between what we
aim at and what is given, between intention and performance
20. he says that modernization is destruction of the self.
21. true or real self is a myth
22. One challenge of growing up in the century will be to acquire a self-definition that can encompass person and
planet, socially constructed self and transcendent being, organism, and machine.
23. There is no authentic self but a multidimensional self.
24. term used to refer to Constant change.
25. self is not fixed and has no enduring meaning.
26. For others to understand themselves, they must first understand the context of their lives.
27. Building process where we continuously engage, work-on, reflect and update our narratives of who we are.
28. Refers to our genetic, hereditary, or biological factors that heavily influences who we are.
29. Physical Appearance, Personality & Characteristics
30. Environmental factors that heavily influence who we are.
31. we operate in a number of different settings much like in a theatrical stage, taking on different roles.
32. the idea or concept that one plays multiple roles much like in a theater play.
33. it is our attempt to control how others see us.
34. Way of life and values of society
35. It is who we think we are or what people think of us but rather on how we see other people think of us.
36. Symbolic Interaction Theory
37. the key is to learning to take the role of the other
38. infants
39. Involves assuming roles modeled on significant others, people – like parents
40. older children - requires a child to take the roles of several others at once and change roles when needed.
41. Widespread cultural norms and values we use as reference in evaluating ourselves.
42. study of humans, fossils
43. What makes a man human which separates us from animals.
44. “Man is an animal suspended in webs of significance he himself spun.”
45. “We modify our body to reflect our culture.”
46. People who live adjacently
47. Everyone has these
48. Specific to a group, only they have it.
49. Assessment of the Self by the Self
50. Assessment of the Self by the general other
51. Assessment of the Self by a specific group
52. Study of human behavior. It is where we discover why speak and behave in a certain way. We discover our
covert behaviors.
53. Chimpanzees are observed if they have a sense of their selves
54. It is a cluster of inter-related concepts that tell us about how things function in the world.
55. Next to this is yourself
56. Refers to how someone thinks
57. The basic part of the self which reinforces the sense of being separate and distinct from others. Accordingly,
the awareness of the existential self begins as young as two or three months old and arises partly due the
child’s relation with the world.
58. Developed as the child begins to be aware that he or she is an object in the world which also has properties.
This leads to the child forming descriptions of those properties that he or she might have such as age and
gender. Early in childhood, the categories children apply to themselves are very concrete which later leads to
the development of the reference to internal psychological traits.
59. Associated with self-worth
60. Personality, Appearance, Abilities
61. Expectations from self
62. Whose Goal is Congruence?
63. believed that there are 4 major factors that influence self-esteem
64. not significant or significant
65. positive or negative comparison of self to self
66. dictates standards we should achieve
67. who do look up to
68. Compared the mind to an iceberg.
69. small amount of the mental activity we know about.
70. things we could be aware of if we wanted or tried.
71. Things we are unaware of and cannot become aware of and can affect how we behave.
72. A theory that psychology can be objectively studied through observable action or the over behavior is the
main focus.
73. Subject learns behavior by associating it with consequences.
74. Discourages the repeat of behavior. Anything that is unpleasant to oneself. Does not actually teach a person
what they should do but does only instill fear upon them.
 75.
Encourages repetition of behavior.
76.
candies, praises, validation
77.
taking away something negative or unpleasant for the person.
78.
Subject learns to associate two unrelated stimuli with each other.
79.
Learn from social context
80.
mental functions and statements
81.
How psychological are impacted by biological processes.
82.
Positive and optimistic towards people.
83.
Emphasizes the ways in which psychological mechanisms might have evolved to help solve adaptive
problems faced by human ancestors.
84. Consciousness as a stream of thought.
85. body, clothes, family, home…
86. how we think other people think about us
87. psychological faculties
88. 0 to 1
89. 1 to 3
90. 3 to 6
91. 6 to 12
92. 12 above
93. source of information
94. past experiences
95. physiological feedback
96. verbal persuasion
97. vicarious experiences
98. Parts rather than the whole
99. Values unity and harmony
100. Collective existence
101. Founded by Siddhartha Gautama
102. Suffering
103. Impermanence
104. Karma
105. blowing out a candle
106. identical to Brahman
107. There is reincarnation where a soul passes through different physical bodies as it is destined to
undergo what it deserves in accordance with Karma.
108. “Knowing others is wisdom. Knowing the self is enlightenment.”
109. The superior man regards the attainment of sincerity as the most excellent thing
110. gentleman or superior man
111. cheng
112. li
II. ENUMERATION
PHILOSOPHERS IN PHILOSOPHICAL PERSPECTIVE
QUOTE BY SOCRATES
COMPONENTS OF THE PSYCHE
TWO-FOLD PROCESS
COMPONENTS OF PSYCHOANALYSIS
PHILOSOPHERS IN SOCIOLOGICAL PERSPECTIVE
3 DIFFERENT TYPES OF CULTURE RELATED TO EMBODIMENT
SOCIOLOGICAL PERSPECTIVES
CONCEPTS BY TRUETT
SELF AS ARTISTIC CREATION
ERVING GOFFMAN
MEAD AND THE SOCIAL SELF
HOW DO WE FORM OURSELVES
PHILOSOPHER IN SELF PSYCHOLOGY
CATERGORIES BY LEWIS
CATEGORIES BY CARL ROGERS
MAJOR FACTORS THAT AFFECT SELF-ESTEEM
TYPES OF CONDITIONING
TYPES OF REINFORCEMENT
ASPECTS OF SELFHOOD
ORDER OF PSYCHOSEXUAL DEVELOPMENT
SELF-EFFICACY JUDGEMENTS
5 SKANDAS THAT MAKES UP A PERSON
FIVE CARDINAL RELATIONSHIPS
FORMATION OF THE SELF