INTERDISCIPLINARY LEARNING
 A knowledge view and curriculum approach that
consciously applies methodology and language
from more than one discipline to examine a
central theme, issue, problem, topic, or
experience.
PHILOSOPHY OF SELF
Socrates
 the first philosopher who ever engaged in a
systematic questioning about the self
 he believed that the true task of the philosopher is
to know oneself
 according to Plato, he affirmed that the
unexamined life is not worth living
 he thought that this is the worst that can happen
to anyone: to live but die inside
 he believed that every man is composed of body
and soul
dualistic
(Socrates) every man is composed of body and soul
the body
(Socrates) the imperfect, impermanent aspect of man
the soul
(Socrates) the perfect and permanent aspect of man
body and soul
(Socrates) the two aspects of man
Plato
 he was Socrate's student who supported the idea
that man is a dual nature of body and soul
 he added that there are three components of the
soul
three components of the soul
(Plato) these are the rational soul, the spirited soul, and
the appetitive soul
The Republic
Plato's magnum opus
Plato
he emphasized that justice in the human person can only
be attained if the three parts of the soul are working
harmoniously with one another; when this ideal state is
attained, then the human soul becomes just and virtuous
the rational soul
(Plato) this component of the soul is forged by reason and
intellect has to govern the affairs of the human person
the spirited soul
(Plato) this component of the soul is in charge of emotions
and should be kept at bay
the appetitive soul
(Plato) this component of the soul is in charge of base
desires like eating, drinking, sleeping, and having sex, and
should be controlled as well
Augustine
 his view of the human person reflects the entire
spirit of the medieval world when it comes to man
 he believed that man is of a bifurcated nature
bifurcated nature
(Augustine) an aspect of man dwells in the world and is
imperfect and continuously yearns to be with the Divine
and the other is capable of reaching immortality
Augustine
his view of man comes from the ancient view of Plato and
infusing it with the newfound doctrine of Christianity
the body
(Augustine) this aspect of man can only thrive in the
imperfect, physical reality that is the world
the soul
(Augustine) this aspect of man can stay after death in an
eternal realm with the all-transcendent God
Augustine
he believed that the goal of every human person is to
attain eternal bliss with the Divine by living his life on
earth in virtue
Thomas Aquinas
 the most eminent thirteenth century scholar and
stalwart of the medieval philosophy
 he adapted some ideas from Aristotle that man is
composed of two parts
matter and form
(Aquinas) these are the two parts composing man`
Matter (hyle)
(Aquinas) the common stuff that makes up everything in
the universe
Form (morphe)
(Aquinas) the essence of a substance of thing; it is what
make it what it is
Thomas Aquinas
he believed that the soul is what animates the body and it
is what makes us humans
Rene Descartes
 father of modern philosophy
 "I think therefore I am" (Cogito ergo sum)
 he conceived of the human person as having a
body and a mind
 he believed that since much of what we think and
believe are not infallible, they may turn out to be
false; one should only believe that since which
can pass the test of doubt
 he thought that the only thing that one cannot
doubt is the existence of the self, for even if one
doubts oneself, that only proves that there is a
doubting self, a thing that thinks and therefore,
that cannot be doubted
 he believed that the self is a combination of two
distinct entities, the cogito and the extenza
cogito and extenza
(Descartes) two distinct entities that compose the self
cogito
(Descartes) the thing that thinks; the mind
extenza
(Descartes) extension of the mind; the body
Rene Descartes
 his view of the self indicates that the body is
nothing else but a machine that is attached to the
mind and that the mind is what makes man a man
 "But what then, am I? A thinking thing. It has
been said. But what is a thinking thing? It is a
thing that doubts, understands (conceives),
affirms, denies, wills, refuses; that imagines also,
and perceives."
David Hume
a Scottish philosopher who has a very unique way of
looking at man
empiricist
(Hume) believes that one can know only what comes from
the senses and experiences
empiricism
(Hume) the school of thought that espouses the idea that
knowledge can only be possible if it is sensed and
experienced; men can only attain knowledge by
experiencing
David Hume
 he believed that the self is not an entity over and
beyond the physical body
  he believed that the self is nothing else but a
bundle of impressions
Impressions
(Hume) the basic objects of our experience or sensation;
they form the core of our thoughts; vivid; products of our
direct experience with the world
Ideas
(Hume) copies of impressions; not as lively as vivid as
our impressions
David Hume
 "the self is simply a bundle or collection of
different perceptions, which succeed each other
with an inconceivable rapidity, and are in a
perpetual flux and movement"
 he believed that the self is simply a combination
of all experiences with a particular person
Immanuel Kant
according to him, there is necessarily a mind that
organizes the impressions that men get from the external
world.
apparatuses of the mind
(Kant) ideas that one cannot find in the world but is built
in our minds
Immanuel Kant
 his definition of the self is that it is an actively
engaged intelligence in man that synthesizes all
knowledge and experience; it is not just what
gives one his own personality
 his definition of the self is that it is not just what
gives one his own personality, it is also the seat
of knowledge acquisition for all human persons
Gilbert Ryle
 he blatantly denied the concept of an internal,
non-physical self and what truly matters is the
behavior that a person manifests in his day-to-day
life
 for him, looking for and trying to understand a
self as it really exists is like visiting your friend's
university and looking for the "university"
 he suggested that the self is not an entity one can
locate and analyze but simply the convenient
name that people use to refer to all the behaviors
that people make
Maurice Merleau-Ponty
 a phrenemologist who asserts that the mind-body
bifurcation that has been going on for a long time
is a futile endeavor and an invalid problem
 he said that the mind and body are so intertwined
that they cannot be separated from one another
 he dismisses the Cartesian Dualism that has
spelled so much devastation in the history of man;
the Cartesian problem is nothing else but plain
misunderstanding
 according to him, the living body, his thoughts,
emotions, and experiences, are all one
 The Meditations of First Philosophy
Descartes' famous treatise
CHARACTERISTICS OF THE SELF
"separate, self-contained, independent, consistent,
unitary, and private"
separate
(Characteristic) the self is distinct from other selves
self-contained and independent
(Characteristic) the self can exist in it self
Consistent
(Characteristic) the self has a personality that is enduring
and therefore can be expected to persist for quite some
time
unitary
(Characteristic) the self is the center of all experiences and
thoughts that run through a certain person
private
(Characteristic) each person sorts out information,
feelings, and emotions, and thought processes within the
self that are never accessible to anyone but the self
social constructionist perspective
the perspective that concerns with the understanding of
the vibrant relationship between the self and external
reality
THEORIES OF SOCIALIZATION
John Locke—The Tabula Rasa, Each person is a blank
slate at birth, with no personality.
Charles Horton Cooley—The Looking-Glass Self,
Children develop an image of themselves based on how
others see them.
3 steps
 We imagine how we appear to others.
 Based on the other’s reactions, we attempt to
determine whether they view us as we see
ourselves.
 We use our perceptions of how others judge us to
develop feelings about ourselves
George Herbert Mead—Role-Taking, See ourselves
through the eyes of others and take on the role we believe
others expect of us.
SELMAN’S THREE STAGES OF ROLE-TAKING
Before age 6 Children are virtually unaware of any
perspective other than their own
Stage 1:Ages 6–8 The child realizes that another person
may have a different perspective, but believes the
difference is due to that person not having the same
information that they have
Stage 2:Ages 8–10 The child realizes that another person
may have a different perspective and is able to think about
the other person’s perspective
Stage 3:Ages 10–12 The child systematically compares
the perspective of self, other, and a 3 rd party
Stage 4:Age 12 and older The adolescent attempts to
understand another’s perspective by comparing it to a
“generalized other” or to their social group
AGENTS OF SOCIALIZATION
Family
Most important agent, teach you how to take care of
yourself.
Peer group
Helps develop social behavior, influences right or wrong
Mass media
Television the biggest influence
Church
Teaching religion, life skills and how to interact
ANTHROPOLOGY
the scientific study of humans, human behavior and
societies in the past and present.
Archaeology
Archaeologists study human culture by analyzing the
objects people have made.
Biological Anthropology
Biological anthropologists seek to understand how
humans adapt to different environments
Cultural Anthropology
Sociocultural anthropologists explore how people in
different places live and understand the world around
them.
Linguistic Anthropology
Linguistic anthropologists study the many ways people
communicate across the globe.

CULTURE is a group which shapes a person's value and

identity
Central concept in anthropology

CONCEPTS OF CULTURE
Popular Culture
The cultural bahaviors and ideas that are popular with
most people in a society.
High culture
Cultural patterns that distinguish in a society’s elite.
Mainstream Culture/Dominant culture
The cultural patterns that are broadly in line with a
society’s cultural ideals and values.
Subculture
A cultural pattern that set a part a segment of asociety’s
population and differentiates itself from the parent culture
to where it belongs.
Material Culture
The physical object respurces and spaces to define a
culture.
Non material Culture
Refers to the non physical ideas that people have about
their culture.
Cultural Lag
The notion that culture takes time to catch up with
technological innovations
Cultural conflicts
Cause of differences in values and norms of behavior of
people fom different culture.
Cross cultural communication
Different cultures may have different rules and norms
understanding other culture facilitates cross cultural
communication

SELF AND CULTURE

Marcel Mauss
a French anthropologist who said that every self has two
faces: personne and moi
Moi
defined as a person's basic identity; refers to a person's
sense of who he is; person's identity and biological
giveness
Personne
composed of the social concepts of what it means to be
who he is; what it means to live in a particular
institution(family, religion natiionatlity etc.)

HOW DO I MANAGE CULTURAL DIVERSITY?

Admit that you dont know - knowing that our
assumptions may be wrong
Suspend judgement - collect info then evaluate it
Empathy – understand another person by standing in his
or her shoes