Central Luzon State University

Science City of Muñoz 3120

Nueva Ecija, Philippines

Instructional Module for the Course

UNDERSTANDING THE
SELF:
PSYCH 1100
Prepared by:

Maria Rosario Bulanan

Bessie May Belza
Jay Claus Santos
Javin Abella
Erica De Fiesta
Juan Gabriel Cienca

Department of Psychology
College of Arts and Social Sciences

1st Semester AY 2020-2021

 Psych 1100 Understanding the Self

Overview of the Course

The course deals with the nature of identity, as well as the factors and forces
that affect the development and maintenance of personal identity. The directive to
Know oneself has inspired countless and varied ways to comply. Among the questions
that everyone has had to grapple with at one time or other is ―Who am I?‖ At no other
period is this question asked more urgently than in adolescence- traditionally believed
to be a time of vulnerability and great possibilities. Issues of self and identity are
among the most critical for the young.

This course is intended to facilitate the exploration of the issues and concerns
regarding self and identity to arrive at a better understanding of one’s self. It strives to
meet this goal by stressing the integration of the personal with the academic-
contextualizing matters discussed in the classroom and in the everyday experiences of
students-making for better learning, generating a new appreciation for the learning
process, and developing a more critical and reflective attitude while enabling them to
manage and improve their selves to attain a better quality of life.

The course is divided into three major parts: The first part seeks to understand the
construct of the self from various disciplinal perspective: philosophy, sociology,
anthropology and psychology – as well as the more traditional division between the
East and West –each seeking to provide answers to the difficult but essential questions
of ―What is the self? And raising, among others, the question: ―Is there even such a
construct as the self?‖

The second part explores some of the various aspects that make up the self, such
as the biological and material up to and including the more recent Digital Self. The
Third and Final part identifies three areas of concern for young students: learning and
goal setting and managing stress. It also provides for the more practical application of
the concepts discussed in this course and enables them the hands-on experience of
developing self-help plans for self-regulated learning, goal setting and self-care.

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Generally, this course has the following course outcomes and objectives:

II. LEARNING OUTCOMES

At the end of the course, the students will be able to:
The Self from Various Perspectives

1. Discuss the different representations and conceptualizations of the self from

various disciplinal perspectives
2. Compare and contrast how the self has been represented across different
disciplines and perspectives
3. Examine the different influences, factors and forces that shape the self.
4. Demonstrate critical and reflective thought in analyzing the development of
one’s self and identity by developing a theory of the self.

Unpacking the Self

5. Explore the different aspects of self and identity

6. Demonstrate critical, reflective thought in integrating the various aspects of
self and identity.
7. Identify the different forces and institutions that impact the development of
various aspects of self and identity.
8. Examine one’s self against the different aspects of self discussed in class.

Managing and Caring for the Self

9. Understand the theoretical underpinnings for how to manage and care for
different aspects of the self
10. Acquire and hone new skills and learnings for better managing of one’s self
and behaviours.
11. Apply these new skills to one’s self and functioning for a better quality of life.

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Preliminaries

A. UNIVERSITY INFORMATION

1. Vision of the University

Central Luzon State University (CLSU) as a world-class National University for

science and technology in agriculture and allied fields.

2. Mission of the University

CLSU shall develop globally competitive, work-ready, socially-responsible and

empowered human resources who value life-long learning; and to generate,
disseminate, and apply knowledge and technologies for poverty alleviation,
environmental protection, and sustainable development.

3. Quality Policy Statement

a. Excellent service to humanity is our commitment.

b. We are committed to develop globally-competent and empowered human
resources, and to generate knowledge and technologies for inclusive societal
development.
c. We are dedicated to uphold CLSU’s core values and principles, comply
statutory and regulatory standards and continuously improve the
effectiveness of our quality management systems.
d. Mahalaga ang inyong tinig upang higit na mapahusay ang kalidad ng aming
paglilingkod.

4. Goals of the College of Arts and Sciences

In line with the mission of the University, the goals of the College of Arts and
Sciences are:

a. To equip students with basic knowledge and skills needed in the pursuit of
more advance and specialized field of endeavour.
b. To develop civic consciousness of students and train them for active
involvement in environment concerns and agro-industrial development.
c. To mold students into more humane individuals through exposure to the arts
and participation in various forms of artistic activities.

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5. Objectives of the Department of Psychology

a. Instill psychological concepts and theories in public consciousness in

practical and usable forms.
b. Insure quality and relevant education in the field of psychology.

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MODULE 1

Topic: The Self from Various Perspectives

Overview
This module allows the student to understand the construct of the self from various
disciplinal perspectives: philosophy, sociology, anthropology and psychology – as
well as the more traditional division between the East and West –each seeking to
provide answers to the difficult but essential questions of ―What is the self? And
raising, among others, the question: ―Is there even such a construct as the self?‖

I. Objectives: Upon completion of this module, students are expected to:

 Discuss the different representations and conceptualizations of the self

from various disciplinal perspectives
 Compare and contrast how the self has been represented across
different disciplines and perspectives
 Examine the different influences, factors and forces that shape the self
 Demonstrate critical and reflective thought in analyzing the development
of one’s self and identity by developing a theory of the self..

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II. Lecture Notes:

TOPIC I: PHILOSOPHY

A. Philosophy - Search for truth th

rough logical reasoning rather than factual observation.
Philosophers:

A.1 Socrates ( 469-399 BC)

Born: Alopece
Died: 399 BC, Classical Athens
Nickname: Gadfly
Spouse: Xanthippe
Children: Lamprocles, Menexenus, Sophroniscus
Quotes
An unexamined life is not worth living.
One thing only I know, and that is that I know nothing.
I know that I am intelligent, because I know that I know nothing.

Ancient Greek philosopher often called the ―father of Western philosophy.‖

Socrates created the conceptual framework and method of inquiry for much of Western
thought. His teachings are known to us primarily through the writing of his student,
Plato.

Socrates affirmed that ―unexamined life is not worth living‖. He believes that one
must examine his life, to know his life’s purpose and value and it must begin at the
source of all knowledge and significance – our self. He thought that ―the worst thing
that can happen to anyone is to live but die inside‖.

For Socrates, every man is composed of body and soul. The body is changeable,
transient and imperfect. The soul is a unified, indissoluble, unchanging, eternal, perfect
and immortal entity that remains the same over time. The soul is being dragged by the
body into the region of changeable. The soul is the very likeness of the divine.

A2. Plato (427-347 BC)

Plato was an Athenian philosopher during the Classical period in Ancient Greece,
founder of the Platonist school of thought, and the Academy, the first institution of
higher learning in the Western world.
Born: Classical Athens
Died: Athens, Greece
Notable ideas: Platonic philosophy; Innatism; Theory of forms; Idealism

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Quotes
Love is a serious mental disease.
Be kind, for everyone you meet is fighting a hard battle.
Only the dead have seen the end of war.

He founded the academy which is now considered as the prototype of modern

universities.
He talked about the dichotomy of the ideal world or the world of forms and the material
world.

Ideal world/world of form Material world

Unchanging and eternal Constantly changing
World of ideas and not of senses It relies on the senses to know what is going on
Perfection
It involves contemplation

He supported the idea of Socrates that human beings are composed of two things:

a. Body which is the physical part and concerned with material world. Through
which we are able to experience the world we live in. It is something which is
changing.
b. Soul is something which is immortal. One is born and reborn into the physical
human body. It is the true self which is unchanging or permanent.

In addition to what Socrates earlier espoused Plato added that there are three
components of the soul.

Rational Soul (Reason)—Our divine essence that enables us to think deeply,

make wise choices, and achieve a true understanding of eternal truths.
Appetitive Soul (Physical Appetite)—Our basic biological needs such as
hunger, thirst, and sexual desire.
Spirited Soul (Spirit or Passion)—Our basic emotions such as love, anger,
ambition, aggressiveness, and empathy

These three elements of our selves are in a dynamic relationship with one
another, sometimes working in concert, sometimes in bitter conflict. For
example, we may develop a romantic relationship with someone who is an
intellectual companion (Reason), with whom we are passionately in love (Spirit),
and whom we find sexually attractive, igniting our lustful appetites (Appetite). Or
we may find ourselves in personal conflict, torn between three different
relationships, each of which appeals to a different part of our self: Reason, Spirit,
Appetite. When conflict occurs, Plato believes it is the responsibility of our
Reason to sort things out and exert control, reestablishing a harmonious
relationship between the three elements of our selves.

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Plato believes that genuine happiness can only be achieved by people who
consistently make sure that their Reason is in control of their Spirits and Appetites.

A3. St. Augustine of Hippo

Augustine of Hippo, also known as Saint Augustine, was a theologian,

philosopher, and the bishop of Hippo Regius in Numidia, Roman North Africa. He
follows the view of Plato and infusing it with the doctrine of Christianity. He is the first
theologian who derived the term from the Greek word theos meaning (God) and logos
meaning (study of God).

Born: 13 November 354 AD, Thagaste

Died: 28 August 430 AD, Ruinesd'Hippone (Hippo Regius), Annaba, Algeria
Movies: Ten Minutes Older: The Cello
Parents: Saint Monica, Patricius Aurelius

Quotes
The world is a book, and those who do not travel read only a page.
You have made us for yourself, O Lord, and our hearts are restless until
they rest in you.
Patience is the companion of wisdom.

He is the bishop of Canterbury. He has a philosophical strong point about the

idea of God. He differentiates the real world from temporary world.

World of Materials/Temporary World Real World

It is a home, but just a temporary home where It is where there is
we are passing through permanence and infinity
It is the world where there is
God.

He also believes that out of love, God Created man. Man according to him
is created in the image of God. Man has an immortal soul whose main objective
is to have an everlasting life with God. As such human being pursues happiness,
which can only be achieved in God alone. He also believes in the eternal law
which is the law of conscience.

A4. Rene Descartes (1596-1650)

René Descartes was a French philosopher, mathematician, and scientist. A native

of the Kingdom of France, he spent about 20 years of his life in the Dutch Republic
after serving for a while in the Dutch States Army of Maurice of Nassau, Prince of
Orange and the Stockholder of the United Provinces.

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Born: 31 March 1596, Descartes, France

Died: 11 February 1650, Stockholm, Sweden
Era: 17th-century philosophy; Age of Enlightenment
Education: University of Poitiers (1614–1616),
Influenced by: Plato, Aristotle, Thomas Aquinas
Children: Francine Descartes

He is known as the father of modern philosophy. He claims that there is so much that
we should doubt and we must be a seeker of truth.

Philosophy: ―I think therefore I am‖/ ―Cogito ergo sum‖

A5. John Locke (1632-1704)

John Locke was an English philosopher and physician, widely regarded as one of
the most influential of Enlightenment thinkers and commonly known as the "Father of
Liberalism."
Born: 29 August 1632, Wrington, United Kingdom
Died: 28 October 1704, High Laver, United Kingdom
Profession: Attorney, Physician
Place of burial: Oxford
Influenced by: Thomas Hobbes, René Descartes, Aristotle, Plato
Education: Christ Church (1652–1675), Westminster School, University of
Oxford

He is the father of classical liberalism because of his contribution to the

formation of human rights. He is considered an empiricist who view that sense
experience is the primary source of all knowledge and that only a careful attention to
sense experience can enable us to understand the world and achieve accurate
conclusions.

Philosophy: ―What worries you masters you‖.

A6. David Hume (1711-1776)

David Hume was a Scottish Enlightenment philosopher, historian, economist, and

essayist, who is best known today for his highly influential system of philosophical
empiricism, skepticism, and naturalism.
Born: 7 May 1711, Edinburgh, United Kingdom
Died: 25 August 1776, Edinburgh, United Kingdom
Influenced: Immanuel Kant, Adam Smith, John Stuart Mill
Influenced by: John Locke, René Descartes, Thomas Hobbes

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He wrote the history of England. He was an empiricist were he regarded the

senses as our key source of knowledge. He believes in the existence of the mind.
―Mindfulness‖ is the quality of being conscious or aware of something. For him,
impressions are those things we perceived through our senses as we experience
them. These impressions are ―lively‖ and ―vivid.‖Example: When one touches an ice
cube, the cold sensation is an impression. While Ideas, are things one creates in his
mind even if he is no longer experiencing it. Example: One imagines the feeling of
being in love for the first time.
Self for Hume, just like the previous philosophers is not permanent or
unchanging because for him, man continuously undergoes change.

A7. Immanuel Kant (1724-1804)

Immanuel Kant was an influential German philosopher in the Age of

Enlightenment. In his doctrine of transcendental idealism, he argued that space, time,
and causation are mere sensibilities; "things-in-themselves" exist, but their nature is
unknowable.
Born: 22 April 1724, Königsberg
Died: 12 February 1804, Königsberg
Influenced: Georg Wilhelm Friedrich Hegel, Friedrich Nietzsche
Language: German

Quotes
He who is cruel to animals becomes hard also in his dealings with men.
We can judge the heart of a man by his treatment of animals.
Happiness is not an ideal of reason, but of imagination.
Science is organized knowledge. Wisdom is organized life.

He believes that man is a free agent who is capable of making a decision for
himself. Thus man is gifted with a free will and with reason. Free will is an action that is
freely chosen, while reason is the power of the mind to think, understand and form
judgment, rationality etc.

A8. Sigmund Freud (Psychoanalysis)

Sigmund Freud was an Austrian neurologist and the founder of psychoanalysis, a

clinical method for treating psychopathology through dialogue between a patient and a
psychoanalyst. Freud was born to Galician Jewish parents in the Moravian town of
Freiberg, in the Austrian Empire.
Born: 6 May 1856, Příbor, Czechia

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Died: 23 September 1939, Hampstead, London, United Kingdom

Spouse: Martha Bernays (m. 1886–1939)
Children: Anna Freud, Jean Martin Freud, Ernst L. Freud, Oliver Freud, Mathilde
Freud, Sophie Freud

He believes in the power of the unconscious. Where unconscious motivation has an

effect on human behaviour and that much of man’s behaviour is governed by hidden
motives and desires.

The three levels of the mind are: 1. Conscious– awareness 2. Pre-

conscious- thoughts which can easily be brought to consciousness 3.
Unconscious – part of the person’s personality which is not directly known to
the person but can influence his behaviour and emotions.

Structures of Personality
Id- only component of personality that is present from birth; driven by the
pleasure principle, which strives for immediate gratification of all desires, wants, and
needs.
Superego - last component of personality to develop; the aspect of personality
that holds all of our internalized moral standards; our sense of right and wrong;
provides guidelines for making judgments; acts to perfect and civilize our behavior
Ego - component of personality that is responsible for dealing with reality; based
on the reality principle, which strives to satisfy the id's desires in realistic and socially
appropriate ways.

Defense Mechanism

The result of anxiety provoking demands created by the id, superego and reality, the
ego has developed a number of defense mechanisms to cope with anxiety. Although we
may knowingly use these mechanisms, in many cases these defenses work
unconsciously to distort reality.

1. Denial- denying the anxiety outright

2. Repression- blocking out/prevention of anxiety back into unconscious
3. Rationalization- creating false reasons or explanations for anxiety in the
form of a shortcoming.
4. Projection- seeing in others’ unacceptable feelings that reside in one’s own
unconscious
5. Introjection – people incorporate positive qualities of another person into
their own ego.
6. Displacement- acting out anxiety on an innocent party
7. Reaction Formation- reversing the nature of the anxiety so that it feels like
the opposite nature
8. Sublimation- channeling anxiety into socially acceptable activities

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9. Regression- retreating to amore infantile psychosexual stage, when one

psychic energy remains fixated

A9. Gilbert Ryle (1900-1976)

Gilbert Ryle was a British philosopher. He was a representative of the generation

of British ordinary language philosophers who shared Ludwig Wittgenstein's approach
to philosophical problems, and is principally known for his critique of Cartesian dualism,
for which he coined the phrase "the ghost in the machine".
Born: 19 August 1900, Brighton, United Kingdom
Died: 6 October 1976, Whitby, United Kingdom
Influenced: John Searle, Daniel Dennett, J. L. Austin, A. J. Ayer
Education: The Queen's College (1919–1924), Brighton College
Influenced by: Ludwig Wittgenstein, René Descartes

He believes that mind and body are not two distinct entities. Mind and body are
connected in the sense that what has been processed or interpreted in the mind can
be seen through the behaviour or actions of an individual.

A10. Paul Churchland (1942)

Paul Montgomery Church land is a Canadian philosopher known for his studies in
neurophilosophy and the philosophy of mind.

Born: 21 October 1942 (age 77 years), Vancouver, Canada

Schools of thought: Analytic philosophy
Spouse: Patricia Churchland
Education: University of Pittsburgh
Influenced by: Patricia Churchland, Jerry Fodor

According to him, man has an organ for understanding and recognizing moral
facts. It is called the brain. Man’s actions, moods, emotions and behaviors are affected
or connected with the brain.

A11. Maurice Merleau-Ponty( 1908-1961)

A French phenomenological philosopher, strongly influenced by Edmund Husserl
and Martin Heidegger. The constitution of meaning in human experience was his main
interest and he wrote on perception, art, and politics.
Born: 14 March 1908, Charente-Maritime, France
Died: 3 May 1961, Paris, France
Influenced: Jean-Paul Sartre, Michel Foucault, Gilles Deleuze
Spouse: Suzanne Merleau-Ponty (m. 1940–1961)
Influenced by: Edmund Husserl, Martin Heidegger

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According to him, we know not through our intellect but through our
experiences. In the sense, that his body his inferences, emotions and experiences are
one and the same. Man is able to understand the world around him through his
experiences. Whether vicariously or through his own personal experience.
He asserted that the mind-body bifurcation that has been going on for a long
time is a futile endeavour and it is considered as an invalid problem. 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. All experience is embodied;
one’s body is his opening toward his existence to the world. The living body, his
thoughts, emotions, and experiences are all one.

Philosophy: ―what made you‖ YOU‖ and your experiences‖

TOPIC 2: SOCIOLOGY

Sociology -the study of human social relationships and institutions. The science
of society, social institutions and social relationships. Specifically, the systematic
study of the development, structure interaction and collective behaviour or
organized groups and human beings.

George Herbert Mead (1972) - developed a theory of social

behaviourism to explain how social experience develops an individual's
personality. Mead's central concept is the self: the part of an individual's
personality composed of self-awareness and self-image.
He believed that people develop self-images through interactions with
other people. He argued that the self, which is the part of a person's
personality consisting of self-awareness and self-image, is a product of
social experience.

This process is characterized by Mead as the ―I” and the ―me. ‖ The ―me‖
is the social self that represents the expectations and attitudes of others
(the generalized other) and the ―I‖ is the response to the ―me ‖ or the
person’s individuality.

What forms do social influences take?

I. The Looking-Glass Self: Our Sense of Self is Influenced by Others’ Views of

Us
• Looking-glass self states that part of how we see ourselves comes from our
perception of how others see us (Cooley, 1902).
• Self-concepts are often quite similar to the views that others have
of us (Beer, Watson, & McDade-Montez, 2013)

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 Labeling bias occurs when we are labeled, and others’ views and expectations
of us are affected by that labeling (Fox & Stinnett, 1996).
 Self-labeling may occur, which happens when we adopt others’ labels explicitly
into our self-concept.
 Internalized prejudice which occurs when individuals turn prejudice directed
toward them by others onto themselves.
II. Social Comparison Theory: Our Sense of Self Is Influenced by
Comparisons with Others

 Social comparison occurs when we learn about our abilities and skills, about
the appropriateness and validity of our opinions, and about our relative social
status by comparing our own attitudes, beliefs, and behaviors with those of
others (Festinger, 1954).
o Social comparison can be used to:
o help us determine our skills or abilities
o how good we are at performing a task or doing a job
o to determine the accuracy and appropriateness of our thoughts,
feelings, and behavior.
 Downward social comparison occurs when we attempt to
create a positive image of ourselves through favorable
comparisons with others who are worse off than we are.
 Upward social comparison, which occurs when we compare
ourselves with others who are better off than we are, is also
common (Blanton, Buunk, Gibbons, & Kuyper, 1999; Vrugt &
Koenis, 2002). Upward comparison may lower our self-esteem
by reminding us that we are not as well off as others.
o Social identity -refers to the positive emotions that we experience as a
member of an important social group.
o Basking in the reflected glory - occurs when we use and advertise our
ingroups’ positive achievements to boost our self-esteem (Cialdini et al.,
1976)
o Self-evaluation maintenance theory -asserts that our self-esteem can be
threatened when someone else outperforms us, particularly if that person is
close to us and the performance domain is central to our self-concept
(Tesser, 1988) .
o Self-evaluation maintenance theory states that we will typically try to rebuild
our self-esteem using ONE of three main strategies
 First, Distancing-redefine ourselves as less close to the person
in question.
 Second, redefine how important the trait or skill really is to your
self-concept

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 Third strategy is try to improve on the ability in question.

III. Self-Presentation: Our Sense of Self Is Influenced by the Audiences We

Have
o The tendency to present a positive self-image to others, with the goal of
increasing our social status, is known as self-presentation.
o Self-presentation strategies by Edward Jones and Thane Pittman (1982)
o The goal of ingratiation is to create liking by using flattery or charm.
o The goal of intimidation is to create fear by showing that you can be
aggressive.
o The goal of exemplification is to create guilt by showing that you are a
better person than the other.
o The goal of supplication is to create pity by indicating to others that you
are helpless and needy.
o The goal of self-promotion is to create respect by persuading others that
you are competent.
o Reputation Management which is a form of long-term self-presentation,
where individuals seek to build and sustain specific reputations with important
audiences.
o Self-monitoring refers to the tendency to be both motivated and capable of
regulating our behavior to meet the demands of social situations (Gangestad &
Snyder, 2000).
 High self-monitors are particularly good at reading the emotions
of others and therefore are better at fitting into social situations.
 They agree with statements such as ―In different situations
and with different people, I often act like very different
persons,‖ and ―I guess I put on a show to impress or
entertain people.‖
 Low self-monitors follow their internal convictions more than the
demands of the social situation.
 Low self-monitors are more likely to agree with statements
such as ―At parties and social gatherings, I do not attempt to
do or say things that others will like,‖ and ―I can only argue
for ideas that I already believe.‖

TOPIC 3: ANTHROPOLOGY

Anthropology -It is the science of human beings. The study of human being’s
and their ancestors through time and space and in relation to physical character,
environmental and social relations and culture.
Culture – is the sum total of all the socially acquired human learning transmitted
from generation to generation which has become a pattern or a way of life. It

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sets the norm of the people. Norm – is the standards of behaviour. It dictates
one’s behaviour.
Component of culture:
 Material culture – refers to the physical pieces that make up the
culture. It consists of things that are created by man. Like objects and
artifacts. Examples: technology, food, clothing
 Non-material culture – these are ideas, beliefs, values, norms that help
shape society. It does not include objects and art facts. Example of
these are gestures, language, values, norms, sanctions, folkways
Examples: language, religion, edication

Therefore Anthropology is knowing man in the light of his cultural context while
sociology on the other hand is understanding the self based on the behaviour of
society.

Marcel Mauss was a French sociologist. The nephew of Émile Durkheim, Mauss,
in his academic work, crossed the boundaries between sociology and
anthropology.
 Self has two faces: Marcel Mauss
a. Moi – is the person’s sense of who he is.
 His body
 His biological givenness
 His basic identity
b. Personne – is the social concept of what it means to be who he is.
 How you see yourself in relation to other groups. Example:
family, peers, work group etc.
 Self is capable of adjusting to any circumstance it finds itself in.
 Characteristics of the self:
o Separate – distinct from other selves, unique and has its own identity.
o Self contained and independent – can exist in itself, does not require
other self for it to exist.
o Consistency – refers to traits, characteristics, qualities are or less the
same.
o Unitary – the heart of all experiences and thoughts that run through a
person.
o Private – everything is never accessible to anyone but the self.
Thoughts, feelings etc. are yours unless you share them with others.

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 Self in the family:

Family is the basic unit of society and the basic unit of socialization.
The functions of the family are for procreation, economic provision,
love, socialization and a sense of security.
Structure of the family:
 Nuclear family – traditional type, with parents and the children
 Extended family – nuclear family’s joined by relatives
 Family with working parents – both parents are working
 Single parent family – one parent with children
 Blended family – marriage of mother and father with children of their own
 Childless family
 Special family – example of this family can be parents of both sexes or
childless couple with pets which they consider as their children.
Parenting Style
-is a psychological construct representing standard strategies that parents
use in their child rearing.
 Authoritarian – impose rules and expect obedience. What the parents
say is the law. Children as a result have less social skills and low self –
esteem.
 Permissive – submit to children’s desires, makes few demands and use
little punishment. Children are usually aggressive and immature.
 Authoritative – demanding and at the same time responsive. Children
have high self-esteem, self-reliance and social competence.

TOPIC 4: THE SELF IN WESTERN/ORIENTAL OR EASTERN THOUGHT

Culture defines self. Individualism and collectivism are cultures that emphasized
individuality and sociality.
*Independent view of the self – also known as individualism, this sees an
individual as separate entity in the community who decides based on his own logic and
is disengaged from the social matrix.
*Interdependent view of the self- also known as collectivism, this explains
that a person sees himself as an integral part of the communal group. Thus, his
decisions are always inclined to include his social sphere.

Individualism/Western thought Collectivism/Eastern thought

The concept of giving priority to one’s own Gives priority to the goals of the group
goals over group goals
Defines one’s identity in terms of personal Define identity based on the group one
attributes rather than group identification belongs

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Individual is independent from the group Emphasizes interdependence among

members of the group

Self is defined as an independent identity Self is defined in terms of primacy in

group or relationship

A person must clearly articulate one’s goal Person’s goal is defined according to
one’s social roles

Personal goals are more important than Goals of the ingroup are more important
goals of the ingroup than one’s own goal

Norm is to be independent from one’s own
family
Little is expected from the person
Norm is to remain part of the group
Members are expected to maintain close
interdependent relationship. Much is
expected from the person

TOPIC 5: PSYCHOLOGY

A. Carl Rogers was an influential humanistic psychologist who developed a personality

theory that emphasized the importance of the self-actualizing tendency in shaping
human personalities.

―We may only have one physical body but at times, it may feel like
having several selves at all once.‖ Most of the time, we are too hard on
ourselves because of the many expectations we have. We always want to
be stable, in control, ‖

The self/self-concept – is an organized, consistent set of perceptions and beliefs

about oneself. This perceptions and beliefs that comprise our self-concept are called
self-schemas.
Self-schemas- are collection of knowledge about who we are, they are formed by
numerous factors that we may be aware or unaware of some of which are past
experience, personality traits, abilities, physical feature, values, goals, social roles,
own observations and feedback from others.

 Ideal Self
 person we want to be
 idealized version of ourselves
 how I should be

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Our ideal self is essential in guiding and motivating us to behave in a way that
would lead us to the best version of who we want to be. The ideal self can be a
helpful motivation in guiding the real self to strive and continue improving.

 Real Self
 who we actually are
 how I see me
 also called ―actual self‖

According to Carl Rogers, the congruence or incongruence between the ideal self
and the real self has effects on our self-esteem.
• Congruence – a small gap between our real self and ideal self. This gives us
confidence, satisfaction and a sense of self-actualization or fulfilment leading to a
higher self-esteem.
• Incongruence- misalignment or disparity or a huge gap between our real self
and ideal self. The result to us being distressed, anxious, leading to a low self-
esteem or self-worth and be defensive in our actions.

B. Charles S. Carver - was a Distinguished Professor of Psychology at the

University of Miami, where he joined the faculty in 1975 after earning his PhD at
the University of Texas at Austin. Carver's work spanned the areas of personality
psychology, social psychology, health psychology, and more recently experimental
psychopathology.
Michael Scheier - is a recipient of the 2018 award "for significant theoretical
and empirical contributions to our understanding of goal-directed behavior and self-
regulation.

―There are times when we are aware of our self-concept; this is also called
self-awareness‖
Carver and Scheier identified two types of self that we can be aware of:
a.) Private self- internal standards and private thoughts and feelings
b.) Public self – public image commonly geared toward having a good
presentation of yourself to others.

Self- awareness also presents us with at least three other self-schema:

a.) Actual self – who you are at the moment
b.) Ideal self- who you like to be
c. ) Ought self - who you think you should be

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References

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Fox, J. D., & Stinnett, T. A. (1996). The effects of labeling bias on prognostic outlook
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Hardin, C., & Higgins, T. (1996). Shared reality: How social verification makes the
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Palaen, DV. E., Nazario, BD. M., Valero,G. JB., descartin, L. JK. 2018. Introspection:
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Tesser, A. (1988). Toward a self-evaluation maintenance model of social

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Self.Nieme Publishing House CO. LTD

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