UNDERSTANDING THE SELF

Jacklyn Rose R Perocho

UNDERSTANDIN
G THE SELF

EASTERN MINDANAO COLLEGE OF TECHNOLOGY | Mercedes St., San Jose

District Pagadian City
INTRODUCTION

This course deals with the nature of identity, as well as the factors and forces that affect the development
and maintenance of personal identity.

INSTRUCTIONS FOR THIS COURSE

This course adapts the Blended Learning Modality of each students shall attend online classes and shall
submit their output and present the same online or through pre-recorded means. In the event that the
circumstances require the students to attend in a physical class, they will be scheduled by batch subject to health
and security protocols being implemented by the school.

As such this Learner’s Manual was prepared in order to facilitate the delivery of this course. The
following symbols will be used to identify the phases of learning.

Legends:

VideoMaterial Online Processing of Learning

Processing of Learning Reading Material

Assestment/Activity /Quiz Self-Pace Learning

Major Exam/Periodic Exam Lecture

All materials {Activities, Reading Materials and Video Materials} are already available in the folder provided,
also in the link given.

Table of Contents

1
 Title Page
Lesson 1: THE SELF FROM VARIOUS PHILOSOPHICAL PERSPECTIVE 5
I. Philosophers 5
a. Socrates 5
b. Plato 5
b.1 Three Components of the Soul 6
c. Augustine 6
d. Thomas Aquinas 6
e. Rene Descartes 6
f. David Hume 7
g. Emmanuel Kant 7
h. Gilbert Ryle 8
i. Merleau-Ponty 8
Lesson 2: THE SELF, SOCIETY AND CULTURE 9
I. Characteristics 9
a. Separate 9
b. Self-contained 9
c. Independent 9
d. Consistent 9
e. Unitary 9
f. Private 9
II. Social Constructionist Perspective 10
III. The Self and Culture 10
IV. The Self and the Development of the Social World 10
V. Self in Families 11
VI. Gender and Self 11
Lesson 3: THE SELF AS COGNITIVE CONSTRUCT 13
I. “I” and the “ME” 13
a. Other concepts similar to self 13
II. Self-Awareness 15
III. Social Comparison Theory 15
IV. Self-Evaluation Maintenance theory- social comparison 15
V. Self-esteem 16
VI. Narcissism 16
Lesson 4: THE SELF IN WESTERN AND EASTERN SELF 17
I. Living together vs. going it alone 17
II. Individualism / Collectivism 18
III. Confucianism 19
a. Three Main Principle 19
b. Five Pairs of Social Roles 19
IV. Taoism 20
a. The Law of Nature 20
b. Ancient Taoist Meditation 20
c. Yin and Yang – the Symbol of Tao 21
d. Lao Tzu, the Founder of Taoism 21
V. Buddhism 21
a. The Four Noble Truths 21
b. The Noble Eightfold Path of Buddhism 22
Lesson 5: PHYSICAL AND SEXUAL SELF 23
I. Beauty and age(ing) 23
II. Origin of Perfection 23
III. The “Grooming” Industry: The Battle for Women’s Bodies 24
IV. Male Beauty 24
V. Media Images 24
VI. Ageing 25
VII. Exploring the Dimensions of Human Sexuality 25
a. Biological Dimension 25
b. Psychological Dimension 25
c. Sociocultural Dimension 26
c.1. Religious Influence 26

2
 c.2. Multicultural Influences 26
c.3. Ethical Influences 26
c.4. Media Influences 26
c.5. Political Influences 27
VIII. Natural and Artificial Methods of Contraception 27
a. Natural Method 27
b. Artificial Method 28
Lesson 6: TO BUY OR NOT TO BUY…THAT’S IS THE QUESTION! 35
I. Possession and the extended self 35
II. Loss of Possessions 36
III. Investing Self in Objects 36
IV. Functions of Extended Self 36
V. Functions of Extended Self 37
VI. Possessions and the Sense of Past 37
Lesson 7: SUPERNATURALS: BELIEVE IT OR NOT! 38
I. Understanding Spirituality 39
II. Religion 40
III. Some World Religious Beliefs and Practices 40
a. BUDDHISM 41
b CHRISTIANITY 41
c. HINDUISM 42
d. ISLAM 42
e. JUDAISM 43
Lesson 8: THE POLITICAL SELF AND BEING FILIPINO 45
I. Filipino Values and Traits 45
II. Filipino Marker 46
III. How to Be a Good Filipino 47
Lesson 9: WHO AM I IN THE CYBERWORLD? (DIGITAL SELF) 48
I. Online and offline Identity 48
II. Selective Self presentation and impressions Management 48
III. Needed Extended Self Updates Due to Sharing: Self Revelation 49
IV. Needed Extended Self Updates Due to Sharing: Loss of Control 49
V. Needed Extended Self Updates Due to Sharing: Shared Digital Possessions 49
VI. Setting Boundaries to your Online Self: Smart Sharing 50
VII. Are you a Good Web Citizen? 50
VIII. Rules to Follow 50
Lesson 10: LEARNING TO BE A BETTER LEARNER 52
I. Metacognition 52
II. 13 Ways to Become A Better Learner 53
Lesson 11: DO NOT JUS DREAM, MAKE IT HAPPEN 57
I. Self-Efficacy Theory 57
II. Goals Attributes 58
a. 14 Research Findings 58
Lesson 12: LESS STRESS, MORE CARE 63
I. Stress and Human Response 63
II. Components of General Stress Syndrome 63
III. Techniques to Counter Chronic Stress 65
IV. Coping 65
a. General ways of Coping Stress 66

MODULE 1: PRELIM

LESSON 1: THE SELF FROM VARIOUS PHILOSOPHICAL PERSPECTIVE

Learning Materials:

3
 Online Class Lecture (Thursday 8:30- 10 am)

Self-Pace Learning
Read Files: https://tinyurl.com/y3o8o2kv

Do you truly know yourself? Quick Survey

The inquiry on the self has preoccupied the earliest thinkers in the history of philosophy: the GREEKs.
It was Greeks who seriously questioned myths and moved away from them in attempting to understand reality
and responds to perennials questions of curiosity, including the question of self.
The different perspective and views on the self can be best seen and understood then by revisiting its prime
movers and identity the most important conjectures made by philosophers from the ancient times to the
contemporary period

I.PHILOSOPHERS

a. Socrates
-For Socrates, every man is composed of body and soul. This means that every human person
is dualistic, that is, he is composed of two important aspect of his personhood.
For Socrates, this means all individuals have an imperfect, impermanent aspect, the BODY, while
maintaining that there is also a SOUL that is perfect and permanent.

b. Plato
- Socrates' student basically took off from his master and supported the idea that man is a dual
nature of body and soul.
In addition to what Socrates earlier mention, Plato added that there are parts or three components to the
soul.

Three Components to the Soul

1.Rational soul-
2.Spirited Soul
3.Appetitive Soul

Rational Soul
-composed by reason and intellect has to govern the affairs of human person
Spirited Soul
-which is in charge of emotion

4
 Appetitive Soul
-in charges of base desires, like eating, drinking, sleeping, and having sexual intercourse.

c. Augustine
- He agreed that man is a bifurcated nature. There is an aspect of man, which dwells in the
world, that is imperfect and continuously yearns to be with the divine while the other is capable of
reaching immortality.
The body is bound to die on earth and the soul is to anticipate living eternally in a realm of spiritual
bliss in communion with God. The goal of every human person is to attain this communication and
bliss with the Divine by living hid life on earth in virtue.

d. Thomas Aquinas
The most eminent 13th century scholar and stalwart of the medieval philosophy, appended
something to this Christian view. Aquinas said that, indeed, man is composed of two parts: MATTER
and FORM.

Matter, or Hyle in Greek

-refers to the common stuff that makes up everything in the universe.
Man’s body is part of this matter.

Form or Morphe in Greek

-refers to the essence of a substance or thing. It is what makes it what it is.
-what makes a human person a human person and not a dog o, his
essence

e. Rene Descartes
Father of Modern Philosophy, conceived that the human person as having a body and a mind.
Claims that there is so much that we should doubt. If something is as clear and lucid as not even to be
doubted, then that is the only time when one should actually buy a proposition.

-Thus his famous COGITO ERGO SUM or I THINK THEREFORE, I AM

The self then for DESCARTES is also a combination of two distinct identities:
1.Cogito
-or the thing that thinks, which is the mind
2.Extenza
-or extension the mind, which is the body

5
f. David Hume
A Scottish Philosophers, has very unique way of looking at a man. He believes that one can
know only what comes from the senses and experience, Men can only attain knowledge by
experiencing.
To David Hume, the self is nothing else but a bundle of impression.

According to David self can be categorized into two:

1.Impression
-are the basic object of our experience or sensation. They therefore form the core of
our thoughts. When one touches an ice cube, the cold sensation is an impression. Impressions
therefore are vivid because they are products of our direct experience with the world.

2. Ideas
-are copies of impressions. Because of this, they are not lively and vivid as our
impressions. When one imagines the feeling of being in love for the first time, that still an
idea.

What is the Self then? According to Hume, 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. In reality what one think as unified self is simply a combination of all experience with a
particular person.
g. Immanuel Kant

-He recognizes the veracity in Hume’s account that everything starts with perception and
sensation of impressions. However, Kant thinks that the things that men perceive around them are not
randomly infused into the human person without an organizing principle that regulates the of all these
impressions.

Without the self, one cannot organize the different impressions that one gets in relation to his
own existence. Kant therefore suggests that the ‘self “is an active engaged intelligence in man that
synthesizes all knowledge and experience. Thus, the self is not just what gives one his personality. It is
also the seat of knowledge acquisition for all human persons.

h. Gilbert Ryle

Solves the body-mind dichotomy that has been running for a long time in the history of
thought by denying blatantly the concept of an internal, nonphysical self. For Ryle, what truly matters
is that a person manifests in his day to day life.

6
 He suggests 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
For Ryle, looking for and trying to understand a self it really exists is like visiting your friend’s
university

i. Merleau-Ponty

He says that the mind and body are so intertwined that they cannot separate from each other.
One cannot find any experience that is not an embodied experience. All experiences is embodied. The
living body, his thoughts, emotion and experiences are all one

Quiz - Philosophical Perspective

Link: https://forms.gle/SW4n826AiXyhS7g68

LESSON 2: THE SELF, SOECITY AND CULTURE

Learning Materials:

Online Class Lecture

Self-Pace Learning
Read Files: https://tinyurl.com/y4ghh36h

I. Characteristics of Self

What is self?

a. Separate
 it is meant that the self is distinct from other selves.
 is always unique and has its own identity.one cannot be another person

7
 b. Self-contained
 because in itself can exist, its distinctness allows it to be self-contained with
its own thought, characteristics and volition.
c. Independent
 it does not require any other self for it to be exist.
d. Consistent
 means that a particular self traits, characteristics, tendencies and
potentialities are more or less the same.
e. Unitary
 the center of all experience and thought that run through a certain person. It
is like the chief command post in in an individual where all processes,
emotions and thoughts coverage
f. Private
 the self is isolated from external world. Its lives with its own world.
 each person sort outs information, feeling and emotions and thought
 processes within the self. This whole process is never accessible to
 anyone but the self.

II. Social Constructionist Perspective

 from this perspective then, one can see that the self is always at mercy of external circumstances that
bump and collide with it
 it is ever changing and dynamic, allowing external influences to take part in it’s shaping.
 the concern then of this lesson is in understanding this vibrant relationship between self and external
reality.

Social constructivists- argue that the self should not be seen as static entity that stays constant through
and through. Rather, the self has to be seen as something that is in unceasing flux, in constant struggle with
external reality and malleable in its dealing with society. The self is always in participation with social life and
its identity subjected to influences here and there.

III. The Self and Culture

According to Marcel Mauss every self has two faces

1. Moi
refers to a person’s sense of who he is, his body and his basic identity, hid biological
givenness. This is a person’s basic identity.

2. Personne

8
 on the other hand, composed of the social concept ow what it means to be who he is. It
means to live in a particular institution, a particular family, a particular religion, a
particular nationality and how to behave given the expectation and influences from others.

IV. The Self and the Development of the Social World

o How do children grow up and become social being?

o How do twins coming out from the same mother turn out to be terribly?
o different when? given up for adoption?

Recent studies, however, indicate that men and women are in their growth and development engage actively in
the shaping of the self

For MEAD and VYGOTSKY, human person develops with the use of language acquisition and
interaction with others. The way that we process information is normally a form of an internal dialogue in our
head.

Cognitive and emotional development of a child is always a mimicry of how it is done in the social
world, in the external reality where he is in.

Both Vygotsky and Mead treat the HUMAN MIND as something that is made, constituted through
language as experienced in the external world and as encountered in dialogue with others. Notice how little
children are fond of playing role play with their toys?

V. Self in Families

The kind of family that we that we are born in and the resources available to us (human, spiritual,
economic) will certainly affect us and the kind of development that we will have as we go through life.
Learning, therefore, is critical in our capacity to actualize our potential becoming human. In trying to achieve
the goal of becoming a fully realize human, a child enters a system of relationships, the most important of which
is the family. Human persons learn the ways of living and therefore their selfhood by being in a family. It is
what a family initiates a person to become that serves as the basis for this person’s progress.

VI. Gender and Self

Gender is one those losi of the self that is subject to alteration, change and
development. We have seen in the past years how people fought hard for the right to express, validate and assert
their gender expression.

Society forces a particular identity unto us depending on or sex and or gender. In Philippines,

9
  Husband for the most part is expected to provide for the family.
 The eldest man in a family is expected to head the family and hold in it.
 Mothers take the role of taking care of children.

The gendered self is then shaped within a particular context of time and space. The sense of self that is being
taught makes sure that an individual fits in a particular environment. Gender has to personally discovered and
asserted and not dictated by culture and society.

Activity 1: My Self
https://bit.ly/30z5iHU - Submission Link (MY SELF)
https://bit.ly/32znmEG - Online Activity 101 (MY SELF)

Submission Option:
 Upload your output in this link https://bit.ly/30z5iHU
 Or send me a copy in my Facebook Messenger (Yurie Cho Kyuhyun)
 Or send me a copy in my e-mail (yuriechohyun86@gmail.com)
 Or print your output and submit it during our face to face session

Activity 2: Culture
Group Activity- Face to face schedule

10
LESSON 3: THE SELF AS COGNITIVE CONSTRUCT

Learning Materials:

Online Class Lecture

Self-Pace Learning
Read File: https://tinyurl.com/y4ghh36h

Watch Video: https://tinyurl.com/y6pv3rlv [ CITATION Med17 \l 13321 ]

In attempt to avoid further analytical discussions a lot of people say“I am Who I am”. Yet this statement still
begs the question “if you are who you are, then who you are that makes you who you are?

I. “I” and the “ME”

William James (1980) was one of the earliest psychologists to study the self and he conceptualized the
self-having two aspect the “I” and the “ME”

The “I” is the self that thinks, acts, feels, and believes.
The “me,” by contrast, is the set of physical and psychological attributes and features that define who you are as
a person. These include the kind of music you like, what you look like, and the activities that currently give your
life meaning. [CITATION Gle11 \p 616 \l 13321 ]

Carl Rogers (1959) theory of personality also used the same term

I – as the one who acts and decide

Me – what you think or feel about yourself as an object:

Other concepts similar to self

Identity -is composed of one’s personal characteristics, social roles and responsibilities as
well as affiliations that define who one is.

Self-concept -is basically what comes to your mind when you are asked about who you are.

Carl Roger captured this idea in his concept of self-schema or our own organized system or collection
of knowledge about who you are [ CITATION Gle11 \l 13321 ]

11
 Hobbies

Religion
Family SELF

Nationality

The schema is not limited to the example above, it may also include your interest, your work, your course, your
age, your name, your physical characteristics etc. As you grow and adapt to the changes around your, they also
change. But they are not passive receivers, they actively shape and affect how you see, think and feel about this
object

Basically, there are at least three reason why self and identity are social product [ CITATION Elm12 \l 13321 ]

1. We do not create ourselves out of nothing. Society helped in creating the foundations of who we are
and even if we make our choices, we will still operate in our social and historical context in one way
or another.
2. Whether we like to admit it or not, we actually need other to affirm and reinforce who we think we
are. We also need them as references points about our identity.
3. What we think as important to us may also have been influenced by what is important in our social or
historical context.

II. Self-Awareness-
there are times when we are aware of our self-concepts. identified two types of self that we
can be aware.

1. Private self or your internal standards and private thoughts and feelings
2. Public self or your public image commonly geared towards having a good presentation of
yourself to others [ CITATION Hog10 \l 13321 ]

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

12
 1. Actual self – who you are at the moment
2. Ought Self -who we think we should be
3. Ideal self- who you like to be

Self-awareness maybe positive or negative depending on the circumstances and our next
course of action. Self-awareness can be too much that we are concerned about being observed
and criticized by others, also known as Self-Consciousness

III. Social Comparison Theory

We learn about our self, the appropriates of our behaviors, as well our social statues by comparing
aspects our self with other people [ CITATION Hog10 \l 13321 ]

Download social Comparison

is more common type of comparing ourselves with others.
Upward social comparison
which is comparing our self with those who are better off than us.

IV. Self-Evaluation Maintenance theory- social comparison

Which states that we can feel threatened when someone out-perform us, especially when that person
close to us, friends or family. In this case, we usually react in three ways:

1. First, we distance ourselves from that person or redefine our relationship with them. Some
will resort to silent treatment, change of friends, while some may also redefine by being
closer with that person, hoping that some associating may give him/her a certain kind of
acknowledgement also.
2. Second, we may also reconsider the importance of the aspect or skill in which you were out
performed. If you got beaten in drawing, you might think that drawing is not really for you
and you’ll find a hobby that where you could excel, thus preserving your self-esteem.
3. Lastly, we may also strengthen our resolve to improve that certain aspects of ourselves.
Instead of quitting drawing, you might join seminars, practice more often read books about it,
add some elements in your drawing that makes it unique.

V. Self-esteem

Refers to the positive (high self-esteem) or negative (low self-esteem) feelings that we have about
ourselves. We experience the positive feelings of high self-esteem when we believe that we are good and worthy
and that others view us positively. We experience the negative feelings of low self-esteem when we believe that
we are inadequate and less worthy than others.[ CITATION Jha14 \l 13321 ]

VI. Narcissism

13
 Is a personality trait characterized by overly high self-esteem, self-admiration, and self-centeredness?
Narcissists tend to agree with statements such as the following:

“I know that I am good because everybody keeps telling me so.”

“I can usually talk my way out of anything.”
“I like to be the center of attention.”
“I have a natural talent for influencing people.
”[ CITATION Jha14 \l 13321 ]

Quiz - https://tinyurl.com/y4sho9xu

Major Exam:

Prelim Exam: During Face to face schedule

Module 2: Midterm

LESSON 4: THE SELF IN WESTERN AND EASTERN SELF

Learning Materials:

Online Class Lecture

Self-Pace Learning
Read File: https://tinyurl.com/yyv97sgk

14
 Watch Video: https://tinyurl.com/y4bp8ec6
[ CITATION Glo40 \l 13321 ]
Eastern -also called Oriental; represents Asia

Western – represents Europe and Northern America

I. L I V I N G T O G E T H E R V S. GOINGITALONE

Most Westerners, or at any rate most Americans, are confident that the following generalizations apply
to pretty much everyone:

• Each individual has a set of characteristics, distinctive attributes. Moreover, people want to be
distinctive—different from other individuals in important ways.

• People are largely in control of their own behavior; they feel better when they are in situations in
which choice and personal preference determine outcomes.

• People are oriented toward personal goals of success and achievement; they find that relation- ships
and group memberships sometimes get in the way of attaining these goals.

• People strive to feel good about themselves; personal successes and assurances that they have
positive qualities are important to their sense of well-being.

• People prefer equality in personal relations or, when relationships are hierarchical, they prefer a
superior position.

• People believe the same rules should apply to everyone—individuals should not be singled out for
special treatment because of their personal attributes or connections to important people. Justice should
be blind.[ CITATION NIS03 \l 13321 ]

Western culture
- What we would call an individualistic culture since their focus is one person
Asian culture
-On the other hand, is called collectivistic culture as the group and social relations is
given more importance than individual needs and wants.

II.INDIVIDUALISM / COLLECTIVISM

East
A human being is an integral part of the universe and the society. People are fundamentally
connected. Duty towards all others is a very importan tmatter. COLLECTIVISM is stronger.

15
 West
A human being has an individualistic nature and is an independent part of the universe and the
society. INDIVIDUALISM is stronger.

III. Confucianism

- can be seen as a code of ethical conduct, of how one should properly act according to their
relationship with other people.

Core Value – Balance between individual variety and social harmony

a. Three Main Principle

Jen – humaneness, love of fellow men; the central virtue of Confucianism and
the most important characteristic of the ideal man (chün-tzu)
Li – morality, uprightness, custom, observing rules
Chi – virtuous life

b. Pairs of Social Roles

16
 To achieve Jen, you must maintain decent relationships (wu-lun) with people, especially in the
five pairs of social roles:
1. Between father and son
2. Between the ruler and the subject
3. Between the older and the younger
4. Between husband and wife
5. Between friends

1. Practicing Jen – "doing without a purpose" because you must, not because you want.
2. Shu: Do unto others as you would have others do unto you (mutuality)
3. Chung: Don't do unto others as you wouldn't have others do unto you (loyalty)
[ CITATION Kot \l 13321 ].

Self-cultivation is seen as the ultimate purpose of life but the characteristics of a chun-tzu, a
man of virtue or noble character, is still embedded in his/her social relationship (Ho 1995,
116)

The cultivated self in Confucianism is what some scholar calls a “subdued self” wherein
personal needs are repressed (subdue) for the good of many, making Confucian society also
hierarchal for the purpose of maintaining order and balance in society,
IV. Taoism

a. The Law of Nature

The Tao is the law of nature and the basic principle of universe. It is the law of your true self.

Tao is the Way

Tao is Chinese for "Way" or "Path," and forms the basis for Taoist philosophy. Tao is
the natural order of the cosmos, the path of equilibrium or enlightenment. In early days, before
it received its present name, Taoism was often called 'the Way'.
The 'Way' that Lao Tzu, the founder of Taoism, had in mind is not easy to define.
"The Tao principle is what happens of itself," wrote Lao Tzu. Tao is really Nature's way: the
order, course of pattern of all things created. For Taoists, every person and thing is only what
it is in relation to others. Events fall into harmony if left alone. Everything grows and operates
independently, on its own, but in harmony with all.  [ CITATION Kot1 \l 13321 ]
A follower of the Tao is someone who intuitively understands this energy and → balance in
Nature, and works intelligently with spontaneous natural phenomena.
Taoist Proverb – “Being deeply loved by someone gives you strength, while loving someone
deeply give you courage

17
 b. Ancient Taoist Meditation

I close my eyes... and see clearly...

I stop trying to listen... and hear truth...

I am silent... and my heart sings...

I seek no contact... and find union...

I am still... and move forward...

I am gentle... and need no strength...

I am humble... and remain whole..

c. Yin and Yang – the Symbol of Tao

Yin  and  yang are symbols of the Tao and Taoism. They are the dynamic force of the Tao,
constantly interacting with one another.

According to the ancient Chinese philosophers, in the beginning was Tao. But then Tao separated into
the two prime principles, yang and yin. And from the many combinations of yang and yin everything
else that is in the world has emerged.
Yang and yin produced the 'five elements', which are metal, wood, fire, water and earth. Everything in
life is in a constant state of flux; in fact, the only thing that you can be sure of is that it will change.

[ CITATION Kot1 \l 13321 ]

d. Lao Tzu, the Founder of Taoism

Taoism in general received a great jolt from Lao Tzu's powerful teaching. Lao Tzu was a
native of Ch'u, a large state on the southern periphery of civilized China in ancient times. "He was a
truly revolutionary thinker who directly challenged the status quo and lauded humble human qualities
that anyone could aspire to; he measured greatness not in wealth and accomplishments but in personal
integrity and inner harmony. He was in favor of leaders supporting the welfare of the people, and
entirely against war, violence, official corruption, exorbitant taxation, and all undue interference in the
life of community[ CITATION Kot1 \l 13321 ]

V. Buddhism, or Buddhadharma

is Buddha’s teachings and the inner experiences or realizations of these teachings. Buddha
gave eighty-four thousand teachings. All these teachings and the inner realizations of them constitute
Buddhadharma.

18
 Buddhadharma does not stay in one place but moves from one country to another. Just as gold
is precious and rare, so Buddhadharma is precious and very hard to find. Buddha taught how to
examine our mind and see which states produce misery and confusion and which states produce health
and happiness.
a. The Four Noble Truths

The Four Noble Truths – the teaching about misery, the cause of misery, that this cause can be
eliminated, and that misery can be ended by following the correct path:
 Everything that exists is filled with suffering

 Suffering is caused by desires

 You can get rid of suffering by stifling all desire

 The Noble Eightfold Path leads to the end of suffering

b. The Noble Eightfold Path of Buddhism

Right View
Right Thought
Right Speech
Right Behavior
Right Livelihood
Right Effort
Right Mindfulness
Right Meditation

Quiz: https://tinyurl.com/y5dcutf8
Submission Link: https://tinyurl.com/y4hmw29q

Submission Option:

 Upload your output in this link https://tinyurl.com/y4hmw29q

 Or send me a copy in my Facebook Messenger (Yurie Cho Kyuhyun)
 Or send me a copy in my e-mail (yuriechohyun86@gmail.com)
 Or print your output and submit it during our face to face session

19
LESSON 5: PHYSICAL AND SEXUAL SELF

Learning Materials:

Online Class Lecture

Self- Pace Learning

Read File: https://tinyurl.com/y2tnrerm

Watch Video: https://www.youtube.com/watch?v=litXW91UauE

[ CITATION Dov13 \l 13321 ]

Watch Video : https://www.youtube.com/watch?v=mZ05C1o9utg

[ CITATION Dov16 \l 13321 ]

Watch Video: https://www.youtube.com/watch?v=Fba0YNuAvn8

[ CITATION Then8 \l 13321 ]

If someone asked you to describe yourself, what would you say? Our body image takes such a battering
that feeling beautiful can be hard – sometimes we just can’t see beauty in ourselves at all. We think our self-
esteem is in serious need of a boost.

o What part of your body do you like the least?

o What part of your body do you like the most?

I. Beauty and Age(ing)

 of the multibillion-pound business of the beauty industry
 The female/male body as some-thing that must always be perfected [ CITATION Ric14 \l
13321 ]

20
II. Origins of Perfection

In ancient Greece, it was the Greek sculptor Polyclitus who was the first artist to devise a canon
for the human body with the idea that certain proportions would operate as a model of perfection.

-The human head forms a Golden Rectangle with the eyes at the mid-point. The mouth and nose can
each be placed at Golden Sections of the distance between the eyes and the bottom of the chin. With this
information it is possible to construct a human face with dimensions exhibiting the Golden Ratio. This is
exactly how some modern surgeons are creating beauty.

III. The “Grooming” Industry: The Battle for Women’s Bodies

The beauty industry is a multibillion dollar business which is controlled by just a handful of
multinationals that emerged in the first half of the twentieth century, namely: ,L’Oréal, and Unilever.

For Orbach, there is a strong cultural belief in a ‘perfectible body’ which, ironically, has made
the body increasingly ‘unstable’ and ‘a site of serious suffering and disorder’

 With the ubiquity of pernicious images of airbrushed perfection, young people (women in
particular) have become increasingly focused on, and deeply dissatisfied with, the appearance of
their bodies.
 Germaine Greer comments that ‘[e]very woman knows that, regardless of her other
achievements, she is a failure if she is not beautiful.’
 Media presents images of women which make them feel deeply unhappy with themselves. Wolf
calls this ‘the beauty myth.’

IV. Male Beauty

Might also be argued that many more men are now also victims of the beauty industry with
rising numbers of males getting waxed, using numerous beauty products and sometimes resorting to
surgery for everything from rhinoplasty (nose shaping) to tummy tucks (abdominoplasty).
-Another argument has suggested that more pressure is now being placed upon men regiment and sculpt
their bodies’ musculature.

V. Media Images
Magazine articles can make readers feel dissatisfied with who they are. Some pieces can make
women feel guilty about what they’ve chosen in the great debate about whether they should have
children or a career or manage both.

VI. Ageing

21
 Ageing” is now a key topic in cultural studies. Its popularity may be due to the fact that growing
“old” is something which directly affects everyone, unlike other identifications such as, say, ethnicity or
disability.

 This is why gerontophobia (fear of ageing) is such a powerful anxiety in that it is not simply a
fear of a quantified, minority group but a terror that, one day, we might become part of that
group
 Like all identifications, ageing is not merely biological but cultural. Bodies will age biologically
but how this is identified is culturally mutable and so what is deemed “old” will vary according
to geographical and historical context.
 Many anti-ageing creams and lotions identify the signifiers of age as a
“concern” that needs to be treated.
 Aging is a disease that needs to be treated…….

VII. Exploring the Dimensions of Human Sexuality

Human Sexuality – is a part of your total personality. It involves the interrelationship of

biological, psychological and sociocultural dimension.

Sexuality is a natural part of life. The concepts human sexuality involves at least three
dimensions- biological, psychological and sociocultural. Its dimension has many subdimensions. The
interactive relationship of these dimensions describes an individual’s total sexuality

a. Biological Dimension

The basis of understanding sexuality is physiological knowledge about how our bodies work.
Factual information lays the foundation of decision making without the facts, you cannot begin to think
critically about your sexuality. The greater your knowledge, the more likely you are to take
responsibility for your sexual health. The biological dimension our sexuality involves our physical
appearance, especially the development of physical sexual characteristics; our response to sexual
stimulation; our ability to reproduce or to control fertility; and our growth and development ;in general.

b. Psychological Dimension

Although sexual activity is defined physical it is also involves psychological- our sense of
being.

22
-A major psychological factors that affects our sexual wellness is body image. A positive body image
lends itself to a feeling of overall wellness; a negative self-image can lead to drug abuse (use steroids
or diet pills) or psychological disorder (anorexia, bulimia, muscle dysmorphia)

c. Sociocultural Dimension

the biological and psychological components of sexuality are affected by society and culture.
-The sociocultural dimension of sexuality is the sum of the cultural and social influences that affects
our thoughts and action.

c.1 Religious Influences

Religious and spiritual beliefs influence feeling about morality, sexual behavior,
premarital sex behavior, adultery, divorce, contraception, abortion and masturbation.

c.2 Multicultural Influences

Cultures within the United States differ in their views of sexuality. Your ability to
respect your sexual partners cultural beliefs and feeling will result in a higher level of
satisfaction for both of you.

c.3 Socioeconomics Influences,

Socioeconomic status and education also influence sexual attitudes and behavior.
Low income individuals often think and act differently than middle class individuals. People
with low socioeconomic status may be more likely to engage in sexual intercourse at an early
age and to have children outside marriage.
Socioeconomic status influence more than just sexual activities. The poor have less access to
proper health care, birth control, care during pregnancy, day care for children and positive
sexual role models.

c.4 Ethical Influences

The ethics of sexuality involves questioning the way we treat ourselves and other
people. Example of sexuality oriented ethical dilemmas include the following:
 Should I or Should I not participate in sexual behavior?
 It is ethical to use prostitute?
 It is ethical to engage in sexual behaviors with a person who is underage?
 It is ethical to use positions of power to obtain sexual partners?
Ethical decision-making underscores the importance of taking responsibility for
sexual wellness.

23
 c.5 Media Influences

It has long been recognized that the media help shape public attitudes on many topics
– especially sexuality, gender roles and sexual behavior. Magazines, tabloids and books
contribute to the many sexual themes that bombard us. Representative of the media can do a
lot to influence thinking about sexuality if they so choose. Images we are exposed to every
day are an important form of sexuality education. Some people have wondered about the
influence of television on sexual behavior. In one study it was found that the adolescents who
have viewed more sexual content were more like to initiate intercourse and other sexual
activities
.
c.6 Political Influences

Even our public policy affects our sexual behavior. Used health promotion to
establish Aids and STI awareness, decrease unwanted teenage pregnancies, and increase the
number of women who receive prenatal care.

Control of Sexual Behavior

Found in moral and legal codes of the time.

Example: Early Christian s taught that since sexual activity outside

marriage had a purpose other than procreation; it was sin.

VIII. Natural and Artificial Methods of Contraception

a. Natural Method

1.Abstinence
-this natural method involves abstaining from sexual intercourse and is the most
effective natural birth control method with ideally 0% fail rate.
2. Calendar Method
- it is also called as the rhythm method of family planning involves refraining from
coitus during the day that the woman is fertile.

3. Basal Body Temperature

- the basal body temperature is the woman temperature at rest. BBT falls at 0.5F
before the day of ovulation and during ovulation, it rises to a full degree because of
progesterone and maintenance its level throughout the menstrual cycle, and this is the basis for
the method.

24
 4. Cervical Mucus Method

- the basis of this method is the changes in the cervical mucus during ovulation. To
check if the woman is ovulating, the cervical mucus must be copious, thin and watery. The
cervical mucus must exhibit the property of spinnbarkeit wherein it can be stretched up until at
least one inch and feels slippery.

5. Symptothermal Method

- the hypothermal method is simply a combination of the BBT method and the
cervical mucus method.

6. Ovulation Detection

- the ovulation detection method is an over the counter kit that can predict ovulation
through the surge of luteinizing hormone that happens 12 to 24 hours before ovulation.

7. Coitus Interruptus

- this is one of the oldest methods of contraception. The couple still proceeds with the
coitus, but man withdraws the moment he emits semen and emit it outside of the female
reproductive organ.

b. Artificial Methods

1. Contraceptives
Also known as pills, oral contraceptives contain synthetic estrogen and progesterone.
Estrogen suppresses the follicle stimulating hormone and luteinizing hormones to suppress
ovulation, while progesterone decreases the permeability of the cervical mucus to limit the
sperm’s access to the ovary.

2. Transdermal Patch
Transdermal patch has a combination of both estrogen and progesterone in a form of
a patch. For three weeks, the woman should apply one patch every week on the following
areas: upper outer arm, upper torso, abdomen or buttocks.

25
 Image Retrieve from: https://www.healthline.com/health/birth-control-patch-side-effects

3. Vaginal Ring

-The vaginal ring releases the combination of estrogen and progesterone and
surround the cervix. This silicon ring is inserted vaginally and remains there for three weeks,
then removed on the fourth week as menstrual flow would occur. The woman fertile as soon
as the ring is removed

Image Retrieve from: https://www.healthdirect.gov.au/contraceptive-vaginal-ring

4. Subdermal Implants

- the subdermal implants are two rod like implants embedded under the skin of the
woman during her menses or on 7 th day of her menstruation to make sure that she is not
pregnant.

26
Image Retrieve from: https://www.mayoclinic.org/tests-procedures/contraceptive-implant/about/pac-20393619

5. Hormonal Injections

-a hormonal injection consists of medroxyprogesterone, progesterone, and given once

every 12 weeks intramuscularly. The injection inhibits ovulation and causes changes in the
endometrium and the cervical mucus

Image Retrieve from: https://www.fpv.org.au/for-you/contraception/contraceptive-injection-depo

6. Intrauterine Device

An IUD is a small, T shaped object that is injected into the uterus via
the female reproductive organ. It prevents fertilization by creating the
local sterile inflammatory condition to prevent implantation.

27
Image Retrieve from: https://medicaldictionary.thefreedictionary.com/intrauterine+contraceptive+device

7. Chemical Barriers
-chemical barriers such as spermicides, vaginal gels and creams and glycerin films
are also used to cause the death of sperm before they can enter the cervix and also lower the
pH level of the female reproductive organ so it will not become conducive for the sperm

Image Retrieve from: https://www.slideshare.net/chiruchiranjeevi334/contraception-overview-49671509

8. Diaphragm
It works in inhibiting the entrance the sperm into the female reproductive organ.it is
circular, rubber disk that fits the cervix and should be placed before coitus

Image Retrieve from: https://www.verywellhealth.com/what-is-a-diaphragm-906847

9. Cervical Cap
-the cervical cap is another barrier method that is made of soft rubber and fitted on
the rim of the cervix. Its shape is like a thimble with thin rim, and could stay in
place for not more than 48 hours.

28
 Image Retrieve from: https://medlineplus.gov/ency/imagepages/17033.htm

10. Male Condoms

Is a latex or synthetic rubber sheath that is placed on the erect male reproductive
organ before penetration in the female reproductive organ to trap the sperm during the
emission of semen

Image Retrieve from : https://kidshealth.org/en/teens/contraception-condom.html

11. Females Condoms

-these are the latex rubber sheaths that are specially designed for females and pre
lubricated with spermicides. It has an inner ring that covers the cervix an outer, open
ring that is placed against the opening of female reproductive female organ

29
 Image Retrieve from: https://www.pinterest.ph/pin/439452876136417476/

12. Surgical Methods

Males undergo vasectomy, which is executed through a small incision
Made on each of the scrotum.

Image Retrieve from https://www.slideshare.net/rizieljoanne/contraceptives-17290261

Activity:

Sexual Self: https://bit.ly/3fRCHnW

Submission link: https://forms.gle/47D3eGycAEDWE9Uy6

Submission Option:

 Upload your output in this link https://forms.gle/47D3eGycAEDWE9Uy6

 Or send me a copy in my Facebook Messenger (Yurie Cho Kyuhyun)
 Or send me a copy in my e-mail (yuriechohyun86@gmail.com)

30
  Or print your output and submit it during our face to face session

LESSON 6:TO BUY OR NOT TO BUY…THAT IS THE QUESTION!

Learning Materials:

Online Class Lecture

Self-Pace Learning
Read File: https://tinyurl.com/y4z3o4l6

Watch Video: https://bit.ly/2Cvdnpq

The Truth Behind Shopping and Your Mind Documentary Films[ CITATION Adl10 \l 13321

I. Material self

Material self is primarily about our bodies, cloths. Immediate family and home.

Self
 Body
 Cloths 31
 Immediate Family
 Home
 Body- the inner most part of our material self. Intentionally we are investing to our body. We are
directly attached to this commodity that we cannot live without. We strive hard to make sure that this
body functions well and good.

Cloths-any time we bring an object into the surface of our body, we invest that object into the
consciousness of our personal existence taking its contours to be our own and making it part of the self
Immediate Family-our parents and siblings hold another important part of our self. What they do or
become affect us. When an immediate family dies, part of our self-dies too.

Home- is where our heat is. Our experiences inside the home were recorded and marked on particular
parts and thing our home.

Having investment of self to things, made us attached to those things. The more investment of self is
given to the particular thing, the more we identify ourselves to it. We also had the tendency to collect and
possess properties. The collection is different degree of investment of self becomes part of the self. As James
(1980) describe self “a man ‘s self is the sum total of all what he CAN call his”. Possessions then become part
or an extension of self.

II. Possession and the extended self[ CITATION Bel88 \l 13321 ]

“We regard our possessions as part of our selves. We are what we have and what we possess”. Our
possessions are a major contributor to and reflection of our identities.

III. Loss of Possessions

If possessions are viewed as part of self, it follows that an unintentional loss of possessions should be
regarded as a loss or lessening of self.

Another instance in which nonvoluntary loss of possessions may bring about a diminished sense of self
is when possessions are lost to theft or casualty. Besides the more direct loss of self when personal possessions
are lost to theft or casualty, the vulnerability revealed in such losses may damage the sense of self derived from
the attachments to home and neighborhood.

IV. Investing Self in Objects

32
 The idea that we make things a part of self by creating or altering them appears to be a universal human
belief. The association of people and possessions is shown in the practice of burying the dead with their
possessions.

V. Functions of Extended Self

Possessions can also symbolically extend self, as when a uniform or trophy allows us to convince
ourselves (and perhaps others) that we can be a different person than we would be without them.

VI. Possessions and the Sense of Past

Possessions are a convenient means of storing the memories and feelings that attach our sense of past.
Older respondents are especially likely to link such objects to past experiences. The older person scans the past
for evidence that he was once a competent, once was loved, once commanded respect.
Note that social institutions such as museums follow a similar process in selectively retaining aesthetic,
scientific, and historical cultural artifacts. The possessions that we dearly have tell something about who we
are, our self-concept our past and even our future.

Activity : https://tinyurl.com/y4vsvfjg

Major Exam:
Midterm Exam: During Face to face schedule

33
Module 3: Semi-Final

LESSON 7: SUPERNATURAL: BELIEVE IT OR NOT

Learning Materials:

Online Class Lecture

Self-Pace Learning
Read File: https://tinyurl.com/y27grozz

What is spirituality, and what does it mean to live a spiritual life?[ CITATION Whi \l 13321 ]

o The relationship between spirituality and religion is entangled with complexity.

o When some people talk about their spiritual life, they just
mean their religious values and commitments, while for others, the fixed practices of
traditional religion are a hindrance to their spiritual growth.
o For some, spirituality is all about cultivating the divine spark within; but not all spiritual
seekers have religious beliefs, and others are quite skeptical of religion and every form of
divinity.

Many people now enjoy a comfortable lifestyle with abundant material possessions, but they
find that their lives are impoverished; their lives do not possess the significance they wish they
had, and so they search for a spiritual meaning.

“Spirituality” is a kind of refuge from everyday existence and that the spiritual world is just the
opposite of the material world we belong to

According to the hierarchy of human needs, we are bound to satisfy the need for food, shelter, and
clothing, even our desire for a certain standard of living, before we can think about the more
exalted need for a meaningful life—which is more than just being materially successful.

34
 On the other hand, many poor people are able to live spiritually significant lives because they are
not distracted by the pursuit of wealth.

Gandhi’s personal possessions were limited to his food bowl, his clothes, and his glasses; there are
many others like him—monks, nuns, hermits, and recluses of all kinds—who choose a life of
poverty because it is spiritually enhancing.

We may not be able to live without material goods, but spiritual goods are those that make life
meaningful.

In this respect, spirituality is not a luxury or a secondary concern. In fact, it is among the most
important things to consider when we think about what makes life worth living—and this is a
philosophical question.

So, to what extent are questions about spirituality really open to philosophical
reflection?

First, as we have already seen, spirituality can be understood as the opposite of selfish materialism:
to live a spiritual life means turning away from the ordinary concerns of everyday life—including
personal ambition or wealth—to concentrate on matters of ultimate concern.

Spirituality can be viewed as a journey toward fulfillment and enlightenment, and as such it
involves the quest for a more meaningful life.

Spirituality may also be looked at in terms of an encounter with ultimate reality and meaning—
however this is finally understood—for it involves grasping the deeper truth about the world.

I. Understanding Spirituality
First, spiritual concerns can be defined in opposition to material concerns. Consider a life that was
focused on accumulating wealth and status or power over others. Such a life would be completely self-absorbed.

One could never step back from such a life to think about the needs of others, and one would have no
sense of one’s ultimate connection to the rest of the world. A selfish life disdains connection, and it is
unconcerned with matters of ultimate concern [ CITATION Whi \l 13321 ]

II. Religion

Rebecca Stein works on the definition of religion “as a set of cultural beliefs and practices that usually
includes some or all basic characteristics. These characteristics are:

35
 1. a belief in anthropomorphic supernatural being, such as spirit and gods;
2. a focus the sacred supernatural, where sacred refers to feeling or reverence and awe.
3. the presence of supernatural power or energy that is found on supernatural being as well as
physical beings and object.
4. the performance of ritual activities that involves the manipulations of sacred object to
communicate to supernatural beings and /or to influence or control events.
5. the articulation of worldview and most and moral codes through narratives and other means.
6. provide the creation and maintenance of social bonds and mechanism of social control within a
community; provides explanation for unknown and a sense of control for individuals

Rituals- is the performance of ceremonial acts prescribe by the tradition are sacred law [ CITATION

Pen \l 13321 ]. Ritual is specific, observable mode of behavior exhibited by all known societies.
Three Fundamentals Characteristic of Ritual

1. a feeling or emotion of respect, awe, fascination, or dead in relation to the sacred:

2. dependence upon a belief system that is usually. Expressed in the language of myth
3. is symbolic in relations to its reference.

III. Some World Religious Beliefs and Practices

Different Religions with Different Beliefs and Practices

1. Buddhism
2. Christianity
3. Hinduism
4. Islam
5. Judaism

a. BUDDHISM

* Belief

Buddhism teaches that life is unsatisfactory. Life can be experienced as painful and
frustrating, impermanent and fleeting or substantial. When we experienced life as
unsatisfying, we tend to crave pleasant experience and avoid disappointing one. Buddha
taught that a way to break this cycle is to practice ethics and meditation and to cultivate
wisdom, which is a deep understanding and acceptance of things as they are

Customs and Practices

36
 Meditation practices can be divided into SAMATHA and VIPASSANA practices.

Samatha- practices develop calm, concentration and positive emotion and practiced as
mindfulness of breathing and development of loving kindness.
Vipassana- practices aim at developing insight into reality. Developing and cultivating
wisdom happens through studying and reflecting DHARMA, the Buddha teaching.

Buddhists Celebrate a Number of Festival timed to the full moon:

1.Parinirvana Day in February

2.Buddha Day (wesak) in May
3.Dharma Day in July
4.Padmasambhava Day in October
5.Sangha Day in November

b. CHRISTIANITY

*Belief

Christian believe That God became fully present in the person of Jesus Christ of
Nazareth. Christian have a distinctive understanding of God as a trinity: FATHER (Creator),
SON (Redeemer), and HOLY SPIRIT (Sustainer). These different books comprise the New
Testament which Christian add to the Old Testament, the Hebrew scriptures of the Jewish
faith. The Old Testament and the New Testament is called the Holy Bible

*Custom and Practices

One becomes a Christian through the Sacrament of Baptism (water ceremony) that
symbolizes a sharing in the death and resurrection of Jesus. Christian pray, worship and read
and study the Bible together. They also follow Jesus’ instruction of taking bread and wine and
declaring these as his body and blood offered in sacrifice for all through the Sacrament of
Holy Communion.
The principal Christian festival are Christmas (celebrated on 25 December by most Christian),
when the birth of Jesus is remembered, and Easter (which varies according to the lunar
calendar) when Jesus resurrection from the dead.

c. HINDUISM

Beliefs
Hinduism has no single founder, doctrine or religious authority, Hinduism is best
understood as a complete way of life, a path of sanctification, and a discipline that’s lead to a

37
 higher level of consciousness. Hindu revere a body a texts as sacred scriptures known as the
VEDAS. Veda is a Sanskrit word meaning knowledge and many of these scriptures are
concerned with Dharma.

Customs and Practices

Diwali-the festival of lights

Navratri – nine nights which celebrated the triumph of good over evil. This take
place twice a year.
d. ISLAM

Belief

Islam is an Arabic word which means willing submission to God. The Arabis word
ALLAH means One God, and at the heart of Muslim faith is belief in unity and universality of
God. Islam Holy Book known as QURAN, which is regarded as the literal word of God.

Custom and Practices

Islam Five Pillars

1. Shahada there is no God but the one true God and Mohammed is his
messenger”
2. Salat prayer five times a day at given times
3. Zakat two and half percent of a Muslim assets over a given specified
amount is given in welfare tax to benefit poor.
4. Hajj an annual pilgrimage to Mecca, which is a requirement. At least
once in a lifetime for those who can afford it.
5. Sawn during the month of Ramadan. Muslims are required to abstain
from food, drink, and sexual acts from dawn until sunset.

The end of Ramadan marks the beginning of the festival of Eid ul-Fitr when Muslims visit the
mosque, give charity, exchange presents and cards, and celebrate with family and friends. Eid ul-Adha
coincides with the completion of the Hajj and unites the whole Islamic community.

e. JUDAISM

Belief
The Jewish people believe themselves to be descended from a Semitic tribe that
originated in the land of Canaan in the middle east. Their early history is told in the Hebrew

38
 scripture which recount how God promised to Abraham, a trader and leader of a nomadic
tribe, that his descendant would be the father of a great nation.

Customs and Practices

The Jewish Sabbath begins on Friday evening at sunset and is an important time
when families gather for the Shabbat meal.

Five Festival

1.The New Year (Rosh Hashanah) falls in autumn

2.Day of atonement (Yom Kippur) ten days later by the most solemn
day of the year.
3.Passover (Pesach) in the spring
4. Pentecost (Shavuot) that occurs seven weeks later
5.Tabernacles ( Sukkot) takes place in autumn

Quiz : https://forms.gle/oXyPtgd4y18Gogio9

39
LESSON 8: THE POLITICAL SELF AND BEING A FILIPINO

Learning Materials:

Online Class Lecture

Self-Pace Learning
Read File: https://tinyurl.com/y3k657of

What makes a Filipino a genuine Filipino? Do physical characteristics such as having dark
hair, flat nose, and dark complexion makes one a Filipino? If you were to introduce yourself
as a Filipino to a person of another nationality and he she asks, “Who are Filipinos? What will
you reply?

I. Filipino Values and Traits

The Filipino Hospitality – welcome their guests and tourist as if they are their own brothers and sisters
by always making them feel at home, offering them something to eat or even a place to stay.

Respect for elders- greet their elders by kissing their hand while saying “Mano po!” and constantly
using “po” and “opo” in conversation

Close Family ties – maintain a tight relationship with their family regardless that the children are old
enough and already have their families of their own

Cheerful personality-Filipinos have the habit of smiling and laughing a lot. They smile when they are
happy, sad or sometimes even when they are angry. Smiling has been a coping strategy for many
Filipinos especially during trying times and calamities.

40
 Self Sacrifice- The self-sacrificing attitude of Filipinos can be seen as an extension to the Filipino
hospitality. Filipinos go out of their way to extend their help to friend, families and love ones.

Bayanihan- bayanihan spirit is giving without expecting something in return. Filipinos are always
ready to share and to help friends and love ones who are in need.

“Bahala na” attitude – the Filipino version of the famous line Hakuna Matata meaning “no worries”.
This phrase is said to have originated from “Bathala na” where Bathala means God and the phrase
meaning leaving everything to God.

Colonial Mentality- regarded as the lack of the patriotism and the attitude where Filipinos favor
foreign products more than their own

Manana Habit -this is the Filipino term for procrastination, it was derived from a longer Filipino
phrase called “mamaya na”

Ningas Kugon – ningas is a Filipino term for a flame and kugon is COGON grass that easily burns out
after it is put into flames. Ningas kugon refers to the attitudes of eagerly starting things, but quickly
losing eagerness soon after experiencing difficulty just as fast as the fire ignited.

Pride- most people hold on to their pride as if this is more precious than keeping a good relationship
with family and loves ones. When two parties are not in good terms, they find it so hard to apologize
and wait until the other party asks for an apology first.

Crab Mentality – a toxic trait among Filipinos where one resents the achievements of another, instead
of feeling happy for that person.

Filipino Time – Filipinos have this common attitude of arriving late at commitments, dinner and
parties especially if they are meeting someone close to them.

II. Filipino Marker

What then are the hallmarks of our being a Filipino?

Provers or Salawikain
Filipino proverbs, just like any other proverbs, are saying that convey a lesson and
reflection on Filipino practices, beliefs and tradition.

41
 Superstitious
Filipinos also subscribe to their own set of superstitious passed down from generation
to generation. Some of these beliefs may be influenced by beliefs from other cultures, but
Filipinos have retold these superstitions according to their own experiences and they
sometimes end up even more interesting.

Myths and Legend

Due to Philippines rich culture and history, numerous myths and legends have sprung
about things that are beyond one’s imagination. These stories are aimed to explain the origin
of things, at the same time, teach a valuable lesson.

Heroes and Icons

-heroes serve as a reminder of true patriotism and nationalism as they sacrificed their
lives for the sake of their country’s freedom and progress.

III. How to Be a Good Filipino

 Be active Filipino Citizen

 Study in Philippine History
 Support Local Product
 Speak the Filipino Language
 Do not spread fake news and be democratic in engaging with dissent.

Quiz: https://tinyurl.com/yy2k9cw4

LESSON 9: WHO AM I IN THE CYBERWORLD?

Learning Materials:

42
 Online Class Lecture

Self-Pace Learning
Read File: https://tinyurl.com/y56hscmm

Watch Video: https://tinyurl.com/y54majmu ,

[ CITATION Sch15 \l 13321 ]

Watch Video: “DISCONNECT” [ CITATION Hen12 \l 13321 ]

https://bit.ly/3jnXDoB

Guide Question: “Am I Disconnected?”

I. Online and offline Identity

These days, more people are becoming active in using the internet for research, pleasure, business,
communications and other purposes. Indeed, the internet is of a great help for everyone. On the other hand,
people assume different identities while in the cyber space. People act differently when the are online and
offline. We have our real identity and online identity.

II. Selective Self presentation and impressions Management

Self-presentation is the “process of controlling how one is perceived by other people “and is the key to
relationship inception and development. In order to construct positive images, individual selectively provide
information about them and carefully cater this information in response to others feedback. Anything that posted
online, we should consider “public” no matter what our “privacy” setting are.

Personal identity
is the interpersonal level of self that that differentiate the individual as unique from
others.

Social identity
is the level of self whereby the individuals is identified by his or her group
membership.

43
 For those active on Facebook, it is like that their social media friends know more than their
immediate family about their daily activities, connection and thought. Diaries that were once private or
shared only with close friends are now posted as blogs for anyone to read.

III. Needed Extended Self Updates Due to Sharing: Self Revelation

The sharing of information about self-online facilitated by the disinhibition and confessional effects
means that is now far easier to present ourselves in ways that would have been awkward at best in predigital
times. It would be considered rude, crass or naïve to introduce ourselves to someone at social gathering telling
them about our house, the kind car we drive and our stock portfolio. But it is quite acceptable to show such
things in photos we post online, to list them in our various online profiles, or to discuss them in a blog we write.

IV. Needed Extended Self Updates Due to Sharing: Loss of Control

At the same time, because of others sharing, contemporary processes of self-management are not fully
under the control. Even if we restrict certain contain toa designated circle of online friends, there is no guarantee
that the information will not be reposted, retweeted, or quoted. Sharing confidences with friends is not new, but
the potential audience is now far broader.

V. Needed Extended Self Updates Due to Sharing: Shared Digital Possessions

When thig s jointly owned, they are also likely to be more relevant to the aggregate level of self-
encompassing those with whom they are shared. In the digital realm, however, we are part of imagined
communities whose members may not be personally known aside from their pseudonyms and online
contribution.

VI. Setting Boundaries to your Online Self: Smart Sharing

The following Guidelines help us share ourselves online in a smart way that protects ourselves and
does not harm others. Before posting or sharing anything online, we should consider the following questions:

 Is this post/story necessary?

 Is there a real benefit to this post- is it funny, warm-hearted, teachable- or am I just making noise
online without purpose?
 Have we (as a family or parent/child? Resolved this issue. An issue still being worked out in the
home, or one that is either vulnerable or highly emotional, should not be made in public.
 Is it appropriate? Does it stay within the boundaries of our family value?

VII. Are you a Good Web Citizen?

44
 Online anonymity sometimes allows people to push limits and act in ways they would not act. As a
result, some people especially teenagers report that it’s a cruel, cruel online world.
Cruelty, harassment, and bullying are closely tied with question of online identity- like how we choose
to express ourselves, how we establish positive community norms, and how we stand up against behavior that’s
offensive, demeaning or upsetting.

VIII. Rules to Follow

Here are additional guidelines for proper sharing of information and using the internet.

 Stick to safer sites

 Guard your password
 Limit what you share
 Remember that anything you put online or post on a site is there forever, even if you try to delete
 Do not be mean or embarrass other people online
 Always tell if you see strange or bad online behavior.
 Be choosy about your online friends.

Quiz: https://forms.gle/kQ1PSh1RTrgGfT979

Major Exam

Semi-Final Exam: During Face to face schedule

45
MODULE: 4 FINAL

LESSON 10: .LEARNING TO BE A BETTER PERSON

Learning Materials:

Online Class Lecture

Self-Pace Learning
Read File: https://tinyurl.com/y2bqaalw

Knowing the “self” is not enough. Since “who you are” is partly made up of your choices, you must
also have the ability to choose especially to be better ‘you”.

We are Homo sapiens or the “wise man”. We think in a more complex level our ancestor and most, if
not all, of the other beings, but being called wise, not only do we think, but we are also capable to think about
thinking like how we think of things and why we think in a certain way about things. It is like your brain thinks
about itself, then thinks about how it thinks about itself

46
 Studies show that when you are able to think, how you process information, and how you utilize
techniques while you are studying, you have a higher chance improving your learning process than those who
do not reflect on their methods.

This idea falls under the concept of metacognition is commonly define as “thinking about thinking”
[ CITATION Pap03 \l 13321 ]

I. Metacognition

Metacognition is also not limited to the thinking process of the individual. It also includes keeping
one’s emotion and motivation while learning in check[ CITATION Pap03 \l 13321 ]

The emotional state and the motivation of a person then should also be in the preferred ideal state for that person
in order to facilitate further his/her learning

Metacognition has two aspect

1.Self appraisal -is your personal reflection on your knowledge and capabilities
2.Self-Management- is the mental processes you employ using what you have in planning
and adapting to successfully learn or accomplish a certain task

Under Metacognitive knowledge are several variables that affect how you know or assess
yourself as a thinker.

1.First is personal variable that is your evaluation of your strengths and weaknesses in
learning

2.Second is the task variables is what you know or what you think about the nature of the task
as well as what strategies the task require.

3.Lastly, strategy variables refer to what strategies or skills you already have dealing with
certain tasks.

II. 13 Ways to Become A Better Learner[ CITATION Eda20 \l 13321 ]

“Never stop learning because life never stop teaching “As they say, learning is a never-ending journey.
They are ways t boost your learning ability by doing things the right way.

Here are some tips that education have shared on becoming a better learner.

47
1.Be Enthusiastic

do not give in to lack of enthusiasm. You should not seek what the class can give you
but seek the fascinating thing about each other class. Look at the materials, and try to deduce
why someone once thought it was terrific. You’ll discover that the material is much easier to
learn. You don’t have to memorize things that are fascinating: you automatically remember
them.

2.Ask Questions

Understand why you are studying, what you are studying. It’s important to be aware
of your studies. Relate it with your practical life. Get real life example. Do not memorize it
blindly. Create a visual of the event.

3.Avoid Distraction

Understand why are studying, shut off all distraction. Turn off music, don’t text,
don’t check social media, you need to focus exclusively on the materials in front of you.

4.Set clear goals and plan how to reach them

Create clear goals and set a plan. Know what you want and figure out how you will
reach it. Use your gained knowledge to develop powerful strategy, by thinking deeply on the
knowledge you have found.

5.Network with people

Never again will you be so closely associated with so many future successes. The
friend you make in school are the managers, entrepreneurs, the drivers of tomorrow. You will
find that when its time to look for a job, or strike out on your own, that your network will not
only be safety net for you – it will be an absolute treasures trove.

6. Compare yourself with others

Every individual is unique and has its own purpose. Do not compare your life with
others. Instead, compare your life with your past. Ask yourself this question, have you
improved?

48
7.Search for a way to help the world

Our society today is incredibly good at giving individuals the opportunities to change
the world. With digital technology and modern communication, ideas and product can spread
faster than ever before. With the right ideas and strong execution, any person can quickly help
a lot of others on our planet.

8. Don’t rely on your diploma to much

Don’t rely your diploma to much. While it might relevant for your future, you might
find your calling in an entirely different industry.

9.Keep on learning

Work hard and work smart. Br focused and don’t waste time. Time is the only
resource we have which we cannot get back. Keep your word. Be on time, be respectful’

10.Be open to learning from anyone

Be open to leaning from anyone regardless of age, experience, education and more.
You might be pleasantly surprised.

11.Challeng your self

Remember how you often learned the most from tough teacher and challenging
classes? That’s likely because the teachers and course pushed you not just to memorize but
also analyze their motives and identify motifs. While that may not have been fun at the time,
per say, you likely came out learning than if you’d coasted through true -false quizzes.

12. Experiment with new approaches or behaviors.

While reflecting on a challenge that you are facing, it will help you ask yourself these
questions.

What’s one thing I could do to change the outcome of the situations?

What will I do differently in the future?

49
 13.Ask for feedback

Always ask for feedback on your performance. Get advice from your peers or
colleagues who have observed your work. Ask them how you can improve and what are your
strengths. After this, ask yourself what you’ve learned so far?

LESSON 11: DO NOT JUST DREAM, make it Happen

50
 Learning Materials:

Online Class Lecture

Self-Pace Learning
Read File: https://tinyurl.com/y58mjndm

Watch Video: https://tinyurl.com/yyjdz9z2 [ CITATION Dia18 \l 13321 ]

“By taking the time to stop and appreciate who you are and what you’ve achieved and perhaps learned
through a few mistakes, stumbles and losses – you actually can enhance everything about you. Self-
acknowledgment and appreciation are what give you the insights and awareness to move forward toward higher
goals and accomplishments.” – Jack Canfield [ CITATION Can19 \l 13321 ]

I. Self-Efficacy Theory

Perceived self-efficacy is defined as people's beliefs about their capabilities to produce designated
levels of performance that exercise influence over events that affect their lives. Self-efficacy beliefs determine
how people feel, think, motivate themselves and behave. Such beliefs produce these diverse effects through four
major processes. They include cognitive, motivational, affective and selection processes.

People with high assurance in their capabilities

1. Approach difficult tasks as challenges to be mastered rather than as threats to be

avoided. Such an efficacious outlook fosters intrinsic interest and deep engrossment
in activities.
2. They set themselves challenging goals and maintain strong commitment to them.
3. They heighten and sustain their efforts in the face of failure. They quickly recover
their sense of efficacy after failures or setbacks.
4. Failure to insufficient effort or deficient knowledge and skills which are acquirable.
5. Approach threatening situations with assurance that they can exercise control over
them. Such an efficacious outlook produces personal accomplishments, reduces
stress and lowers vulnerability to depression.

In contrast, people who doubt their capabilities

 shy away from difficult tasks which they view as personal threats.

51
  have low aspirations and weak commitment to the goals they choose to pursue.
 When faced with difficult tasks, they dwell on their personal deficiencies, on the
obstacles they will encounter, and all kinds of adverse outcomes rather than
concentrate on how to perform successfully.
 They slacken their efforts and give up quickly in the face of difficulties.
 They are slow to recover their sense of efficacy following failure or setbacks.
 fall easy victim to stress and depression.

II. Goals Attributes

Goals have both an internal and an external aspect. Internally, they are ideas (desired ends); externally,
they refer to the object or condition sought (e. g. a job, a sale, a certain performance level), The ideas guides
action to attain the object.

a. 14 Research Findings

The more difficult the goal, the greater the achievement.

The linear function assumes, however that the individual is committed to the goal and
possesses the requisite ability and knowledge to achieve it. Without these,
performance does drop at high goals level.

The more specific or explicit the goal, the more precisely performance is regulated.

High goals specificity is achieved mainly through qualification (example: increase

sales by 10 %) or enumeration (example: a list of tasks to be accomplished).
Thus, it reduces variance in performance, providing the individual can control performance.
This is not to say that specifically is always desirable. (it may not be in some creative
innovation situations), but only that is certain effects

Goals that are both specific and difficult lead to the highest performance.

Especially relevant here are the many studies that have compared the effect or
specific, hard goals such as “do your best”. People do not actually do their best when trying to
do their best because, as a vague goal, it is compatible with many different outcomes,
including those lower ones best.

52
Commitment to goals is most critical when goals are specific and difficult.

When goals are easy or vague, it is not hard to get commitment, because it does not
require much dedication to reach easy goals. And vague goals can be easily redefined to
accommodate low performance. When goals are specific and hard, the higher the commitment
and the better the performance are needed.

High commitment to goals is attained when

a. the individual convinced that the goal I important

b. the individual is convinced that the goal is attainable or that, at last,
progress can be made toward it).

In addition to having a direct effect on performance, self-efficacy influences:

a. the difficulty level of the goal chosen or accepted;

b. commitment to goals
c. the response to negative feedback or failure
d. the choice of task strategies

Feedback. For people to pursue goals effectively, they need some means of checking
or tracking their progress toward their goal. Sometimes this self-evident to
perception, as when a person walks down a road toward a distant but visible town.

Goal Setting is most effective when there is feedback showing progress in relation to the
goal.

When provide with feedback on their own performance or that others, people often
spontaneously set goals to improve over their previous best or beat the performance of others
simply as a new of challenging themselves, but this is inevitable.

Goal Setting (along with self-efficacy) mediates the effect of knowledge of past performance
on subsequent performance.

When people receive negative performance feedback, they are typically unhappy and
may also experience doubts about their ability. Those who can sustain their self-efficacy under
such pressure tend to maintain or even raise their subsequent goals, retain their commitment,
intensify their search for better strategies and thereby improve their subsequent performance
.

53
Goals affect performance by affecting the direction of action, the degree of effort exerted,
and the persistence of action over time.

The directive aspect is fairly obvious. A person who has a goal to maximize quality
of performance will focus more attention and action on quality than on, for example, quantity
or speed. When there is conflict between two or more goals, performance with respect to each
goal may be undermined.

Goals stimulate planning in general. Often the planning quality is higher than that which
occurs without goals. When people possess task or goal – relevant plans as result of
experience or training, they activate them virtually automatically when confronted with a
performance goal. Newly learned plans or strategies are most likely to be utilized under the
stimulus of a specific, difficult goal.

When people strive for goals on complex tasks, they are least effective in
Discovering suitable task strategies.

a. They have no prior experience or training on the task;

b. There is higher pressure to perform well; and
c. There is high time pressure (to perform well immediately)

Goals as Mediators. Goals, along with self-efficacy, might mediate the effect of
values and personality on performance. There is firm support for goals and self-
efficacy as mediators of feedback. Feedback is most effective in motivating improved
performance when it is used to sets goals.

Goals (including goal commitment), in combination with self-efficacy, mediate or partially

mediate the effects of several personality traits and incentives on performance.

Self-management. Goal directed actions and choices are not necessarily: “imposed”
or even encouraged by environment (e.g. organization demands). People have the choice to
manage their own lives by setting their own purposes and working to achieve them.

Goal setting and goal related mechanism can be trained and /or adopted in the absence of
training for the purpose of self-regulations.

Affect Emotions is a type of automatic, partly subconscious, psychological estimate-

an estimate of the relationship of things to oneself. More precisely, emotions are the
form in which one experiences automatized value judgements that is, judgement of
object, events and situation.

Goals serve as standard of self-satisfaction, with harder goals demanding higher

accomplishment in order to attain self-satisfaction than easy goals.

54
Goal- setting dilemmas If hard or difficult goals lead to higher performance and lower
satisfaction than easy goals, there is obviously a problem of how to get people (or oneself) to
be both happy and productive.

Dreams can come true, but it depends on how determined we are to make those happen in real
life. Rather than just keeping your dreams of promotion or fulfillment in your head, here are
several tips on how to make them happen:

Dreams can come true but it depends on how determined we are to make those
happen in real life. Rather than just keeping your dreams of promotion or fulfillment in your
head, here are several tips on how to make them happen: [ CITATION Lam15 \l 13321 ]

Write your dreams down If you want to make them real, then write them down and
get a feel for the ones that are achievable, and make sure they happen through hard work and
perseverance.

Guidance, then go for it: To get your dreams underway, you need to let someone in
on your ‘secrets’. Find someone who can give you pointers like a business coach or a mentor,
learn from their mistakes and ensure you don’t fall into any traps. Once all your effort is done,
then there’s only thing to do – go for it.

Brave: Be accepting of challenges and knockbacks, but be brave and fight for your
corner. Keep your drive – and remember how much you want to achieve your dream.

Take in the journey: The start and finish of a project is naturally satisfying, but the
journey should be just as enjoyable. So work slowly and methodically, and pick up experience
along the way. Whether you achieve your goal at least you can draw experience from the
journey

Dream on: Whether it works out or not, you should never stop taking your dreams
and making them real. So, keep on dreaming and fulfilling that potential. Don’t forget to take
action, if you don’t, it will remain in your dream.

55
LESSON 12: LESS STRESS, MORE CARE

Learning Materials:

Online Class Lecture

Self-Pace Learning
Read File: https://tinyurl.com/yypwctyc

I. Stress and Human Response

Stress as the body nonspecific response to any demand, whether it is caused by or results in pleasant
stimuli. It is essential to differentiate between the unpleasant or harmful variety of stress termed distress, which
often connotes disease, and eustress which often connotes euphoria.

Eustress is stress in daily life that has positive connotations such as marriage, promotion, baby,
winning money, new friends and graduation

Distress is stress in daily life that has negative connotations such as divorce, punishment, injury,
negative feeling, financial problems, and work difficulties.

II. Components of General Stress Syndrome

1.The alarm Stage – represents a mobilization of the body defensive forced. The body is preparing for
the ‘fight or flight” syndrome. This involves a number of hormones and chemical excreted a high level as well
as increase in heart rate, blood pressure, perspiration, respiration rate.
2. The stage of resistance – the body becomes adaptive to the challenge and even begins to resist. The
length of this stage of resistance is dependent upon the body innate and store and adaptation energy reserves and
upon the intensity of the stressor.
3.The exhaustion stage – the body dies because it has used up its resources of adaptation energy.

Stress Disease
-are maladies caused principally by errors in the body general adaptation process. They will
not occur when all the body’s regulatory processes are properly checked and balanced

In the Article “Understanding Stress Response” of the Health Harvard Journal

[CITATION Har11 \l 13321 ]it further discussed chronic stress and human body response:

56
 Chronic stress
Is unpleasant, even when it is transient. A stressful situation whether something
environmental, such as a looming work deadline, or psychological, such as persistent worry about
losing a job- can trigger a cascades of stress hormones that produce well-orchestrated physiological
changes.

This combination of reactions to stress is also known as the "fight-or-flight" response because
it evolved as a survival mechanism, enabling people and other mammals to react quickly to life-
threatening situations. The carefully orchestrated yet near-instantaneous sequence of hormonal changes
and physiological responses helps someone to fight the threat off or flee to safety. Unfortunately, the
body can also overreact to stressors that are not life-threatening, such as traffic jams, work pressure,
and family difficulties.

The stress response begins in the brain. When someone confronts an oncoming car or other
danger, the eyes or ears (or both) send the information to the amygdala, an area of the brain that
contributes to emotional processing. The amygdala interprets the images and sounds. When it perceives
danger, it instantly sends a distress signal to the hypothalamus.

Image Retrieve from: https://www.humanbrainfacts.org/parts-of-the-human-brain.php

The hypothalamus is a bit like a command center. This area of the brain communicates with
the rest of the body through the automatic nervous systems, which control such involuntary body
function as breathing, blood pressure, heartbeat, and the dilation or constriction of key blood vessels
and small airways in the lungs called bronchioles.

III. Techniques to Counter Chronic Stress

Several Techniques to counter chronic stress [CITATION Har11 \l 13321 ]

57
 Relaxation response. Dr. Herbert Benson, director emeritus of the Benson-Henry Institute for
Mind Body Medicine at Massachusetts General Hospital, has devoted much of his career to
learning how people can counter the stress response by using a combination of approaches
that elicit the relaxation response. These include deep abdominal breathing, focus on a
soothing word (such as peace or calm), visualization of tranquil scenes, repetitive prayer,
yoga, and tai chi.

Physical activity. People can use exercise to stifle the buildup of stress in several ways.
Exercise, such as taking a brisk walk shortly after feeling stressed, not only deepens breathing
but also helps relieve muscle tension. Movement therapies such as yoga, tai chi, and qi gong
combine fluid movements with deep breathing and mental focus, all of which can induce
calm.

Social support. Confidants, friends, acquaintances, co-workers, relatives, spouses, and

companions all provide a life-enhancing social net — and may increase longevity. It's not
clear why, but the buffering theory holds that people who enjoy close relationships with
family and friends receive emotional support that indirectly helps to sustain them at times of
chronic stress and crisis.

IV. Coping [ CITATION McN01 \l 13321 ]

1. Approach Coping also known as problem solving, means seeing your stress as problem to be
solved and trying actively to solve the problem.
2. Avoidance coping can mean simply ignoring the problem or using other things to distract you.

a. General ways of Coping Stress

Knowing when you are under stress

 Know your stress signs of stress (how does it make you think, feel, etc)
 How big is your burden? Think about the stresses you face and write them down.
Stress can build up, so regular hassles count as well as big things.
 Calculate the change. Adapting to change, either good or bad, can be stressful. The
demand id obvious is an illness or losing your boy/girl friend or failing an exam and
less obvious if it is just moving up a year. Changes of all kinds use up energy,
leaving you less to spare until you have adjusted to them.
 Think about yourself. Have you noticed any changes in yourself recently that might
be due too much Stress?

Coping with Stress

58
When you are finding it difficult to get your stress under control, try these six steps.

1. Think about it!

Take time out to stop and think. When the pressure rises, you need a breathing space to put things
in perspective and plan your next move. Take a small break if you can.

2. Get it sorted

 Start by dealing with the effects of stress

 Write it down. Stress makes it hard to remember things and to concentrate. Try
using diaries and making lists.
 Make time to plan. Stress makes planning and decision difficult e.g. when
building up to an exam, use timetables and planners to decide what you will
study each evening or each week
 Take a break. Stress makes you tired. Give yourself proper break, for meals,
refreshment, and exercise and at the weekend.
 Look after yourself. Stress makes it harder to get over an illness and makes you
more vulnerable to ill health. Learn to stop before you are completely worn out.
 Relax. Stress makes you feel pressured. Slow down, calm down and take
urgency out of your life.
 Get stuck in. Stress tempts you to avoid difficulties or put off dealing with them,
so they do not get resolved. Try not to keep putting off and try to face them
instead.
 Manage your time. Time is Valuable.

3. Think ahead

 Thinks about what’s important to you in the long term. Choose solutions to
problem that will be helpful in the long term.

4. Make it easy or yourself

 All different types can add up, so don’t be afraid to try to sort out the small
problems as well as the big ones. It will make you feel more in control.

59
 5. Give yourself a break!

 Stop giving yourself a hard time. Learn how to treat yourself with affection and
respect. Learn to get rid of unhelpful attitudes which only undermine you.

6. Look offer your health

 To stay healthy, make sure you get regular exercise. We’ll be taking more about
in next session. Exercising is invigorating and can give you lots more energy!
Cut down on caffeine; it causes headache, tiredness and difficulty in sleeping.

Look After The ‘F’s you need:

 Friend and family: as a source of support and advice e,g someone to talk when you feel down or
friend to have fun with.
 Fun and Fulfilment: to provide you with pleasure and a sense of reward e.g sports or listening to
music
 Flapping: to renew your energy, e. g soaking in a bath or having a chat with your friends.

Quiz: https://tinyurl.com/y6ybqja7
Major Exam

Final Exam: During Face to face schedule

RUBRICS VIDEO CLIP- Filipino Values (60 points) [ CITATION Vid20 \l 13321 ]

Score
CATEGORY 4 3 2 1
Earned
Creativity (x4) Exceeds Meet Approaches Does not meet
expectation Expectations expectation expectations
Participants(x4) All group Between 75% Between 50% Less than 50
members and 99 % of and 74 % of % of group
appear, speak group members group members members
and maintain appear, speak appear, speak appear, speak
eye contact and maintain and maintain eye and maintain
eye contact contact eye contact
Duration(x3) 10-12 minutes Between 9 and Between 8 and 9 Less than 5
10 minutes or minutes or minutes or
between 11 and between 12and more than 13
12 minutes 13 minutes minutes
Content (x$) Programs Fairly well Portions may be Not organized.

60
 shows a documented poorly Difficult o
continuous and organized. documented follow. Poor
progression of Format is easy and / or quality shows
ideas and tells to follow. Good organized. Hard poor effort
a complete, explanation to follow the
easily shows good progressions of
followed story effort the story

Group Activity -Culture (40 points) [ CITATION Ber15 \l 13321 ]

Score
Category 4 points 3 points 2 points 1 point
Earned
Contribution Routinely Usually provide Sometime Rarely
(x2) provides useful useful ideas provides useful provide useful
ideas when when ideas when ideas when
participating in participating in participating in participating in
the group and in the group and the group and in the group and
classroom in classroom classroom in classroom
discussion discussion discussion discussion
Focus on the Consistently Focuses on the Focuses on the Rarely focuses
task (x2) stays focused on task and what time and what on the time and
the task and needs to be needs to be done what needs to
what needs to be done most of some of the time be done
done. the time
Working with Almost always Usually listen Often listens to, Rarely listen to,
others(x2) listens, shares to, shares with shares with and shares with and
with and support and support of supports the support the
the effort of others efforts of others effort of others.
others
Command of Student clearly Students knows Students does Students
content(x2) has extensive what he/she has not seem obviously did
knowledge of read about the comfortable not research
topic and can topic but may with the topic; his/her topic.
speak freely not be may say some
about the subject comfortable points that do
with confidence; expanding on not correct them
does not seem what is directly
confused, in the outline
handles question he/she follows
from audiences
with poise
Speaking Students uses a Student’s voice Student’s voice Students

61
 skills/Eye clear voice and is clear and is low. Audience mumble and
contact (x2) maintain eye maintain eye members have speak to quietly
contact with contact most of difficult hearing for students in
audience, the time but presentation and the back of
seldom returning frequently students class to hear.
to notes returns to notes occasionally Students reads
uses eye contact all of report
and still reads with no eye
most of the contact
report

Journal 45 points..
Score
CATEGORY 3 2 1
Earned
Organization(x5) My writing has a It is not always easy My beginning, middle
clear beginning, to tell what is the and end are very
middle and end beginning, middle or unclear
end of my writing
Craftsmanship(x5) My work is neat My hand writing is My work is difficult to
and easy to read legible but could be read
better
Content (x5) My writing make My writing mostly My writing does not
sense. It has many makes senses and make sense and /or has
details that help has some details few details
the reader imagine
what I am
describing
[ CITATION The201 \l 13321 ]

Research Paper 40 points [ CITATION Rub20 \l 13321 ]

62
 Categor Score
4 points 3 points 2 points 1 point
y Earned
Content( Shows full Shows a good Shows a good Does not seem
x2) understanding of understanding understanding of to understand
the topic of the topic parts of the topic the topic very
well
Purpose( The writer's The writing has The central The purpose or
x2) central purpose a clear purpose purpose or argument is
or argument is or argument, argument is not generally
readily apparent but may consistently unclear.
to the reader. sometimes clear throughout
digress from it. the paper.
Organiz The ideas are The ideas are In general, the . The writing is
ation(x2 arranged arranged writing is not logically
) logically to logically to arranged organized.
support the support the logically, Frequently,
purpose or central purpose although ideas fail to
argument. They or argument. occasionally make sense
flow smoothly They are ideas fail to together. The
from one to usually clearly make sense reader cannot
another and are linked to each together. The identify a line of
clearly linked to other. For the reader is fairly reasoning and
each other. The most part, the clear about what loses interest.
reader can reader can write intends.
follow the line follow the line
of reasoning of reasoning.
Word Word choice is Word choice is Word choice is Many words are
Choice consistently generally good. merely used
(x2) precise and The writer adequate, and inappropriately,
accurate. often goes the range of confusing the
beyond the words is limited. reader.
generic word to Some words are
find one more used
precise and inappropriately.
effective.
Sentenc Sentences are Sentences are Some sentences Errors in
e well-phrased well-phrased are awkwardly sentence
Structur and varied in and there is constructed so structure are
e(x2) length and some variety in that the reader is frequent enough
structure. They length and occasionally to be a major
flow smoothly structure. The distracted. distraction to the
from one to flow from reader.
another. sentence to
sentence is
generally
smooth.

Prepared by Approved by

63
Jacklyn Rose R. Perocho, LPT Filomena G. Montealto, Ed.D.
Instructor Academic Dean

Works Cited
Adler, D. (Director). (2010). The Truth Behind Shopping and Your Mind Documentary Films [Motion
Picture].

Alata, Eden Joy Pastor ; Caslib, Bernardo ; Serafica, Janice; Pawilen, R. A. (2018). Understanding
The Self. Quezon City: Rex Bookstore.

Asia, G. F. (Director). (https://www.youtube.com/watch?v=0Kb79-1G240). Eastern Vs Western

Culture Differences [Motion Picture].

Belk, R. W. (1988). Possessions and the extended Self. Journal of Consumen Research, 139-160.

Berryt1. (2015, Jan 4). Groupwork Rubric. Retrieved from Slideshare.net:

https://www.slideshare.net/berryt1/groupwork-rubric

Brown, J. (2016, February 7). 34 Thought Provoking Jack Canfield Quotes. Retrieved from Addicted
2 Success: https://addicted2success.com/quotes/34-thought-provoking-jack-canfield-quotes/

Diaz, M. (Director). (2018). DO NOT JUST DREAM, MAKE IT HAPPEN [Motion Picture].

Dove | Beauty standards of weight are a form of bias #BeautyBias (2016). [Motion Picture].

Dove Real Beauty Sketches (2013). [Motion Picture]. Retrieved from

https://www.dove.com/ph/stories/campaigns/real-beauty-sketches.html

Edarabia.Com. (2020). 13 Ways to Become a Better Learner. Retrieved from Edarabia.Com:

https://www.edarabia.com/131878/11-ways-to-become-a-better-learner/

Elmore,Kristine, George Smith and Daphna Oyserman. (2012). Handbook of Self and identity. 2nd
Ed. Edited by Mark R. Leary and June Price Tangney.New York: The Guilford Press.

Gleitman, H. G. (2011). Psychology. 8th Ed. Canada: W. W. Norton & Company.

Hogg, Michael, Graham Vaughan. (2010). Essentials of Social Psychology. Italy: Pearson Education
Limited.

Jhangiani, Rajiv , Hammond Tarry. (2014). Principles of Social Psychology. Creative Commons
Attribution-NonCommercial-ShareAlike 4.0 International License.

Key, T. C. (2020, August 11). Personal Narrative Writing. Retrieved from Pinterest:
https://www.pinterest.ph/pin/322781498278170202/?d=t&mt=signupOrPersonalizedLogin

Kotelnikov, V. (n.d.). Confucianism. Retrieved from Breakthrough e-Coach:

http://www.1000ventures.com/business_guide/crosscuttings/cultures_confucianism.html

64
Kotelnikov, V. (n.d.). Taoism. Retrieved from Breakthrough e-Coach:
http://www.1000ventures.com/business_guide/crosscuttings/cultures_taoism.html

Lam, V. (2015, October 8). DON’T JUST DREAM, MAKE IT HAPPEN! Retrieved from Art
Sunshine: http://www.artshine.com.au/2015/10/dont-just-dream-make-it-happen.html

McNamara, S. (2001). Stress Management Programme. Londor: Routledge Falmer.

Medical, L. (Director). (2017). Self-Concept, Self-Identity & Social Identity – Psychology &
Sociology | Lecturio [Motion Picture].

Miranda, J. (Director). (2019). Digital Self(Understanding the Self) [Motion Picture].

NISBETT, R. E. (2003). The Geography of Thought: How Asians and Westerners Think Differently--
and why. N E W YORK.

Organization, W. H. (2020, May 1). Herpes simplex virus. Retrieved from World Health
Organization: https://www.who.int/en/news-room/fact-sheets/detail/herpes-simplex-virus

Papaleontiou-Louca, E. (2003, November 1). The Concept and Instruction of Metacognition. Teacher
Development, p. Volume 7.

Penner, H. (n.d.). Ritual. Retrieved from ENCYCLOPÆDIA BRITANNICA:

https://www.britannica.com/topic/ritual

Prevention, C. o. (2014, January 23). Chlamydia. Retrieved from Centers of Disease Control and
Prevention: https://www.cdc.gov/std/chlamydia/stdfact-chlamydia.htm

Prevention, C. o. (2015, June 4). Syphilis. Retrieved from Centers of Disease Control and Prevention:
https://www.cdc.gov/std/tg2015/syphilis.htm

Prevention, C. O. (2019, November 5). Gonorrhea. Retrieved from Center Of Disease Control and
Prevention: https://www.cdc.gov/std/gonorrhea/stdfact-gonorrhea-detailed.htm

Publishing, H. H. (2020, July 6). Understanding the Stress Response. Retrieved from Harvard Health
Publishing: https://www.health.harvard.edu/staying-healthy/understanding-the-stress-
response

Richardson, N. (2014). Body Studies the Basics. London: Routledge.

Robert, J. (2020). Biology. Pagadian City: EMCT.

Rubin, H.-A. (Director). (2012). Disconnect [Motion Picture].

Rubric for Research Paper. (2020, August 11). Retrieved from K-state.edu: https://www.k-
state.edu/assessment/toolkit/measurement/resrubric.pdf

Schultze, U. (Director). (2015). How Social Media Shapes Identity [Motion Picture].

Thebossgenie (Director). (https://www.youtube.com/watch?v=Fba0YNuAvn8). Sexual Self [Motion

Picture].

Video Project Rubric. (2020). Retrieved from Studylib.net : https://studylib.net/doc/6599043/video-

project-rubric

65
White, R. (n.d.). The Heart of Wisdom. Rowman & Littlefield Publishers.

White, R. W. (n.d.). The Heart of Wisdom: A Philosophy of Spiritual Life. New York: ROWMAN &
LITTLEFIELD PUBLISHERS.

66