VISION

GADTC is integral to Tangub

City’s becoming a center for
learning and eco-cultural
tourism by producing God-
centered citizens committed
to be the light of the world.

MISSION
To provide opportunities for
CORE VALUES continuing education for
faculty and staff, providing
*INTEGRITY upgraded facilities for quality
*COMPASSION and research-based
instruction to students
*EXCELLENCE
towards community
engagement and linkages to
ALFONSOS industry.
ATTRIBUTES INSTITUTIONAL
*Globally Competitive
Professionals
LEARNING
*Good Samaritan
OUTCOMES
*Global Citizen Alfonsos as Lux Mundi:
Serving Humanity with
*God-centered Citizen Empowered Mind, Passionate
Heart and Virtuous Soul.
 Gov. Alfonso D. Tan
College

GE USELF (UNDERSTANDING THE SELF)

MODULE 1

Name: Zyryll kyll A. Hernandez Program/Year: BSISM-1

Instructor:Ma Alnikka Ponteras Course Schedule:1pm to 4Pm(T.F)
1) Assess self from these various perspectives leading to a better
understanding of one‘s self and identity.
2) Evaluate personality, self and identity, along with the knowledge of the
influential forces which impact on these such as gender, culture, family and
relationships.
3) Create ways in managing the self and identity.
4) Apply the knowledge and skills that are required in handling intrapersonal
and interpersonal problems.
 STUDY GUIDE AND MODULE RULES
The key to successfully finish this course lies in your hands. This course is a
self-learning course, thus, it involves YOU learning independently but with the
guidance of your course facilitator. Doing distance learning is challenging but I know
you will be able to face it. Here are some things that you need to be reminded for you
to successfully finish this course:
GENERAL GUIDELINES:
1. Treat your instructor and classmates with respect in email or any other
communication.
2. Schedule and manage your time to read and understand every part of the
module.
3. Study how you can manage to do the activities of this module in consideration
of your other modules from other courses.
4. Do not ask about questions that are already answered in the guide.
5. If you do not understand the readings and other activities, re-read. Focus, if this
will not work, engage all possible resources or contact your instructor by email
or phone if you have any questions.
6. Do not procrastinate. Remember, it is not others who will be short-changed if
you will not do your work on time it will be you.
7. You are free to browse and read the different lessons of the module even prior
to doing the activities in each module. However, you need to ensure that you
will not miss any part of the module and you will not miss to accomplish every
activity in every lesson as scheduled.
8. Always give proper credit when referencing or quoting another source.
9. Choose to do your very best work in preparing for each class session and on all
your activities.
10. When sending a file via email or when uploading a file to a messenger,
always put your name and the assignment in the file name.

MESSAGE NETIQUETTE AND GUIDELINES

When posting on the Messenger/Discussion platform in your online class, you should:
1. Make posts that are on topic and within the scope of the course material.
2. Take your posts seriously and review and edit your posts before sending.
3. Be as brief as possible while still making a thorough comment.
4. Be sure to read all messages in a thread before replying.
5. Do not repeat someone else‘s post without adding something of your own to it.
6. Avoid short, generic replies such as, ―I agree.‖ You should include why you
agree or add to the previous point.
7. Always be respectful of others‘ opinions even when they differ from your own.
8. When you disagree with someone, you should express your differing opinion in
respectful, non-critical way.
9. Do not make personal or insulting remarks.
Module Objectives:
At the end of the module, students should be able to:

1. Assess self from these various perspectives leading to the emergence of

one‘s self and identity.
2. Evaluate personality, self and identity, along with the knowledge of the
influential forces which impact on these such as gender, culture, family
and relationships.
3. Create ways in managing the self and identity.
4. Apply the knowledge and skills that are required in handling intrapersonal
and interpersonal problems.

Introduction

Knowing oneself is critical to being an effective team member as well as

being successful in life, work, and relationships. Your personal identity
influences everything you do, and it changes and evolves over time. The
purpose of this module is to help you deepen your understanding and
appreciation for who you are as a person. You will explore how you see
yourself through the lenses of personal identity, your skills and talents, roles,
values, personal core, and how you meet your psychological needs. You will
also examine how you respond to the pressures of changes and transitions in
your life.

You will have an opportunity to examine how your personal identity has
been shaped by a variety of people and experiences. You will also have
opportunities to think about and discuss your values, interests, hopes for the
future, as well as, your strengths and challenges. You will learn about how your
psychological needs are the primary source that motivates and drives your
behaviour. You will also learn critical knowledge about change and how
important it is in today‘s workplace to be adaptive and to embrace change as a
personal and professional growth experience. You will be invited and
encouraged to take risks, to step outside your comfort zone, and to challengeyour
thinking and the thinking of others.

Lesson 1: Understanding Individual Learning Styles

& Study Habits
Lesson Objectives:
By the end of this lesson, students are expected to:

1. Understand and familiarize the different learning styles and leaning

preference
2. Improve one‘s study habits by developing all three learning channels
3. Develop Own Study Routine in the New Normal.

GET THE STUDY HABIT

Did you ever stop to wonder what sets apart the really successful
students from the average ones? Why do some students who appear to study
all the time just get by, while others who don‘t appear to put in as much time
and effort do well? Is it all related to IQ and genetics or are some other factors
involved? The truth is that success in school is not so much determined by
sheer intelligence as knowing how to study

Studying is a skill. Being successful in school requires a high level of

study skills. Students must first learn these skills, practice them and develop
effective study habits in order to be successful. Very often the study habits and
practices developed and used in high school do not work for students incollege.

Good study habits include many different skills: time management, self-
discipline, concentration, memorization, organization, and effort. Desire to
succeed is important, too. In this module you will discover your areas of
strength and identify your weaknesses pertaining to studying. You will learn
about your preferred learning channel, tips to organize your studies, and ways
to help you remember what you study. The skills you will learn about in this
module can be applied in other areas of your life as well: your job, your career,
or any activity that requires thought, planning, information processing, and self-
discipline. You‘ll find that once you develop effective study habits, the job of
studying and learning will become easier. Instead of working harder, you'll be
working smarter.

LEARNING STYLES

Learning styles can be defined, classified, and identified in many different

ways. Generally, they are overall patterns that provide direction to learning and
teaching. Learning style can also be described as a set of factors, behaviours
and attitudes that facilitate learning for an individual in a given situation. It is an
individual‘s method of making sense of new material, commonly done through
sight, touch and sound. Taste and smell, although not as frequently used as the
last three, can still be effective when aiming to solidify ideas in our brain.
LEARNING PREFERENCE
Knowing how you learn best is the first step in developing effective study
habits. Every student approaches the task of learning differently. Every student
has a unique and personal learning style or a preferred channel through which
learning comes more easily

We all use all three learning channels. In fact, we use all our senses in learning
about the world around us, but each of us has a tendency to lean more heavily
on one of the three learning channels – visual, auditory, or hands on. You can
improve your study habits by developing all three learning channels.

TO IMPROVE AS A VISUAL LEARNER

 visualize what you are studying

 use color in your notes (colored pens, highlighters, etc.)
 use picture and graphics to reinforce learning
 learn from videos

TO IMPROVE AS AN AUDITORY LEARNER

 listen to tapes of recorded assignments

 read out loud
 participate in class discussions
 talk over ideas from class and what you are studying with other students

TO IMPROVE AS A HANDS ON LEARNER

 make use of your hands and write things down as you study
 memorize or drill while walking or exercising
 stand up and move around while you are studying
 use the computer to reinforce learning
THE LEARNING STYLE INVENTORY (LSI)

An important aspect of communication is an understanding between the

Student and Instructor about learning styles. The Learning Style Inventory is
derived from an experimental theory and model of learning developed by Kolb
(1984) and based on the seminal contributions of John Dewey, Kurt Lewin, &
Jean Piaget. Is a practical self-assessment instrument that can help us assess
our unique learning styles that we need to understand.

LESSON 1 ACTIVITY 1:
Kolb’s Learning Style Questionnaire

This questionnaire is designed to find out your preferred learning styles(s) as

an adult. Over the years, you have probably developed learning habits that help
you benefit more from some experiences than from others. You may be
unaware of this, and this questionnaire will help you pinpoint your learning
preferences and share them with the other Community Facilitators.

This questionnaire will probably take you about 10 minutes to complete. The
accuracy of your results depends on how honest you are. There are no right or
wrong answers. If you agree more than you disagree with a statement, place a
tick (√ ) in the box to the left of the question. If you disagree more than you
agree, leave the box blank. If you find yourself wondering which situation to
think of when answering a question, just think about how you are when you are
working with people. Go with your first gut reaction instead of over-thinking your
response.

QUESTIONS
1. I have strong beliefs about what is right and wrong, good and bad.

2. I often act without considering the possible consequences.

3. I tend to solve problems using a step-by-step approach.

4. I believe that formal procedures and policies restrict people.
 5. I have a reputation for saying what I think, simply and directly.

6. I often find that actions based on feelings are as sound as those

based on careful thought and analysis.

7. I like the sort of work where I have time for thorough preparation
and implementation.

8. I regularly question people about their basic assumptions.

9. What matters most is whether something works in practice.

10. I actively seek out new experiences.

11. When I hear about a new idea or approach, I immediately start

working out how to apply it in practice.
12. I am keen on self-discipline such as watching my diet, taking
regular exercise, sticking to a fixed routine, etc.

13. I take pride in doing a thorough job.

14. I get on best with logical, analytical people and less well with
spontaneous, ‗irrational‘ people.

15. I take care over how I interpret data and avoid jumping to
conclusions.

16. I like to reach a decision carefully after weighing up many

alternatives.

17. I am attracted more to novel, unusual ideas than to practical ones.

18. I don‘t like disorganized things and prefer to fit things into a
coherent pattern.

19. I accept and stick to laid down procedures and policies so long as
I regard them as an efficient way of getting the job done.

20. I like to relate my actions to a general principle, standard or belief.

21. In discussions, I like to get straight to the point.

22. I tend to have distant, rather formal relationships with people at
work.

23. I thrive on the challenge of tackling something new and different.

24. I enjoy fun-loving spontaneous people.

25. I pay careful attention to detail before coming to a conclusion.

26. I find it difficult to produce ideas on impulse.

27. I believe in coming to the point immediately.

28. I am careful not to jump to conclusions too quickly.

29. I prefer to have as many sources of information as possible – the

more information to think over the better.

30. Flippant, superficial people who don‘t take things seriously enough
usually irritate me.

31. I listen to other people‘s points of view before putting my own view
forward.

32. I tend to be open about how I‘m feeling.

33. In discussions, I enjoy watching the plotting and scheming of the

other participants.

34. I prefer to respond to events in a spontaneous, flexible way rather

than plan things out in advance.

35. I tend to be attracted to techniques such as flow charts,

contingency plans etc.

36. It worries me if I have to rush work to meet a tight deadline.

37. I tend to judge people‘s ideas on their practical merits.

38. Quiet, thoughtful people tend to make me feel uneasy.

39. I often get irritated by people who want to rush things.

40. It is more important to enjoy the present moment than to think

about the past or future.

41. I think that decisions based on a careful analysis of all the

information are better than those based on intuition.

42. I tend to be a perfectionist.

43. In discussions, I usually produce lots of spontaneous ideas.

44. In meetings, I put forward practical, realistic ideas.

45. More often than not, rules are there to be broken.

46. I prefer to stand back from a situation and consider all the
perspectives.

47. I can often see inconsistencies and weaknesses in other people‘s

arguments.

48. On balance I talk more than I listen.

49. I can often see better, more practical ways to get things done.

50. I think written reports should be short and to the point.

51. I believe that rational, logical thinking should win the day.

52. I tend to discuss specific things with people rather than

engagingin social discussion.

53. I like people who approach things realistically rather than

theoretically.

54. In discussions, I get impatient with irrelevant issues and

digressions.
55. If I have a report to write, I tend to produce lots of drafts before
settling on the final version.

56. I am keen to try things out to see if they work in practice.

57. I am keen to reach answers via a logical approach.

58. I enjoy being the one that talks a lot.

59. In discussions, I often find I am a realist, keeping people to the

point and avoiding wild speculations.

60. I like to ponder many alternatives before making up my mind.

61. In discussions with people I often find I am the most dispassionate

and objective.

62. In discussions I‘m more likely to adopt a ‗low profile‘ than to take
the lead and do most of the talking.

63. I like to be able to relate current actions to the longer-term bigger

picture.

64. When things go wrong, I am happy to shrug it off and ‗put it down
to experience‘.

65. I tend to reject wild, spontaneous ideas as being impractical.

66. It‘s best to think carefully before taking action.

67. On balance, I do the listening rather than the talking.

68. I tend to be tough on people who find it difficult to adopt a logical

approach.

69. Most times I believe the end justifies the means.

70. I don‘t mind hurting people‘s feelings so long as the job gets
done.

71. I find the formality of having specific objectives and plans stifling.

72. I‘m usually one of the people who put life into a party.
73. I do whatever is practical to get the job done.

74. I quickly get bored with methodical, detailed work.

75. I am keen on exploring the basic assumptions, principles and

theories underpinning things and events.

76. I‘m always interested to find out what people think.

77. I like meetings to be run on methodical lines, sticking to laid down

agenda.

78. I steer clear of subjective (biased) or ambiguous (unclear) topics.

79. I enjoy the drama and excitement of a crisis situation.

80. People often find me insensitive to their feelings.

Scoring

You score one point for each item you ticked. There are no points for
items you crossed. Go back over your responses and simply circle the
question number in the table below for each question you ticked. Then
add up the number of circled responses in the Totals row.

QUESTION NUMBER
2 7 1 5
4 13 3 9
6 15 8 11
10 16 12 19
17 25 14 21
23 28 18 27
24 29 20 35
32 31 22 37
34 33 26 44
38 36 30 49
40 39 42 50
43 41 47 53
45 46 51 54
48 52 57 56
58 55 61 59
64 60 63 65
71 62 68 69
72 66 75 70
74 67 77 73
79 76 78 80

Total 11 12 6 10
s:
Activi Reflecto Theori Pragmat
st r st ist
Your preferred learning styles
Now circle your total scores for each learning style on the table below
to determine the strength of your preference.
ACTIVI REFLECT THEORI PRAGMAT
ST OR ST IST
20 20 20 20 Very
19 19 19 19 strong
preferenc
e
18 18 18 18
17 17 17
16 16
15
14
13
12 17 15 16 Strong
11 16 14 15 preference
15
10 14 13 14 Moderate
9 13 12 13 preference
8 12 11 12
7
6 11 10 11 Low
5 10 9 10 preference
4 9 8 9
3 8 7 8 Very low
2 7 6 7 preference
1 6 5 6
0 5 4 5
4 3 4
3 2 3
2 1 2

1 0 1
0 0
ACTIVISTS want practical tasks and very little theory. They learn best from
activities where:
 New experiences are emphasized;
 The focus is on the present and on doing such activities as games,
problem solving, simulations;
 There is a lot of action and excitement;
 They can lead and be in the limelight;
 Ideas are generated without any concern about practical constraints;
 They have to respond to a challenge and take risks;
 The central focus is on team problem-solving.

THEORISTS want handouts, something to take away and study. They

learn best from activities where;
 The learning forms a part of a conceptual whole, such as a model for a
theory;
 There is time to explore the interrelationship amongst elements;
 They can explore the theory and methodology underlying the subject
under investigation;
 They are intellectually stretched;
 There is a clear and obvious purpose to the activities;
 There is a reliance on rationality and logic;
 They can analyze situations and then generalize their findings;
 They are asked to understand complex situations.

REFLECTORS want lots of breaks to go off and read and discuss. They
learn best from activities where;
 There are opportunities to observe and consider;
 There is a strong element of passive involvement such as listening to
a speaker or watching a video;
 There is time to think before having to act or contribute;
 There is opportunity for research and problems can be probed in some
depth;
 They can review what was happening;
 They are asked to produce reports that carefully analyze a situation or
issue;
 There is interaction with others without any risks of strong feelings
coming to the fore;
 They can finalize a view without being put under pressure.
PRAGMATISTS want shortcuts and tips. They learn best from activities
where;
 There is a clear link back to some job-related problem;
 Material is directed towards techniques that make their work easier;
 They are able to practice what they have learned;
 They can relate to a successful role model;
 There are many opportunities to implement what has been learned;
 The relevance is obvious and the learning is easily transferred to their
jobs;
 What is done is practical such as drawing up action plans or trialing
techniques or procedures.

DIVERGERS (Concrete experiencer/Reflective observer) take experiences

and think deeply about them. They diverge from a single experience to
multiple possibilities. When they learn they will ask 'why', and will start from
detail to logically work up to the big picture. They like working with others
but like things to remain calm – they will be distressed by conflicts in the
group. They like to receive constructive feedback.

CONVERGERS (Abstract conceptualization/Active experimenter) think

about things and then try out their ideas to see if they work in practice.
When they learn they will ask 'how', and will want to learn by
understanding how things work in practice. They like facts and will seek to
make things efficient by making small and careful changes. They prefer to
work alone or independently.

ACCOMODATORS (Concrete experiencer/Active experimenter) have the

most hands-on approach, with a strong preference for doing rather than
thinking. When they lean they will ask 'what if?' and 'why not?' to support
their action-first approach. They do not like routine and will take creative
risks to see what happens. They learn better by themselves than with
others.

ASSIMILATORS (Abstract conceptualizer/Reflective observer) have the

most cognitive approach, preferring to think than to act. When they learn
they will ask 'What is there I can know?' and like organized and structured
understanding. Lectures are their preference, with demonstrations where
possible, and will respect the knowledge of experts. People with this style
will have a strong control need. They learn best with lectures that start
from high-level concepts and work down to the detail.
 (25 points)
 Based on the results, I found out that:

That I’m an activist person on what the result says so, an activist
person wants practical tasks and very little theory. They learn best from
activities where: New experiences are emphasized; The focus is on the
present and on doing such activities as games, problem-solving,
simulations; There is a lot of action and excitement; They can lead and
be in the limelight; Ideas are generated without any concern about
practical constraints; They have to respond to a challenge and take
risks; The central focus is on team problem-solving. But my less score
is that the theorist's person and that's true that I don’t want more
teammate or grouping when it comes reporting because some our
teammate is always relying on a one person or the team leader that’s
the reason that why I don’t like grouping works.
LESSON 1 ACTIVITY 2:
Develop Own Study Routine in the New Normal (25 points)

DIRECTIONS:
After reading the module lesson, reflect on your personal experience
with the new normal schooling. After which, create your own Study Routine
that you may use as your everyday guide. You may creatively design your
output. Note: (Put your answers on a separate sheet of short bond
paper for submission. Do not forget to include your name, program
and year.)

UNIT 1: The Self from Various Perspectives

Lesson Objectives:

By the end of this lesson, students are expected to:

1. Engage in an introspective overview of one‘s self

2. Examine the disciplinal perspectives in viewing the Self
3. Demonstrate critical and reflective thinking in analyzing the
development of one‘s identity using the various perspectives

Lesson 1: What is the Self?

Here‘s is a really simple answer. You are a self, namely, yourself. A
self is just a person, a living, breathing, thinking human being. We use the
particle ‗self‘ to form reflexive pronouns, like ―myself‖ and ―yourself‖, and
these pronouns, refer to persons. So there‘s the simple theory of selves:
selves are persons. By ―mind‖ we mean that part of me that has sensation
and perception, beliefs and desires, and initiates action; some philosophers
think it is no more than the brain or central nervous system.

The mind is basically a common sense notion that provides a subject

for philosophers. The soul, in contrast, is basically a religious or theological
concept. The soul is something that is supposed to bear the responsibility
for sin, as well as for good act. And, at least in Christianity, it is what is
supposed to survive death, and continue to exist in heaven or hell.

The Philosophical Perspectives

Most philosophical viewpoints are focused on the nature of the self

and how man connects with nature. The focus is describing and
understanding the being-ness and existence of the human individual and
what man is made of- mind, body and soul and whether they are distinct,
separated from each other or inseparable.

Some philosophers described the nature of the self as being rational

or moral, or has consciousness that evidences his thinking process, or
whether the man‘s identity is made possible by his consciousness. Others
would question the presence of the self or that the soul which is the
essence of the self is immortal. But another modern-day philosopher would
describe the self as defined by the movements of the brain.
 The Self According to Socrates

According to Socrates it is the state of our soul, or our inner being, which
determines the quality of our life. Thus it is paramount that we devote
considerable amounts of our attention, energy, and resources to making
our soul as good and beautiful as possible. Socrates believed the next step
in the path towards self knowledge was to obtain knowledge of what is
good and what is evil. Most people dogmatically assume they know what is
truly good and what is truly evil. All human beings naturally strive after
happiness, for happiness is the final end in life and everything we do we do
because we think it will make us happy, We therefore label what we think
will bring us happiness as ‗good‘, and those things we think will bring us
suffering and pain as ‗evil‘.

There is one supreme good, he claimed, and possession of this good

alone will secure our happiness, if you know who you are, all basic issues
and difficulties in life would be gone in a simple snap of a finger. If you
know who you are, then everything would be clearer and simpler. Virtue is
defined as moral excellence, and an individual is considered virtuous if their
character is made up of the moral qualities that are accepted as virtues. In
order to become virtuous Socrates maintained that we must arrive at
knowledge of what virtue really is. Human beings naturally desire the good,
as it alone secures happiness, with this knowledge one would have no
choice but to become virtuous. To summarize this idea it is useful to
express it in a simple formula: knowledge = virtue = happiness. When we
arrive at knowledge of virtue we will become virtuous, and when we perfect
our souls, we will attain true happiness. then a simple question arises: Why
do so many people fail to become virtuous and instead commit evil acts,
thereby preventing themselves from attaining that which they really want?
To put it bluntly, the answer to this question is that most people areignorant.
If one truly knew what they were doing was evil, they would refrain
from such an action. But because all evil acts are committed out of
ignorance, Socrates held that all evil acts are committed involuntarily.

Plato’s Concept of the Self

Plato conceives of the self as a knower. Hence, for Plato the concepts of
the self and knowledge are inextricably linked. This is because Plato‘s
concept of the self is practically constructed on the basis of his reflections
on the nature of the rational soul as the highest form of cognition. But it
must be noted for Plato, the human person is a dichotomy of body and
soul. The body is the material and destructible part of the human person,
while the soul is the immaterial and indestructible part. Plato argues that
the soul is really an entity distinct from the body, indeed for Plato, the soul
is the self.

According to Plato, the soul, conceived of as self, has three parts namely:
1) the rational soul, 2) the spiritual soul and 3) the appetitive soul. For
Plato, the rational soul is located in the head. Being located in the head, the
rational soul enables the human person to think, reflect, analyse, and do
other cognitive functions. The spiritual soul, on the other hand, is located in
the chest. It enables the person to experience happiness, joy, sadness,
abomination, anger, and other emotional feelings. Lastly, the appetitive
soul is located in the abdomen. This is the part of the soul that drives the
human person to experience physical pain, hunger, thirst, and other
physical wants. Now, according to Plato, the rational soul is superior to the
spiritual soul and appetitive soul as it serves as their moral and rational
guide.

Augustine of Hippo

Augustine's sense of self is his relation to God, both in his recognition

of God's love and his response to it—achieved through self-presentation,
then self-realization. Augustine believed one could not achieve inner peace
without finding God's love. The ultimate end of human life, according to St.
Augustine, is union with God. This is a religious and mystical stage. This is
not possible while living, but only in a future life after death.
Thus, the earthly life is merely a transitional stage. It is only after it that one
gains eternal blessedness. Here, Augustine shows the pessimism
characteristic of early Christianity. But since he believes that life continues
after death and one can attain eternal blessedness in future he shows
optimism.

The highest virtue, according to St. Augustine, is love. Love unites man
with God. It is basis for all other virtues. For example, justice is the service
of God and wisdom is the power of right choice by love of God.
Temperance again, is love of God as opposed to love of world. Fortitude is
the overcoming of pains by suffering of love. Love of God again is the basis
of true love of self and love of others. So, it is the basis of true genuine
values. A so-called virtue uninspired by love is only a splendid vice. The
love of god acts within man‘s soul. Faith, hope and charity are essential to
love of God. All these are inter-related.
 René Descartes

Descartes‘ concept of the self revolves around the idea of mind-body

dualism. For Descartes, a human person is composed of two parts, namely
the material body and a non-material mind. It must be noted that his idea of
the ―mind‖ is not different from the idea of the ―soul‖ in antiquity, for
instance, Plato‘s concept of the soul. For Descartes, the mind or the soul is
superior to the body for it is in the mind that ―mental states‖ occur. This is
because for Descartes, the mental states such as thinking, imagining and
analysing rather than the physical states of the body such as pain, hunger
and thirst are fundamental to our life as persons. In other words, for
Descartes, it is the mind that makes us humans.

John Locke

Locke suggests that the self is ―a thinking intelligent being, that has
reason and reflection, and can consider itself as itself, the same thinking
thing, in different times and places‖ and continues to define personal
identity simply as the sameness of a rational being. So long as one is the
same self, the same rational being, one has the same personal identity. He
offers the argument that because in order to be a self, one must be a
thinking thing and that because ―consciousness always accompanies
thinking‖.

Memory is therefore, according to Locke, a necessary condition of personal

identity. Referring to states of interrupted consciousness or forgetfulness,
Locke claims that, ―in all these cases, our consciousness being interrupted,
and we losing sight of our past selves, doubts are raised whether we are
the same thinking thing‖ (Locke). An abridged version of Locke‘s memory
theory of personal identity would therefore conclude that memory is both a
necessary and sufficient condition of self, and, therein, personal identity.

David Hume

Hume argues that our concept of the self is a result of our natural
habit of attributing unified existence to any collection of associated parts.
This belief is natural, but there is no logical support for it. Hume asks us to
consider what impression gives us our concept of self. We tend to think of
ourselves as selves—stable entities that exist over time. But no matter how
closely we examine our own experiences, we never observe anything
beyond a series of transient feelings, sensations, and impressions.

We cannot observe ourselves, or what we are, in a unified way. There is no

impression of the ―self‖ that ties our particular impressions together.

In other words, we can never be directly aware of ourselves, only of what

we are experiencing at any given moment. Although the relations between
our ideas, feelings, and so on, may be traced through time by memory,
there is no real evidence of any core that connects them. This argument
also applies to the concept of the soul. Hume suggests that the self is just a
bundle of perceptions, like links in a chain. To look for a unifying self
beyond those perceptions is like looking for a chain apart from the links that
constitute
 Immanuel Kant

For Kant, the human person as a rational moral agent is the sole
basis for determining the truth of the categorical imperative. Indeed, behind
that is Kant‘s attempt of a human person to achieve moral perfection.
Hence, we can surmise that the goal of Kant‘s moral teachings is for the
human person to become morally perfect.

For Kant, both of these theories are incomplete when it comes to the self.
According to him, we all have an inner and an outer self which together
form our consciousness. The inner self is comprised of our psychological
state and our rational intellect. The outer self includes our sense and the
physical world.

The Self Represented Across the Different Disciplines and

Perspectives

Anthropology

The Origins of Self explores the role that selfhood plays in defining
human society, and each human individual in that society. It considers the
genetic and cultural origins of self, the role that self plays in socialisation
and language, and the types of self we generate in our individual journeys
to and through adulthood. Self-awareness is a product of the sharing of
social models, something only humans appear to do. The self of whom we
are aware is not something innate within us, it is a model of our self
produced as a response to the models of us offered to us by other people.
 Psychology

In psychology, the notion of the self refers to a person‘s experience as a

single, unitary, autonomous being that is separate from others, experienced
with continuity through time and place. The experience of the self includes
consciousness of one‘s physicality as well as one‘s inner character and
emotional life. People experience their selves in two senses. The first is as
an active agent who acts on the world as well as being influenced by that
world.

This type of self is usually referred to as the I, and focuses on how

people experience themselves as doers. The second is as an object of
reflection and evaluation. In this type of self, people turn their attention to
their physical and psychological attributes to contemplate the constellation
of skills, traits, attitudes, opinions, and feelings that they may have. This
type of self is referred to as the me, and focuses on how people observe
themselves from the outside looking in, much like people monitor and
contemplate the competence and character of other people.

The Self in Western and Oriental/Eastern Thought

The term ‗self‘ refers to an individual human being, along with their body,
mind, and in some cases, the concept of a ‗soul‘. The Western view of the
‗enduring self‘ refers to the notion that ―you are the same person you were
earlier in your life. In other words, it assumes that we humans are selves
that endure through time‖. So, despite the many mental and physical
changes that may occur during our life, we are essentially the same
‗self‘ throughout our many developments.
The self is understood primarily as an autonomous ego whose existence is
distinct from that of others. In the Eastern philosophy, it is often argued
there is no meaning of self that is independent of our relations to others
and that the self is irreducibly social. In the East, the most well-known
conceptions of the self are represented by the views of Confucianism,
Taoism, Buddhism and Hinduism

LESSON 1 ACTIVITY 1: THINKING PHILOSOPHICALLY

Do You Know Yourself? (3 points each)
Reflect on the following questions regarding yourself as fully and
specifically as you can.

How would you describe yourself?

I only describe myself as a strong person without this experience, struggle

and failure in life I Will never pass all of this problems with the help of God
strength. also I'm a hardworking student believing that poverty is not a
hindrance to achive my goals in life. I'm a dreamer in my own paradise.

What are the qualities that differentiate you from all others selves?

The qualities that differentiate me from the other selves are my trustworthy
good friend, adoptable and for being true to myself and the qualities that
differentiate me from others selves is being who I am. Because I believe
that we are unique creation of god.
 In what ways has your self changed during the course of your life?

I move my self in a our old house, finding myself were I be brave much,
compiling my desired achievement, I go forward forgetting all my past,
enjoying my present life attending any activities in a church or other
activities and exploring what is the meaning of life, facing struggle in
life finding a solution of my problems this are my ways of changing myself
during the course in life we are all processing our self for improvement
making an execution and accomplished in our lives..

In what ways has it remained the same?

The way of enjoying life of who I am was remained the same way despites
the many mental and physical changes that may occur during our life, we
are essentially the same’self throughout our many developments.

How would you describe the relation of yourself to your body?

Unconscious is one of myself. My body will not live as long as my

mind.Therefore, if my body experienced some bad things, it connect to
myself.They are one.

How are you able to come to know other selves? Do you think they are
similar to or different from you?

Will I able to know others selves by observing the outside looking in, much
like people monitor and contemplate the competence and character of
other people. I think we are different from each other because they
havesomething different that I couldn't have.
LESSON 1 ACTIVITY 2: Comparative Analysis (30 points)

Write a one-page analysis after reading the Different Philosophical

Perspectives. Choose four (2) perspectives that you find meaningful to your
personal experiences. Compare and contrast your chosen philosophies.
Have fun, enjoy learning and exploring yourself.

Descartes’ concept of the self revolves around the idea of mind-body

dualism. For Descartes, a human person is composed of two parts, namely
the material body and a non-material mind. It must be noted that his idea of
the “mind” is not different from the idea of the “soul” in antiquity, for
instance, Plato’s concept of the soul.For Descartes, the mind or the soul is
superior to the body for it is in the mind that “mental states” occur. This is
because for Descartes, the mental states such as thinking, imagining and
analysing rather than the physical states of the body such as pain, hunger
and thirst are fundamental to our life as persons. In other words, for
Descartes, it is the mind that makes us humans. According to Socrates it is
the state of our soul, or our inner being,which determines the quality of our
life.Thus it is paramount that we devote considerable amount so four
attention, energy, and resources to making our soul as good and beautiful
as possible.Socrates believed the next step in the path towards self
knowledge was to obtain knowledge of what is good and what is evil. Most
people dogmatically assume they know what is truly good and what is truly
evil.All human beings naturally strive after happiness, for happinessis the
final end in life and everything we do because we think it will make us
happy,We therefore label what we think will Bring us
happinessas‘good’,and those things we think will bring us suffering and
pain as‘evil. Happiness It is a term we throw about without much thought
these days my guess is that, actually, you think you know what is meant by
saying someone is happy. Know yourself. Knowing yourself has
extraordinary prestige in our culture. It has been framed as quite literally
the meaning of life.This sounds, when one hears it, highly plausible, yet so
plausible it’s worth pausing to ask a few more questions. Just why is self-
knowledge such a prestigious good? What are the dangers that come with
a lack of self-knowledge? And what do we in fact need to know about
ourselves? How do we come to learn such things? And why is self-
knowledge difficult to attain?
 Zyryll Kyll A. Hernandez BSISM-1

LESSON 1 ACTIVITY 2:
Develop Own Study Routine in the New Normal (25 points)

DIRECTIONS:
After reading the module lesson, reflect on your personal experience with
the new normal schooling. After which, create your own Study Routine
that you may use as your everyday guide. You may creatively design your
output. Note: (Put your answers on a separate sheet of short bond
paper for submission. Do not forget to include your name, program
and year.)

I’m Zyryll kyll A. Hernandez this new normal schooling was so intense
because I need the internet always to study my work, etc but if I do not
have internet my homework will be doom… it’s hard to explain but one
thing that I know is that this new normal schooling is hard for us students
in college because there is no actual training, actual teaching, actual test.
Just like me, I’m a criminology course but we have a virtual class,
sometimes it's hard to listen to our instructor because of internet
connection, etc that why we can’t focus our learning. Because of that, I
make my study routine to have the best time in my schooling.
First every Morning I checked my Microsoft teams maybe we have
an assignment or not.. when there are assignments I will work on them in
the morning schedule when there is no assignment I will review all the
previews videos that we have in virtual classes or the soft copy in our
module. Second I will ready myself maybe we have virtual classes if there
is not, I will answer the all soft copy in our all module. Lastly, I will take
my mind, body and soul will relax because of the stress.. stress makes us
ugly and out of control mindset that why I some rest.