Uts Module - Unit 1

Republic of the Philippines
CATANDUANES STATE UNIVERSITY

College of Arts and Sciences
Virac, Catanduanes
G
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UNDERSTANDING THE
SELF
Virac, Catanduanes
G
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1
PAGE 1
UNDERSTANDING THE
SELF
DISCLAIMER
This learning material is used in compliance with the flexible teaching-learning approach
espoused by CHED in response to the pandemic that has globally affected educational
institutions. Authors and publishers of the contents are well acknowledged. As such the
college and its faculty do not claim ownership of all sourced information. This learning
material will solely be used for instructional purposes not for commercialization.
CatSU College of Arts and Sciences
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FACULTY PROFILE
ELEANOR G. OSIDO
Assistant Professor II
Address: Rawis, Virac, Catanduanes
Contact Number: 0947865640
Email Address: eleanorgosido@yahoo.com
OMARTHONY B. LLAVE
Instructor I
Address: Cabcab, San Andres, Catanduanes
Email Address: tony.llave82@gmail.com
KRISTINE BABIE M. REYES

Instructor I
Address: Calatagan, Virac Catanduanes
Email Address: kristinebabiereyes@gmail.com
FLORYMAE L. EUBRA
Instructor I
Address: Del Sur, Pandan, Catanduanes
Email Address: mhie06@icloud.com
ROSE ANN M. ARCILLA

Instructor I
Address: Calatagan Tibang, Virac, Catanduanes
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Email Address: lantis_ben@hotmail.com
OVERVIEW OF THE MODULE
This learning material is designed for the course GEC 1. The purpose of this module is to
provide you with basic and fundamental ideas and significant understanding of the different
concepts in Psychology.
For you to be able to acquire significant understanding of the course concepts, the content of
this course is divided into several modules for you to learn even at your own pace. For the
midterm period, the modules are:
Module 1 – THE SELF FROM VARIOUS PERSPECTIVES
Module 2 – THE SELF IN THE ADOLESCENCE STAGE
Module 3 – THE SELF IN THE SOCIAL SETTING
Module 1 provides information about knowing one’s self. In this module you will be able to
learn how selves is seen in different perspectives. It will also tackle different aspect and
relations of humanity which is an important aspect in every well-being.
Module 2 is all about the different representations of the self. This module dealt with the
physical aspect primarily an adolescent's brain and sexuality. It also tackles the importance of
each milestones or developmental tasks on the maturity during adolescence as well as the
essence of material and digital self.
Module 3 presents a discussion of the self in different social set ups. Specifically Bio
ecological Systems, individualism and collectivism, Looking Glass Self, Joharis window of the
self.
For the final coverage, the modules are:
Module 4 – THE SELF IN THE LEARNING PROCESS
Module 5 – THE SELF IN THE EMOTIONAL EXPERIENCE
Module 6 – THE SELF IN THE SUCCESS AND HAPPINESS
Module 7 – THE SELF IN FACING CHALLENGES
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Module 4 discusses about learning; its basic elements and theories. You will gain
information on the various stages of memory and certain techniques to improve memory. This
module furthermore represents the nature of intelligence and its theories.
Module 5 examines the process of emotional development, the significance of emotional

regulation and the common emotion regulation strategies.
Module 6 focuses on an individual's personality domains, types and determinants. This

module also concentrates with Big Five Personality Factors, Dweck's Core Attitudes,
Duckworth's Grit and Success, Seligman's Positive Psychology and Harvard's Life
Satisfaction associating with adolescents' view of success and happiness.
Module 7 follows on how the selves face challenges. This final unit of the module include
types of stress and how to manage it.
The module is self-instructional. You can read, analyze concepts and ideas presented and
reflect on them. To facilitate easy understanding of the course, each module consists of:
 Overview that provides you with a general information on the module content;
 Key terms that you need to know to understand the lessons;
 Module outline/map for you to see the sequence of lessons covered by the module
 Read me section/discussion of the different lessons consisting the module;
 Exercises for every end of the lessons;
 Synthesis to conclude or generalize the main ideas presented;
 References which contains the list of all sources used in developing the module.
Your answers on Exercises should be written on a long coupon bond attached on a colored
folder (portfolio). You may submit it through email or messenger.
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BRIEF CONTENTS
UNIT 1 THE SELF IN DIFFERENT PERSPECTIVE
TOOL NO.1 Rationalism and Empiricism

TOOL NO.2 Mentalism, Behaviorism, and Humanism
TOOL NO.3 Nature and Nurture
TOOL NO.4 The 3 Domains of Human Development
UNIT 2 THE SELF IN THE ADOLESCENT STAGE
TOOL NO.1 The Physical Aspects of the Self

TOOL NO.2 The Sexual Aspects of the Self
TOOL NO.3 Developmental Tasks of Adolescence
TOOL NO.4 Material Self and Digital Self
UNIT 3 THE SELF IN THE SOCIAL SETTING
TOOL NO.1 Bronfenbrenner’s Bio-ecological Systems

TOOL NO.2 Individualism and Collectivism
TOOL NO.3 Cooley’s The Looking Glass Self
TOOL NO.4 Johari’s Window of the Self
UNIT 4 SELF IN THE LEARNING PROCESS
TOOL NO.1 Learning, Memory and Intelligence

TOOL NO.2 Bandura’s Social Learning Theory
TOOL NO.3 Gardner’s Multiple Intelligence
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UNIT 5 THE SELF IN THE EMOTIONAL
EXPERIENCES
TOOL NO.1 Emotions and Emotional Regulations

TOOL NO.2 Emotional Intelligence
UNIT 6 THE SELF IN THE SUCCESS AND

HAPINESS
TOOL NO.1 Personality

TOOL NO.2 Dweck’s Core Attitudes
TOOL NO.3 Duckworth’s Grit and Success
TOOL NO.4 Seligman’s Positive Psychology
TOOL NO.5 Harvard’s Study on Life Satisfaction
UNIT 7 THE SELF IN FACING CHALLENGES
TOOL NO.1 Managing Stress

TOOL NO.2 Self-efficacy and Social Support
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Tools in Understanding
the Self
FOR FILIPINO COLLEGE STUDENTS
Psychology- is the science of human behavior and mental processes.
| Social Sciences Department | June 10, 2020
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Orientation
College is a journey. To some of you, a small happy journey is called a “road trip” or
a “joyride”. Before we ride our bikes or cars, we make sure that our vehicle can last the long
road and that our driving skills will keep us safe on the road. Just like a joyride, college life
requires you to have the right positioning or orientation about your trip even as you are yet to
discover the exciting things along the way. Let us take a 360-roadtrip in the world of college, a
joyride for your future.
As a college student, you must know that entering the university means choosing a
course which will train you to master the knowledge and the skills required to realize your
professional dreams and lifelong plans. While there are various courses and subjects taught
in the university, remember that the approaches of education in dealing with knowledge and
skills can be categorized into four major disciplines. When we say discipline, that means a
teaching by which a student or a follower live by; as in disciples which means followers. You,
as a student of the university, shall follow the instructions of the school and the teachings of
your course in order to master the tasks of your industry. If you are an engineering student,
for example, you shall live by the skills and standards you learn from the science of
engineering in order to be recognized and registered as a professional engineer.
Most often, having a discipline means an adherence to the teachings as a way of life.
The Disciplines of Knowledge in Education

Let us understand now which discipline your chosen course belongs to. The four
major disciplines of knowledge are Arts, Religion, Philosophy, and Science. All these
disciplines are “bodies of knowledge” or organized collection and presentation of information.
They have their own principles and approaches in dealing with knowledge and reality.
Arts is an expression of human experiences projected or told in creative ways like

painting, sculpture, architecture, designs, acting, dance act, storytelling, etc. It requires from
its students the skills in what the human body and intellect can do to express or immortalize
the human spirit and imagination. The purpose of artistic expression is to show an idea or
experience in a way that is unique, pleasing, and appreciable to oneself or to other people.
Literature, Fine Arts, Interior Design, and Creative Writing are examples of Arts courses in
college.
Philosophy literally means love of wisdom. Based from observation and speculation
about things and events, philosophers were able to explain human experiences and beliefs
with the use of reason. To them, the knowledge of reality is validated by our innate ability to
grasp the truth. (Although not anymore under Philosophy and now an independent discipline,
Mathematics or our mathematical ability is one of the functions of reason that is abstract—a
reality that is purely intellectual and immaterial.) Logic and Ethics are some of the subjects in
college that are under the discipline of Philosophy.
Religion is the human attempt to reconnect to the divine or the Creator. It uses faith,
or a strong belief that is supported by reason, in grasping the idea of the unseen power.
(Religious subjects are taught in some private and sectarian schools. Public schools and
State Universities and Colleges (SUCs) are legally bound by the principle of the Separation of
Church and State contained in the 1987 Constitution of the Philippines so they do not offer
religious courses.)
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Science is the systematized body of knowledge based on observation and
experimentation. It is the discipline that separated from Philosophy and Religion in order to
establish a definite understanding of reality based on experience acquired and verified
by the human senses. A student of Science must be able to explain or prove the reality of a
matter or an event based on observable evidences and from the scientific laws already
established in the field of Science.
As a discipline, Science aims to describe, explain, predict, and modify the matters
and events of the universe, living or non-living, in promoting progress. It uses the Scientific
Method as the only process of investigating matters and phenomena (natural or social
events). Most courses in college belong to Science like engineering, nursing, biology,
technical-vocational or technological courses, economics, political science, etc.
For this particular subject, Understanding the Self, using the book “Tools in
Understanding the Self”, our approach will mostly use the discipline of Science and some
teachings from Arts and Philosophy in enriching your knowledge of your “Self” and, therefore,
in developing yourself into the person you want to be.
Tools in Understanding the Self
The topics in this book are designed according to the developmental characteristics
of late adolescence, or the college age. They are presented in an order that will help you
discover your “Self”. We start by understanding the concept of the “Self” and then delve into
the basic knowledge of the characteristic traits of adolescence, or what you are today, and
later we advance to learning the skills in improving or “reinventing” yourself.
Our main objective is to know our strengths and weaknesses, and to find
opportunities to learn from them and improve. Simply put, you must aim to have a more
effective control of your thoughts, emotions, and actions to bring yourself into a personal
transformation leading to success, happiness, and wholeness.
Here in this book, we emphasize the importance of tools. When what the human body
can do reached its limits, we humans invented tools. Unable to see the tiniest living organism,
Leeuwenhoek created his own microscope and discovered bacteria. Unable to see the
farthest object, Galileo used the telescope to explore the stellar and planetary movements of
the universe.
In this book, each module is labeled as a tool so that we remember that what we
learn from each module must be utilized or applied in real life. You may be the best surgeon
in town, but without your medical tools, you can do nothing. You may be a good sculptor, but
without your hammer and chisel, you can do nothing.
What are the intellectual tools we need in order to understand and change our lives?
Remember, tools are extensions of our capabilities and, in life, we have to use tools to make
things work.
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THE SELF IN DIFFERENT PERSPECTIVES
Module Overview:
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This Unit introduces concept, definition, and processes of self-understanding

encompassing the scientific and philosophical explanations about the Self and Identity. The
module also broadly introduces the factors that contribute to one’s being and identity. It
covers the different factors that contribute to one’s being, the philosophical and theoretical
explanations about the self across generations of philosophers and theorists.
Philosophy of the self has been defined through two distinct philosophical lenses:
rationalism and empiricism which will be discussed in tool number 1. The scientific study of
the self is also a central topic in Psychology and Sociology which will be tackled in tool
number 2. These sciences associated self and personality as influence and conditioned by
the different factors that surrounds an individual. Natural and biological science and social
sciences encompass a number of disciplines that have deliberated on the nature of the Self.
Such discourses will be tackled in the tool number 3. Domains of human development that
generally influences our sense of self are likewise presented in tool number 4.
Intended Learning Outcomes

At the end of this unit, the students must be able to:
o
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Compare and contrast the two major philosophical approach of knowledge;
Describe and synthesize the different psychological perspective in understanding
the self;
Examine yourself against the different philosophical views on the self; and
Explain the importance of the three domains of human development
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m thought processes
DEFINITION OF KEY TERMS
1. RATIONALISM- the source of knowledge relies on reason.

2. EMPIRICISM- is the philosophical approach to knowledge whose truth value can only
be verified by the senses.
3. INTROSPECTION- is a means of learning about one’s own conscious thoughts or
recent mental processes.
4. MENTALISM- a psychological perspective that concentrate on perception and
5. BEHAVIORISM- defines the self by how it is shaped by our behaviors that lead to
either reward or punishment.
6. HUMANISM- gives emphasis on the value of human beings as creative and
possessed with great potentials.
7. CONSCIOUS- characterizing awareness
8. PRECONSCIOUS- which is not in consciousness but can be recalled and easily
retrieved into consciousness
9. UNCONSCIOUS- contains the childhood memories and the mental processes away
from awareness that significantly affect human behavior.
10. SELF-ACTUALIZATION- the potential realization of one’s creative, intellectual and
social potentials as driven by the love of it rather than by material or external rewards.
11. NATURE- is influenced by genetic inheritance and other biological factors.
12. NURTURE- the influence of external factors after conception
13. PHYSICAL- the biological changes that occur in the body and brain
14. COGNITIVE- the acquisition of the ability to reason and solve problems.
15. PSYCHOSOCIAL- is the development of social skills and emotions.
TOOL No. 1: Rationalism and Empiricism
Philosophy offers us two distinct approaches in examining what we know and how we
know it; namely, rationalism and empiricism. These two major approaches are used in our
attempt to understand an object, event, or idea. Rationalism uses reason while Empiricism
uses the senses as tools of knowledge. The two philosophical approaches (also called the
“isms” of knowledge) deal with “the known, the knowable, and the unknowable,” (Acuña,
2001).
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TOOL BOX No. 1
To know your “Self”, you must use your

reason and your senses.
Rationalism
Rationalism claims that we are equipped with innate ability to know what is (or, is
not) true, real, or right. This innate ability is reason, the chief source and test of knowledge in
rationalism. Reason gives a person a deeper understanding of life and the matters of the
universe. Reason does not only give us an understanding of what we can observe with the
use of the senses but also of the things our minds can think about, such as soul, God, and
mathematical solutions—things which cannot be found in the physical world but significantly
affect how humans live and progress. The reality of the soul, God, and good and evil cannot
be proven by material evidences; however, with the use of reason, they can be found to be an
essential part of the truth. These ideas are called metaphysical concept—a reality which
cannot be proven by the human senses but can be intelligible and meaningful with the use of
reason.
Socrates (470-399 BCE) is one of the great philosophers who taught about the virtue
of knowing oneself. He learned his philosophy from his seven great sages (or great thinkers
ahead of his time) and adhered to the message written on the Temple of Apollo in Delphi:
“Know thyself,” (Plato, Protagoras. Translated by: Lamb, W.R.M., 1967. Retrieved from
perseus.tufts.edu). The maxim means that man must know himself first before he can make
good decisions and deal rightly with himself and other people. It is important that you know
yourself well by examining your thoughts, judgments, and purpose in life. It is hard to be a
good person or to be good at something if you do not know yourself.
The story of Socrates and his teachings was written by his great student named Plato
(427-347 BCE). Plato founded the first higher learning institution called the Academy about
2,400 years ago. The Academy can be considered as the origin of the public education we
have today. Plato made a discussion on the nature of man through his books. He used the
method of introspection as was used by Socrates and other philosophers.
Introspection is a means of learning about one’s own conscious thoughts or recent

mental processes (Schwitzgebel, 2019. Retrieved from plato.standford.edu). It is a process
that generates knowledge, judgments, or beliefs about one’s own mental events or
processes. Introspection can roughly be translated into the Filipino language as pagmumuni-
muni or pagbubulay-bulay or pagninilay-nilay or pagsisiyasat ng sarili.
The most important aspect of introspection is that it is about monitoring and

examining your own thoughts and thinking process, and not about someone else’s. When
you examine your thoughts, you evaluate the reasons behind them if they will bring about
either good or harm to yourself and to people around you.
Plato postulated that man is not purely a physical object that often changes. The
essence of man, according to Plato, is its pure form which can be discovered only through
reason. Reason reveals the ideal form of man which is the eternal soul. By reason man is
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able to know the virtues or good qualities that he must possess. This can be achieved by
doing introspection.
The belief in the twofold nature of man as body and soul is called dualism, or the
philosophical belief that man is made up of body and soul (a teaching that originated from
ancient religions and expounded by Philosophy using reason). The body is the physical or
material aspect which can be observed by the senses while the soul reveals its nature
through reason. The body is imperfect and mortal, and therefore, prone to mistakes.
However, the enduring characteristics of a person in making good judgments and decisions
may signify a deep connection to the pure and eternal nature of the soul.
Empiricism
While Socrates and Plato taught that man should pursue the ideal and use reason to
know the truth and the good conducts of the self, Aristotle (384-322 BCE), who was a student
of Plato, on the other hand, focused on seeking the truth by observing nature. He insisted that
“no one can learn anything at all in the absence of sense,” (Dawes, G.W., 2017. Retrieved
from plato.standford.edu). This means that knowledge is gained through sensory experience.
The tradition that claims that sensory experience is the only source of knowledge is called
empiricism.
Empiricism is the philosophical approach to knowledge whose truth value can only
be verified by the senses. Reality, according to empiricists, are the things which can be
observed or experienced by the senses. If a person claims that something exists but that
thing cannot be proven by using any of the senses, then it is not real. Reality then relies only
on what can be observed or experienced by the senses.
Aristotle, an empiricist himself, claimed that the body and the soul are inseparable
whole, not two entities that work together or against each other. Aristotle may be meaning
that the soul is a functional part of the body. This philosophical belief is called monism.
Monism is the view that man is one unitary organic whole with no independent parts
(Merriam-Webster Inc., 2020). In modern philosophy, Rene Descartes, whose philosophy was
grounded in both reason and senses, extended this belief by claiming that the body is a
mechanical system composed of tiny fibers that activate the muscles.
Owing to the philosophy of empiricism, Science emerged as an independent

discipline of knowledge. The scientific method has its roots in Aristotle’s curiosity about
nature, along with his works on logic called Organon, and later in the systematic process
proposed by Francis Bacon in his book Novum Organum. Science claims that man is a
natural creature (naturalism), a material being (materialism), a mechanical system
(mechanism), and his actions are caused by other natural, material and mechanistic events
found inside and outside the body (determinism). Scientists regard reason as a function of
the brain or the mind. Reason is the processes of the mind in making decisions.
Since the soul cannot be proven by the senses, modern empiricists rejected the belief
that it is eternal and an independent part of the Self. In empirical science, the Self is your
body whose mechanisms work in order to adapt to the environment. Our ability to recognize
ourselves and everything we do, feel, or think is controlled by the master organ which is the
brain. The brain is a part of the body, while the mind is the function of the brain.
Reason and knowledge as innate in us did not impress one of the modern
philosophers named John Locke. He theorized that the mind at birth is a blank page, or the
concept of “tabula rasa”, Latin term which means blank slate or blank page. Popularizing the
term tabula rasa, Locke explained that an infant’s mind is empty or devoid of knowledge and
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reason at birth. It is only when the infant interacts with the world that it gains knowledge. Your
knowledge of your “Self” depends on the experiences that you’ve had since you were born,
and continuously improves as you learn from your community, your school, and from your
wider interactions with other people or the society.
We can apply empiricism to ourselves by understanding that we gain knowledge

through experience. If we do not involve ourselves in social, community, or school activities,
we will have less chances of learning in life. If we are exposed to a harmful environment, our
development will be negatively affected resulting to a poor regard to the self. However, if we
engage in meaningful activities and are exposed to a rich learning environment, we will be
better off in life.
Rationalism Empiricism
The primary and most superior source of The only source of genuine knowledge
knowledge about reality is reason. about the world is sense experience.
Reason is unreliable and inadequate route
Sense experience is unreliable and
to knowledge unless it is grounded in the
inadequate route to knowledge.
solid bedrock of sense experience.
There is no such thing as innate knowledge
The fundamental truths about the world can
because knowledge is derived from
be known a priori: either innate or self-
experience. The mind before experience is
evident to our minds.
a tabula rasa, a blank state.
TOOL No. 2: Mentalism, Behaviorism, and Humanism

The scientific study of the self is a central topic in Psychology and Sociology.
Psychology is the science of human behavior and mental processes. Sociology, on the
other hand, is the science of social behavior or group interactions in a given culture. Let us
now understand the Self in the perspective of science.
TOOL BOX No. 2

The Self is composed of your conscious, preconscious
and unconscious thoughts, your observable behaviors
and your drive to realize your full potentials.
Mentalism
Psychology started by using
Introspection as a tool applied to the
study of consciousness (or the
awareness of what is happening in or
around oneself). Through introspection,
one is able to understand his behavior by
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being aware of what he is experiencing with the senses and how he interprets these
experiences in his mind. However, Dr. Sigmund Freud proposed that an individual does not
just behave according to his consciousness. He likened the mind to an iceberg floating in the
middle of the ocean. At the surface of the ocean is the tip of the iceberg which is just a small
portion of the entire iceberg. Underneath the water is a much larger portion of the iceberg.
According to Freud, the mind can be divided into three different levels. The tip of the iceberg,
according to Freud, is the conscious part of the mind which comprises the things one is
aware of; the middle part is the preconscious that represents ordinary memory. While we are
not aware of this information at any given time, we can retrieve and pull it into consciousness
when needed. However, the much bigger part below the surface of the water is the
unconscious which contains the childhood memories and the mental processes away from
awareness that significantly affect human behavior.
Inferring from his analyses of the patients in his psychiatric clinic, Dr. Freud explained
that our actions, the way we respond to situations, and our individual personalities are very
much influenced by our own past experiences, especially early childhood memories that were
buried—or forgotten but not erased from—the deep recesses of the mind. This simply means
that what you have become today is the result of your childhood experiences, painful,
traumatic, curious, happy or otherwise. Unaware of their effects in our present life, we are
significantly affected by the memories of our past which we have long forgotten. The
unpleasant or painful experiences which made much damage in our lives may have been long
forgotten but still have an influence for unstable emotions in some of us. The unstable
emotions and maladaptive behavior caused by traumatic early childhood experiences are
manifestations of what Freud called neurosis. A person suffering from neurosis can still
function normally but consistently shows maladaptive or ineffective behavior and
inappropriate emotional reactions to certain situations especially when challenges in
relationships or tasks arise.
If you think you have some neurotic tendency in you, do not lose hope. Dr. Freud
offered a remedy to this by having an insight of your past. When you are able to examine your
past and have an understanding of the events leading to other events of your life, you would
be able to forgive yourself and form a more stable and effective personality. If it is difficult for
you to handle the pain and the trauma in recalling your past, you may need a professional
counselor or psychologist who knows how to help you.
Behaviorism
Another way to understand yourself is by knowing the mechanisms of how
observable behavior leads to results. American psychologist John B. Watson applied a
physiology experiment on animal to humans. He used the dog experiment conducted by
Russian Nobel Prize winner Ivan Pavlov. In his laboratory experiment on the salivation of
dogs, Pavlov paired the sound of the metronome to feeding the dog. His experiment shows
that initially the dog normally
salivates to food but not to the sound
of the metronome, as if the sound is
meaningless and does not create
any reaction from the dog. When the
sound is paired to the food in several
repetitions, the dog learns to
associate the sound to the food and
reacts by salivating. Eventually,
even without the food, the dog
salivates upon hearing the sound of
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the metronome. This experiment inspired American behaviorist J. B. Watson to believe that
behavior is not the result of mentalistic processes but by association of observable actions.
He applied the experiment to a child named Little Albert with the purpose of teaching him fear
of a furry animal. Little Albert used to be fond of bunnies but later on became fearful of them
when Watson paired a loud sound whenever a bunny was presented to the child. Watson
explained that our behaviors which constitute the Self are learned by associating them to
pleasant or unpleasant events. In the same way, learning happens when a behavior either
results to a reward or a punishment. Behaviors that lead to pleasant consequences (reward)
tend to be repeated; while behaviors that result to unpleasant consequences (punishment)
tend to be avoided.
In the practical sense of behaviorism, when your parents or your teachers reward or
praise you for doing good at school, you tend to be consistent with your academic
performance. A student who fails in an exam may want to stop idling and start studying so
that he will not have a failing grade again and get scolded by his parents!
Behaviorism defines the self by how it is shaped by our behaviors that lead to
either reward or punishment. We do good in our studies and tasks so that we are
successful and happy. We do not want to experience hunger and poverty so we avoid
laziness. We define ourselves by the success and effectiveness of our actions.
Humanism
The humanistic perspective in understanding the self gives emphasis on the value of
human beings as creative and possessed with great potentials. It emphasizes the value of
self-exploration in your attempt to live freely and to realize your potentials. In humanistic
stance, you consider yourself as a goal-oriented person with freedom and creativity to shape
or define yourself not by your past or by your failures but by your possibilities. You are the
one who makes choices for yourself so you are responsible for your life.
Abraham Maslow and Carl Rogers were two of the prominent pioneers of humanistic
psychology. Maslow emphasized that a human individual must attain his basic needs before
he can go up to the next level. He proposed that human needs form a hierarchy from the most
basic to the highest: namely, (1) physiological, (2) safety, (3) love/belonging, (4) esteem and
(5) self-actualization.
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Maslow's idea that people are motivated by satisfying lower-level needs such as food,
water, shelter, and security, before they can move on to being motivated by higher-level
needs such as self-actualization, is the most well-known motivation theory in the world.
Maslow described self-actualization by stating, “What a man can be, he must be.” In other
words, self-actualization can generally be thought of as the potential realization of one’s
creative, intellectual and social potentials as driven by the love of it rather than by material or
external rewards. Man’s ultimate goal is to maximize the use of his abilities and resources for
the good of the Self and the community he belongs to.
Carl Rogers agreed with the main assumptions of Abraham Maslow. However,
Rogers added that helping a person to grow must require a non-judgmental, accepting
environment that provides unconditional positive regard, or showing support and acceptance
that is free from judgment and that motivates self-discovery.
TOOL No. 3: Nature and Nurture

In understanding human development, we consider the two major influences in a
person’s life: nature and nurture. By nature, we mean heredity or the genetic make-up that
plays a major role in the physiological changes and capacity of a person. By nurture, we
mean the environment or the external resources such as food, physical place, family and
community that influence a person’s physiological growth and psychosocial development.
There is no longer a debate which between the two is a greater factor in human development.
Heredity and environment must go together in order to maximize the development of an
individual.
By the way, growth is the quantitative changes that occur in an individual like height,
weight and size while development constitutes the qualitative changes such as agility,
strength and intelligence. Simply, in terms of changes, growth pertains to the body while
development pertains to the functions or capacity of the body. Growth must occur first before
development.
TOOL BOX No. 3

Optimum development depends on the
effective interaction between heredity and
environment.
Nature
Heredity is the process and the result of the
process wherein the genetic characteristics of the
parents are handed down to the offspring. This happens
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at the cellular level when the chromosomes of the egg cell from your mother and the
chromosomes of the sperm cell from your father pair or fuse together to form a new organism
which is you. The chromosome contains the genes of the organism and is made up of
deoxyribose nucleic acid or the DNA. The genes dictate the shape, size, function, time,
growth and development of the cells, the tissues and the organs. The genes set the limit for
the growth and development of the organism.
The characteristic time and process by which the genes unfold the traits of an
individual in different stages of development is called maturation. In children, for example,
one of the physical maturations that occurs is when the muscles grow and develop the
capacity to walk, climb, jump and do other motor skills. In adolescence, sexual maturation
occurs rapidly at puberty and slowly declines at late adolescence, showing noticeable
changes in sex characteristics like growth of facial, underarm and pubic hair, increase in
breast size, occurrence of monthly menstrual period, onset of seminal ejaculation, etc.
Nurture
The effects of environment to the organism form
part of the changes in yourself. The food that we eat
contains nutrients that the body uses for growth and
energy. The colorful surroundings enhance the capacity
of the eyes to appreciate what we see. The multiple
shapes, sizes and patterns of the objects around us
stimulate us to manipulate them. The teachings of our
parents or the family shape our personalities. The quality
of our education enhances our intelligence in adapting to
the changes and challenges of our culture. An enriched
environment gives optimum development in a person.
The capacity of the person to behave and make decisions according to his
developmental level or age is called maturity. This means that a mature person (mature not
ending in “d”, since matured means aged or has gone maturation such as wine) or a mature
teenager will not do tantrum when he or she doesn’t get what he or she wants. Tantrum is an
immature attitude which may be understandable for kids but not for teenagers. The mature
way to handle frustration during adolescence is to acknowledge your feelings that you are
frustrated and calmly accepting the fact that there are factors or reasons that you are not able
to get what you want.
Maturity depends on the social influence on your behavior, meaning your family,
friends and community have a major impact to your attitude.
Critical Period
In the nature and nurture discussion, it is important that we understand critical period.
Critical period is an early stage in life when an organism is especially open or sensitive to
specific learning, emotional or socializing experiences that occurs as part of normal
development and will not recur at a later stage (APA, 2020). It means that an animal or a
person must experience environmental stimuli at a certain age so that it can achieve optimum
development. For example, cats must be able to see the light for the first three weeks of life
otherwise it will be permanently blind. This shows that development occurs not just by
heredity but by the interaction of heredity and environment – bodily maturation must be
coupled with experience of the external world to maximize development.
PAGE 19
In humans, language is learned at the critical period of infancy up until 8 years old.
With less exposure to languages at the early age, beyond 8 years old it will be hard for us to
acquire new language.
Understanding the self is critical during adolescence. Adolescence is the stage of
forming your identity as a unique person. When you are unable to find a stable and effective
understanding of yourself, you experience confusion as to who you are or will be in life. The
inability to form identity may lead to future difficulties in making and maintaining intimate
relationships and in performing daily tasks.
TOOL No. 4: The 3 Domains of Human Development

Human development is a lifelong process beginning before birth and extending to
death. At each moment in life, every human being is in a state of personal evolution. Human
development refers to the physical, cognitive and psychosocial development of humans
throughout the lifespan. What types of development are involved in each of these three
domains, or areas, of life? Physical development involves growth and changes in the body
and brain, the senses, motor skills and health and wellness. Cognitive development involves
learning, attention, memory, language, thinking, reasoning and creativity. Psychosocial
development involves emotions, personality and social relationships. In many ways, these
three domains can be seen as the body, mind and soul of a person.
Physical, cognitive and psychosocial development are often interrelated. Physical
changes largely drive the process, as our cognitive abilities advance and decline in response
to the brain’s growth in childhood and reduced function in old age. Psychosocial development
is also significantly influenced by physical growth, as our changing body and brain, together
with our environment shape our identity and our relationships with other people.
TOOL BOX No. 4

Change is inevitable. As we grow, our physical
body matures as well as the way we think and
socialize.
Physical Domain
Physical development is defined as the biological changes that occur in the body
and brain, including changes in size and strength, integration of sensory and motor activities
and development of fine and gross motor skills.
The physical development is the most visibly obvious domain. This is evident in the
bodily changes, the maturation process and outward growth. This domain in human
development is when physical strength is built up, a sense of balance is learned, coordination
PAGE 20
evolves and motor skills are developed. The five senses of sight, taste, hearing, touch and
smell also develop within the physical domain. Many changes transpire over the years from
infancy to toddler stages, and teen years to adulthood. Within adulthood, there are more
changes in a slower progression in physical development from young adulthood to middle age
and senior years.
Cognitive Domain
Cognitive development refers to the acquisition of the ability to reason and solve
problems. The main theory of cognitive development was developed by Jean Piaget, a Swiss
developmental psychologist. Piaget broke childhood cognitive development into four stages
spanning from birth through adolescence. A child who successfully passes through the stages
progresses from simple sensorimotor responses to the ability to classify and create series of
objects and eventually to engage in hypothetical and deductive reasoning.
The cognitive domain is the mental part of the developmental process that goes on in
the brain. Each person develops at the individual’s own pace so no two people develop at the
exact same pace. This cognitive developmental process incorporates thinking, learning and
language skills. The mind learns to store memory through thoughts and experiences, then to
recall those memories. Cognitive development also includes creativity and imagination. The
ability to perceive the environment and surrounding develops within this domain. A large part
of the development in this domain happens by the age of 11. However, one stage of the
cognitive development continues to evolve through adulthood. The mind grows just like the
body as it never stops learning.
Psychosocial Domain
The psychosocial domain is the development of social skills and emotions. It’s
how a person feels on the inside as reflected on the outside through social connections. This
Is where a person’s personality forms although some temperament traits are innate due to
genetics. Building friendships and relationships as well as learning to interact with others fall
in this category. A person develops feelings, self-esteem and how to get along with others.
The person develops a sense to recognize the feelings of others and to have empathy. Social
skills allow for communication, community involvement and getting along with others in school
and work environments.
The primary theory of psychosocial development was created by Erik Erikson. He
was an ego psychologist who developed one of the most popular and influential theories of
development. While his theory was impacted by psychoanalyst Sigmund Freud’s work,
Erikson’s theory centered on psychosocial development rather than psychosexual
development.
PAGE 21
Unlike Freud’s theory of psychosexual stages, however, Erikson’s theory described
the impact of social experience across the whole lifespan. Erikson was interested in how
social interaction and relationships
played a role in the development and
growth of human beings.
Each stage in Erikson’s theory
builds on the preceding stages and
paves the way for following periods of
development. In each stage, Erikson
believed people experience a conflict
that serve as a turning point in
development. In Erikson’s view, these
conflicts are centered on either
developing a psychological quality or
failing to develop that quality. During
these times, the potential for personal
growth is high but so is the potential for
failure.
If people successfully deal with the conflict, they emerge from the stage with
psychological strengths that will serve them well for the rest of their lives. If they fail to deal
effectively with these conflicts, they may not develop the essential skills needed for a strong
sense of self.
Implications
The importance of physical, cognitive and psychosocial development becomes
apparent when a person does not successfully master one or more of the developmental
stages. For example, a child who fails to achieve basic milestones of physical development
may be diagnosed with a developmental delay.
Similarly, a child with learning disability may fail to master the complex cognitive
processes of a typical adolescent.
A middle-aged adult who does not successfully resolve Erikson’s stage of generativity
versus stagnation may experience “profound personal stagnation, masked by a variety of
escapisms, such as alcohol and drug abuse, and sexual and other infidelities”, as stated by
Nursing Theories. Thus, the stakes are high for all humans as they tackle the developmental
tasks they confront at every stage.
EXERCISE 1A: How Do I See My Self?
Instructions: Read and answer the succeeding questions.
1. How do you apply empiricism and/or rationalism in studying your lessons? Be specific
and concrete. Try to remember your habits and how you make sense of the lessons.
2. If we are product of both nature and nurture, which between the two contributed more to
our self-development. Justify your answer.
PAGE 22
3. What are the physical, cognitive and psychosocial changes that you acquired during
adolescence?
EXERCISE 1B: How Do I See My Self?
Directions: From the given quotations below, choose one and relate it to either behaviorism,
mentalism or humanism.
“Knowing others is intelligence. Knowing yourself is true wisdom. Mastering others is strength.
Mastering yourself is a true power.”
- Lao Tzu
“You cannot dream yourself into a character, you must hammer and force yourself one.” -
- Henry David Thoreau
“The only person you are destined to become is the person you decide to be.”
– Ralph Waldo Emerson
References:
Alata, Eden Joy P., et al., (2018) Understanding the Self. Manila, Philippines: Rex Book
Store.
Corpuz, R. M., et al., (2019) Understanding the Self. Manila, Philippines: C & E
Publishing, Inc.
Lahey, B. (2009), Psychology: An Introduction, Ney York: McGraw-Hill
Macayan, Jonathan V., (2018) et al., (2019) Understanding the Self. Manila, Philippines:
C & E Publishing, Inc.

Virac, Catanduanes
G
PAGE 23
E
C
UNDERSTANDING THE
SELF
DISCLAIMER
PAGE 24
FACULTY PROFILE
ELEANOR G. OSIDO
OMARTHONY B. LLAVE
Instructor I
PAGE 25

Instructor I
FLORYMAE L. EUBRA
Instructor I
ROSE ANN M. ARCILLA

Instructor I
PAGE 26
self.


PAGE 27
PAGE 28
BRIEF CONTENTS




PAGE 29
EXPERIENCES


HAPINESS


PAGE 30
the Self
PAGE 31
Orientation


college.
religious courses.)
PAGE 32
the universe.
things work.
PAGE 33
N
u
H
v
h
B
M
c
r
e
p
E
m
s
l
n
o
i
t
a
R
UNIT
1
Module Overview:
______________________________________


o
o
o
o
the self;
PAGE 34
m thought processes

2001).
PAGE 35
TOOL BOX No. 1

Rationalism
reason.


PAGE 36
Empiricism
empiricism.

PAGE 37

better off in life.

TOOL BOX No. 2

Mentalism
PAGE 38
Behaviorism
PAGE 39
tend to be avoided.
Humanism
PAGE 40

individual.
development.
TOOL BOX No. 3

environment.
Nature
PAGE 41
Nurture
Critical Period
PAGE 42

TOOL BOX No. 4

socialize.
Physical Domain
PAGE 43
and senior years.
Cognitive Domain
Psychosocial Domain
development.
PAGE 44
failure.
sense of self.
Implications
PAGE 45
adolescence?
- Lao Tzu
References:
Store.
Publishing, Inc.
DISCLAIMER
PAGE 46
FACULTY PROFILE
ELEANOR G. OSIDO
OMARTHONY B. LLAVE
Instructor I

Instructor I
PAGE 47
FLORYMAE L. EUBRA
Instructor I
ROSE ANN M. ARCILLA

Instructor I
self.
PAGE 48


PAGE 49
PAGE 50
BRIEF CONTENTS




PAGE 51
EXPERIENCES


HAPINESS


PAGE 52
the Self
PAGE 53
Orientation


college.
religious courses.)
PAGE 54
the universe.
things work.
PAGE 55
N
u
H
v
h
B
M
c
r
e
p
E
m
s
l
n
o
i
t
a
R
UNIT
1
Module Overview:
______________________________________


o
o
o
o
the self;
PAGE 56
m thought processes

2001).
PAGE 57
TOOL BOX No. 1

Rationalism
reason.


PAGE 58
Empiricism
empiricism.

PAGE 59

better off in life.

TOOL BOX No. 2

Mentalism
PAGE 60
Behaviorism
PAGE 61
tend to be avoided.
Humanism
PAGE 62

individual.
development.
TOOL BOX No. 3

environment.
Nature
PAGE 63
Nurture
Critical Period
PAGE 64

TOOL BOX No. 4

socialize.
Physical Domain
PAGE 65
and senior years.
Cognitive Domain
Psychosocial Domain
development.
PAGE 66
failure.
sense of self.
Implications
PAGE 67
adolescence?
- Lao Tzu
References:
Store.
Publishing, Inc.
PAGE 68

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Republic of the Philippines

CATANDUANES STATE UNIVERSITY

CatSU College of Arts and Sciences

KRISTINE BABIE M. REYES

ROSE ANN M. ARCILLA

OVERVIEW OF THE MODULE

Module 1 – THE SELF FROM VARIOUS PERSPECTIVES

Module 2 – THE SELF IN THE ADOLESCENCE STAGE

Module 3 – THE SELF IN THE SOCIAL SETTING

For the final coverage, the modules are:

Module 4 – THE SELF IN THE LEARNING PROCESS

Module 5 – THE SELF IN THE EMOTIONAL EXPERIENCE

Module 6 – THE SELF IN THE SUCCESS AND HAPPINESS

Module 7 – THE SELF IN FACING CHALLENGES

Module 5 examines the process of emotional development, the significance of emotional

Module 6 focuses on an individual's personality domains, types and determinants. This

UNIT 1 THE SELF IN DIFFERENT PERSPECTIVE

TOOL NO.1 Rationalism and Empiricism

UNIT 2 THE SELF IN THE ADOLESCENT STAGE

TOOL NO.1 The Physical Aspects of the Self

UNIT 3 THE SELF IN THE SOCIAL SETTING

TOOL NO.1 Bronfenbrenner’s Bio-ecological Systems

UNIT 4 SELF IN THE LEARNING PROCESS

TOOL NO.1 Learning, Memory and Intelligence

TOOL NO.1 Emotions and Emotional Regulations

UNIT 6 THE SELF IN THE SUCCESS AND

TOOL NO.1 Personality

UNIT 7 THE SELF IN FACING CHALLENGES

TOOL NO.1 Managing Stress

Psychology- is the science of human behavior and mental processes.

| Social Sciences Department | June 10, 2020

The Disciplines of Knowledge in Education

Arts is an expression of human experiences projected or told in creative ways like

Tools in Understanding the Self

This Unit introduces concept, definition, and processes of self-understanding

Intended Learning Outcomes

1. RATIONALISM- the source of knowledge relies on reason.

TOOL No. 1: Rationalism and Empiricism

To know your “Self”, you must use your

Introspection is a means of learning about one’s own conscious thoughts or recent

The most important aspect of introspection is that it is about monitoring and

Owing to the philosophy of empiricism, Science emerged as an independent

We can apply empiricism to ourselves by understanding that we gain knowledge

TOOL No. 2: Mentalism, Behaviorism, and Humanism

TOOL BOX No. 2

TOOL No. 3: Nature and Nurture

TOOL BOX No. 3

TOOL No. 4: The 3 Domains of Human Development

TOOL BOX No. 4

EXERCISE 1A: How Do I See My Self?

Instructions: Read and answer the succeeding questions.

EXERCISE 1B: How Do I See My Self?

Republic of the Philippines

CatSU College of Arts and Sciences

KRISTINE BABIE M. REYES

ROSE ANN M. ARCILLA

OVERVIEW OF THE MODULE

Module 1 – THE SELF FROM VARIOUS PERSPECTIVES

Module 2 – THE SELF IN THE ADOLESCENCE STAGE

Module 3 – THE SELF IN THE SOCIAL SETTING

For the final coverage, the modules are:

Module 4 – THE SELF IN THE LEARNING PROCESS

Module 5 – THE SELF IN THE EMOTIONAL EXPERIENCE