Compiled by:

General Education 1
Understanding
The
S E L F
Compilers:

Khadiguia Ontok-Balah, MALT, MPsych, RPm

Khristine Joy B. Garcia, MSPsych, RPsy
Jerose L. Molina, MPsych, RPsy, RPm

Published by:

Department of Psychology
COLLEGE OF ARTS AND SOCIAL SCIENCES
University of Southern Mindanao
Kabacan, Cotabato

August 2018
Table of Contents

Introduction
Understanding The Self_______________________________________________________ 1

UNIT 1
The Self from Various Perspectives ____________________________________________ 10
UNIT 2
Unpacking The Self _________________________________________________________ 54
UNIT 3
Managing The Self __________________________________________________ 90
References __________________________________________________________________ 125

S E L F
 Author’s Declaration

Ideas, concepts, diagrams and/or illustrations depicted in this learning material are
excerpts from established references and properly noted in the list of literature cited herein.
The author in this learning material remains a compiler does not claim full and authentic
ownership of all the contents of this module, nor in any manner wilfully infringe the copyright
law and other existing provisions appertaining thereto.

This learning material is printed for the sole use of classroom or distance/ remote
learning of USM and is not intended for commercial purposes. Any use or reproduction in
part or in full, whether electronic or mechanical, photocopying or recording in any
information storage and retrieval system, other than what it is intended for requires the
consent of authorized and competent authority of the University of Southern Mindanao.
INTRODUCTION
Understanding the Self
(A CHED GE Subject)

S E L F

INTRODUCTION
Understanding the Self
(A CHED GE 1 Subject)
¤
Introduction
READ

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

The most important question ever:

Who am I?
The answer to this will determine our behaviors, our decisions, and our path in life.

What is this course all about?

It intends to facilitate the exploration of issues and concerns regarding Self and
Identity to arrive at better understanding of oneself. It hopes to help in the better
understanding of one’s self and that of others. It will stress the integration of the personal
with the academic

How will this course do this?

It will contextualize the different topics discussed in this Learning Module in the
everyday experiences of students especially on this most challenging of times due to the
COVID-19 health threats. It will further seek to integrate theory with practice.

What will this course accomplish?

It will make for better learning especially during this anxiety-provoking global
situation brought by the dreaded COVID-19. It will generate a new appreciation of the
learning process despite students work independently on their own modules at the safety of
their own homes. It will help develop a more critical and reflective stance. It will also help
enable the students to manage and improve themselves to attain a better quality of life by
mastering their understanding of themselves.

What is this course?

• Interdisciplinary – course is designed to present different perspectives regarding the
topic
• Integrative – seeks to tie up different perspectives and views regarding the topic
 • Interactive – more interactions between teacher and students, among students and
between students and others

What is the design of the course?

It includes three major designs:
A. Understanding the Self Construct
B. Unpacking the Self
C. Managing and Caring for the Self

A. Understanding the Self Construct:

• This looks into the construction of Self by various social sciences: Philosophy,
Sociology, Anthropology, Political Science and Psychology; also Western
and Eastern perspectives.
• These seek to answer the question – What is the Self? Is there even such a
construct as the Self?

B. Unpacking the Self:

This will cover different areas of self, such as the following:

• The Physical Self • The Emotional Self

• The Biological Self • The Spiritual Self
• The Material/Economic Self • The Gendered Self
• The Political Self • The Digital Self

C. Managing and Caring for the Self:

Three areas of concern for students include the following:
1. Learning
2. Goal Setting
3. Managing Stress

What are the learning outcomes of this course?

At the end of the course, the students will be able to:

A. The Self from Various Perspectives

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

B. Unpacking The Self

1. Explore the different aspects of self and identity
2. Demonstrate critical, reflective thought in integrating the various aspects of self and
identity
 3. Identify the different forces and institutions that impact the development of various
aspects of self and identity
4. Examine one self against the different aspects discussed in this learning module

C. Managing and Caring for The Self

1. Understanding the theoretical underpinnings for how to manage and care for
different aspects of the self
2. Acquire and hone new skills and learnings for better managing of one’s self and
behaviors
3. Apply these new skills to one’s self and functioning a better quality of life

Suggested class activities:

a. The quicky survey:
• Students are given a chance to actively participate in data gathering and then pool
together the data gathered – “pulse of the public”. This will be done in the Internet
due to restricted travel activities. They can gather data by sending survey form in
emails, messenger, SMS, and/ or through phone calls
• This will enable the students to compare their own responses against those of others;
to compare research data with local data
b. Keeping a journal or journaling:
• Already a familiar activity to those keeping diaries or blogs
• Is regarded as a bonus activity which may or may not be submitted/ graded
• May be submitted to and commented on by teacher
• May be regarded as a self assessment tool i.e. “a personal development exercise”

Benefits of Journaling:
• Helps develop critical thinking (responding to readings in this Learning
Module)
• Promotes self reflection and insight
• Enables the reduction of stress
• Helps clarify thoughts and feelings
• Helps solve problems by accessing right brain
• Promotes physical and emotional health
Note: Each student will have his/her own notebook or journal to express their feelings
daily/ weekly and it will be checked at the end of the semester.

c. Other activities:
• Answering psychological tests available in the Internet (downloaded or hard copies
will be provided).
• Writing short reflection papers using videos for illustration (YouTube, Ted Talks, etc.)
• Recommending films/movies/TV shows, etc. enables a better understanding of the
self

Recommended assessments:
• Two long examinations
• Submitted assignments, feedback papers, group work reports, short reflection papers
 • Final integrative (or reflection) paper – how the different perspectives, theories, etc help
in developing a Theory of Self

Source: Understanding The Self Syllabus provided by the Commission on Higher Education

Important Note: When doing the exercises (except that the exercise sheets are already
available), please put all your responses/ answers in a short bond paper indicating your name,
year/course/section, date, exercise number, and your ID number, and your contact number on
the upper left corner of the paper. Please follow the format (font size 12, font style: Corbel, single
spacing, 1 inch in all sides). You can cantact your course instructors through their messenger
accounts upon their approval: Prof. Khadiguia O. Balah – @Degs Ontok Balah, Prof. Khristine
Joy Garcia – @Khristine Joy Garcia, and Prof. Jerose L. Molina - @Je Je.

About this Learning Module

This Learning Module in General Education Course I (Understanding the Self or UTS) is
composed of an Introduction to Understanding the Self course and Units 1-3 covering the three
major themes such as: Unit 1 – The Self from Various Perspectives, Unit 2 – Unpacking the Self,
and Unit 3 – Managing Self.
This is a compilation of some of the important facts about how we as individuals
understand our own self. Different exercises are found before, during, and after the presentation
of the topics for each student to work independently on a given task to allow them to become
more reflective and introspective of oneself. Almost all of the facts and sets of information
presented in this learning module came from the information and sources presented during the
General Education Courses Training held at the University of Southern Mindanao, Kabacan,
Cotabato in July 2018. The main sources were shared by the trainer of the Training of Trainers
of the UTS held in Miriam College, Quezon City, Philippines in January 2017 to the compilers
with permission.
LEARNING GUIDE
MIDTERM COVERAGE

UNIT 1: The Self from Various Pespectives Week 1

LESSON 1: Philosophy: Western Philosophical Perspective on the Self Week 2

LESSON 2: Medieval Philosophy Week 3

LESSON 3: Eastern Philosophical Perspective on the Self Week 4

LESSON 4: Hindu Philosophy, Japanese, and Islam Week 5

LESSON 5: Psychology: The Self Viewed in Various Theories and Me and I Week 6
Self

LESSON 6: Global Versus Differentiated Models and Real Versus Ideal Self Week 7
Concept

LESSON 7: Multiple Versus Unified Self and True Versus False Self Week 8

MIDTERM EXAM Week 9

FINAL TERM COVERAGE

LESSON 8: What is Sikolohiyang Pilipino Week 10

Unit 2: Unpacking the Self Week 11

LESSON 9: The Physical Self and the Sexual Self Week 12

LESSON 10: The Material/ Economic Self and The Spiritual Self Week 13

LESSON 11: The Digital Self and The Social Self Week 14

Unit 3: Managing the Self Week 15

LESSON 12: Learning to be Better Student Week 16

LESSON 13: Goal Setting and Happiness Week 17

LESSON 14: Managing Stress Week 18

FINAL TERM COVERAGE Week 19

UNIT 1:
The Self from Various Perspectives

S E L F
UNIT 1:
The Self from Various Perspectives

Intended Learning Outcomes:

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

¤
a. Philosophy
b. Psychology
c. Anthropology
READ d. Sociology

LESSON 1:
a. Philosophy
Western Philosophical Perspective on the Self

What is Philosophy?
• Its etymology comes from the Greek – Philos – love and Sophia – wisdom – “love of
wisdom”.
• The study of the basic/fundamental principles of life, knowledge, reality, existence,
morality, human nature, etc., through the use of logic and reason.
• As an academic discipline, it does not provide ultimate answers, despite the ultimate
nature of philosophical ideas.
• Opens the minds of people.
• Encourages individuals to ask questions and to seek answers for themselves.
• Encourages students to philosophize.

History of Philosophy
• An Approach that can be employed
• Grounds the ideas to the context of the philosophers
 • Shows the development of philosophy alongside with the development of human
discovery and knowledge
• Grounds contemporary ideas
• Can provide an objective presentation of philosophical ideas
• Can be a ground/basis for other approaches

Exercise 1.1

• Instructions: In not more than 10 sentences, differentiate the body and soul?
Cite three authors and in APA style, write the references after the essay.

Ancient Philosophy
• 1000 BC to 500 AD
Three (3) Periods:
1. Pre-Socratics (The Milesians) - How do you answer the question, “Who am
I”?
2. Ancient Triumvirate - In what ways do I get to know myself?
3. Post-Aristotelians

1. Pre-Socratics
• Cosmo-centric: It means that there is a fundamental principle/ thing that underlies
everything else, including the human self:
• Thales: Water
• Anaximander: Apeiron – “Boundless Something”
• Anaximenes: Air
• Others: It also includes Democritus (atom), Heraclitus (fire), Anaxagoras
(nous/mind), Pythagoras (numbers)

2. The Ancient Triumvirate

• Socrates
- Didn’t write anything, but his ideas were echoed by his student, Plato, in
his Dialogues.
- “Know thyself.” –“An unexamined life is not worth living.”
- Each person has an immortal soul that surpasses the death of the body
(dualistic reality=body & soul).

Two Aspects of Reality

1. Physical world: changeable, transient, and imperfect; World of Senses/Matter
2. Spiritual world: unchanging, eternal, perfect; The World of Ideas/ Form
- Our souls (self) strive for wisdom and perfection, and reason is the soul’s
tool to achieve such state.
- The soul is a unified, indissoluble, immortal entity that remains the same
over time, and that is in the very likeness of the divine.
• Plato
There are three (3) parts soul/ self (psyche):
 1. Reason: the divine essence that lets us think deeply (wisdom),
make wise choices and achieve a true understanding of eternal
truths.
2. Physical Appetite: accounts for the basic biological needs such
as hunger, thirst and sexual desire.
3. Spirit/Passion: accounts for the basic emotions such as love,
anger, ambition, aggressiveness, empathy – These are in a
dynamic relationship with each other: in agreement or in conflict.
But it is the responsibility of the Reason to restore harmony
among the three.
Harmony: Justice in the individual, social and political levels.
• Aristotle
- The mind (self) is a tabularasa (a blank tablet)
- The self consists of matter and form; matter is in a continuous process
of developing and becoming.
- The process of completion is through experiences as knowledge is
acquired through the senses (and this knowledge is true).
- But this self comes from a First Cause, the source of all changes
although unchangeable in itself.
- The goal of the human self is reached in happiness through moderation
or balance of things

3. The Post-Aristotelians
• Maintains the dualism between body and soul
• More ethical in their ideas (moral norms attainment of happiness)
• Stoicism: apathy or indifference to pleasure
• Hedonism: “Eat, drink and be happy, for tomorrow, you will die.”
• Epicureanism: moderate pleasure