GED 101 Understanding The Self (Module)

GED 101 UNDERSTANDING THE SELF
Course Title UNDERSTANDING THE SELF

Course Code GED 101
Course Category GENERAL EDUCATION
Prerequisite(s) NONE
Semester/ year FIRST SEMESTER/ YEAR 1
Credit Hours 3 (3 HOURS LECTURE)
Reference CMO CMO NO.20 SERIES OF 2013
Date Prepared JULY 16, 2020
Period of Study 18 WEEKS
Contact Hours 3 HOURS LECTURE
COURSE RATIONALE AND DESCRIPTION
The course deals with the nature of identity, as well as the factors and forces that affect the development
and maintenance of personal identity. This course is intended to facilitate the exploration of the issues and
concerns regarding self and identity to arrive at a better understanding of one’s self. It strives to meet this
goal by stressing the integration of the personal with the academic- contextualizing matters discussed in
the classroom and in the everyday experiences of students- making for better learning, generating a new
appreciation for the learning process, and developing a more critical and reflective attitude while enabling
them to manage and improve themselves to attain a better quality of life. (Adopted from CHED’s
prescribed course description)
INTENDED LEARNING OUTCOMES (ILO)
Upon completion of this course, the students should be able to:

1. Examine the aspects of the self, and the different influences, factors, and forces that shape the
self;
2. Demonstrate critical and reflective thought in analyzing the development of one’s self and
identity and integrating the various aspects of self and identity by developing a theory of the self;
and
3. Apply new skills and learnings about self-care to one’s self and functioning for a better quality of
life.
CRITERIA FOR ASSESSMENT
40% Activities/ Exercises/Quizzes

20% Projects/Outputs
40% Major Examinations 100% Total
TEACHING, LEARNING, AND ASSESSMENT STRATEGIES
Teaching and Learning Strategies

1. Lecture. Lecture notes with links to related resources and other Web sites embedded in the will
be placed on Google Classroom (GED 101) and/or group chat via FB Messenger for the learners
to review. Presentation of lectures via audio or video; and access on Open Educational resources
will also be uploaded in the Google classroom for students to revisit as needed.

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2. Self-Directed Learning. The study and activity guide will be placed on Google Classroom
and/or group chat via FB Messenger to facilitate individualized and self-paced learning activities.
This will allow students to work at a convenient time and pace to search and utilize vast
resources. The Discussion Group. Students will be asked to reflect on a subject under discussion
and present their views through Stream post (Google Classroom) and/or group cat (FB
Messenger).
Assessment Strategies
1. Activity/Exercises/Quizzes Activities/exercises will be given to students to discover by questions or
practical activities or reflection assignments, what the students know about the lesson or what they
can do or like.
2. Projects/Outputs. Group and/or individual projects including concept papers, and plan development
and implementation, will be required for the students to pursue special interests, write or create and
publish or present their outputs via the internet.
3. Major Examinations. There will be two (2) written major examinations including Midterm and
Final exams, to be conducted to evaluate the students' progress in the course. The test questions will
be sent via Google Classroom (Classwork) and/or FB Messenger (Group Chat) on the scheduled date
of examination.
BOOKS AND OTHER REFERENCES
1. Avelino, S.E., Sanchez, C.A. (1996). Personality Development and Human Relations. Rex Book
Store Inc., Sta Mesa Heights, Quezon City, Philippines
2. Personality Traits. Edward Diener and Richard E. Lucas. Accessed July 25, 2020.
https://nobaproject.com/modules/personality-traits#discussion-questions
3. Self-Understanding & Self-Concept: How We Perceive Ourselves. Natalie Boyd. Accessed July
25, 2020. https://study.com/academy/lesson/self-understanding-and-self-concept.html
4. Personality. Accessed July 25, 2020.
https://sg.inflibnet.ac.in/bitstream/10603/148426/12/12_chapter%205.pdf
5. 4 Reasons Why Self-understanding is Essential. Kee’s Blog. Accessed July 25, 2020.
https://intuitivehaven.com/4-reasons-why-self-understanding-is-essential/
6. Self and Personality. National Council of Educational Research and Training (NCERT).
Accessed July 25, 2020. http://www.ncert.nic.in/NCERTS/l/lepy102.pdf
7. What Is Self-Concept? The Psychological Exploration of "Who Am I?". Kendra Cherry.
Accessed July 25, 2020. https://www.verywellmind.com/what-is-self-concept-2795865
8. Arcega, A M., Cullar, D. S., Evangelista, L. D. & Falculan, L. M. (2018). Understanding the
Self. Malabon City: Mutya Publishing House Inc.
9. Villafuerte, Salvacion L.(PhD), et al. (2018) Understanding the Self. Quezon City, Philippines:
Nieme House Co. Ltd.
10. Understanding the Self. Accessed July 16, 2020.
ched.gov.ph/wpcontent/uploads/2017/10/Understanding-the-Self.pdf
11. Alata, E.J.P., Caslib, B.N., Serafica, J.P.J., Pawilen, R.A. (2018). Understanding the Self. Rex
Book Store Inc., Sta Mesa Heights, Quezon City, Philippines
12. Gazzingan, L. B. et al. (2019). Understanding the Self. Muntinlupa City: Panday-Lahi
Publishing House, Inc.
13. Hewstone, et.al. (2015). An Introduction to Social Psychology. UK: British Psychological
Society and John Wiley and Sons Ltd.
14. Krueger, D.W. 2002 Integrating body self and psychological self: Creating a new story in
psychoanalysis and psychotherapy. Accessed date: July 24, 2020.
https://psycnet.apa.org/record/2003-06051-000

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15. McKinley, N. M. (2012). Continuity and change in self-objectification: Taking a life-span

approach to women’s experiences of objectified body consciousness. Accessed date: July 24,
2020. https://doi.org/10.1037/12304-005
16. Santrock, J (2014) Adolescence. New York, USA: McGraw Hill International edition
17. Santrock, M (2016) Essentials of LifeSpan Development 4th Ed. New York, USA: McGraw Hill
International Edition
18. Douglas, M (1973) Self-Evidence. Accessed July 24, 2020.
https://us.sagepub.com/sites/default/files/upm-assets/66916_book_item_66916.pdf
19. Seventeenth congress (First Regular session). Accessed July 20, 2020.
http://www.congress.gov.ph/legisdocs/first_17/CR00101.pdf
20. Marshall, E. and Tanner, S. Introduction to Psychology. Accessed July 28, 2020.
https://opentextbc.ca/introductiontopsychology/chapter/6-3-adolescence-developingindependen
ce-and-identity/
21. Master, A. and Johnson, T. Human Sexual Response. Accessed July 28, 2020.
https://canvas.du.edu/courses/24161/files/1152570
22. Remez, R. Developing Adolescent. Accessed July 28, 2020.
https://www.apa.org/pi/families/resources/develop.pdf
23. Rosenthal, M. (2013). Human Sexuality from Cells to Society. Asia: Cengage Learning 24. The
Material/Economic Self. Steven C. Valerio's Blog. Accessed July 20, 2020.
https://utsged101portfolio.wordpress.com/section-3-the-material-economic-self/
25. Gaines, J (1980). Material Possession. Accessed July 24, 2020.
https://faculty.washington.edu/jdb/452/452_chapter_02.pdf
26. Boorstin, D. J. (1973).The Americans: The democratic experience. New York: Random House.
27. Goffman, E. The presentation of Self in everyday life. Accessed July 29, 2020.
https://monoskop.org/images/1/19/Goffman_Erving_The_Presentation_of_Self_in_Everyday_
Life.pdf
28. The Material/Economic Self. Steven C. Valerio's Blog. Accessed July 20, 2020.
29. Tuan, J. Extending Theory of self. Accessed July 30, 2020.
https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1559-1816.1998.tb01685.x
30. https://www.actionresearch.net/living/rawalpdf/Chapter7.pdf
31. Daskeo , K. Self-awareness and Self-knowledge. Accessed July 28, 2020.
https://gupea.ub.gu.se/bitstream/2077/30157/1/gupea_2077_30157_1.pdf
32. Frankle, V & Stein, G. Examination of Self. Accessed July 28. 2020.
https://files.eric.ed.gov/fulltext/EJ1163278.pdf
33. Frankl, V. Man’s Search for meaning. Accessed July 28, 2020.
https://edisciplinas.usp.br/pluginfile.php/3403095/mod_resource/content/1/56ViktorFrankl_Ma
ns%20Search.pdf
34. Giddens, A. Self-Identity in Modernity. Accessed July 30, 2020.
https://skemman.is/bitstream/1946/12134/1/Self-Identity%20in%20Modernity.pdf
35. Magos.J. Invisible Voices. Accessed July 28, 2020.
https://www.divaportal.org/smash/get/diva2:788803/FULLTEXT01.pdf
36. McClenon, J. Handbook of Self and Identity. Accessed July 29, 2020.
https://dornsife.usc.edu/assets/sites/782/docs/handbook_of_self_and_identity_-
_second_edition_-_ch._4_pp._69-104_38_pages.pdf
37. The Political Self: Developing Active Citizenship. Steven C. Valerio's Blog. Accessed July 19,
2020.
https://utsged101portfolio.wordpress.com/section-1-the-political-self-developing-activecitizens
hip/rio's
38. The Digital Self: Why Do We Express Ourselves On Social Media Like We Do? Accessed July
27, 2020 from
https://sensum.co/blog/the-digital-self-why-do-we-express-ourselves-onsocial-media-like-we-do

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39. Goal-Setting Theory. Accessed July 21, 2020

https://gostrengths.com/what-is-goal-settingtheory/#:~:text=Goal%2Dsetting%20theory%20refe
rs%20to,who%20set%20general%2C%20 easy%20goals.
40. Golden Rules for Goal-Setting. Accessed July 21, 2020.
https://www.mindtools.com/pages/article/newHTE_90.htm
41. Healthy Lifestyle: 5 Keys to a Longer Life. Accessed July 21, 2020
https://www.health.harvard.edu/blog/healthy-lifestyle-5-keys-to-a-longer-life-2018070514186
42. Living Healthy Lifestyle. Accessed July 27, 2020
(https://apps.who.int/iris/handle/10665/108180).
43. Healthy Lifestyles for College Students. Accessed July 27, 2020 from
https://miami.asa.edu/about-asa/news/maintaining-healthy-habits-
college/#:~:text=LOAD%20UP%20ON%20HEALTHY%20FOODS,fresh%20foods%20for%
20each%20meal.
44. Managing Stress. Accessed July 29, 2020 from
https://campusmindworks.org/helpyourself/self-care/managing-stress/
45. Self Care and Wellness: Taking Care of Yourself So You Can Be Your Best. Accessed July 28,
2020 from https://www.ferris.edu/RSS/eccc/tools/wellness.htm
46. Raphailia Michael, MA. What Self-Care Is- and What It Isn’t. Last updated: 8 Jul 2018.
Accessed June 11, 2020. https://psychcentral.com/blog/what-self-care-is-and-what-it-isnt-2/.
COURSE POLICIES
Grading System
The grading system adopted by this course is as follows:
Excellent 1.00 98 - 100
Superior 1.25 94 - 97
Very Good 1.50 90 - 93
Good 1.75 88 - 89
Meritorious 2.00 85 - 87
Very Satisfactory 2.25 83 - 84
Satisfactory 2.50 80 - 82
Fairly Satisfactory 2.75 78 - 79
Passing 3.00 75 - 77
Failure 5.00 Below

70
Incomplete INC
*Students who got a computed grade of 70-74 will be given an appropriate remedial activity in which the
final grade should be either passing (3.0) or failure (5.0).
Class Policy
Prompt and regular attendance of students is required. Total unexcused absences shall not exceed ten (10)
percent of the maximum number of hours required per course per semester (or per summer term). A
semester has 18 weeks.
Missed Examinations
Students who failed to take the exam during the scheduled date can be given a special exam provided
he/she has a valid reason. If it is a health reason, he/she should provide the faculty with the medical

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certificate signed by the attending Physician. Other reasons shall be assessed first by the faculty to
determine its validity.
Academic Dishonesty
Academic dishonesty includes acts such as cheating during examinations or plagiarism in connection with
any academic work. Such acts are considered major offenses and will be dealt with according to the
University’s Student Norms of Conduct. Dropping Dropping must be made official by accomplishing a
dropping form and submitting it at the Registrar’s Office before the midterm examination. Students who
officially drop out of class shall be marked “Dropped” whether he took the preliminary examination or
not and irrespective of their preliminary grades.
A student who unofficially drops out of class shall be given a mark of “5.0” by the instructor.
OTHER COURSE POLICIES AND REQUIREMENTS
1. Show up! To succeed in this course, you must choose to accomplish every scheduled class session
and activities in its entirety. See “Course Schedule” for your reference.
2. Do the work! To succeed in this class, you must choose to do your very best work in studying for
each class session and on all your assignments and activities. See “Course Schedule”, for additional
information on completing assignments.
3. Respect. You will be exposed to a variety of viewpoints, values and opinions in college that will
differ from your own. All students in this class should feel comfortable expressing their viewpoints
and concerns in class. You are an important part of creating an atmosphere that makes this possible.
4. Flex Days/Late Work. Due dates for every assignment/activities are provided on the Study and
activity guide (and posted in Google Classroom and GED 101 group chat via FB messenger). Unless
otherwise stated, assignments/activities are due on those days.
However, I recognize that sometimes “life happens.” In these instances, you may use your allotted
two flex days. These days allow you to submit an assignment up to two days late without penalty. You
can use these days for any assignment and for any reason. You do not need to provide me with the
reason: simply message me and tell me how many of your flex days you would like to use. Once
you’ve exhausted your flex days, then point deductions will occur for any assignment submitted after
the deadline.
● An assignment submitted 24 hours after the due date will only be eligible for 80% of the
maximum number of points allotted.
● Assignments submitted more than 24 hours after the due date will not be accepted.
5. Take care of yourself. Do your best to maintain a healthy lifestyle this semester by eating well,
exercising, avoiding drugs and alcohol, getting enough sleep, and taking time to relax.
TEACHING, LEARNING, AND ASSESSMENT (TLA) ACTIVITIES

Week Topics / Reading List Topic Outcomes Delivery Method

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1 COURSE ORIENTATION & Develop a sense of school Lecture and Discussion

INTRODUCTION Reading List: spirit and identity with the Group (via Google
GED 101 Course Information Syllabus culture of the course Classroom and/or FB
(CIS) GED 101 Study Guide messenger (Group
Demonstrate positive chat))
attitude towards the start
of the classes
Navigate the syllabus and

identify the course policy
and schedule
Introduce the lessons on

understanding the self
1 UNDERSTANDING THE SELF Differentiate the concepts Self Directed Learning,
Introduction to Self Understanding of self, personality, traits, Lecture, and Group
and it contribution to self Discussion (via Google
Personality
knowing and Classroom and/or FB
Determinants of Personality understanding. messenger (Group chat))
Personality Traits Who
am I?
Reading List: 1-7
Activity #1: The Mini-IPIP Reinforce understanding The activity guide will be
(International Personality Item Pool of some of the topics sent via Google Classroom
Representation of the NEO PI-R) Scale covered in Week 1 (Classwork) and/or FB
Messenger (Group Chat)
2 THE SELF ACCORDING TO Compare and contrast the Self Directed Learning,
PHILOSOPHY different philosophical Lecture, and Group
Socrates, Plato, St. Augustine, Descartes, foundations and Discussion (via Google
Locke, Hume, Kant, Freud, Ryle, conceptualization of self Classroom and/or FB
Churchland, Merleau-Ponty messenger (Group chat))
Reading List: 8, 11, 13
Activity #2: SELF IN ONE LINE Assess understanding of The activity guide will be
the topics covered in Week sent via Google Classroom
2 (Classwork) and/or FB
3 THE SELF ACCORDING TO Examine various Self Directed Learning,
SOCIOLOGY AND ANTHROPOLOGY sociological and Lecture, and Group
The Self as a product of modern society anthropological Discussion (via Google
among other constructions perspectives that shapes Classroom and/or FB
Mead and the Social Self the self. messenger (Group chat))
The Self and person in contemporary
anthropology
The Self embedded in culture
ACTIVITY #3: COMPARE ME UP! Assess understanding of The activity guide will be

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4 THE SELF ACCORDING TO Analyze the psychological Self Directed Learning,

PSYCHOLOGY underpinnings that Lecture, and Group
The Self as a Cognitive Construction describe the self. Discussion (via Google
William James and the Me-Self and I-Self Classroom and/or FB
messenger (Group chat))
Real and Ideal Self
Multiple versus Unified Self
True versus False Self
The Self as Proactive and Agentic
ACTIVITY # 4: THE VERSUSES! Assess understanding of The activity guide will be
5 THE SELF IN THE WESTERN AND Examine the western, Self Directed Learning,
ORIENTAL/EASTERN THOUGHT oriental, and eastern Lecture, and Group
Individualistic versus Collective Self perspectives on the Discussion (via Google
The Social Construction of the Self in formation of self. Classroom and/or FB
Western Thought messenger (Group chat))
The Self as embedded in relationships and
through spiritual development in Confucian
thought
ACTIVITY # 5: MY SELF: AN Assess understanding of The activity guide will be
INDIVIDUALISTIC OR the topics covered in Week sent via Google Classroom
COLLECTIVE? 5 (Classwork) and/or FB
6 to 7 UNPACKING THE SELF
THE PHYSICAL SELF Self Directed Learning,

The concept of Physical Self Describe the concept of Lecture, and Group
Physical Self Discussion (via Google
The self as impacted by the body Translate how the self is Classroom and/or FB
impacted by the body messenger (Group chat))
The impact of culture on body image and Assess how culture affects
Self-esteem their own body image and
self-esteem
Reading List: 8,13-17
6 ACTIVITY #6: MY BODY, MY LIFE Reinforce understanding The activity guide will be
7 ACTIVITY #7: BIRTH OF A BEAUTY of the topics covered in sent via Google Classroom
Week 6 and 7 (Classwork) and/or FB
ACTIVITY #8: HOW IT AFFECTS Messenger (Group Chat)
ME?
8 to 9 THE SEXUAL SELF Self Directed Learning,

Development of Secondary Sex Discuss the different Lecture, and Group
Characteristics and human reproductive secondary characteristics, Discussion (via Google
system erogenous zones, STIs and Classroom and/or FB
Erogenous Zones methods of contraception messenger (Group chat))
Understanding Human Sexual response
The basic biology of sexual behavior
Understanding the chemistry of lust, love Compose a personal
and attachment poem/song/spoken word
The Psychological Aspect: What turns poetry to express the
people on understanding on love and
its psychological aspects

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The diversity of sexual behavior and gender Defend your side on the
differences, solitary, heterosexual, issues regarding gender
homosexual, bisexual, transsexual differences, SOGIE, STIs
Sexually Transmitted Diseases (STIs) and other related issues in
Methods of Contraception the community
Reading List: 8, 13, 20-23
8 ACTIVITY #9: SEXUAL SELFHOOD Reinforce understanding The activity guide will be
OUTPUT# 1: CASE ANALYSIS of the topics covered in sent via Google Classroom
Week 8 and 9 (Classwork) and/or FB
9 ACTIVITY #10: EXPLORING LOVE Messenger (Group Chat)
OUTPUT#2: PHOTOJOURNAL (by
group)
10 MIDTERM EXAMINATION Evaluate the students' The test questions will be
progress sent via Google Classroom
(Classwork) and/or FB
on the scheduled date of
examination.
11 THE MATERIAL SELF/ECONOMIC Self Directed Learning,
SELF Lecture, and Group
I shop, therefore, I am: I have therefore I Explore the different Discussion (via Google
am? aspect of Classroom and/or FB
material/economic self messenger (Group chat))
Shaping the way we see ourselves: the role Examine one's self against
of consumer culture on our sense of self and the consumer culture of
identity the community
ACTIVITY #11: SEMIOTIC Reinforce understanding The activity guide will be
ANALYZING of the topics covered in sent via Google Classroom
Week 11 (Classwork) and/or FB
ACTIVITY #12: WHAT IS THE Assess understanding of Messenger (Group Chat)
FUNCTION? the topics covered in Week
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12 THE SPIRITUAL SELF Self Directed Learning,
The practice of religion: belief in Compare and Contrast Lecture, and Group
supernatural being and power different rituals and Discussion (via Google
The concept of "dungan" spirit or soul ceremonies and other Classroom and/or FB
Religion, Spirituality, Magic, Witchcraft practices messenger (Group chat))
and Identity
Finding and creating meaning Integrate and assess the
Three ways of discovering meaning in life meaning of their lives
Reading List: 8, 12-13, 16, 30-36
ACTIVITY #13: ARE YOU Reinforce understanding The activity guide will be
RELIGIOUS? of the topics covered in sent via Google Classroom
OUTPUT #3: MEANING OF LIFE Week 12 (Classwork) and/or FB
13 THE POLITICAL SELF Discuss the nature of Self Directed Learning,
Politics, Citizenship, and the Self politics, elements of active Lecture, and Group
citizenship, and how they Discussion (via Google
Active Citizenship
shape one’s political self
Reading List: 8, 37 Classroom and/or FB
ACTIVITY # 14 DEVELOPING Reinforce understanding The activity guide will be
CITIZENSHIP of the topics covered in sent via Google Classroom
Week 13 (Classwork) and/or FB

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14 THE DIGITAL SELF Discuss the development Self Directed Learning,

The Self in the Digital World of digital self Lecture, and Group
Discussion (via Google
The Digital Self: Why do we express
Classroom and/or FB
ourselves on Social Media like we do?
ACTIVITY # 15 ME AND MY SOCIAL Assess understanding of The activity guide will be
MEDIA the topics covered in Week sent via Google Classroom
ACTIVITY # 16 NETIQUETTE 13 (Classwork) and/or FB
MANAGING AND CARING FOR THE SELF
15 LEARNING TO BE A BETTER Develop personal self-care Self Directed Learning,

STUDENT routine plan to Lecture, and Group
How Learning Happens in the Human demonstrate one's Discussion (via Google
Brain understanding of Classroom and/or FB
Metacognition and Study Strategies managing and caring for messenger (Group chat))
Managing your Own Learning: Self- one self
Regulated Learning
Reading List: 8, 9
SETTING GOALS FOR SUCCESS
The Importance of Goals
Goal- Setting Theory
Golden Rules for Goal-Setting
Reading List: 8, 9,39-40
ACTIVITY # 17 EFFECTIVE The activity guide will be
LEARNING STRATEGY sent via Google Classroom
ACTIVITY# 18 PLANNING WITH Messenger (Group Chat)
GOAL-SETTING SHEET
16 TAKING CHARGE OF ONE’S HEALTH Self Directed Learning,

Lecture and Group
Living a Healthy Lifestyle Discussion ( via Google
Managing Stress Classroom and/orFB
messenger (group Chat))
Self-care and Wellness
17 OUTPUT#4 GET REFRESHED: A The activity guide will be
15DAY CHALLENGE PLAN TO TAKE sent via Google Classroom
BETTER CARE OF YOURSELF (Classwork) and/or FB
18 FINAL EXAMINATION Evaluate the students' The test questions will be
progress sent via Google Classroom
on the scheduled date of
examination.
HOW TO USE THE MODULE
Thee icons will help you journey with this Module.

In the study section you are tasked to look at
closely in order to read the articles.

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You are expected to devote time and attention to acquiring knowledge on the topic
Activity section aims to discover by questions or practical activities, what you

know about the lesson or what can you do or like.
This section signals the end of the lessons and activities for each week.
WHAT COULD YOU LEARN NEXT SECTION

This section provides you the preview of the lesson/topic the following week.
FINAL ASSESSMENT SECTION

In this section your progress in the course will be evaluated.
WEEK 1: UNDERSTANDING THE SELF

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Introduction to Self Understanding
Understanding oneself is essential to understand behaviors and beliefs

that affects ourselves and others specifically in becoming effective and
successful person in life, work, and relationship. Moreover, self-understanding
(1) provides a sense of purpose; (2) leads to healthier relationships; (3) helps
harness your natural strength; and (4) promotes confidence.
This module will introduce you to the basic concepts of self and
personality, and how they are related with each other. Self and personality
characterized the way we define our existence, also these refers on how we
organized
our experiences that are reflected to our behavior. On the other hand, people have different ideas about
themselves. These ideas represent the self of the person. Moreover, we behave in different ways in a
given situation, but people also behave fairly stable in different circumstances. The relatively permanent
pattern of behavior represents personality of the person. In details,
Personality
• The etymological derivative of personality comes from the word “persona”, the theatrical masks
worn by Romans in Greek and Latin drama. Personality also comes from the two Latin words
“per” and “sonare”, which literally means “to sound through”.
• Personality have no single definition since different personality theories have different views on
how to define it. However, the commonly accepted definition of personality is that it is a
relatively permanent traits and unique characteristics that give both consistency and individuality
to a person’s behavior (Roberts & Mroczek, 2008).
• Personality plays a key role in affecting how people shape their lives. It involves the complex
relationship of people with their environment, how they cope and adjust through life, and how
they respond to demands of physical and social challenges.
• Personality is the overall pattern or integration of a person’s structure, modes of behavior,
attitudes, aptitudes, interests, intellectual abilities, and many other distinguishable personality
traits. Personality is the conglomeration of the following components: physical self, intelligence,
character traits, attitudes, habits, interest, personal discipline, moral values, principles and
philosophies of life.
Determinants of Personality
Personality refers to the total person in his/her overt and covert behavior. The determinants of
factors of personality are as follows:
• Environmental Factors of Personality. The surroundings of an individual compose the

environmental factors of personality. This includes the neighborhood a person lives in, his school,
college, university and workplace. Moreover, it also counts the social circle the individual has.
Friends, parents, colleagues, co-workers and bosses, everybody plays a role as the determinants
of personality.
• Biological Factors of Personality. This further includes:

1) hereditary factors or genetic make-up of the person that inherited from their parents. This
describes the tendency of the person to appear and behave the way their parents are;
2) physical features include the overall physical structure of a person: height, weight, color,
sex, beauty and body language, etc. Most of the physical structures change from time to

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time, and so does the personality. With exercises, cosmetics and surgeries, many physical
features are changed, and therefore, the personality of the individual also evolves; and
3) brain. The preliminary results from the electrical stimulation of the brain (ESB) research
gives indication that better understanding of human personality and behavior might come
from the study of the brain.
• Situational Factors of Personality. Although these factors do not literally create and shape up
an individual’s personality, situational factors do alter a person’s behavior and response from time
to time. The situational factors can be commonly observed when a person behaves contrastingly
and exhibits different traits and characteristics.
• Cultural Factors. Culture is traditionally considered as the major determinants of an individual’s

personality. The culture largely determinants what a person is and what a person will learn. The
culture within a person is brought up, is very important determinant of behavior of a person.
Culture is complex of these belief, values, and techniques for dealing with the environment which
are shared among contemporaries and transmitted by one generation to the next.
Personality Traits
Personality traits reflect people’s characteristic patterns of thoughts, feelings, and behaviors.
Personality traits imply consistency and stability—someone who scores high on a specific trait like
Extraversion is expected to be sociable in different situations and over time. Thus, trait psychology rests
on the idea that people differ from one another in terms of where they stand on a set of basic trait
dimensions that persist over time and across situations.
The most widely used system of traits is called the Five-Factor Model. This system includes five
broad traits that can be remembered with the acronym OCEAN: Openness, Conscientiousness,
Extraversion, Agreeableness, and Neuroticism. Each of the major traits from the Big Five can be divided
into facets to give a more fine-grained analysis of someone's personality. In addition, some trait theorists
argue that there are other traits that cannot be completely captured by the Five-Factor Model. Critics of
the trait concept argue that people do not act consistently from one situation to the next and that people
are very influenced by situational forces. Thus, one major debate in the field concerns the relative power
of people’s traits versus the situations in which they find themselves as predictors of their behavior.
The Five-Factor Model of Personality
Research that used the lexical approach showed that many of the personality descriptors found in
the dictionary do indeed overlap. In other words, many of the words that we use to describe people are
synonyms. Thus, if we want to know what a person is like, we do not necessarily need to ask how
sociable they are, how friendly they are, and how gregarious they are. Instead, because sociable people
tend to be friendly and gregarious, we can summarize this personality dimension with a single term.
Someone who is sociable, friendly, and gregarious would typically be described as an “Extravert.” Once
we know she is an extravert, we can assume that she is sociable, friendly, and gregarious.
The most widely accepted system to emerge from this approach was “The Big Five” or
“FiveFactor Model” (Goldberg, 1990; McCrae & John, 1992; McCrae & Costa, 1987). The Big Five
comprises five major traits shown in the Figure 2 below. A way to remember these five is with the
acronym OCEAN (O is for Openness; C is for Conscientiousness; E is for Extraversion; A is for
Agreeableness; N is for Neuroticism). The table below provides descriptions of people who would score
high and low on each of these traits.
Table 1. Descriptions of Personality Traits

Big 5 Trait Definition
Openness The tendency to appreciate new art, ideas, values, feelings, and behaviors.

14
Conscientiousness The tendency to be careful, on-time for appointments, to follow rules, and
to be hard working.
Extraversion The tendency to be talkative, sociable, and to enjoy others; the tendency to
have a dominant style.
Agreeableness The tendency to agree and go along with others rather than to assert one
owns opinions and choices.
Neurotism The tendency to be frequently experience negative emotions such as
anger, worry, and sadness, as well as being itnerpersonally sensitive.
Table 2. Example behaviors for those scoring low and high for the big 5 traits
Big 5 Trait Example Behavior for LOW Example Behavior for HIGH Scorers
Scorers
Openness Prefers not to be exposed to Enjoys seeing people with new types
alternative moral systems; narrow of haircuts and body piercing;
interest; inartistic; not analystica; curious; imaginative; untraditional
down-to-earth
Conscientiousness Prefers spur-of-the-moment action Never late for a date; organized;
to planning; unrealiable; hardworking; neat, persevering;
hedonistic; careless; lax punctual; self-disciplined
Extraversion Preferring a quiet evening reading Being the life of the party’ active;
to a loud party; sober; aloof; optimistic; fun-loving; affectionate
unenthusiastic
Agreeableness Quickly and confidently asserts Agrees with other about political
own rights; irritable; opinions; good-natured; forgiving;
manipulative; uncooperative; gullible; helpful; forgiving
rude
Neurotism Not getting irritated by sall Constantly worrying about little
annoyances; calm, unemotional; things; insecure; hypochondrical;
hardy; secure; self-satisfied feeling inadequate
Scores on the Big Five traits are mostly independent. That means that a person’s standing on one
trait tells very little about their standing on the other traits of the Big Five. For example, a person can be
extremely high in Extraversion and be either high or low on Neuroticism. Similarly, a person can be low
in Agreeableness and be either high or low in Conscientiousness. Thus, in the Five-Factor Model, you
need five scores to describe most of an individual’s personality. In the exercises part of this module there
is a short scale to assess the Five-Factor Model of personality (Donnellan, Oswald, Baird, & Lucas,
2006). You can take this test to see where you stand in terms of your Big Five scores.
Traits are important and interesting because they describe stable patterns of behavior that persist
for long periods of time (Caspi, Roberts, & Shiner, 2005). Importantly, these stable patterns can have
broadranging consequences for many areas of our life (Roberts, Kuncel, Shiner, Caspi, & Goldberg,
2007). For instance, think about the factors that determine success in college. If you were asked to guess
what factors predict good grades in college, you might guess something like intelligence. This guess
would be correct, but we know much more about who is likely to do well. Specifically, personality
researchers have also found the personality traits like Conscientiousness play an important role in college
and beyond, probably because highly conscientious individuals study hard, get their work done on time,
and are less distracted by nonessential activities that take time away from school work. In addition, highly
conscientious people are often healthier than people low in conscientiousness because they are more
likely to maintain healthy diets, to exercise, and to follow basic safety procedures like wearing seat belts
or bicycle helmets. Over the long term, this consistent pattern of behaviors can add up to meaningful
differences in health and longevity. Thus, personality traits are not just a useful way to describe people
you know; they actually help psychologists predict how good a worker someone will be, how long he or
she will live, and the types of jobs and activities the person will enjoy.

15
Who Am I?
Have you ever ask yourself the question, “Who am I?”? Answering the question 'Who am I?' can
lead to a solid self-concept and self-understanding. For many people, answering this question isn't very
easy. For others, a solid understanding of who they are is a big part of their lives. Understanding of who
you are as a person is called self-concept and understanding what your motives are when you act is called
self-understanding.
In definition, self-concept is generally thought of as our individual perceptions of our behavior,

abilities, and unique characteristics—a mental picture of who you are as a person. For example, beliefs
such as "I am a good friend" or "I am a kind person" are part of an overall self-concept.
Self-concept tends to be more malleable when people are younger and still going through the
process of self-discovery and identity formation. As people age, self-perceptions become much more
detailed and organized as people form a better idea of who they are and what is important to them.
According to the book Essential Social Psychology by Richard Crisp and Rhiannon Turner:
• The individual self consists of attributes and personality traits that differentiate us from other
individuals. Examples include introversion or extroversion.
• The relational self is defined by our relationships with significant others. Examples include
siblings, friends, and spouses.
• The collective self reflects our membership in social groups. Examples include British,
Republican, African-American, or gay.
At its most basic, self-concept is a collection of beliefs one holds about oneself and the responses
of others. It embodies the answer to the question "Who am I?". The lesson to follow will facilitate
learning about the self, and self concept.
ACTIVITY # 1: The Mini-IPIP (International Personality Item Pool Representation of the NEO PI-
R) Scale (20 points)
This section aims to reinforce your understanding of the topics covered in

Week 1 through the activity below.
Instructions: Below are phrases describing people’s behaviors. Please use the rating scale below to
describe how accurately each statement describes you. Describe yourself as you generally are now,
not as you wish to be in the future. Describe yourself as you honestly see yourself, in relation to
other people you know of the same sex as you are, and roughly your same age.
Please read each statement carefully and put a number from 1 to 5 next to it
to
describe how accurately the statement describes you. Answer the guide questions at the end of the
activity.
1 = Very inaccurate
2 = Moderately inaccurate
3 = Neither inaccurate nor accurate
4 = Moderately accurate
5 = Very accurate

16
1. _____ Am the life of the party (E)
2. _______ Sympathize with others’ feelings (A)
3. _______ Get chores done right away (C)
4. _______ Have frequent mood swings (N)
5. _______ Have a vivid imagination (O)
6. _______Don’t talk a lot (E)
7. _______ Am not interested in other people’s problems (A)
8. _______ Often forget to put things back in their proper place (C)
9. _______ Am relaxed most of the time (N)
10. ______ Am not interested in abstract ideas (O)
11. ______ Talk to a lot of different people at parties (E)
12. ______ Feel others’ emotions (A)
13. ______ Like order (C)
14. ______ Get upset easily (N)
15. ______ Have difficulty understanding abstract ideas (O)
16. ______ Keep in the background (E)
17. ______ Am not really interested in others (A)
18. ______ Make a mess of things (C)
19. ______ Seldom feel blue (N)
20. ______ Do not have a good imagination (O)
Scoring: The first thing you must do is to reverse the items that are worded in the opposite direction. In
order to do this, subtract the number you put for that item from 6. So if you put a 4, for instance, it will
become a 2. Cross out the score you put when you took the scale, and put the new number in representing
your score subtracted from the number 6.
Items to be reversed in this way: 6, 7, 8, 9, 10, 15, 16, 17, 18, 19, 20
Next, you need to add up the scores for each of the five OCEAN scales (including the reversed numbers
where relevant). Each OCEAN score will be the sum of four items. Place the sum next to each scale
below.
__________ Openness: Add items 5, 10, 15, 20

17
__________ Conscientiousness: Add items 3, 8, 13, 18
__________ Extraversion: Add items 1, 6, 11, 16
__________ Agreeableness: Add items 2, 7, 12, 17
__________ Neuroticism: Add items 4, 9,14, 19
Compare your scores to the norms below to see where you stand on each scale. If you are low on a trait, it
means you are the opposite of the trait label. For example, low on Extraversion is Introversion, low on
Openness is Conventional, and low on Agreeableness is Assertive.
19–20 Extremely High, 8–10 Low,
17–18 Very High, 6–7 Very low,
14–16 High, 4–5 Extremely low
11–13 Neither high nor low; in the middle,

Guide Questions: Answer the following questions in an essay form with a maximum of 300 words. Write
your answers in a clean sheet of paper. Take a photo and turn it in using GED 101 group chat via FB (10
points each).
1. How do you describe your scores on Mini IPIP Scale? Do you think the results are accurate?
Why?
2. Do you think personality changes through time? How?
3. Discuss how we develop our personality.
4. Differentiate personality from self.
5. How will you answer the question, “Who am I?”?
References/Sources:
Personality Traits. Edward Diener and Richard E. Lucas. Accessed July 25, 2020.
https://nobaproject.com/modules/personality-traits#discussion-questions
Self-Understanding & Self-Concept: How We Perceive Ourselves. Natalie Boyd. Accessed July 25, 2020.
https://study.com/academy/lesson/self-understanding-and-self-concept.html
Personality. Accessed July 25, 2020.
https://sg.inflibnet.ac.in/bitstream/10603/148426/12/12_chapter%205.pdf
4 Reasons Why Self-understanding is Essential. Kee’s Blog. Accessed July 25, 2020.
https://intuitivehaven.com/4-reasons-why-self-understanding-is-essential/
Self and Personality. National Council of Educational Research and Training (NCERT). Accessed July
25, 2020. http://www.ncert.nic.in/NCERTS/l/lepy102.pdf
What Is Self-Concept? The Psychological Exploration of "Who Am I?". Kendra Cherry. Accessed July
25, 2020. https://www.verywellmind.com/what-is-self-concept-2795865
WEEK 2: THE SELF ACCORDING TO PHILOSOPHY
Philosophy
Philosophy is defined as the study of knowledge or wisdom from its Latin

roots, philo (love) and sophia (wisdom). This field is also considered as “The
Queen of All Sciences” because every scientific discipline has philosophical
foundations.
Various thinkers for centuries tried to explain the natural causes of everything
that exist specifically the inquiry on the self preoccupied these philosophers in the
history. The Greek philosophers were the ones who seriously questioned myths
and moved away from them in attempting to understand reality by exercising the art of questioning that
satisfies their curiosity, including the questions about self. The following lecture will present the different
philosophical perspectives and views about self.
Socrates
• A philosopher from Athens, Greece and said to have the greatest influence on European
thought.
• According to the history he was not able to write any of his teachings and life’s account
instead, he is known from the writings of his student Plato who became one of the greatest
philosophers of his time. Socrates had a unique style of asking questions called Socratic
Method.
• Socratic Method or dialectic method involves the search for the correct/proper definition of a
thing. In this method, Socrates did not lecture, he instead would ask questions and engage the
person in a discussion. He would begin by acting as if
he did not know anything and would get the other person to clarify their
Image Source: https://www.goodreads.com/author/show/275648.Socrates
ideas and resolve logical inconsistencies (Price, 2000).

• The foundation of Socrates philosophy was the Delphic
Oracle’s that command to “Know Thyself”. Here, Socrates would like to emphasize that knowing
or understanding oneself should be more than the physical self, or the body.
• According to Socrates, self is dichotomous which means composed of two things: The
physical realm or the one that is changeable, temporal, and imperfect. The best example of
the physical realm is the physical world. The physical world is consisting of anything we
sense – see, smell, feel, hear, and taste. It is always changing and deteriorating. The ideal
realm is the one that is imperfect and unchanging, eternal, and immortal. This includes the
intellectual essences of the universe like the concept of beauty, truth, and goodness.
Moreover, the ideal realm is also present in the physical world. One may define someone as
beautiful or truthful, but their definition is limited and imperfect for it is always relative and
subjective. It is only the ideal forms themselves that are perfect, unchanging, and eternal.
• For Socrates, a human is composed of body and soul, the first belongs to the physical realm
because it changed, it is imperfect, and it dies, and the latter belongs to ideal realm for it
survives the death.
Socrates also used the term soul to identify self.
• The self, according to Socrates is the immortal and unified entity that is consistent over time.
For example, a human being remains the same person during their childhood to adulthood
given the fact that they undergone developmental changes throughout their lifespan. Plato
• A student of Socrates, who introduced the idea of a

threepart soul/self that is composed of reason, physical appetite
and spirit or passion.
o The Reason enables human to think deeply, make wise
choices and achieve a true understanding of eternal truths.
Plato also called this as divine essence.
o The physical Appetite is the basic biological needs of
human being such as hunger, thirst, and sexual desire. o And
the spirit or passion is the basic emotions of human being such
as love, anger, ambition, aggressiveness and empathy.

• These three elements of the self works in every individual inconsistently. According to Plato,
it is always the responsibility of the reason to organize, control, and reestablish harmonious
relationship between these three elements.
• Plato also illustrated his view of the soul/self in “Phaedrus” in his metaphor: the soul is like a
winged chariot drawn by two powerful horses: a white horse, representing Spirit, and a black
horse, embodying appetite. The charioteer is reason, whose task is to guide the chariot to the
eternal realm by controlling the two independent-minded horses. Those charioteers who are
successful in setting a true course and ensuring that the two steeds work together in
harmonious unity achieve true wisdom and banquet with the gods. However, those
charioteers who are unable to control their horses and keep their chariot on track are destined
to experience personal, intellectual, and spiritual failure.
St. Augustine
• He is considered as the last of the great ancient philosophers
whose ideas were greatly Platonic. In melding philosophy and
religious beliefs together, Augustine has been characterized as
Christianity’s first theologian.
• Like Plato, Augustine believed that the physical body is different
from the immortal soul. Early in his philosophical development
he described body as “snare” or “cage” of the soul and said that
the body is a “slave” of the soul he even characterized that “the
soul makes war with the body”. Later on he came to view the
body as “spouse” of the soul, with both attached to one another
by a “natural appetite.” He concluded, “That the body is united
with the soul, so that man may be entire and complete, is a fact
we recognize on the evidence of our own nature.”
Image Source: http://lexchristianorum.blogspot.com/  According to St. Augustine, the human nature is
composed of two realms:
1. God as the source of all reality and truth. Through mystical experience, man is capable
of knowing eternal truths. This is made possible through the existence of the one eternal
truth which is God. He further added that without God as the source of all truth, man
could never understand eternal truth. This relationship with God means that those who
know most about God will come closest to understanding the true nature of the world.
2. The sinfulness of man. The cause of sin or evil is an act of mans’ freewill. Moral
goodness can only be achieved through the grace of God.
 He also stated that real happiness can only be found in God. For God is love and he created
humans for them to also love. Problems arise because of the objects humans choose to love.
Disordered love results when man loves the wrong things which he believes will give him
happiness. Furthermore, he said that if man loves God first and everything else to a lesser degree,
then all will fall into its rightful place.
Rene Descartes
• A French philosopher, mathematician, and considered the founder of modern
philosophy.
• Descartes, famous principle the “cogito, ergo sum—“I think, therefore I
exist” established his philosophical views on “true knowledge” and concept
of self.
• He explained that in order to gain true knowledge, one must doubt everything
even own existence. Doubting makes someone aware that they are thinking
being thus, they exist. The essence of existing as a human identity is the
possibility of being aware of our selves: being self-conscious in this way is
integral to having a personal identity. Conversely, it would be impossible to
be self-conscious if we did not have a personal

Image Source: https://www.sapaviva.com/ identity of which to be conscious. In other words, the essence of self is being
a thinking thing.
• The self is a dynamic entity that engages in metal operations – thinking,
reasoning, and perceiving processes. In addition to this, self-identity is
dependent on the awareness in engaging with those mental operations.
• He declared that the essential self or the self as the thinking entity is radically
different from the physical body. The thinking self or soul is a non-material,
immortal, conscious being, independent of the physical laws of the universe
while the physical body is a material, mortal, non-thinking entity, fully
governed by the physical laws of nature.
• He also maintained that the soul and the body are independent of one another
and each can exist and function without the other. In cases in which people
are sleeping or comatose, their bodies continue to function even though their
minds are not thinking, much like the mechanisms of a clock.  He
identified the physical self as part of nature, governed by the physical laws of
the universe, and available to scientific analysis and experimentation, and the
conscious self (mind, soul) is a part of the spiritual realm, independent of the
physical laws of the universe, governed only by the laws of reason and God’s
will. And because it exists outside of the natural world of cause-and-effect,
the conscious self is able to exercise free will in the choices it makes.
John Locke
• An English philosopher and physician and famous in his
concept of “Tabula Rasa” or Blank Slate that assumes the
nurture side of human development.
• The self, according to Locke is consciousness. In his essay

entitled On Personal Identity (from his most famous work,
Essay Concerning Human Understanding) he discussed the
reflective analysis of how an individual may experience the
self in everyday living. He provided the following key points:
1. To discover the nature of personal identity, it is important to
find out what it means to be a person.
2. A person is a thinking, intelligent being who has the abilities to
reason and to reflect.
3. A person is also someone who considers themself to be the same thing in

Image Source: https://www.laphamsquarterly.org/
different times and different places.

4. Consciousness as being aware that we are thinking—
always accompanies thinking and is an essential part of the thinking process.
5. Consciousness makes possible our belief that we are the same identity in
different times and different places.
 Although Locke and Descartes believed that a person or the self is a thinking intelligent being who
has the abilities to reflect and to reason, Locke was not convinced with the assumptions of Plato,
St. Augustine and Descartes that the individual self necessarily exists in a single soul or
substance. For Locke, personal identity and the soul or substance in which the personal identity is
situated are two very different things. The bottom line of his theory on self is that self is not tied
to any particular body or substance. It only exists in other times and places because of the
memory of those experiences.
David Hume
• He was a Scottish philosopher and also an empiricist.
• His claim about self is quite controversial because he assumed that there is no self! In
his essay entitled, “On Personal Identity” (1739) he said that, if we carefully examine

the contents of [our] experience, we find that there are only two distinct entities,
"impressions" and "ideas".
• Impressions are the basic sensations of our experience, the elemental data of our
minds: pain, pleasure, heat, cold, happiness, grief, fear, exhilaration, and so on.
• On the other hand, ideas are copies of impressions that include thoughts and images
that are built up from our primary impressions through a variety of relationships, but
because they are derivative copies of impressions, they are once removed from reality.
Image Source: https://www.britannica.com/
•Hume considered that the self does not exist because all of the experiences that a
person may have are just perceptions
and this includes the perception of self. None of these perceptions resemble a unified and
permanent self-identity that exists over time.
• He further added that there are instances that an individual is limited in experiencing
their perception like in sleeping. Similarly, when someone died all empirical senses end
and according to him, it makes no sense to believe that self exists in other forms. As an
empiricist, Hume provide an honest description and analysis of his own experience,
within which there is no self to be found.
• Hume explained that the self that is being experienced by an individual is nothing but a
kind of fictional self. Human created an imaginary creature which is not real.
“Fictional self” is created to unify the mental events and introduce order into an
individual lives, but this “self” has no real existence.
Sigmund Freud
• A well-known Australian psychologist and considered as
the Father and Founder of Psychoanalysis. His influence
in Psychology and therapy is dominant and popular in
the 20th to 21st century.
• The dualistic view of self by Freud involves the
conscious self and unconscious self.
• The conscious self is governed by reality principle. Here,
the self is rational, practical, and appropriate to the
social environment. The conscious self has the task of
controlling the constant pressures of the unconscious
self, as its primitive impulses continually seek for
immediate discharge.
• The unconscious self is governed by pleasure principle.
It
Image Source: https://www.researchgate.net/
is the self that is aggressive, destructive, unrealistic and

instinctual. Both of Freud’s self needs immediate gratification
and reduction of tensions to optimal levels and the goal of every individual is to make unconscious
conscious.
• Freud proposed how mind works, he called this as
provinces or structures of the mind. By illustrating the
tip of the iceberg which according to him represents
conscious
awareness which
characterizes the
person in dealing
with the external
world. The
observable
behavior,
however, is
further controlled
by the workings
of the subconscious/unconscious mind.
• Subconscious serves as the repository of past
experiences, repressed memories, fantasies, and urges.
The three levels of the mind are:
1. Id. This is primarily based on the pleasure principle. It demands immediate satisfaction and is
not hindered by societal expectations.
2. Ego. The structure that is primarily based on the reality principle. This mediates between the
impulses of the id and restraints of the superego.
3. Superego. This is primarily dependent on learning the difference between right and wrong,
thus it is called moral principle. Morality of actions is largely dependent on childhood
upbringing particularly on rewards and punishments.
 According to Freud, there are two kinds of instinct that drive individual behavior – the eros or the life
instinct and the thanatos of the death instinct. The energy of eros is called libido and includes urges
necessary for individual and species survival like thrist, hunger, and sex.in cases that human behaior
is directed towards destruction in the form of aggression and violence, such are the manifestations of
thanatos.
Gilbert Ryle
• A British analytical philosopher. He was an important
figure in the field of Linguistic Analysis which focused on the
solving of philosophical puzzles through an analysis of
language.
• According to Ryle, the self is best understood as a
pattern of behavior, the tendency or disposition for a person to
behave in a certain way in certain circumstances.
• He opposed the notable ideas of the previous
philosophers and even claimed that those were results of
confused conceptual thinking he termed, category mistake. 
The category mistake happens when we speak about the
self as something independent of the physical body: a purely
Image Source: https://www.jstor.org/ mental entity existing in time but not space
Immanuel Kant
• A German Philosopher who made great contribution to the fields of metaphysics, epistemology,
and ethics. Kant is widely regarded as the greatest philosopher of the modern period.
• Kant maintained that an individual self makes the experience of the world comprehensible
because it is responsible for synthesizing the discreet data of sense experience into a meaningful
whole.
• It is the self that makes consciousness for the person to make sense of everything. It is the one
that help every individual gain insight and knowledge. If the self failed to do this synthesizing
function, there would be a chaotic and insignificant collection of sensations.
 Additionally, the self is the product of reason, a regulative principle
Image Source: https://mediaethicsmorning.wordpress.com/
because the self regulates experience by making

unified experience possible and unlike Hume, Kant’s self is not the object of consciousness, but it
makes the consciousness understandable and unique.
• Transcendental apperception happens when people do not experience self directly, instead as a
unity of all impressions that are organized by the mind through perceptions. Kant concluded that
all objects of knowledge, which includes the self, are phenomenal. That the true nature of things
is altogether unknown and unknowable (Price, 2000).

• For Kant, the kingdom of God is within man. God is manifested in people’s lives therefore it is
man’s duty to move towards perfection. Kant emphasized that people should always see duty as a
divine command (Price, 2000).
activity.
• The behavior of the self can be attributed to the neuropharmacological states, the neural activity
in specialized anatomical areas.
• Neurophilosopy was coined by Patricia Churchland, the modern scientific inquiry looks into the
application of neurology to age-old problems in philosophy. The philosophy of neuroscience is
the study of the philosophy of science, neuroscience, and psychology. It aims to explore the
relevance of neurolinguistic experiments/studies to the philosophy of the mind.
• Patricia Churchland claimed that man’s brain is responsible for the identity known as self. The
biochemical properties of the brain according to this philosophy of neuroscience is really
responsible for man’s thoughts, feelings, and behavior.
• Paul Churchland is one of the many philosophers and psychologists that viewed the self from a
materialistic point of view, contending that in the final analysis mental states are identical with,
reducible to, or explainable in terms of physical brain states. This assumption was made due to
the physiological processes of the body that directly affecting the mental state of the person. The
advent of sophisticated technology and scientific research gives hope to understand the
connection between the physical body and the mind/brain relationship that integrated in the self.
• Being an eliminative materialist, he believes that there is a need to develop a new vocabulary and
conceptual framework that is grounded in neuroscience. This new framework will be a more
accurate reflection of the human mind and self.
Maurice Merleau-Ponty
• A French philosopher and phenomenologist.  He took a very different
approach to the self and the mind/body “problem.” According to him, the
division between the “mind” and the “body” is a product of confused
thinking. The self is experienced as a unity in which the mental and
physical are seamlessly woven together. This unity is the primary
experience of selves and begin to doubt it when an individual use their
minds to concoct abstract notions of a separate mind and body. 
Developed the concept of self-subject and contended that perceptions
occur existentially. Thus, the consciousness, the world, and the human
body are all interconnected as they mutually perceive the world. 
According to him, the world and the sense of self

are emergent phenomena in the ongoing process of man’s becoming. 
Image Source: http://all-to-human.blogspot.com/
Phenomenology provides a direct description of the human experience which serves to guide man’s
conscious actions. He further added that, the world is a field of perception, and human consciousness
assigns meaning to the world. Thus man cannot separate himself from his perceptions of the world.
• Perception is not purely the result of sensations nor it is purely
interpretations. Rather consciousness is a process that includes sensing as
well as interpreting/reasoning.
References/Sources:
Arcega, A M., Cullar, D. S., Evangelista, L. D. & Falculan, L. M. (2018). Understanding the Self.
Malabon City: Mutya Publishing House Inc.
Gazzingan, L. B. et al. (2019). Understanding the Self. Muntinlupa City: Panday-Lahi Publishing House,
Inc.
Alata, E.J.P., Caslib, B.N., Serafica, J.P.J., Pawilen, R.A. (2018). Unsertanding the Self. Rex Book Store
Inc., Sta Mesa Heights, Quezon City, Philippines
ACTIVITY # 2: SELF IN ONE LINE (55 points)
Philosophers One sentence definition of self

Socrates
Plato
St. Augustine
Descartes
Locke
Hume
Kant
Freud

Ryle
Churchland
Merleau-Ponty
This section aims to assess your understanding of some of the topics

covered in Week 2 through the activity below.
Instructions: Write a one-sentence description of self according to the

following philosophers. Write your answers in a clean sheet of paper. Take
a photo and turn it in using Google Classroom (GED 101 Class) GED 101
group chat via FB.
WHAT COULD YOU LEARN NEXT?
Week 3: THE SELF ACCORDING TO SOCIOLOGY

AND
ANTHROPOLOGY

WEEK 3: THE SELF ACCORDING TO SOCIOLOGY AND ANTHROPOLOGY
Sociology and Anthropology
Sociology and Anthropology are two interrelated disciplines that

contributes to the understanding of self. Sociology presents the self as a
product of modern society. It is the science that studies the development,
structure, interaction, and collective behavior of human being. On the other
hand, Anthropology is the study of humanity. This broad field takes an
interdisciplinary approach to looking at human culture, both past and
present.
The following set of sociologists and anthropologist offered their views
about self.
George Herbert Mead and the Social Self
• Mead is an American philosopher, sociologist, and

psychologist. He is regarded as one of the founders of
social psychology and the American sociological tradition
in general. Mead is well-known for his theory of self.
• He postulated that, the self represents the sum total of
people’s conscious perception of their identity as distinct
from others. Mead argued that the self like the mind is
social emergent. This means that individual selves are the
products of social interaction and not logical or biological
in nature.
• He claimed that the self is something which undergoes
development because it is not present instantly at birth. The
self arises in the process of social experience and activity
as a result of their relations to the said process as a whole
and to other individuals within that process. In other
words, one cannot
Image Source: https://wannabeinsociology.wordpress.com/ experience their self alone, they need other people to experience their self.
•
The social emergence of self is developed due to the three
forms of inter-subjective activity, the language, play, and
the game.
• He proposed the stages of self formation:
1. Preparatory Stage. Mead believed that the self did not exist at birth. Instead, the self
develops over time. Its development is dependent on social interaction and social
experience. At this stage, children’s behaviors are primarily based on imitation. It was
observed that children imitate the behaviors of those around them. At this stage, knowing
and understanding the symbols are important for this will constitute their way of
communicating with others throughout their lives.
2. The Play Stage. Skills at knowing and understanding the symbols of communication is
important for this constitutes the basis of socialization. Through communication, social
relationship are formed. Now children begin to role play and pretend to be other people.
Role-taking in the play stage is the process of mentally assuming the process of another
person to see how this person might behave or respond in a given situation (Schefer,

2012). The play stage is significant in the development of the self. It is at this stage where
child widens his perspective and realizes that he is not alone and that there are others
around him whose presence he has to consider.
3. The Game Stage. Here, the child is about eight or nine years of age and now does more
than just role-take. The child begins to consider several tasks and various types of
relationships simultaneously. Through the learnings that were gained in stage two, the
child now begins to see not only his own perspective but at the same time the perspective
of others. In this final stage of self development, the child now has the ability to respond
not just to one but several members of his social environment.
• Generalized other the person realizes that people in society have cultural norms, beliefs and
values which are incorporated into each self. This realization forms basis of how the person
evaluate themselves.
• The self, according to Mead is not merely a passive reflection of the generalized other. The
responses of the individual to the social world are also active, it means that a person decides what
they will do in reference to the attitude of others but not mechanically determined by such
attitudinal structures. Here, Mead identified the two phases of self:
1. the phase which reflects the attitude of the generalized other or the “me”; and
2. the phase that responds to the attitude of generalized other or the “I”.
• In Mead’s words, the "me" is the social self, and the "I" is a response to the "me". Mead defines
the "me" as "a conventional, habitual individual and the “I” as the “novel reply” of the individual
to the generalized other.
• Generally, Meads theory sees the self as a perspective that comes out of interactions, and he sees
the meanings of symbols, social objects, and the self as emerging from negotiated interactions.
The Self as a product of modern society among other constructions

Georg Simmel
• Simmel was a German sociologist, philosopher, and critic. He was intensely interested in the
ways in which modern, objective culture impacts the individual’s subjective experiences.
• In contrast to Mead, Simmel proposed that there is
something called human nature that is innate to the
individual. This human nature is intrinsic to the individual
like the natural inclination to religious impulse or the gender
differences. He also added that most of our social
interactions are individual motivations.
• Simmel as a social thinker made a distinction between subjective and objective culture. The
individual or subjective culture refers to the ability to embrace, use, and feel culture.
• Objective culture is made up of elements that become
Image Source: https://www.imdb.com/
separated from the individual or group’s control and

identified as separate objects.
• There are interrelated forces in modern society that tend to increase objective culture according
to
Simmel. These are urbanizations, money, and the configuration of one’s social network.
• Urbanization is the process that moves people from country to city living. This result to the
concentration of population in one place brought about by industrialization. This paved way to
the organization of labor or increased division of labor, which demands specializations wherein
this creates more objective culture.
• Simmel also stressed that the consumption of products has an individuating and trivializing effect
because this enables the person to create self out of things. By consumption, an individual able to
purchase things that can easily personalized or express the self. People used commodities to
create self-concept and self-image. Simmel also said that products used in the modernity to
express and produced the self is also changing. It becomes more and more separated from
subjectivity (subjective culture) due to division of labor and market economy. Many products are

easily replaced, subjected to the dynamics of fashion and diversification of markets which leads
to inappropriate sign use.
• Money creates a universal value system wherein every commodity can be understood. Money
also increases individual freedom by pursuing diverse activities and by increasing the options for
self expression. Money also makes the individual to be less attached to the commodities because
the individual tends to understand and experience their possession less in terms of their intrinsic
qualities and more of their objective and abstract worth. Additionally, money also discouraged
intimate ties with people. Money comes to stand in the place of almost everything – and this
includes relationship! Money further discourages intimate ties by encouraging a culture of
calculation.
• Because of urbanization, Simmel observed that social networks also changed. Group affiliations
in urban is definitely different from rural settings wherein the relationship are strongly influenced
by family. An individual tends to seek membership to the same group which makes the family as
basic socialization structure. This natural inclination to join groups is called by Simmel as
organic motivation and the grouping is called primary group. This group is based on ties of
affection and personal loyalty endure over long periods of time, and involve multiple aspects of a
person’s life.
• On the other hand, in the modern urban settings, group membership is due to rational motivation
or membership due to freedom of choice. This characterized the secondary group which is goal
and utilitarian oriented, with a narrow range of activities, over limited time spans. As a result, it
is more likely that an individual will develop unique personalities. Moreover, Simmel said that a
complex web of group affiliations produces role conflicts and blasé attitude. Role conflict is a
situation that demands a person of two or more roles that clash with one another. Blasé attitude is
an attitude of absolute boredom and lack of concern. This is the inability or limited ability to
provide emotional investment to other people.
The Self and Person in the Contemporary Anthropology
• The four subfields of anthropology – Archeology, Biological Anthropology, Linguistics, and

Cultural Anthropology, suggest that human beings are similar and different in varying ways and
tendencies. For example, people have the same need for food and water, but they have different
means on how to satisfy them. These similarities and differences make life so interesting. As one
learn facts/information that make them similar to the other, they will also discover that they have
different characteristics the define them. This knowledge aims to highlight the uniqueness of each
person and making them value life and existence even more. The subfields of Anthropology are
as follows:
o Archeology. Focus on the study of the past and how it may have contributed to the
present ways of how people conduct their daily lives. Archeologists have so far
discovered the unique ways in which human beings adapted to the changes in their
environment in order for them to survive. Among their discoveries around the world is
the species, homo sapiens did not become extinct because of their ability to think, use
tools and learn from experience. In relating to the contemporary society, people still
aim for survival, for their basic needs to be fulfilled and to live legacy to their society.
o Biological Anthropology. Focus on how the human body adapts to the different
earth environments. Among the activities of Anthropologists are identification of
probable causes of diseases, physical mutation, and death, evolution, and comparison
of dead and living primates. They are interested in explaining how the biological
characteristics of human being affects their way of living. Accordingly, human beings
at present still share the same biological strengths and vulnerabilities. Like eating
balanced nutrients and minerals that are beneficial to all human beings while being
exposed to a virus in a pandemic might cause negative implications to many.
o Linguistic Anthropology. Focused on using language as means to discover a group’s
manner of social interaction and their worldview. Anthropologists in this field want to
discover how language is used to create and share meanings, to form ideas and
concepts and to promote social change. Furthermore, they also study how language
and modes of communication changes over time.

Cultural Anthropology. Focused in knowing what makes one group’s manner of
o
living forms an essential part of the member’s personal and societal identity. This
encompasses the principles of Theory of Cultural Determinism which suggests that the
human nature is determined by the kind of culture he is born and grew up in. Cultural
diversities are manifested in different ways and different levels of dept. The following
are the ways in which culture may manifest itself in people:
▪ Symbols. These are the words, gestures, pictures or objects that have recognized
or accepted meaning in a particular culture. Example: colors have similar
meaning across all cultures.
▪ Heroes. These are persons from the past or present who have characteristics that
are important in culture. They may be real of work of fictions. Example: Fiction
– Thor, Captain America; Real – Jose Rizal, Apolinario Mabini.
▪ Rituals. These are activities participated by a group of people for the fulfilment
of desired objectives and are concerned to be socially essential. Example:
Wedding, fiesta, Christmas celebration, graduation, etc.
▪ Values. These are considered to be the core of every culture. These are
unconscious, neither discuss or observed, and can only be inferred from the way
people act and react to situations. Example: hospitality, respect for elders etc.
• The field of Anthropology offers another way by which a person can view themselves. As self is
formed or determined by the past and present condition, by biological characteristics, the
communication and language use, and the lifestyle we choose to live.
The Self Embedded in the Culture Clifford Geertz

• Clifford Geertz was an Anthropology Professor at the
University of Chicago. He studied different cultures and
explored on the conception of the self in his writings entitled,
“The Impact of the Concept of Culture on the Concept of
Man” (1966) in his fieldwork at Java, Bali and Morrocco.
• The analysis of Geertz (1966) in his cultural study about the
description of self in Bali is that the Balinese person is
extremely concerned not to present anything individual
(distinguishing him or her from others) in social life but to
enact exclusively a culturally prescribed role or mask. In one
instance, Geertz (1973) gave an example of the stage fright
that pervades persons in Bali because they must not be
publicly recognizable
as individual selves and actors points precisely to the fact that agency or an
Image Source: https://en.wikipedia.org/wiki/Clifford_Geertz
ability to act in one’s own account is an integral ability of

human beings—an ability which continually threatens
the culturally established norm of nonindividuality
ACTIVITY # 3: COMPARE ME UP! (20 points)

Instructions: Differentiate the Sociological and Anthropological views on

self based on the above discussions in an essay form with maximum of
150 words. Write your answers in a clean sheet of paper. Take a photo and

turn it in using Google Classroom (GED 101 Class) GED 101 group chat via FB.
Sociology Anthropology
References/Sources:
Inc.

WEEK 4: THE SELF ACCORDING PSYCHOLOGY
Psychology
Psychology is a scientific study of mental processes and

human behavior. It aims to describe, analyze, predict, control human
behavior in general. Self is an essential construct in psychology
because it fulfills the goals of the discipline in studying human and
the reason for their action. Many psychologists tried to define the
origin of mental processes and behavior but they all settle down with
numerous theories and assumptions. The following descriptions on
the formation of self were presented for you to have a clear picture
on the psychological perspective of self.
The Self as Cognitive Construction
• The cognitive aspect of the self is known as self-concept. Self-concept is defined as

self-knowledge, a cognitive structure that includes beliefs about personality traits, physical
characteristics, abilities, values, goals, and roles, as well as the knowledge that an individual exist
as individuals. As humans grow and develop, self-concept becomes abstract and more complex.
• According to the psychologist Dr. Bruce A. Bracken in 1992, there are six specific domains that
are related to self-concept these are:
1) the social domain or the ability of the person to interact with others;
2) the competence domain or the ability to meet the basic needs;
3) the affect domain or the awareness of the emotional states;
4) the physical domain or the feelings about looks, health, physical condition, and overall
appearance;
5) academic domain or the success or failure in the school; and 6) family domain or how well
one function within the family unit.
William James and the Me-Self and I-Self
• William James is a well-known figure in Psychology

who is considered as the founder of functionalism. He
brought prominence to U.S. psychology through the
publication of The Principles of Psychology (1890) that made
him more influential than his contemporaries in the field.
• James made a clear distinction between ways of
approaching the self – the knower (the pure or the I – Self)
and the known (the objective or the Me – Self). The function
of the knower (I-Self) according to James must be the agent
of experience. While the known (Me-Self) have three
different but interrelated aspects of empirical self (known
today as selfconcept): the Me viewed as material, the Me
viewed as social, and the Me viewed as spiritual in nature.
• The material self is consists of everything an individual
call uniquely as their own, such as the body, family, home or

style of dress. On the other hand, social self refers to the recognition an individual get from other
people. Lastly, spiritual self refers to the individual inner or subjective being.
Real and Ideal Self

Carl Rogers
• Carl Rogers is best known as the founder of clientcentered
therapy and considered as one of the prominent humanistic or
existential theorists in personality. His therapy aimed to make
the person achieve balance between their selfconcept (real-self)
and ideal self.
• The real self includes all those aspects of one's identity that are
perceived in awareness. These are the things that are known to
oneself like the attributes that an individual possesses.  The
ideal self is defined as one’s view of self as one wishes to be.
This contains all the aspirations or wishes of an individual for
themselves.
• A wide gap between the ideal self and the self-concept
indicates incongruence and an unhealthy personality.
Image Source: https://socialworkpodcast.blogspot.com/ Psychologically healthy individuals perceive little discrepancy between their
self-concept and what they ideally would like to be.
Multiple versus Unified Self
• According to Multiple Selves Theory, there are different aspects of the self exist in an individual.
From here, we can say that self is a whole consist of parts, and these parts manifest themselves when
need arise.
• Gregg Henriques proposed the Tripartite Model of Human Consciousness, wherein he described that
self is consist of three related, but also separable domains these are the experimental self, private
self, and public self.
o The experiential self or the theater of consciousness is a domain of self that defined as felt
experience of being. This includes the felt consistency of being across periods of time. It is
tightly associated with the memory. This is a part of self that disappears the moment that an
individual enter deep sleep and comes back when they wake up.
o The private self consciousness system or the narrator/interpreter is a portion of self that verbally
narrates what is happening and tries to make sense of what is going on. The moment that you
read this part, there is somewhat like a “voice” speaking in your head trying to understand what
this concept is all about.
o Lastly, the public self or Persona, the domain of self that an individual shows to the public, and
this interacts on how others see an individual. Henriques’ Tripartite Model attempts to capture the
key domains of consciousness, both within the self and between others.
• Unified being is essentially connected to consciousness, awareness, and agency. A well-adjusted
person is able to accept and understood the success and failure that they experienced. They are those
kinds of person who continually adjust, adapt, evolve and survive as an individual with integrated,
unified, multiple selves.
True versus False Self

Donald Winnicott
• Donald Winnicott was a pediatrician in London who studied

Psychoanalysis with Melanie Klein, a renowned personality
theorist and one of the pioneers in object relations and
development of personality in childhood.

• According to him, false self is an alternative personality used to
protect an individual’s true identity or one’s ability to
“hide” the real self. The false self is activated to maintain social
relationship as anticipation of the demands of others.
Compliance with the external rules or following societal norms
is a good example of this. false self can be a healthy self if it is
perceived as functional for the person and for the society and
being compliant without the feeling of betrayal of true self. On
the other hand, unhealthy false self happens when an individual
Image Source: http://freudquotes.blogspot.com/ feels forced compliance in any situation.
• On the contrary, true self has a sense of integrity and connected

wholeness that is rooted in early infancy. The baby
creates experiences of a sense of reality and sense of life worth living. Winnicott claimed that true
self can be achieved by good parenting that is not necessarily a perfect parenting.
The Self as Proactive and Agentic Albert Bandura
• Albert Bandura is a psychologist and Professor

Emeritus of Social Science in Psychology at Stanford
University. He is known for his theory of social learning
by means of modeling. He is famous for his proposed
concept of selfefficacy.
• His personality theory, The Social Cognitive
Theory asserts that a person is both proactive and agentic,
which means that we have the capacity to exercise control
over our life. This theory emphasized that human beings
are proactive, self-regulating, self-reflective, and
selforganizing.
• Self as proactive means an individual have
control in any situation by making things happen. They act
as agent in doing or making themselves as they are.
Agency is a defining feature of modern selfhood. Agents
assume some degree of ownership and control over things,
both internally (I control my own thoughts) and externally
(I make things happen in the environment). The ability of
an individual to pursue their goals in life is an example of
agentic approach to self.
• According to Bandura (1989), self-efficacy
beliefs determine how people feel, think, motivate themselves and
behave. Such beliefs produce these diverse effects through four major processes. They include
cognitive, motivational, affective and selection processes. A strong sense of efficacy enhances human
accomplishment and personal well-being in many ways.
• In contrast Bandura (1989) said that people who doubt their capabilities shy away from difficult
tasks which they view as personal threats. They have low aspirations and weak commitment to
the goals they choose to pursue. When faced with difficult tasks, they dwell on their personal
deficiencies, on the obstacles they will encounter, and all kinds of adverse outcomes rather than
concentrate on how to perform successfully. They fall easy victim to stress and depression.

ACTIVITY # 4: THE VERSUSES! (50 points)
Me-Self I-Self
Real Self Ideal Self
Multiple Self Unified Self
True Self False Self
Proactive Self Agentic Self
This section aims to assess your understanding of some of the

topics covered in Week 4 through the activity below.
Instructions: Differentiate the following terms in the box in one

sentence. Write your answers in a clean sheet of paper. Take a

photo and turn it in using Google Classroom (GED 101 Class) and/or GED 101 group chat via FB (5
points each).
References:
Inc.
Week 5: THE SELF IN THE WESTERN AND

ORIENTAL/EASTERN THOUGHT

WEEK 5: THE SELF IN THE WESTERN AND ORIENTAL/EASTERN
THOUGHT
Western and Oriental/Eastern Thought
Cultural differences and environment creates different perceptions

of the self. The most common distinction between people and cultures is
the Eastern-Western distinction. Eastern are known as the Asian countries,
and Western represents the Europe and Northen America. It must be noted
that countries who are geographically closer to each other my share
commonalities, but factors that may create diffrences must be considered.
Individualistic versus Collective Self
Understanding individualism and collectivism could help in the understanding of the

cross-cultural values of a person. Not every culture is at one end or the other of the spectrum, but the
majority tend to favor one over the other in everyday life.
Individualistic Self
• Individualism is not the idea that individuals should live like isolated entity, nor the idea that they
should never get or give help from others, nor the idea that an individual never owes anything to other
people.
• Individualism is the idea that the fundamental unit of the human species that thinks, lives, and acts
toward goals is the individual. This means that we can form our own independent judgments, act on
our own thoughts, and disagree with others.
• Each adult individual can consider what is in his own best interests. Each can act on his own private
motivations and values and can judge other people as good people to form relationships with, or as
bad people to be avoided. Each can decide whether to cooperate with others to solve problems. Each
can choose to think for himself about the conclusions that the majority of others in a group come to,
accepting or rejecting their conclusions as indicated by his own thought.
• Example of the description would include an individual identifies primarily with self, with the needs
of the individual being satisfied before those of the group. Looking after and taking care of ourselves,
being self-sufficient, guarantees the well-being of the group. Independence and self-reliance are
greatly stressed and valued.
• In general, people tend to distance themselves psychologically and emotionally from each other. One
may choose to join groups, but group membership is not essential to one’s identity or success.
Individualist characteristics are often associated with men and people in urban settings.  Western
cultures are known to be individualistic.
Collective Self
• Collectivism is the idea that the fundamental unit of the human species that thinks, lives, and acts
toward goals is not the individual, but some group. In different variants, this group may be the family,
the city, the economic class, the society, the nation, the race, or the whole human species. The group
exists as a super-organism separate from individuals: A group may make its own decisions, acts apart
from the actions of individuals, and has its own interests apart from those of the individuals that
compose it.
• Under collectivism, individuals are analogous to ants in the protection of their queen ant. The
individual ant doesn’t have minds of their own, and generally cannot disagree with the hive. Any ant
that acts in a way contrary to the interests of the group is a malfunctioning ant. If an ant does not
follow the certain pattern of how they protect their queen, it will be entirely unable to support itself,

find other ants that support other queen ant and will surely die in short order. If the malfunctioning
ant stays within the group, it will be a threat to the line appropriate to protecting the queen ant.
• Examples of the collectivist thinking is when our identity is in large part, a function of our
membership and role in a group, e.g., the family or work team. The survival and success of the group
ensures the well-being of the individual, so that by considering the needs and feelings of others, one
protects oneself. Harmony and the interdependence of group members are stressed and valued. Group
members are relatively close psychologically and emotionally, but distant toward non-group
members. Collectivist characteristics are often associated with women and people in rural settings.
• Asian countries are known to be collective in nature.
The Social Construction of the Self in Western Thought
• Self has been an area of interest by French and English philosophers, and evident in the ideas of
Greek philosophers like Socrates and Plato.
• Descartes in 17th century emphasized the self in his dictum “I think therefore I am” which claims
that cognitive basis of the person’s thoughts is proof for the existence of the self.
• Kant believed that the self is capable of actions that entitles it to have rights as an autonomous
agent.
• Here are some qualities imparted to the Western subjective self. It sketches some features on
subjectivity and ways of thinking of western persons. This provides an impressionistic profile
through the use of a few strokes characterizing some ways of being and thinking of many western
persons.
o Western self as analytic. Since analytic and inductive modes of thinking were
prominent for person in western cultures, to see objects as divisible combinations of
yet smaller objects. Real things are not only visualized but immaterial things like
thoughts, ideas and memories would be given emphasis.
o Western self as monotheistic. Monotheism can be known as the rigid consequence of
the doctrine of normal human being. It is like forcing the concentration of
supernatural capabilities.
o Western self as individualistic. The emphasis on individualism has direct and indirect
effects on both the presentation of self (in public ways) and the experience of the self
(in private awareness).
o Western Self as materialistic and rationalistic. The western accentuation of rational,
scientific approach to reality has tended to define spiritual and immaterial phenomena
as potentially superstitious and dangerous. In any society, belief system is stratified
and composed of a hierarchy of interrelated, causal-explanatory models.
The Self as Embedded in Relationships and through Spiritual Development in Confucian Thought
• Confucius was born in the period of the Zhou Dynasty in 551 BCE
in the state of Lu. He grew up poor although he was descended
from scholarly family.
• Confucius philosophy is known as humanistic social philosophy
which focusses on human beings and the society in general.
• Confucianism is centered on ren which can be manifested through
the li (propriety), xiao (filiality), and yi (rightness). For Confucius,
ren reflects the person’s own understanding of humanity. It is
found within each person and can be realized in one’s personal life
and relationship. Ren guides human actions that makes life worth
living which can be realized through li, xiao, and yi:
o Li the propriety. Rules of propriety should be followed to guide Image Source:

https://www.oshonews.com/ human actions. These rules are the customs, ceremonies, and
traditions that forms the basis of li. According to Confucius, “to

master oneself and return to propriety is humanity” (Koller, 2007). Self mastery
involves self development. Self mastery is characterized by self-control and the will
to redirect impulses to change these to socially accepted expression of human nature.
Li conforms to the norms of humanity, thus one must fulfill their duties and
responsibilities in this five (5) relationships: father and son, ruler and subject, older
and younger brothers, husband and wife, friend and friend.
o Xiao the filiality. This is the virtue of reverence and respect for the family. Parents
should be revered for the life they and given. Children show respect to their parents
by exerting efforts to take care of themselves. Reverence for parents and family is
further demonstrated by bringing honor to the family, making something of himself
and to earn respect of other. If, however, the person is having difficulty giving his
family the honor that they deserved, he should just do this best to not disgrace the
family. Relationship that exist in the family reflect hoe the person relates to others in
the community. The family is the reflection of the person. How the person interacts
socially and the values they emulate can all be traced back to their family
environment.
This forms the bases of the person’s moral and social virtues (Koller, 2007).
o Yi the rightness. The right way of behaving which is unconditional and absolute.
Right is right, and what is not right is wrong. Actions must be performed and carried
out because they are right actions. Confucius emphasized that actions should be
performed because they are right and not for selfish benefits that they provide.
ACTIVITY # 5: MY SELF: AN INDIVIDUALISTIC OR COLLECTIVE? (20 points)

Instructions: In a maximum of 300 words, write an essay with the title, My

Self: an Individualistic or Collective? Explain how you consider yourself
as individualistic or collective in nature. Write your answers in a clean
sheet of paper. Take a photo and turn it in using Google Classroom (GED
101 Class) GED 101 group chat via FB
Name:
Section:
My Self: an Individualistic or Collective?
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References/Sources:
Inc.

WEEK 6: PHYSICAL SELF
The concept of Physical Self
● The understanding of the Physical self is shaped by biological and environmental factors.
● The Biological blueprint involves Heredity and its important factors. Heredity is defined as the
transmission of traits from parents to offspring. The traits are made up of specific information
embedded within one’s gene. Genotype refers to the specific information embedded within one’s
genes; not all genotypes translate to an observed physical characteristic. Phenotype is the physical
expression of a particular trait. Each individual carries 23 pairs of chromosomes, which are threadlike
bodies in the nucleus of the cell and the storage unit of genes. The 23rd pair, also known as sex
chromosomes, determines the sex of an individual. Within each chromosome is the deoxyribonucleic
acid (DNA), which is a nucleic acid that contains the genetic instructions specifying the biological
development of every individual.
● Maturation is known as the completion of growth of a genetic character within an organism or the
unfolding of an individual’s inherent traits or potential.
● As you grow up, you are exposed to environmental influences that shape your physical self, including
those from your social networks, societal expectations, and cultural practices that will lead a person to
understand themselves.
● According to Santrock (2014), self-understanding is the individual’s cognitive representation of self

which consists of substance and the content of self-conceptions. Self-understanding can be described as
simple to perplex and involve a number of aspects of the self. It also changes throughout the life
span as the person grows older.
● As children advance in age, their interests change and with these come changes in their bodies. The
changes are rapid and before parents notice it, they are no longer babies but teenagers. An obvious
change in teenagers are the changes in Physical Self. The Physical Self refers to the concrete
dimensions of the body, it is the tangible aspect of the person which can be directly observed and
examined.
● Physical Characteristics are the defining traits or features of a person’s body. This is also the first thing
people see when they look at another person that could include facial features, hairstyle, clothes, or
figure. They encompass everything that one can describe about a person or group of people, by just
looking.
● Erik Erikson believed in the importance of the body from early development because the physical as
well as intellectual skills will somehow serve as a basis to whether a person has achieved a sense of
competence and be able to manage and face the demands of life complexities. William James, on the
other hand, considered the body as the initial source of sensation and necessary for origin and
maintenance of personality.
● A period of rapid physical changes is in Puberty. According to Santrock (2016), puberty is not the
same as adolescence because puberty ends prior to the end of the adolescent period. But the recognized

puberty as the most essential marker of the beginning of adolescence. The changes experienced
during puberty are different from girls and boys. Girls reach puberty earlier than boys and
experience menarche which is her first menstrual flow. Boys, two or three years later, experience
spermarche or semenarche which is his first ejaculation or nocturnal emission (wet dreams).
● Puberty is a brain neuroendocrine process occurring primarily in early adolescence that triggers the
rapid physical changes. The Pituitary gland is the master endocrine gland that controls growth and
regulates functions of all the other endocrine glands including gonads. The chemical substances
secreted by the gonads promotes physical changes such as height, widening of the hips and increase in
fatty tissues in the breast of girls and responsible for boy’s growth of facial and body hair, muscles, and
changes in voice.
The self as impacted by the body
● Different levels of connectedness characterize the relationship between self and body. These
connectedness may be in a positive or negative ways, or in helpful or destructive ways.
Nevertheless, it is between individuals as well as across situations. The potential of the physical
body to be regarded as an object introduces the possibility of trait and state body as well as the
state of the self.
● Perspectives in Understanding Physical Self:

1. Psychodynamic Perspective
Freud’s theory of the ego was primarily known as body ego, that solidifies the
importance of body in understanding the self. The body and its evolving mental
representations form the basis of a sense of self (Krueger, 2002). The development of a body
self mainly has three stages: early psychic experience of the body in which sensations like
tactile like in infants enable babies to discriminate bodies from their surroundings, which
contribute to the sense of self. Next is defining body surface boundaries which is the stage of
being awareness of body image in contrast to surface boundaries. Last stage is the
distinguishing of the body’s internal states which is the stage of having cohesion of the
body. In these images and experiences of the body and the body, surfaces can be
organized into holistic understanding of the body.
Theory suggests that Physical body both has objective and subjective
components. Individual’s conception and acknowledgment of their physical bodies
substantiate their assessment of the sense of totality which is an integral to his/her experience
of the physical world. Moreover, one’s experience of one’s physical body may be a key
predictor of a variety of behaviors.
2. Cognitive-Behavioral Perspective
Focuses on perceptual, cognitive, and affective aspects which is a
multidimensional experience that can aid a more precise understanding of the body . The
cognitive-behavioral perspective makes multiple distinctions to facilitate precise conceptual
and operational definitions of body-image related variables.
The cognitive behavioral model of body image recognizes multiple determinants of

body image with a distinction between those determinants that are historical versus those
determinants that are proximal or concurrent that predispose or influence how people come to
think, feel, and act in relation to their body.
3. Feminist Perspective
Relies on the social construction in which there is a possibility of individuals to
experience their bodies in distorted ways (especially, women). women’s dissatisfaction
with their bodies as a systematic social phenomenon rather than a result of individual
pathology (McKinley, 2002).

Specifically, the duality established between the mind and body in Western societies
and the pairing of men with the “mind” and women with the “body” contribute to women
experiencing their bodies differently than men.
● Factors that affect perception of the Physical Self:
1. Personal Factors
a. Introspection and Self-reflection. Looking inward is one of the simplest
ways to achieve self-knowledge. According to Hewstone, et al.,
(2015) Introspection is the process is the process by which one observes
and examines one’s internal state (mental and emotional) after behaving
in a certain way.
b. Self-Perception Theory. As stated by Hewstone and Bem (2015)

Selfperception theory explains that since one’s internal state is difficult to
interpret, people can infer their inner states by observing their own
behavior – as if they are an outside observer. Physical perception
includes all aspects of a person’s perception of his physical self.
c. Self-concept. According to Hewstone, et al., (2015), self-concept is a

cognitive representation of self-knowledge which includes the sum total
of all beliefs that people have about themselves. It is a collection of all
individual experience involving one’s characteristics, social roles, values,
goals and fears. Physical concept is the individual’s perception or
description of his physical self, including his physical appearance.
d. Personal Identity. This is the concept a person has about himself that
develops over the years. This includes aspects of his life that he was born
into like family, nationality, gender, physical traits as well as the choices
he makes, such as what he does for living, who his friends are and what
he believes in.
2. Social Factors
a. Attachment Process and Social Appraisal. According to Bowlby (1969),
people learn about their value and lovability when they experience how
their mothers or caregivers care for them and respond to their needs.
b. Maintaining, Regulating and expanding the self in interpersonal

relationships .
c. The Looking-glass Self Theory. Charles Horton Cooley stated that a

person’s self grows out of society’s interpersonal interactions and the
perception of others. The view of oneself comes from a compilation of
personal qualities and impressions of how others perceive the individual.
Therefore, in a looking-glass self, the self-image is shaped and
reflected from the social world. Other people’s reactions would serve
as a mirror in which people see themselves particularly the way in which
they are perceived and judged by others.
d. Social Comparison. The work of Leon Festinger in 1954 introduced

another way of understanding oneself by comparing one’s traits, abilities,
or opinions to that of others. Social Comparison is a process of
comparing oneself with others in order to evaluate one’s own abilities
and opinions. There are two types of social comparison:
● Upward social comparison happens when an individual compares themselves to others who are
better than them.

● Downward social comparison happens when an individual compares themselves to someone who
is in a worse situation than they are in especially when they are feeling low.
e. Social Identity Theory (Collective Identity). This was formulated by tajfel

and Turner 1973 which provides a framework about how people achieve
understanding about themselves by being a member of their group. This
idea assumes that as a member of the group they will not be
discriminated against by an out-group. It will enhance their
self-esteem because they feel secured with the shield of group
membership where they belong. Social groups include gender, ethnicity,
religion, profession, political membership and business organizations.
References:
Inc.
Hewstone, et.al. (2015). An Introduction to Social Psychology. UK: British Psychological Society and
John Wiley and Sons Ltd.
Krueger, D.W. 2002 Integrating body self and psychological self: Creating a new story in psychoanalysis
and psychotherapy. Accessed date: July 24, 2020. https://psycnet.apa.org/record/2003-06051-000
McKinley, N. M. (2012). Continuity and change in self-objectification: Taking a life-span approach to
women’s experiences of objectified body consciousness. Accessed date: July 24, 2020.
https://doi.org/10.1037/12304-005
Santrock, J (2014) Adolescence. New York, USA: McGraw Hill International edition
Santrock, M (2016) Essentials of Life Span Development 4th ed. New York, USA: McGraw Hill
International Edition
ACTIVITY # 6: MY BODY, MY LIFE (20 points)
This section aims to assess your understanding of some of the topics covered in
Week 6 through the activity below.
A. Reflect on the presented article “The Physical Self” in Week 6, answer the question. Express your
thoughts in 5-10 sentences.
QUESTION:
1. On what perspective of Understanding the Physical Self do you think is most

influential to your life? Give concrete examples .

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Which of factors that affect perception of the Physical Self would you say is mostly
used by teenagers in your age nowadays?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Write your answers in a clean sheet of paper. Take a photo and turn it in using Google Classroom (GED
101Class) GED 101 group chat via FB messenger.
END OF WEEK 6
Well done on finishing Week 6!
Week 7: PHYSICAL SELF” The impact of culture on body image and self-esteem

WEEK 7: PHYSICAL SELF: The Physical Self: Body Image and Self Esteem
Understanding the self includes understanding the surroundings and what influences
our outlook in our beauty. Culture may seem to have an effect also on how people
view themselves and how they construct their images and boost their self-esteem.
Physical aspect of the self may also provide understanding and the importance of
beauty.
The Impact of Culture on Body Image and Self-Esteem: The Importance of Beauty
● After going through all the concepts and theories that may affect the person’s view of his physical
self, there’s another factor that strongly impacts this perception, his cultural milieu. Culture is
defined as a social system that is characterized by the shared meanings that are attributed to
people and events by its members.
● There are a lot of movies in the past that are about the body. One of the most successful horror
movies of the 1950s entitled Invasion of the Body Snatcher, wherein human beings were replaced
with new bodies and devoid human emotions. Another is the The Stepford Wives that took the
idea of body replacement. In this movie husbands were killing their wives and replacing them
with robots who look exactly like them, but perfectly submissive. Some other movies about the
body include Shallow Hal (2001), Huge (2010), 200 pound Beauty (2010) and Imperfect (2019).
● The makeup of a body is a collection of cells, combined into organs, which themselves operate in
systems. In humans, that body typically takes on a form with two arms, two legs, a torso, and a
head. But the question is, is there such a thing as a universal decontextualized body? The answer
is no. bodies are shaped in countless ways by culture, by society, and by the experiences that are
shared with a social and cultural context. Since it is also shaped by history, there are always
changing ideas about it. It can be assumed that the body is contingent – meaning molded by
factors outside the body, and internalized into the physical being itself.

● A significant aspect of culture that strongly influences adolescents who are in a face-to-face
encounter with their physical selves is how their culture conceptualizes beauty. Young
adolescents are forced to adhere to society’s definition of beauty lest they be labelled ugly or
“pangit” in local dialect.
● This is what is called the social constructionist approach to understanding the physical self.
This suggests that beauty, weight, sexuality, or race do not simply result from the collection of
genes one inherited from one’s parents. Instead, these bodily features only take on the meaning
that they have. A person may have a certain set of facial features, or weigh a certain number of
pounds and attractiveness will come from the time and place in which they live.
● These meanings occur within a set of culturally constructed power relations which suggest that,
for example, women must be attractive in order to be valuable. But this process does not just
happen after we enter culture. How those features will be interpreted will then be shaped by
culture, but the features themselves will already be present. Meaning what occurs is that once
something comes to take on cultural meaning, it becomes naturalized: people think that things are
the way that they are because they have always been that way. These meanings have been
created, and that they can change, and that there’s nothing natural at all. Even something that
seems to be rooted in the body as disability is partially socially constructed.
● This differs from what might be called an essentialist view of the body. Essentialism means that
bodies are defined entirely by their biological make-up – bones, muscles, hormones, and the like.
Much of human behavior can also be reduced to many of those biological functions, it is referred
to by social scientists call a reductionist idea that complex human behaviors can be reduced to
something as simple as, for example, hormones. This simply means that we cannot understand
the biological organism without first understanding social, cultural, and historical context in
which it exists.
● Another example of how norms of masculinity and femininity shape not just behavior, but public
perceptions are those people who did activities of the other gender. They were praised at the same
time and criticized just by doing what is not expected to their gender. With this, the idea that the
body is marked with culture and society is the term social skin to refer to the ways in which
social categories become inscribed onto physical body. Through the social skin, the body
becomes the symbolic stage on which dramas of society are enacted. This idea is from the
anthropologist Terence Turner (1980).
● Another anthropologist, Mary Douglas (1973) said that the body is the most natural symbol for
and medium of classification, and thus rules associated with controlling the body and its
processes emerge as a powerful means of social control. She is the one who centralized the

analysis of the body focused on traditional societies. Therefore, the physical body is a threat to
the social body. Further, she finds that societies with strict social limits would regard boundaries
with caution including bodily boundaries.
● In sociology, how the body operates as a

focus and symbol has been understood as
well. In the fourteenth to the seventeenth
centuries, the civilization process includes
the beginning of Europeans to internalize
many of the external forms of social
control; however, shame and
embarrassment took place, controlling
their behaviors from within. This control
of behavior from within was made as
theory by Erving Goffman (1982) which
is called the Dramaturgical theory. The
theory suggests that we are all actors on a
stage, and much of what we do is engage
in impression management during which we must monitor and adjust our own behavior in
accordance with how people want others to perceive them.
● A woman is what she wears – this statement is from the work of Janes Gaines on fashion (1990)
which implies that women are often defined completely by their clothing –. In this study, it
suggests that people have body images. Body image can be described as a representation of how
individuals think and feel about their own physical attributes. Body image is both internal
(personal) and external (society).
● This includes (1) how a person perceives his body, (2) how a person feels about their physical
appearance, (3) how a person thinks and talks to themselves about their bodies, and (4) a sense of
how other people view their bodies. Though sometimes how a person looks has possibly never
held as much as societal importance or reflected so significantly on our perceived self-worth.
● Body image is the mental representation one creates, but it may or may not bear close relation to
how others actually see you. Body image is subject to all kinds of distortion from internal
elements like our emotions, moods, early experiences, attitudes of our parents, and much more.
The mass media has increasingly become a platform that reinforce cultural beliefs and projects
strong views on how we should look, that we as individuals often unknowingly validate. With
such strong societal scrutiny, it is easy to see how the focus is on negative body image.
Nevertheless, it strongly influences behavior. Preoccupation with and distortions of body image
are widespread among American women (and to a lesser extent, among males), but they are
driving forces in eating disorders, feeding severe anxiety than can be assuaged only by dieting.
● Having a sense of understanding that healthy attractive bodies come in many shapes and sizes,
and that physical appearance says very little about the character or value of a person, a person can
have a positive body image. How to get to this point depends on the acceptance and esteem that a
person has for himself. This can be related to the meaning of self-esteem. In which, it is related to
how much a person likes himself, how they recognize or appreciate their individual character,
qualities, skills, and accomplishments. Like body image, self-esteem can also be based on how a
person thinks other people look at them as a person.
● Self-esteem is the overall evaluation that a person has of himself which can be positive or
negative, high or low. Self esteem is a measure of the person’s self-worth based on some personal
or social standard. It is a global evaluative dimension of the self.
● Self-esteem is how valuable to himself and others he person perceives himself to be. Needless to
say, people with positive or high self-esteem are happier, have a sense of accomplishment and
purpose and relate well with others.

● The impact of culture on body image and
self-esteem has been very crucial for sometimes people
depend on this as when they define beautiful. It has been
assumed that preferences for beauty are gradually learned
through cultural transmission and exposure to contemporary
media.
● Charles Darwin in 1871 became one of the first

persons, if not the first, to think and write extensively about
human beauty from a biological point of view, concluding
that there is no universal standard of beauty with respect to
the human body and attempts to determine underlying
dimensions of beauty are futile. However, in 1985, contrary
to Darwin’s beliefs, Samuels and Ewy showed that both 3-month-old and
6-month-old infants looked longer at male and female faces
previously rated as attractive by adults, suggesting that infants have the cognitive ability to
discriminate attractiveness. These findings have been further supported, and it has even been
shown that young infants show preferences for attractive faces, measured by looking time, that
transcends gender, race, and age. Problems and other issues will arise when a person’s definition
of body image is different from the understanding of beauty.
● Young people put so much pressure on themselves to attain unrealistic ideals to the point of
risking mental and physical health is unacceptable. The following are some aspects in culture that
may have led to some misconceptions:
1. Society’s ideal for the perfect physical form for men and women.
2. Images of perfection brought by all types of media i.e print, television, film, and
internet.
3. Since a standard has been set by society and reinforced by the media, any
characteristic that does not conform to the standard is labelled as ugly. Body
diversity in size and structure due to genetic heritability is not tolerated.
● These misconceptions strongly affect

how the young form their body image
and its influence on their self-esteem.
Knowing that adolescence is the period
where self-identity is formed, it is
important for adults in the environment
to listen to these young people and
provide proper guidance and support.
● Yes, beauty is important. But being

beautiful still depends how a person
defines beauty and the standards he sets
to meet this definition. It is a big
mistake to base beauty on some else’s
standard. People are different and each
one is uniquely beautiful.
References:
Douglas, M (1973) Self-Evidence. Accessed July 24, 2020.

https://us.sagepub.com/sites/default/files/upm-assets/66916_book_item_66916.pdf
Gaines, J (1980). Material Possession. Accessed July 24, 2020.

https://faculty.washington.edu/jdb/452/452_chapter_02.pdf
Inc.
ACTIVITIES ON PHYSICAL SELF
This section aims to reinforce your understanding of some of the topics covered in
Week 7 through the two activities below.
ACTIVITY #7: BIRTH OF A BEAUTY (30 points)

A. Reflect on your own personal concept of what for you is a real Beauty. Use the format below.
Direction:
1. Cut out or Download a picture of a person you consider to be beautiful and put it
on box number 1
2. Cut out or Download your own picture put it inside box number 2.
3. Below each of the pictures describe what for you is beautiful about one each of
them and why. Limit your answers into 5-7 sentences each.

Take a photo and turn it in using Google Classroom (GED 101Class) GED 101 group chat via FB
messenger.
ACTIVITY #8: HOW IT AFFECTS ME? (15 points)
B. List down at least 10 commercial or movies, or tv shows, that you think affects the concept of
beauty and self-esteem of people nowadays.
1._____________ 6. _____________ 2.
____________ 7. _____________ 3.
____________ 8. _____________ 4.
____________ 9. _____________
5. ____________ 10. ____________
101Class) GED 101 group chat via FB messenger.

Week 8: THE SEXUAL SELF
WEEK 8: SEXUAL SELF
THE SEXUAL SELF: BODY IMAGE AND SELF ESTEEM
This section tackles one of the most crucial aspects of human development, the sexual self. It
highlights biological and environmental factors that shape sexual
development. Being a complex and amazing structure, the human body is a
source of strength, beauty, and wonder. Like a well-designed machine, a
healthy body has parts whose parts function smoothly together. Like a
harmonious orchestra that musicians play together, they produce beautiful
music, a healthy body that has parts whose operations are in harmony with
others.
Introduction
● Sexual selfhood is defined as how one thinks about himself or herself as a sexual individual.
Human sexuality is a topic that just like beauty is culturally diverse. This should be understood in
varied ways.
1. Historical.
● In Ancient Greece, it is the male that assumes the dominant

role. The male symbol, the penis, was viewed as the symbol
of fertility and how the male body was structured and was
greatly admired. Their wives were considered as objects to
be possessed just like property. Women, on the other hand,
were forbidden to own property and had no legal and only
function was to bear children. The Greek word for woman is
“gyne” means – bearer of children.
● In the Middle Ages (476-1450), bore witness to the strong influence of church particularly in
matters of sexuality. The church decreed that all sexual acts that do not lead to procreation were
considered evil. Women were labelled as either temptress (like Eve) or a woman of virtue (like
Virgin Mary).
● In the protestant reformation of the 16th century (1483-1546) Martin Luther, John Calvin and
other Protestant leaders initiated a movement against the Roman Catholic Church. Protestantism
believed that sexuality is a natural part of life and that priests should be able to marry and have
families. Martin Luther King and John Calvin believed that the reason for sexual intimacy was to

strengthen the physical and emotional bond between husbands and wives and not just
procreation.
● By the 17th and 18th century, the Puritans, a group of people who were discontented with the
Church of England rallied for religious, moral and societal reformation. They had positive view
on marital sex and did not tolerate sex outside marriage. Premarital sex, therefore, was considered
immoral.
● In the Victorian Era (1837-1901), homosexuality and prostitution were rampant and considered to
be threats to social order. People in this era were not comfortable in discussing breast or buttocks,
they used other terms instead.
● Through the years and in the 20th century, interest in sexuality became more evident and accepted
in society. The separation of church and state reduced the influence the church had over sexual
mores. Also, the rise of feminism allowed for changes in employment, home life, and sexual
standards for women. Over time, cultural diversity and social norms offered varied views on what
today may be considered as sexually normal.
1. Biological.
● Knowing the structures and functions of the reproductive system is essential to the understanding
of sexuality. In the nervous system, it is the brain that initiates and organizes sexual behavior.
Through the process of sexual reproduction, the next generation of human beings are created by
the fusion of the egg cell and sperm cell. This will be discussed further in the next pages.
1. Sociobiological/Evolutionary.
● This perspective studies how evolutionary

forces affect sexual behavior. According to
sociobiological theory, natural selection is a process by
which organisms that are best suited to their environment
are most likely to survive. Traits that lead to reproductive
advantage tend to be passed on, whereas maladaptive
traits are lost. On the basis of human sexual behavior, it
all begins with physical attraction.
● Beauty is more than just cultural standard. It is

primarily an evolutionary standard for attracting the best
male or female in the lot to ensure that one’s genetic
characteristics will be passed on to the next generation.
● Although survival is the goal of the evolutionary perspective, physical attraction which ends in
sex does not mean that the attraction will be lasting. For what is really important in human sexual
relationships is the love, care, and responsibility each gender has for the other.
4. Psychological
● Rosenthal (2013) also explained that sexuality is not a mere physical response. Rather, it also
involves emotions, thoughts and beliefs.
● Sigmund Freud was one of the most prominent people to explain sexuality, through his theories.
According to him, human beings are faces with two forces – sex instinct and libido (pleasure) and
death or aggressive instinct (harm toward oneself or towards others).

● Sex instinct does not only pertain to the sexual act rather it could also mean anything that could
give pleasure to the person. Thus, human behavior is geared towards satisfying the sex instinct
and/or death instinct. A person’s libido or sexual energy is located in an area of the body at
different psychosexual stages. These areas of pleasure are called erogenous zones. These will be
discussed further in the following pages.
● Freud also regarded personality as composed of three structures: the id, the Ego and the
Superego. The id is the part which always seeks for pleasure and aggression. It follows the
pleasure principle because it wants the person to attain gratification immediately. It is
unconsciously saying “I want it now!”. The Superego is the person’s sense of morality; it follows
the moral principle whose role is to restrict demands of the id. It is developed when children are
taught the difference between right and wrong. The ego follows the analytical principle. It
analyses the need of the id and its consequences as dictated by the superego and thinks of ways to
satisfy the need in an acceptable manner.
5. Religious
● Judaism holds a positive and natural outlook toward marital sex which they consider as blessed
by God and pleasurable for both men and women. Sexual connection provides an opportunity for
spirituality and transcendence.
● In Islam, family is considered of utmost importance, and celibacy within marriage is prohibited.
Muslim men are allowed to have up to four wives but Muslim women can only have one
husband. Sex is permitted only within marriage and extramarital sex is penalized.
● According to Taoism, which originated in China, sex is not only natural and healthy, but a sacred
union necessary to people’s physical, mental, and spiritual being. The sexual union is a way to
balance male and female energy.
● In Hinduism, sexuality is seen as spiritual force, and the act of ritual lovemaking is a means of
both celebrating and transcending the physical
● For the Roman Catholic Church, marriage is purely for intercourse and procreation. Pope John
Paul II confirmed the idea that married couples should engage in intercourse only for the purpose
of procreation. They further believed that homosexual orientation, in itself is not sinful, but
homosexual acts are immoral and sinful. The use of birth control is strongly opposed but they
agree to natural family planning and prohibit abortion.
Development of Secondary Sex Characteristics and Reproductive System
● This part is understanding the sexual self in Biological manner.
● From a purely physical standpoint, our bodies are made mainly of water. We are also made of
many minerals, including calcium, phosphorous, potassium, sulfur, sodium, chlorine,
magnesium, and iron. In order of size, the elements of the body are organized into cells,
tissues, and organs. Related organs are combined into systems, including the musculoskeletal,
cardiovascular, nervous, respiratory, gastrointestinal, endocrine, and reproductive systems
● There are two kinds of reproduction: asexual and sexual. Many biochemical events must
occur before an organism can reproduce either way.
1. Asexual reproduction
The simplest form of reproduction that literally means without sex. A single celled
animal grows to a certain stage or size and divides into two identical organisms. Multi-celled
asexual organisms have developed several unique reproductive strategies. For example, the

jellyfish reproduces by budding, a process where a new individual begins to grow (bud) from
the original organism and is eventually released as a small, free swimming organism.
2. Sexual reproduction
In organisms that reproduce sexually, there are males and females and reproduction
occurs when partners come together. This also involves reproductive cells, including a female
ovum (egg) and a male’s sperm.
● Network of organs and signaling molecules happened in the process of the human
reproductive system. In which, interaction and communication make it possible to the human
ability to produce and bear live offspring. It is distinguished from all other organ systems of
the human body by the fact that it is composed of two anatomically different organ plans, one
for the female and one for the male. It is also a slow-developing system, with the
reproductive organs obtaining full maturity at some point during adolescence, the transitional
phase of growth and development between childhood and adulthood.
● In both male and female embryos, the tissues that will form the structures of the internal
genitalia that are destined to develop in only one way, either as structures in the female
reproductive system or structures in the male reproductive system, but not both.
● Provided all organs are present, normally constructed, and functioning properly, the seven
essential features of human reproduction are:
o (1) liberation of an ovum, or egg, at a specific time in the reproductive cycle; o (2)
internal fertilization of the ovum by spermatozoa, or sperm cells; o (3) transport of
the fertilized ovum to the uterus, or womb;
o (4) implantation of the blastocyst, the early embryo developed from the fertilized
ovum, in the wall of the uterus;
o (5) formation of a placenta and maintenance of the unborn child during the entire
period of gestation;
o (6) birth of the child and expulsion of the placenta; and
o (7) suckling and care of the child, with an eventual return of the maternal organs to
virtually their original state.
● The male reproductive system essential parts are as follows:
1. Penis – a male sexual organ consisting of the internal root and external shaft and glans.
2. Root – the portion of the penis that extends internally into the pelvic cavity.
3. Shaft – the length of the penis between the glans and the body.
4. Glans – the head of the penis; richly endowed with nerve endings.
5. Cavernous bodies – the structures in the shaft of the penis that engorge with blood during sexual
arousal.
6. Foreskin – a covering of skin over the penile glans.
7. Corona – the rim of the penile glans.
8. Frenulum – a highly sensitive, thin strip of skin that connects the glans to the shaft on the
underside of the penis.
● The female reproductive system essential parts are as follows:
1. Vulva – encompasses all female external genital structures – the hairs, fold of skin, and the urinary
and vaginal openings.
a. Mons Veneris – a triangular mound over the pubic bone above the vulva.
b. Labia majora – the outer lips of the vulva.
c. Labia minora – the inner lips of the vulva, one on each side of the vaginal opening.
d. Prepuce – the foreskin or fold of skin over the clitoris.

e. Clitoris – a highly sensitive structure of the female external genitals, the only function of
which is sexual pleasure.
f. Shaft – the length of the clitoris between the glans and the body.
g. Glans – the head of the clitoris; richly endowed with nerve endings.
h. Cruca – the innermost tips of the cavernous bodies that connect to the pubic bones.
i. Vestibule – the area of the vulva inside the labia minora.
j. Urethra – the tube through which urine passes from the bladder to outside the body.
2. Internal Structure
a. Vagina – a stretchable canal in the female that opens at the vulva and extends about four
inches into the pelvis.
b. Rugae – the folds of tissue in the vagina.
c. Cervix – the small end of the uterus, located at the back of the vagina.
d. Uterus – a pear shaped organ inside the female pelvis, within which the fetus develops.
e. Fallopian tubes – two tubes in which the egg and sperm travel, extending from the sides of
the uterus.
f. Ovaries – female gonads that produce ova and sex hormones.
● These are the parts of the reproductive organs that are considered to be important. The
primary and secondary characteristics refer to specific physical differentiate males and
females in sexually dimorphic species – species having two forms that are determined by
their sex; that is, species in which males and females look different from each other. Primary
characteristics are there from birth (for example, penises and vaginas). Secondary sexual
characteristics emerge at puberty (such as low voices and beards in men, and high voices and
no facial hair in women). Samples includes:
● These secondary sexual characteristics are not used in reproduction, but are apparent in most
dimorphic species. Hormones secreted through the hypothalamus initiate the development of
classically male or female secondary sexual traits.
● These secondary sex characteristics

can also be known as some of the first changes in
a boy are the growth of his and growth of pubic
hair. Later, the chest becomes larger, hair grows
in the armpits, muscles grow in the arms and legs
and shoulders become larger and stronger.
● In some males, hair also grows on

the chest, but generally, Asian men are less hairy
and less muscular than Caucasian men, and those
from Africa have coarser body hair. Facial hair,
which usually grows first above the lips and later
grows on the cheeks, may grow into a mustache
and beard unless the boy shaves regularly.
The larynx (voice box) becomes larger as well,
resulting in a deeper voice. In girls, pubic hair begins to grow, followed by underarm hair;
breasts develop, with the areola around the nipple becoming darker. Fat deposits around the
hips and buttocks also contribute to the female's more rounded appearance.
● With girls, the menstrual cycle begins, it may be irregular, with some monthly cycles
occurring without ovulation. Since 1840, menstruation has been beginning a few months
earlier every decade, possibly due to better nutrition or to the consumption of meat that

contains hormones. In general, girls gain less height and weight than boys do during their
teenage years.
● The list below shows some of these characteristic differences between human males and
females.
For boys, these include For girls, these include
● More pronounced body hair ● Less pronounced body hair

characteristics (beard, chest, etc.) characteristics (mostly in pubic
and usually more coarse region, hair all over is usually
finer)
● ● Heavier musculature ●
Angular features (i.e. square jaw, ● Lighter musculature
● triangular mid region) Rounded features (i.e. softer facial
● Narrow hips ● features, hourglass mid-region)
● ● Muscular pectorals (chest) ● Wider hips (for child bearing)
Less fat tissue overall More pronounced breasts with
Deeper voice ● more fatty tissue
More fat tissue overall
● Higher voice
● Puberty is the stage of physical maturation in which an individual becomes physiologically

capable of sexual reproduction. The biological changes include: (1) neurosecretory factors
and/or hormones, (2) modulation of somatic growth, and (3) initiation of the development of
the sex glands. The physiology of puberty includes also the activation of the hypothalamic
pituitarygonadal axis which induces and
enhances the progressive ovarian and
testicular sex hormone secretion.
● It is also responsible for the profound

biological, morphological, and psychological
changes to which adolescent is subjected. In
addition, there are sex steroid production
which appearance and maintenance of sexual
characteristics are included as well as the
person’s capacity for reproduction.
● Puberty proceeds through five stages from

childhood to full maturity as described by
Marshall and Tanner (2006). In both sexes, these stages reflect the progressive modifications
of the external genitalia and of sexual hair. Secondary sex characteristics appear at a mean
age of 10.5 years in girls and 11.5 to 12 years in boys.
● Puberty Stages (Female )

P1 Pre-pubertal
P2 Early development of sub-areolar breast bud
+/- small amounts of pubic hair and axillary hair P3
Increase in size of palpable breast tissue and areolar
Increase amount of dark pubic hair and axillary hair
P4 Further increase in breast size and areolae that protrude above breast level
Adult Pubic hair
P5 Adult Stage
Pubic hair with extension to upper thigh

● The prepubertal uterus is tear-drop shaped, with the neck and isthmus accounting for up to
twothirds of the uterine volume; then, with the production of estrogens, it becomes pear shaped,
with the uterine body increasing in length and thickness proportionately more than the cervix.
● The rising levels of plasma gonadotropins stimulate the ovary to produce increasing amounts of
estradiol. Estradiol is responsible for the development of secondary sexual characteristics, that is,
growth and development of the breasts and reproductive organs, fat redistribution (hips, breasts),
and bone maturation. The maturation of the ovary at adolescence correlates well with estradiol
secretion and the stages of puberty.
● During puberty, plasma estradiol levels fluctuate widely, probably reflecting successive waves of
follicular development that fail to reach the ovulatory stage. The uterine endometrium is affected
by these changes and undergoes cycles of proliferation and regression, until a point is reached
when substantial growth occurs so that withdrawal of estrogen results in the first menstruation
(menarche). Female secondary sexual characteristics include breast development, pubic and/or
axillary hair, and menses occur earlier than normal variations from the mean, the terms
premature.
Puberty Stages (Males)
P1 Prepubertal
Testicular length less than 2.5 cm
P2 Early increase in testicular size, scrotum

slightly pigmented
Few long and dark pubic hair
P3 Testicular length 3.3-4 cm

Lengthening of the penis, increase of pubic hair
P4 Testicular length 4.1-4.5 cm, increase in

length and thickening of the penis Adult
amount of pubic hair
● Secondary sexual development in boys includes growth kinetics are enhanced from early puberty
on, this is on maximal velocity of attaining it only around 14 to 15 years of age. Testis increases
in size, mainly at the expense of the seminiferous tubules. Also the interstitial (leydig) cells
develop and ensure synthesis and secretion of testosterone. A testicular volume of 4ml or a
longitudinal diameter greater than or equal to 2.5 cm and a slight progressive increase in scrotal
folds and pigmentation constitute the first signs of puberty. The increase in testicular size
observed during pre puberty and puberty results essentially from the development of the
seminiferous tubules.
● The testicular volume increases throughout puberty up to Tanner stage P4 when a longitudinal
diameter of 5.0 + 0.5 cm or a volume of 17.6 + 4.0 ml is reached. A significant increase of
plasma testosterone is found only between Tanner pubertal stages P3 and P4. Dihydrotestosterone
shows a pattern similar to that of testosterone, and the proportion of dihydrotestosterone to
testosterone decreases gradually until adulthood, when dihydrotestosterone levels are
approximately 10% of those of testosterone.
● Remember, that at the start of puberty, changes that happen in the bodies of young males and
females are both secondary and primary sexual changes. Whereas, secondary sexual changes are
physical changes that distinguish males from females.

Discussing Erogenous Zones
● This part could be understanding the sexual self in a Psychological manner.
● Erogenous zones can be understood in a certain way we understand our body. These are areas of
the human body that have heightened sensitivity. The stimulation of these areas may result in the
foundation and production of sexual fantasies, sexual arousal, and orgasm. These are areas that
are more sensitive than others all over the body.
● Varieties of sexual excitement may be provoked that will classify the erogenous zones.
Erogenous zones vary from culture to culture and over time. Essentially, these parts have high
concentration of nerve endings, that the result is they are particularly sensitive to touch, pressure,
or vibration.
● In psychology, the five stages of Freud’s psychosexual theory of development:
1. Oral stage, the child erogenous zone is the mouth which receives gratification through
eating and sucking.
2. Anal stage, the erogenous zone is the anus in which sexual gratification is derived from
defecation
3. Phallic stage, erogenous zone is the genitals. Here the child experiences sexual attraction
towards the opposite sex parent. Oedipus complex (sexual attraction of the body child
toward the mother) and Electra complex (sexual attraction of the girl child towards the
father)
4. Latency stage, sexual impulses lie dormant as the child is occupied by social activities
such as going to school and playing.
5. Genital stage, where the erogenous zone is again the genitals. At this time, the sexual
attraction is directed towards others, usually one of opposite sex.
● According to his theory, each stage of psychosexual development must be met successfully for
proper development; if we lack proper nurturing and parenting during a stage, we may become
stuck in, or fixated on, that
stage. Freud’s
psychosexual theory has
been seriously criticized
for the past few decades
and is now considered
largely outdated.
However, the erogenous
zones were discussed in
each of the stages of
psychosexual
development, that if not
outgrown will have
fixations for that certain
stage.
● Erogenous zones is
different from
sexual fetishes.
According to Freud, a
fetish is an
inappropriate object (a
shoe for example) that is
substituted for a woman
and used for
sexual gratification. An

erogenous zone is a body part (a foot, for instance) that arouses sexual curiosity and
draws a man's attention to the whole female body. Fetishism is an individual personality disorder,
while erogenous zones are sexual preferences shared by most men at a given time or
place. Fetishes belong to
the science of psychopathology while erogenous zones belong to the social world of costume and
fashion.
● The phrase erogenous zones was coined near the end of the nineteenth century and used in the
early twentieth century by some psychologists to describe how simple pressure to these parts of
the body could arouse complete orgasm in what were defined as hysterical persons (generally
understood to be women).
● The second general meaning of the phrase, to be dealt with at some length here, refers to a visual
phenomenon associated with clothing and body adornment. For cultural anthropologists,
erogenous zones are those areas of the female body which men find sexually arousing and which
women alter or adorn to attract the male eye.
● Because of this understanding, it can be noted that culture determines their unique fixation for
erogenous zones. Examples are Asian men prize the nape of the neck while Europeans are fixated
with waist. In defiance of common sense, the genitals rarely become erogenous zones.
● Human increases their likeness through body paint, cosmetics, mutilation or other procedures like
Western women paint their lips red, enhancing resemblance to the labia; Aristocratic Chinese
women bound their feet so it would be tiny, curled feet more closely resembled the vulva. More
societies alter their erogenous zones to make them more beautiful or prominent.
Understanding Human Sexual Response
● One of the great qualities of a human being is its ability to be modified by experiences. This
process is known as learning and conditioning, which most of the aspects of human behavior,
even sexual behavior appear to be a product of it. Like the preferences people have of type of
individual as partners – tall, short, younger, or varieties of partners like heterosexual/homosexual.
The classification of behavior as normal or away from normal represents culture based rather
than scientifically explained.
● As part of the transition from childhood to adulthood, all adolescents experience sexual feelings.
Some act upon these feelings by having sexual intercourse; others don’t have intercourse but
engage in behaviors stopping short of penile/vaginal intercourse; some engage in anal intercourse
or oral sex (Remez, 2000); and others deny their sexual feelings by focusing intensely on
nonsexual pursuits.
● Other adolescents are able to have socially acceptable intercourse through early, sometimes
prearranged, marriages. Sexual behavior among adolescents is not new – what is new is the delay
in marriage that attends increasing educational attainment, and non-agricultural and increasingly
technological free market societies.
● Individuals become erotically aroused when they observe other individuals engaging in sexual
activity. The human sexual response can be understood through a cycle. This is also called the
sexual response cycle. It refers to the sequence of physical and emotional changes that occur as a
person becomes sexually aroused and participates in sexually stimulating activities.
● Advantages can be known if a person would know how their bodies respond during each cycle.
Men and women experience sexual arousal very differently, not only physiologically but
psychologically. For many women, the excitement phase has much more of an emotional
component. Women are motivated to have sexual responses by a need for emotional intimacy. It
is this motivation that causes them to react to sexual stimuli and thus enter the excitement phase.

● Master and Johnson categorized the human sexual response into four stages which they called the
Human Sexual Response Cycle (HSRC);
Stage Description
Excitement This is the body’s initial response to sexual arousal.
It is characterized by an increase in heart rate and blood pressure as

well as heightened muscle tone.
Plateau This is the period of sexual excitement prior to orgasm
It is characterized by intensification of the changes begun during the

excitement phase.
Orgasm This is characterized by waves of intense pleasure (climax), often
associated with vaginal contractions in females and ejaculation in
males.
Resolution In this phase the body returns to its non-excited stage.
● Sexual response varies from person to person and sexual fulfillment can occur without the
completion of all phases described by Master and Johnson. Rosenthal (2013) has included the
stage of desire prior to excitement which is a drive or motivation to seek out sexual objects or to
engage in sexual activities.
References:
Inc.
Marshall, E. and Tanner, S. Introduction to Psychology. Accessed July 28, 2020.

https://opentextbc.ca/introductiontopsychology/chapter/6-3-adolescence-developing-independence-andide
ntity/
Master, A. and Johnson, T. Human Sexual Response. Accessed July 28, 2020.
Remez, R. Developing Adolescene. Accessed July 28, 2020.

Rosenthal, M. (2013). Human Sexuality from Cells to Society. Asia: Cengage Learning Seventeeth
congress (First Regular session). Accessed July 20, 2020.

ACTIVITIES ON SEXUALL SELF
ACTIVITY #9: SEXUAL SELFHOOD (15 points)
A. Reflect on the presented article “The Sexual Self” in Week 8, answer the question. Limit your
answers in 5 sentences each only. Questions:
1. Describe your own Sexual Selfhood.

_______________________________________________________________________
_
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What are the changes in your body that lead to your discovery of sexual self?
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
_
_______________________________________________________________________
_
OUTPUT# 1: CASE ANALYSIS (50 points)
Based on the presented topic of Sexual Self, make this case analysis output Direction:
1. Read the article below and analyze the case.

2. Answer the following questions:
a. What are the challenges that was faced by Lily?
b. What you do feel about Lily’s case through all her experiences?
c. How would you analyze Lily’s case in connection with Sexual Self? You may
cite researches, reports and other supporting documents for this
d. What is your conclusion, suggestions and realizations?

Case Study: Lily, Female Genital Mutilation (FGM)
http://www.ashianasheffield.org/case_studies/case-study-3-female-genital-mutilation-fgm/
I was born in Sierra Leone and lived with my mother and sister. I was cut when I was 8 years old. I was
told that there will be a grand ceremony and they bought me a very pretty dress. They invited a lot of
other women and there was music and dance. Then the women took me into an empty room and one
came behind me and pinned me to the floor by pressing my shoulders hard. Another held my left leg and
a third held my right leg. At that point I started panicking and asked them to release me. They did not
listen. My mother has disappeared and the only familiar face was that of my auntie who kept on telling
me to lie down and be quiet. A very old lady came in sat in front of my opened legs and opened a piece
of cloth. She took out a blade and started cutting me. The pain was excruciating. I started screaming. I
tried with all my strength to free my legs but the two women holding me, held harder and harder and I
kept screaming. The woman kept on cutting. I think I fainted at that point.
I felt betrayed by my mother and did not want to talk to her. She told me that when I grew up I would be
able to have children safely and my husband would love me.
Since that day I had a lot of pain when I passed water and when I started having a period I would scream
from the pain sometimes. I never felt anything when my husband came to my bed at night. I cleaned his
house, cooked for him and he forced me to sleep with him all the time. It hurt a lot. I could not have
children; it might have been a result of the cutting. My husband left me because he had the right to take
another wife and because he said I brought him bad luck.
I was at a really low point in my life, I had nobody
Rubrics of the Case Analysis:

Key Grading point % Below Standard Approaching At Standard Exceeds Standard
Standard
Clear explanation of key 20% Shows little Shows some Shows adequate Shows superior
strategic issues understanding of understanding of knowledge of the knowledge of the
the issues, key the issues, key issues, key issues, key
• The problems, scope, and problems, and the problems, and the problems, and the problems, and the
seriousness was clearly company’s company’s company’s company’s
identified in the discussions. present situation present situation present situation present situation
• There was a well focused and strategic and strategic and strategic and strategic
diagnosis of strategic issues issues. issues. issues. issues.
and key problems that Executive Executive Executive Effective
demonstrated a good grasp of summary summary summary adequate Executive
the company’s present missing or poorly inadequate Summary
situation and strategic issues. constructed
• Effective Executive Summary
• Did not waste space

summarizing information
already found in the case.
Valid arguments; analysis 20% Critical issues and Critical issues and Critical issues and Critical issues and
key problems that key problems that key problems that key problems that
● Logically organized, key supported the Case supported the Case supported the Case supported the Case
points, key arguments, and Analysis were Analysis were not Analysis were Analysis were
important criteria for
poorly identified, clearly identified, partially identified, clearly identified,
evaluating business strategies
analyzed, and analyzed, and analyzed, and analyzed, and
were easily identified
supported. supported. supported. supported.
● Critical issues and key
problems that supported the
Case Analysis were identified
and clearly analyzed and
supported.

Appropriate analysis, 20% Analysis of key Analysis of key Analysis of key Analysis of key
evaluation, synthesis for the change drivers and change drivers and change drivers and change drivers
specific industry identified the underlying the the underlying the the underlying the and the underlying
issues inadequate. issues were not issues were the issues were
● There was complete data on identified.
which to base a thorough partially identified clearly identified
analysis
● Key change drivers underlying
the issues were identified.
● Synthesis, analysis, and
evaluations were clearly
presented and supported in a
literate and effective manner.
Conclusions and 20% Effective Effective Effective Effective
recommendations are congruent recommendations recommendations recommendations recommendations,
with strategic analysis and/or plans of and/or plans of and/or plans of solutions, and/or
action not action inadequate. action were plans of action
● Specific recommendations provided. were provided.
and/or plans of action Specific data or partially provided.
provided. Specific data or facts were not Specific data or Specific data or
● Specific data or facts were facts necessary to referred when facts were facts were
referred to when necessary support the necessary to occasionally referred when
to analysis and support the referred when necessary to
support the analysis and conclusions was analysis and necessary to support the
conclusions. not provided. conclusions. support the analysis and
● Recommendations and analysis and conclusions.
conclusions were presented conclusions.
and supported in a literate and
effective manner.
Proper organization, 20% Key points were Key points were Key points were Key points were
professional writing, and logical poorly identified not identified and partially identified clearly identified
flow of analysis. APA and supported with supported with a and supported with and supported with
formatting a well thought out well thought out a well thought out a well thought out
rationale based on rationale based on rationale based on rationale based on
● Logically organized, key applying specific applying specific applying specific applying specific
points, key arguments, and concepts or concepts or concepts or concepts or
important criteria for
analytical analytical analytical analytical
evaluating the business logic
frameworks to the frameworks to the frameworks to the frameworks to the
easily identified.
data provided in data provided in data provided in data provided in
● Key points were supported
with a well thought out the case. the case. the case. the case.
rationale based on applying Grammar, Grammar, Adequate Excellent
specific concepts or analytical spelling, spelling, grammar, spelling, grammar, spelling,
frameworks to the data punctuation, punctuation, punctuation, punctuation,
provided in the case. professional professional professional
professional
● Proper grammar, spelling, writing, and syntax writing, and writing, and
writing, and syntax
punctuation, 3rd person needs syntax syntax
needs
objective view, professional significant improvement
writing, and syntax. improvement
END OF WEEK 8

Week 9: SEXUAL SELF: UNDERSTANDING SEXUAL BEHAVIOR, STIS AND

CONTRACEPTION
WEEK 9: SEXUAL SELF: THE SEXUAL SELF: UNDERSTANDING SEXUAL

BEHAVIOR, STIS AND CONTRACEPTION.
This section will provide understanding on the developing a sexual self-concept that
is an important developmental task of adolescence; however, little empirical
evidence describes this development, nor how these changes are related to
development in sexual behavior. Highlight of this part is the understanding of the
chemistry of love, lust and attachment; The Psychological aspect; the sexually
diverse behavior; Sexually Transmitted Disease (STIs) and Contraception.
Understanding the Chemistry of Lust, Love, and Attachment
● According to anthropologist Helen Fisher (2016) there are three stages of falling in love. In
each stage, a different set of brain chemicals run the show. These stages are lust, attraction,
and love.
1. Lust
● When people are in the

stage of lust, they feel
physically attracted and
drawn to their object of
affection. There are
elements of mystery that
make things exciting.
● Lust is driven by the desire

for sexual gratification.
The evolutionary basis for
this is from people’s need
to reproduce, a need shared
among all living things.
● Through reproduction,
organisms pass on their
genes, and contribute to
the perpetuation of
their species. The hypothalamus of the brain plays a big role in this, stimulating the
production of the sex hormones testosterone and estrogen from the testes and ovaries.
● While these chemicals are often stereotyped as being male and female, respectively, both play
a role in men and women. As it turns out, testosterone increases libido in just about everyone.
The effects are less pronounced with estrogen, but some women report being more sexually
motivated around the time they ovulate, when estrogen levels are highest.

2. Attraction
● Attraction is characteristic that causes pleasure or interest by appealing to a person’s desires

or tastes, and causes one to be drawn to the other.
● In this stage, a person may begin to be obsessed about their object of affection and crave for
his presence. A person may don’t feel like sleeping or eating. People can certainly lust for
someone they are attracted to, and vice versa, one can happen without the other.
● .Attraction has brain pathways that controls “reward” behavior, which explains the first few
months of a relationship. Dopamine is the main player in the brain’s reward pathway. When it
is released, people feel good. In this case, these things spending time with loved ones with
high levels of dopamine and related hormones (norepinephrine) are released.
● These chemicals
make people energetic, and
euphoric that can lead to
decreased appetite and
insomnia – which actually
means a person is so “in love”
that this person cannot eat or
cannot sleep. In addition,
norepinephrine plays a large
role in the fight or flight
response, which has a say
when people are stressed and
kept them alert.
● Brain scans of people in love have actually shown that the primary “reward” centers of the
brain. Finally, attraction seems to lead to a reduction in serotonin, a hormone that is involved
in appetite and mood. In the end, everyone is capable of defining love for themselves. And,
for better or for worse, if it’s all hormones, maybe each of us can have “chemistry” with just
about anyone.
3. Attachment
● This stage involves wanting to make a more lasting commitment to your loved one. All the goals are
dedicated to the object of affection being a part of a person’s life. dopamine decreases and attraction
goes down.
● If things are going well, it gets replaced by the hormones oxytocin and vasopressin, which create the
desire to bond, affiliate with, and nurture your partner. You want to cuddle and be close and share
your deepest secrets with her. You plan and dream together.
● Understanding the science of lust, attraction, and attachment can help a person develop more realistic
expectations of their relationships.
● Most romantic relationships begin with two individuals falling into love with each other. The singer
Robert Palmer compares love with an addiction. This was verified in a study in which 17 participants
who were madly in love were asked to go to the lab and bring a picture of their loved one.
Participants were placed in a brain
scanner (fMRI functional magnetic
resonance imaging) which measures
the neural activity of the brain. Their
brain activity was recorded that
when participants gazed at a photo of
their beloved, regions in the brain

were activated. Those parts are closely associated with the anticipation of reward and with focused
attention. This is the dopamine system in the brain which is the same system involved in pleasure and
addiction. Fisher, et al (2006) concluded that, rather than defining love as an emotion, “being in love”
can be considered a strong motivation – an addictive craving to be with the other person (Hewstone et
al, 2015).
● Thus, early passionate love is not an emotion in and if itself. Rather, it is best characterized as a
“motivation or goal oriented state that leads to various specific emotions, such as euphoria aor
anxiety”. Unlike many emotions, love is not associated with any specific facial expression, and I am
focused on a single reward. The emotions associated with love – elation, anxiety, joy, fear – may
come and go. But motivation to be with the beloved – remains.
● Love can be characterized by concern for other’s well-being, a desire for physical presence and
emotional support. In a study of Tennov in 1979, though sex is an important component of romantic
love, 95% of women and 91% of male respondents did not agree with the statement that “the best
thing about love is sex”.
● John Lee’s Love Styles:
1. Eros (EH-ros). Love is based on a strong sexual and emotional component. This type of love
creates initial excitement of a new relationship. A romantic and passionate love which
emphasizes physical attraction and sexual desire. The Eros lover dreams of the ideal
characteristics of a partner and usually experiences love at first sight. The relationship, however,
seldom lasts forever because they tend to be quick to fall in and out of love.
2. Agape (AH-gah-pay). This is altruistic and selfless love. The person shows his love without
expecting to receive the same in
return. He considers the wishes of
his partner as more important than
his own. He may not have a
perfect partner but he will always
be there to support and offer his
love.
3. Storge (Store-gay). This

is loverelated friendship and based
on nonsexual affection. The
person experiences love as a
gradual and slow process. When
love is storge, love takes time.
Storgic lovers do not suddenly fall
in love with an idealized lover.
Commitment, stability and
comfort are their goals.
4. Ludus. For ludic lovers, love is just a game, something for fun or
entertainment. They do not experience jealousy. They do not value commitment or intimacy.
They manipulate their partners by lying, cheating and deceiving.
5. Mania. This is characterized by an intense feeling which may lead to obsessive and possessive
love towards the loved one. Manic lovers always check the partner’s whereabouts. They easily
get jealous and their experience of love is out of control. They are easily taken advantage of by
ludic lovers.
6. Pragma. This is a practical and business-like love. Pragmatic lovers may plan the best time to get
married, have children, and other future plans. Love is based on what is appropriate. It is not
intense nor out of control.

● The Triangular Theory of Love by Robert Sternberg, According to him, love is made up of three
components:
1. Intimacy. This includes the desire to give and receive emotional closeness, support, caring and
sharing.
2. Passion. This is the hot component of love which can be described as intensely romantic or
sexual desire for another person usually accompanied by physical attraction and physiological
arousal.
3. Commitment. This is the cold component of love. It is the decision to maintain the relationship
through good times and bad times.
● Sternberg also described several types of love based on the above components.
1. Liking (Intimacy). This only

involves emotional intimacy and
has no passionate intention for
long-term commitment. It is just a
friendly relationship.
2. Infatuation (Passion). This is

associated with a high degree of
physiological arousal. There is only
passion without intimacy or
commitment. It is usually called
“love at first sight” and may fade
quickly.
3. Empty love (Commitment). This

involves only commitment. A
relationship. With no intimacy and
passion. Couples only stay together
for their children or other important reasons.
4. Romantic love (Passion and Intimacy).

It is a combination of both passion and intimacy
which may be present during the first phase of a
relationship. This is characterized by emotional
intensity and sexual excitement. The experience of
passionate love may be positive and negative.
5. Companionate love (Intimacy and

Commitment). The components are both intimacy
and commitment which is experienced in long
deeply committed friendship or marriage where
passion has faded. It is more durable than romantic
love and may grow over time.
6. Fatuous love (Passion and Commitment). A

combination of passion and
commitment experienced by a couple who spent a
short time in courtship and suddenly decided to get
married.

7. Consummate love (Passion, Intimacy, and
Commitment). There exists a healthy balance of
passion, intimacy, and commitment shared by couples considered to be ideal for each other.
● The psychology of love shows that there are psychological theories that would explain why
people fall in love.
1. Behavioral Reinforcement Theory. When someone received a reward such as free ride or other
favors from another, a positive feeling may be experienced. The better the feeling associated with
the behavior of a person, the more likely it is for the behavior to be repeated.
2. Physiological Arousal Theory. This explains the most acceptable theories about emotions: the
bodies experience a physiological change first, then people assign an emotion to that physical
sensation. It is based on the interpretation of the brain. For instance, when a big spider falls in
front of an individual, the stress reaction would be: the person might gasp, the heart would pound
faster, and breathing would quicken. The brain would interpret an emotion associated with this
experience as the feeling of FEAR. In another situation, a girl who happens to see her crush
walking by will have the same experience as the person who encounters the spider (a person
might gasp, the heart and respiratory rate would elevate): the brain would have different
interpretation in the second case, a feeling of LOVE.
3. Evolutionary Theories. This explains that love arose due to some sociobiological need. Males
tend to look for young, healthy females mates to carry their offspring. Females prefer males who
have the resources to support them and their offspring.
● Based on social psychological data from Rosenthal (2013), the factors that would determine with
whom people fall in love are:
o Physical attractiveness (though beauty is in the eye of the beholder) o
Reciprocity (people tend to like an individual who also like them) o
Proximity (being around anytime physically or virtually)
o Similarities (same age, religion, education, race, physical attractiveness,
intelligence, and socio-economic class)
The diversity of sexual behavior: solitary, heterosexual, homosexual, bisexual and transsexual
● Human sexual behavior is any activity,

solitary, by pair or by group which includes sexual
arousal.
● Human sexual behavior may conveniently be

classified according to the number and gender of the
participants.
● Not all sexual arousal can lead to sexual

activity. Humans are constantly exposed to sexual
stimuli when seeing attractive persons or seeing
advertisement with sexual themes through mass media.
● There is solitary behavior involving only one

individual, and there is sociosexual behavior involving
more than one person.
● Sociosexual behavior is generally divided into

heterosexual behavior (male with female) and
homosexual behavior (male with male or female with
female). If three or more individuals are involved it is,

of course, possible to have heterosexual and homosexual activity simultaneously.
● In both solitary and sociosexual behavior there may be activities that are sufficiently unusual to
warrant the label deviant behavior. The term deviant should not be used as a moral judgment but
simply as indicating that such activity is not common in a particular society. Since human
societies differ in their sexual practices, what is deviant in one society may be normal in another.
● Solitary behavior – A behavior with the intention of stimulating self that caused arousal usually
done in private. This behavior is more common to males. There is great individual variation in
frequency. Solitary behavior provides pleasure for self with emotional content with sole control
to the degree of pleasure.
● One of the necessary tasks of growing up is learning to cope with one’s sexual arousal and to
achieve some balance between suppression, which can be injurious, and free expression, which
can lead to social difficulties. There is great variation among individuals in the strength of sex
drive and responsiveness, so this necessary exercise of restraint is correspondingly difficult or
easy.
● On the other hand, Rosenthal (2013) defined sexual orientation as a person’s predisposition or
inclination regarding sexual behavior, emotional attachment or physical attraction to one or both
sexes.
● The phrase “sexual orientation” is preferred over “sexual preference” which implies a conscious
or deliberate choice of a sexual partner. The following are types of sexual orientations:
1. Heterosexuality – it is the attraction to members of opposite sex.
2. Homosexuality – refers to a person whose sexual orientation is toward another of the

same sex. It is the attraction to members of the same sex.
a. Lesbian – is the term used to describe a woman whose sexual and romantic attraction
toward women.
b. Gay - is a man whose sexual and romantic attraction is towards other men.
3. Bisexual – is a person who may be sexually oriented to both men and women
4. Transsexual – these are people experience a gender identity that is inconsistent with, or
not culturally associated with, their assigned sex, and desire to permanently transition to
the gender with which they identify, usually seeking medical assistance.
o According to DSM V (2013), refers to the broad spectrum of individuals who

transiently or persistently identify with a gender different from their natal gender. o
Transsexual denotes an individual who seeks, or has undergone, a social transition
from male to female or female to male, which in many, but not all, cases also involve
a somatic transition by cross-sex hormone and genital surgery (sex reassignment
surgery).
o In clinical viewpoint, a person is suffering from gender dysphoria if there is distress
that may accompany the incongruence between one’s expressed gender or gender
identity and one’s assigned gender.
o Although not all individuals will experience distress as a result of incongruence,
many are distressed if desired physical interventions by means of hormones and/or
surgery are not available.
5. Pansexual – is a new sexual orientation of persons who are sexually attracted to people
regardless of their sex or gender identity. The word “pan” is a Greek word for “all r

every”. Thus, they may also be called “gender blind” for they believe that gender and sex
are not determining factors for getting sexually attracted to both males and females
whereas pansexual is more fluid. Aside from men and women they may also be attracted
to transgender, transsexual, androgynous and other gender categories.
Sexually Transmitted Disease (STD)
● Sexually Transmitted Diseases (STD) are also known as Sexually Transmitted Infections (STI),
together with venereal disease, these are infections that are commonly spread by sexual
intercourse. These are infections that are passed from one person to another through sexual
contact, blood transfusion, breastfeeding, and a certain amount of saliva.
● Most STD’s affect

both men and women, but in
many cases the health problems
they cause can be more severe
for women. If a pregnant woman
has an STD, it can cause serious
health problems for the baby.
Antibiotics can treat STDs
caused by bacteria, yeast, or
parasites. There is no cure for
STDs caused by a virus, but
medicines can often help with
the symptoms and keep the
disease under control.
● Some causes of STDs

are: bacteria, parasites, yeast,
and viruses. These STDs can be
dangerous, although in today’s
generation it can be treated in
different ways, but if not it can
lead to Human
Immunodeficiency Virus (HIV)
or even Acquired immune
deficiency syndrome or acquired
immunodeficiency syndrome
(AIDS).
● The following are

some examples of STIs:
1. HIV/AIDS. HIV stands for Human Immunodeficiency Virus with AIDS stands for
Acquired Immunodeficiency Syndrome. Thus, HIV is a virus while AIDS is a condition
or syndrome. HIV can lead to infections that attack and destroy the CD4 (Tcells) of the
immune system which is the body’s natural defense against such illness as tuberculosis,
pneumonia, and cancer.
o HIV
without treatment can lead to
AIDS but not all cases of HIV
develop AIDS. Only untreated
HIV may lead to AIDS.
Presently, there is no effective
cure for HIV. But the condition

can be controlled with proper medical care.
o The antiretroviral therapy (ART) is a combination of medications that are used to

prevent HIV from replicating to protect the body against the virus and infection.
However, ART is not a cure. It helps those with HIV positive to live longer and
happier and lowers the risk of advancing the condition into AIDS.
o In the statistics of Philippine Department of Health (DOH), in 2008), there is one (1)
newly diagnosed HIV case per day. In 2010, it increased to four (4) cases per day. In
2012, it became nine (9) per day. In 2014, it has blown to seventeen (17) cases per
day and in 2016, there are twenty-sex (26) reported daily cases of newly diagnosed
HIV.
2. Genital Herpes. This is a sexually transmitted infection caused by a large family of

viruses of different strains. These strains produce other non-sexually transmitted diseases
such as chicken pox and mononucleosis.
o Most individuals have no or only minimal signs or symptoms. When signs do occur,
they typically appear as one or more blisters on or around the genitals or rectum. The
blisters break, leaving tender sores that may take two to four weeks to heal the first
time they occur. Typically, another outbreak can appear weeks or months after the
first, but it almost always is less severe and shorter.
o The virus remains in the body for life and the lesions may recur from time to time.
Severe or frequently recurrent genital herpes is treated with one of several antiviral
drugs that are available by prescription. These drugs help control the symptoms, but
do not eliminate the herpes virus from the body.
3. Genital Warts. Genital warts (also called venereal warts or Condylomata Acuminata) are
caused by the human papillomavirus, a virus related to the one that causes common skin
warts. Certain high-risk types of HPV can cause cervical cancer and other genital
cancers, but these are different from the types that cause genital warts.
o Genital warts usually first appear as small, hard painless bumps in the vaginal area or
around the anus. If untreated, they may grow and develop a fleshy, cauliflower-like
appearance.
4. Gonorrhea. This a sexually transmitted infection caused by bacterium Neisseria

gonorrheoeae which thrives in the moist mucous membranes linings of the mouth,
throuat, vagina, cervix, urethra, and the anal tract.
o Most women who are infected have no symptoms. Even when a woman has
symptoms, they can be so non-specific as to be mistaken for a bladder or vaginal
infection. The most common symptoms of gonorrhea are a vaginal discharge or
vaginal bleeding between periods. Untreated cases can lead to serious complications,
including PID, ectopic pregnancy and infertility.
o Symptoms for males are discharge from the penis and burning sensations during
urination.
5. Syphilis. This is a sexually transmitted infection caused by bacterium Treponema

palligum, a spirochete. If left untreated, syphilis may progress through four phases:
Primay (chancre sores appear), Secondary (general skin rashes occur), latent (a period
that can last for several years with no overt symptoms), and tertiary (cardiovascular
disease, blindness, paralysis, skin ulcers, liver damage, mental problem and even death
may occur).

6. Chlamydia. This is one of the most common sexually transmitted infections, named for
Chlamydia trachomatis, an organism that spreads through sexual contact and infects the
genital organs of both sexes.
o Many people with chlamydial infection, however, have few or no symptoms of

infection; it often goes undiagnosed and untreated. Once diagnosed with chlamydial
infection, a person can be treated with an antibiotic.
Methods of Contraception (Artificial and Natural)
● There are a lot of reasons why people use contraceptives. Some purposes of birth control are
to prevent pregnancy, many women choose to use contraception because of certain health
advantages. For example, some hormonal birth control methods may help regulate your
period, reduce acne, and/or lower endometriosis-related pain.
● In general, with the exception of male and female sterilization, all methods that are
appropriate for healthy adults are
also potentially appropriate for
healthy, post-pubertal
adolescents. Once puberty has
been achieved, methods
that are physiologically safe
for adults are also
physiologically safe for
adolescents.
● In reality, contraceptive use

entails consideration of more
than just medical safety.
Before discussing
contraceptive options, a person
must be given the opportunity to
express their needs and to decide freely whether they want to protect against pregnancy or
need to protect against STI/HIV.
● Once a decision is made for protection, sexually active individual should be presented with
options that, if used consistently and correctly, will prevent pregnancy and, depending upon
an individual’s circumstances, prevent sexually transmissible diseases. When selecting a
method, a person should consider the nature of their sexual relationship, sexual behaviors
engaged in, frequency of intercourse, risk of Sexually Transmitted Infection (STI) or even
HIV, ability to comply with the use, ability to tolerate side effects, cost, convenience,
religious beliefs and other personal factors that may affect their decisions.
● Some of the methods of contraception:
1. Hormonal method of contraception (prevents the release of an egg or ovulation)
a. Oral Contraceptives (Pills) – These are daily oral contraceptives. Some contain estrogen and
progesterone; others are progestin only and are over 99% effective if used according to
instruction. Often reduces bleeding and period pain, and may help with premenstrual
symptoms. Missing pills, vomiting or severe diarrhea can make it less effective.
b. The Patch – It is a small patch you stick on the skin that releases estrogen and progestogen. It
stops ovulation. It can make
bleeds regular, lighter, and less
painful, however, may be seen
and can cause skin irritation.

c. The ring – The contraceptive vaginal ring is a small plastic ring a woman inserts into her
vagina every month and releases hormones to stop ovulation. One ring stays in for
three weeks – you don’t have to think about contraception every day and must
be comfortable with inserting and removing it.
d. Implants - A small, flexible rod put under the skin of the upper arm releases progestogen.
Works for 3 years but can be taken out sooner. It requires a small procedure to fit and remove
it.
e. Injectable - An injection of progestogen. Works for 8 or 13 weeks – you don’t have to think
about contraception during this time. Can’t be removed from the body so side effects may
continue while it works and for some time afterwards.
2. Barrier methods (methods that physically or chemically block the sperm from reaching an egg
and provide a barrier between direct skin to skin contacts)
a. Diaphragm - A flexible latex (rubber) or silicone device, used with spermicide, is put into the
vagina to cover the cervix. Can be put in any time before sex.
b. Cervical Caps – These are similar to the diaphragm, though they are generally always made
of silicone. They are put into the vagina to cover the cervix and are 92 to 96 percent effective
when used correctly.
c. Male and Female Condoms or spermicides - For Males: A very thin latex (rubber)
polyurethane (plastic) or synthetic sheath, put over the erect penis. For Females: Soft, thin
polyurethane sheath that loosely lines the vagina and covers the area just outside. Condoms
are the best way to help protect yourself from sexually transmitted infections
3. Behavioral Methods
a. Rhythm or Calendar Method – It is a way to determine a woman’s most fertile and interfile
times by charting the menstrual cycle. It is also known as natural family planning or fertility
awareness.
b. Abstinence or celibacy – It refers to the avoidance of sexual intercourse.
c. Outercourse – It is a sexual activity that does not include the insertion of the penis into the
vagina.
d. Withdrawal – it happens when a man removes his penis from vagina and ejaculate outside of
the woman’s body.

4. Sterilization (procedures that make an individual permanently incapable of conceiving or
fertilizing a partner)
a. Tubal Ligation /Sterilization – It is a

surgery for women in which fallopian tubes are tied
to prevent eggs from travelling to the uterus so a
woman cannot get pregnant.
b. Vasectomy – It is an operation in which

the surgeon makes a small cut in the upper part of
the scrotum then ties or blocks the vas deferens.
Men can still have orgasm or ejaculation after the
operation.
5. Intrauterine Device (IUD) – It is a small

device that is placed in the uterus by a doctor to prevent pregnancy.
6. Emergency Contraception - It is a measure that protects against pregnancy after unprotected sex
has already occurred. It could be through IUD or higher dosage of pills.
References:
Inc.
Marshall, E. and Tanner, S. Introduction to Psychology. Accessed July 28, 2020.

https://opentextbc.ca/introductiontopsychology/chapter/6-3-adolescence-developing-independence-andide
ntity/
Master, A. and Johnson, T. Human Sexual Response. Accessed July 28, 2020.
Remez, R. Developing Adolescene. Accessed July 28, 2020.

Rosenthal, M. (2013). Human Sexuality from Cells to Society. Asia: Cengage Learning Seventeeth
congress (First Regular session). Accessed July 20, 2020.
ACTIVITIES ON SEXUAL SELF
This section aims to reinforce your understanding of some of the topics covered in

ACTIVITY #10: EXPLORING LOVE (20 points)
A. Reflect on the presented article “The Sexual Self” in Week 9, then express yourself by choosing a
song that you like about love. Direction:
- Write the lyrics of your song choice about what true love is. (Make your song choices in any
genre of music but limit it in the year 2010 – present only)
- Highlight the line/phase that for you really expresses the meaning of true love.
- Answer the following questions:
a. Why this song is expresses True love for you?
b. If given a chance to dedicate this song, to whom will you dedicate the song and why?
Write your answers in a clean sheet of paper. Take a photo and turn it in using GED 101 group chat via
FB messenger.
OUTPUT#2: PHOTOJOURNAL (by group) (50 points)
Based on the presented topic of Sexual Self with the collaboration with the Batangas State
University Gender and Development Office, you will make a Photojournal
Direction:
● The theme for this year’s photo journal is “We Make Change Work for Women.” So you may
explore on different topics about women presented in the Sexual self.
● There should be 3 students for each group. And they must submit only one (1) photo entry.
● Entry must be the contestants’ original work.
● Only photos taken by digital cameras are allowed. There should be no professional editing done
for the picture, only for the brightness or colors.
● Photo must be in JPEG format
● Pictures must have a title and a 5 sentences explanation.
Rubrics for Grading:

Highlight 4 points 3 points 2 points 1 points
Creativity Provides unique and Some unique Interesting No evidence of

interesting approach to aspects evident elements support unique or
Creativity is the original, fresh, and subject in the which add to story the story interesting
external expression of the imagination photography, writing message. message, but are elements that
of the maker by using the medium to and story message not unique. connect to the
convey an idea, message or thought. story.
Compelling Essay's evoke laughter,
sadness, anger, pride, wonder or
another intense emotion. The use and
control of light to create dimension,
shape and roundness in an image or
the way the creator uses words to
express thoughts and emotions can be
considered

Storytelling All story elements Most of the story While some Few elements
relate compelling story elements evident elements of story present which do
Storytelling refers to the Essay's (setting, character, plot, which still provide evident, they do not support a
ability to evoke imagination, create a exposition, conflict, a compelling story. not support a coherent,
feeling, tell a story, or visually climax, resolution) compelling compelling
illustrate an idea. The images should story. story.
tell the story in a visual way creating
interest by capturing the moment.
Images can better illustrate the story
and keep the viewers interest with
variety, angles, lighting, color, etc
Photography content Lighting, angles, Lighting, angles, Either quality of Neither photo
composition, cropping composition, photos are not quality or story
Photography includes impact, and content in all cropping and consistent or support is
creativity, technical excellence, photos support story. content in all they do not evident in
composition, lighting, style, color and Variety of images. photos support support the story. images provided.
story telling. The photos should story
provide variety, interesting angles,
imagination, and properly illustrate
the story being told.
Originality Exceptional Very strong/ Reasonably Acceptable but
rewards solid and not interesting
contemplation interesting
Timeliness Photo Journal is Photo Journal is Photo Journal is Photo Journal is

submitted 2-3 days submitted 1-2 submitted within submitted on or
(49-72 hours) after the days (25-48 hours) 1 day (24 hours) before deadline.
deadline. after the deadline. after the
deadline.
Rubric by Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 4/2014
END OF WEEK 9
Well done on finishing Week 9!
Week 10: MIDTERM EXAMINATION
WEEK 10: MIDTERM EXAMINATION

The test questions for the Midterm Examination will be send to you on the
scheduled date of examination via Google Classroom. Kindly check your
Classwork Folder in GED 101 Class.
Week 11: MATERIAL SELF
WEEK 11: MATERIAL SELF
The Material Self
This section focuses on how people maintain extensions of themselves through

material possessions and maintenance of particular lifestyles. In the context of
what the society values as needs and wants, this section discusses how an
individual acquires goods, the factors that shape his/her economic decisions, and
what these things say about one’s sense of self.
● Our possessions are a major contributor to and reflection of our identities. A variety of
evidence is presented supporting this simple and compelling premise. The Material self
suggest that the environment surroundings affects what we think we need versus to what we
really need. This also develops on thinking alone or thinking and deciding with other people
in terms of purchasing.
I shop, therefore, I am. I have, therefore, I am?

● Identities can be reflected on the possessions that people have. Some research are identified
and drawn upon in developing this concept which the concept is from consumer behavior. To
be able to identify this consumer behavior, people need to gain some understanding of the
meanings that consumer attach to possessions. People should first recognize that possessions,
intentionally or unintentionally, regard their possessions as parts of themselves.
● People are likely to purchase products that can relate to their personality. Material
possessions signify some aspects of one’s sense of self and identity.
● Possessions, tell a lot about their owners. Thus, one’s sense of self and identity is influential
on how an individual chooses to purchase his/her wants and how he/she makes economic
decisions that will address his/her personal and social needs
● The decisions that go into the purchase of items and certain services is dependent on a
number of factors, including financial constraints, availability of items and services, and the
influence of family and friends.
● However, the most important factor is determining whether these items and services fall
under:
o Wants. Synonymous with luxuries. People buy them for reasons that do not warrant
necessity.
o Needs. These are importants for survival. Food, clothing, and shelter are basic needs
so people purchase them out of necessity.
● In the process of acquiring material goods, people generally consider 2 things:

o Utility. Concerned with how things serve a practical purpose.
o Significance. Concerned with the meaning assigned to the object. It is also concerned
with how objects become powerful symbols or icons of habit and ritual which can be
quite separate from their primary function.
● According to John Heskett, a British writer and lecturer on the economic, political, cultural
and human value of industrial design, design combines “need” and “desire” in the form of a
practical object that can also reflect the user’s identity and aspirations through its form and
decoration. For him, there is a significance and function behind everyday things. He explains
the effect of design in everyday life. This reflects the personal identity wherever the person
is: home, work, and restaurant or at a leisure place. This design really matters from the
smallest things like toothpick, spoon and fork, the kind and presentation of food that people
eat up to the bigger gadgets, equipment and cars.
● Roland Barthes (1915 – 1980) the

French theorist, was one of the
first to observe the relationship
that people have with objects, and
in particular looked at the objects
as signs or things which could be
decoded to convey
messages beyond their practical
value.
● In the 1950s, he popularized the

field of Semiology (the study of
objects as signs). A sign is
anything that conveys meaning. It
was Barthes who
revealed that everyday objects
are not just things but a complex

system of signs which allows one to read meaning into people and places. What people
increasingly produce are not material objects, but signs.
● In Semiotic analysis, objects function as signifiers in the production of meaning. For

example, clothes may have a simple functional meaning, to cover and protect the body but
also double up as a sign. They construct a meaning and carry a message, which as member of
a culture one can understand.
● According to him, a sign has two elements: signifier which refers to its physical form and
signified, the mental concepts it refers to. Hence, objects are not just things but are reflections
of the wider lives of communication and individuals. Not surprisingly, the clothes one wears,
the car one drives and the furnishing of one’s home, are all expressions of one self, even
when they act as disguises rather than reflections.
● As Tuan (1998) argues, “Our Fragile sense of self needs support, and this we get by having
and possessing things because, to a large degree, we are what we have and possess”. This
premise regarded possessions is a part of self of a person that is not a new concept. This is
concluded by William James who laid the foundations for modern conceptions of help, he
said that “a man’s self is the sum total of all the he can call his, not only his body and his
psychic powers, but this clothes and his house, his wife and children, his ancestors and
friends, his reputation and works, his lands, and yacht and bank-account.
● All these things give him the same emotions. If they wax and prosper, he feels triumphant; if
they dwindle and die away, he feels cast down,-not necessarily in the same degree for each
thing, but in much the same way for all.” If people define possessions as things they call
theirs, James was saying that people are the sum of their possessions.
● Some of the evidence is found in the nature of self-perceptions, particularly found in the
diminished sense of self when possessions are unintentionally lost or stolen.
Anthropologically, the role of possessions are treated ritually and after death.
● In addition, the self-have areas that are not reviewed more on the relationship between
possessions and sense of self. Essentially, the having, doing, and being can be a focus on
understanding material self that is relevant to the question of how people define who they are.
● In addition, material self can be explained in understanding self-extension. That is, both good
and bad aspects of objects are seen to attach to people through their physical contact or
proximity. This can result in multiple levels of self. On the other hand, to give importance on
the number of categories of possessions that are commonly incorporated into the sense of
self. Categories may be collections, money, pets, other people, and body parts.
● The Theory of the meaning of material possession suggest that material goods can fulfil a
range of instrumental, social, symbolic and affective functions:

1. Instrumental functions relate to the functional properties of a product. For example, a
person bought a pick-up style car for family and business functions.
2. Social symbolic function signifies personal qualities, social standing, group affiliation
and gender role. For instance buying Iphone instead of other mobile phones.
3. Categorical functions refers to the extent to which material possessions may be used to
communicate group membership or status.
4. Self-expression functions reflect a person’s unique qualities, values or attitudes. There
are people who may represent themselves by collecting objects with a Hello Kitty brand
and the like.
● Also Objects or Materials as Process of Self-Extension, which includes the following:
1. Ways of incorporating Possessions into the Extended Self
● Sartre suggests that there are three primary ways through which a person learns to regard an
object as part of self. One way is through appropriating or controlling an object for personal
use.
● This can be done through appropriate intangible or non ownable objects by overcoming,
conquering, or mastering them. . Similarly, it is only through learning to ride a first bicycle,
manipulating a new computer system, driving a first car, or successfully negotiating rapids in
a new kayak that these objects really become parts of the extended self. Sartre also sees
giving possessions to others as a means of extending self-a special form of control.
● A second way of having an object and incorporating it into self is by creating it; this view
echoes anthropological findings and Locke's (1690) political philosophy. Whether the thing
created is a material object or an abstract thought, the creator retains an identity in the object
for as long as it retains a mark or some other association with the person who brought it into
existence.
● This identity is codified through copyrights, patents, and scientific citations that preserve
associations between people and their mental creations. Sartre feels that buying an object is
merely another form of creating the object, and that even the latent buying power of money
contributes to a sense of self.
● The third way in which objects become a part of self is by knowing them. Whether the object
known is a person, place, or thing, Sartre maintains that the relationship in knowing the
object is inspired by a carnal and sexual desire to have the object.
2. Contamination
● Goffman (1971, pp. 44-47) suggests six modes of interpersonal contamination. An important
omission in this list of modes of interpersonal contamination is the acquisition of possessions
of another person that have been intimately associated with that person. The following are
some of the contamination a person may experience:
Violation of one's personal space
Touching and bodily contact;
Glancing, looking, and staring;
Noise pollution;
Talking to/addressing one
Bodily excreta. Corporeal excreta (spittle, snot, perspiration, food particles, blood,
semen, vomit, urine, and fecal matter-and stains of these); b. Odor (e.g., flatus,
tainted breath, body smells); c. Body heat (e.g., on toilet seats); d. Markings left by
the body (e.g., plate leavings-leftover food).

3. Maintaining Multiple Levels of Self
● As previously noted, some possessions are more central to self than are others. The
possessions central to self may be visualized in concentric layers around the core self, and
will differ over individuals, over time, and over cultures that create shared symbolic
meanings for different goods.
● However, there is another sense in which the individual has a hierarchical arrangement of
levels of self, because people exist not only as individuals, but also as collectivities. They
often define family, group, subculture, nation, and human selves through various
consumption objects.
● Boorstin (1973) suggests, one of the key ways of expressing and defining group membership
is through shared consumption symbols. Such symbols help identify group membership and
define the group self. Just as an individual may use personal possessions such as jewelry,
automobile, make-up, and clothing to help define an individual sense of self, a family is most
apt to use distinct family possessions to define a family self for its members.
● The first is that the house is a symbolic body for the family. Just as clothing alters the
individual's body, furnishings and decorations alter the family's body. The second important
point is that the expressive imagery of the house that is definitional of the family is only fully
acquired during consumption. At the point of acquisition, only a portion of the ultimate
meaning of these objects is present
● In considering the functions of extended self, discussion was directed toward the relative
roles that having, doing, and being play in people’s lives and identities. Developmental
evidence suggests that this identification with things begins quite early in life as the infant
learns to distinguish self from the environment and then from others who may envy a
person’s possessions.
● Emphasis on material possessions tends to decrease with age, but remains high throughout
life as people seek to express themselves through possessions and use material possessions to
seek happiness, remind
themselves of experiences,
accomplishments, and other
people in their lives, and even
create a sense of immortality
after death. The accumulation
of possessions provides a
sense of past and tells people
who they are, where they
came from and where they are
going.
● Self-extension occurs through

control and mastery of an
object, through creation of an
object, through knowledge of
an object, and
through contamination via
proximity and habituation to
an object. The extended self
operates not only on an
individual level, but also on a collective level involving family, group, subcultural,
and national

identities. These additional levels of self were posited to account for certain behaviors that
might be seen as selfless in the narrower individual sense of self.
The role of Consumer Culture on the Sense of Self and Identity
● Consumers unconsciously (and sometimes consciously) know that their possessions are
intimately tied to their sense of the self. Product ownership and use help consumers define
and live out their identity. By implication, then, the current view construes a dichotomy
between what one is sans possessions and what one becomes due to or with possessions.
● Consumer Identity is the pattern of consumption that describes the consumer. People may no
longer consume goods and services primarily because of its functional satisfaction. This
develops the consumer culture. Consumption has become increasingly more meaning-based:
brands are often used as symbolic resources for the construction and maintenance of identity.
● Brands and products are now being used by many consumers to express their identities.
People may construct their social identities through the consumption of commercial brands or
luxury commodities. This is one of the basic features of people in the modern era, a behavior
that leads to consumerism.
● Consumerism is the preoccupation with an inclination towards the buying of consumer

goods. This is because of the availability of the pen market or technology based market. High
class consumption is attached to the identities of people in the society and it legitimizes
consumer culture in the daily lives of people.
● To fully explicate that view and tease out the underlying theory, it is first necessary to dissect
this sans possessions' self. Decomposing the sans possessions' self would help us place
possessions in a better context—how possessions fit into the consumer's self. The sans
possession' view of self is populated in the consumer behavior literature by two visibly
different discourses.
● The first is a 'personal identity' view, wherein self is seen as a multi-faceted, multi-layered,
social and psychological being, reflecting, deeply and continually, on itself. This conception
has blossomed richly in the post-modem, interpretivist consumer research literature where it
is referred to as the core self.
● A consumer's identity is deemed to reside in a personal narrative —the story consumers

constantly construct and play out in their minds about who they are and/or are striving to
become. Self is viewed as a sum of personal qualities, more or less enduring, that an

individual sees himself in possession of. These include personality traits in their subjective
version (i.e., personality traits as perceived by the person himself/herself) as well as any
superficial behavioral and body appearance traits.
● The self-narrative conception of identity offers a rich literary view against which products
and brands may be appraised for potential fit. But it calls for intensive high-skilled
ethnographic research. The self-image view lends itself to easy, quantitative measurement.
But as already argued, this view is anchored and embedded entirely in personality-like
dispositions and surface characteristics and ignores other content' —described below.
● This view serves, if at all, to appraise consumers' superficial images of self, and to deploy this
brand of research in self-image brand-image congruence models (e.g., Malhotra, 1981; Todd,
2001). However, brand choices, particularly those made to primarily enact and advance one's
self concept, often go beyond such superficial image' congruence.
● Purchase can be the consumer's self-concept or self-identity. This includes both sans
possessions' self and the extended self, and is often the object of introspection among most
consumers at one time or the other. Although the concept of 'I' can include virtually
everything a person ever come to own and live with, a systematic list would include six
components: (a) their bodies; (b) their values and character; (c) their success and competence,
(d) their social roles, (e) their traits, and, finally (f) their possessions.
● Not all products a person consumes become possessions. Some are clearly consumables, not
possessions. And not all products that qualify to be called possessions become part of the
extended self. Even so, products (consumables and durables alike) can relate to one's
selfconcept without becoming part of the self-concept. This would be the case when products
are instrumental in furthering some component of the self-concept.
● If a person had to invest a lot of resources (money, time, energy) finding and selecting a
product then to psychologically justify that kind of investment, people tend to view that
product as part of their extended self. For this reason, more expensive purchases and hard to
find purchases, and purchases for which they saved for a long time are more likely to become
part of the extended self.
● Products thus can relate to one's self in two ways: (a) by being instrumental to enhancing
their self sans possessions,' and (b) by becoming a valued possession. As to the second role,
product possessions become part of self (actually extended self by six mechanisms described
above: by self-based choice, by investment in acquisition, by investment in use, by bonding
during use, as collections, and as memory markers.
● Not all product categories have a place in a person's sense of self. Such products are best sold
based on functional benefits; of course, these functional benefits can be displayed as
connected to higher level outcomes in relevant means-end-chains.

References:
Boorstin, D. J. (1973).The Americans: The democratic experience. New York: Random House.
Inc.
Goffman, E. The presentation of Self in everyday life. Accessed July 29, 2020.
https://monoskop.org/images/1/19/Goffman_Erving_The_Presentation_of_Self_in_Everyday_Life.pdf
The Material/Economic Self. Steven C. Valerio's Blog. Accessed July 20, 2020.
Tuan, J. Extending Theory of self. Accessed July 30, 2020.

https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1559-1816.1998.tb01685.x
ACTIVITIES ON MATERIAL SELF
ACTIVITY #11: SEMIOTIC ANALYZING (15 points)
A. Reflect on the presented article “The MATERIAL Self” in Week 10, Fill out the box below with
your answers.

Direction: Write your Signified to the following Signifier. Provide just brief details about
your significance.
Signifier Signified

ACTIVITY #12: WHAT IS THE FUNCTION? (10 points)
Directions: Write I if the statement refers to Instrumental, S for Symbolic, and A if it connotes
affective function
1. _____ Buying the latest model of mobile phone to show others how cool you are.
2. _____ Walking the dog to the park because it allows you to meet other people
3. _____ Buying a condo unit will be cheaper than using the car to go to school
4. _____ Buying a laptop to make your classmates think that you are as well-off as they are.
5. _____ Taking the car on a road trip will make the journey to Bicol more enjoyable than
taking the plane.
6. _____ Getting a diploma because it can be a way to earn big
7. _____ Getting a diploma for recognition and sense of accomplishment.
8. _____ Buying a mobile phone to communicate with family anytime
9. _____ Buying expensive bag because it is an original Gucci
10. _____ Buying a car to show other people that you can afford to have one.
Take a photo of your answers and turn it in using Google Classroom (GED 101 Class) and/or GED 101
group chat via FB messenger.
END OF WEEK 11
Well
done on finishing Week

11!
Week 12: THE SPIRITUAL SELF

WEEK12: SPIRITUAL SELF
THE SPIRITUAL SELF
This chapter discuss the different world religions, the beliefs of early
Filipinos on different gods and goddesses, superstitious beliefs, beliefs in faith
healer, soul and spirit and how those beliefs was changed since the Spanish and
American colonization. It also discuss the different rituals, ceremonies, the
practice of religion, magic and witchcraft and also finding and creating the
meaning of life.
The practice of religion: belief in supernatural being and power
● According to Giddens (2006), religion is a cultural system of commonly shared beliefs and
rituals that provide a sense of ultimate meaning by creating an idea of reality that is sacred,
allencompassing and supernatural.
● He identified the key elements of

religion such as (a) religion is a form
of culture-shares all characteristics of
culture such as shared beliefs, values
that create an identity, (b) religion
involves beliefs that take the form of
ritualized practices - all members
engage in behaviors that identify them
as members of the community, and (c)
religion provides a sense of
purposefeeling that life
is ultimately meaningful.
● In addition, Durkheim (1912) defined

religion as a unified system of beliefs
and practices relative to sacred things,
things set-apart and forbidden beliefs
and practices which unite into one
single moral community called a
Church, all those who adhere to them.

https://www.insidehighered.com/views/2016/08/22/understandstudents-should-study-religion-essay -todays-world-more-
● Statistics indicate Christianity as the world’s largest religion with a 33% population. It is
followed by Islam with a 21% population, Hinduism with a 14% population, Buddhism with 6%
population, Chinese Traditionalism at around 6% and Judaism at only about 0.22%.
● Philippines is the only Christian country in the South East Asia. Filipinos show their religiosity
through participating on different religious practices such as baptism, fiestas, “sinakulo,” prayer,
fellowship, communion, and other activities related to church.
● Before the Spanish colonization, Filipinos believed in animism, a belief that all objects have
spirits. They also believed in supernatural being. According to McClenon (1991), the concept of
supernatural has been shaped by the Western notion of nature and causality and it is culturally
specific.
● Filipinos praised the trees, plants, sun, moon, stars and other living and non-living things. They
also praised the spirit of their ancestors, which is called “cult of the dead.” They believed on the
immortality of the soul. An evidence of this is the Manunungul Jar where the remains of the
dead were kept. This image shows the belief of life after death by early Filipinos.

● The memories of the dead are remained through carving their image using gold and stone. This
is called “larawan” or “likha” in Tagalog, “diwata” in Bisaya and “bul-ol” in Ifugao. They also
offered sacrifices and prayers for guidance, sympathy and beseech. Not all “anitos” are good,
there are few who are evil.
● The priestess which is also called as “baylan,” “babaylan,” or “katalona” does the ritual or
offering. Early Filipinos practiced polytheism, a belief in many gods, which was brought by the
early Chinese and Indian merchants. Some of their gods are Bathala, the Almighty God, Agni,
God of Fire, Mandarangan, God o War, Sidapa, God of Death, Lalahon, God of Harvest, and
Siginarugan, God of Hell. These beliefs are passed orally to the next generation.
https://www.silent-gardens.com/culture.php
● However, there were some changes on the beliefs of the early Filipinos when the Spaniards
brought Christianity in the archipelago. The changes were not immediate because early beliefs
are already practiced in the country. What the Spaniards did was, they adopted the Christianity in
the belief of Filipinos on animism. Monotheism was introduced by Spaniards, a belief in only
God, which has three personas, God the Father, God the Son, and God the Holy Spirit.
● According to the Holy Bible, they already existed before the creation of the world. God the
Father sent his son, Jesus Christ to save humanity, which whoever believes in Him should not
perish but have an eternal life. When Jesus Christ died and rose after three days, the holy spirit

was left in humanity which serves as the conscience that guides the human beings in doing right
things and avoiding committing sins.
● Not all tribes are converted into Christianity,

some of them remained in their animism
beliefs. At present, where modern technology
is part of the lives of Filipinos, there are some
who are still following and practicing the
superstitious beliefs.
● According to Daskeo (2012), many Filipinos

still spice their life with superstitious beliefs that they strongly believe could help them cope
with day to day activities especially most important events in life such as marriage, finding a job,
and moving to a new house.
● Common Superstitions:
o If a person bites their tongue, it means somebody is thinking of them; o A girl with shite
spots on her fingernails is inconstant in love;
o It is bad to sweep the floor at six o’clock in the evening for it means driving away good
fortune and graces
o One should not open an umbrella while inside a house; a centipede is likely to fall from
the ceiling;
o If a pregnant woman sews her dress while wearing it, her baby will born without hole in
the rectum;
o Appearance of a comet foretells war
● These superstition beliefs are passed by the early ancestors orally and still practiced by some of
the Filipinos in recent times. With the influence of Americans and science, the numbers of
Filipinos following superstitious beliefs were diminished.
● One of the influences of American colonization is the introduction of science in the day to day
lives of Filipinos especially on health and sanitation. Their influence taught the Filipinos that
believing in superstitious beliefs may be detrimental to health. Like do not throw the dusts
outside the house after sweeping the floor, because you may experience difficulty in money
matters.
The Concept of “Dungan” (Spirit or Soul)
● The term animism is one of the oldest beliefs which is taken from the Latin word Anima
meaning breath or soul. Animism is the belief that everything in nature – living things like trees,
plants, and even non-living rocks or streams – have their own spirit or divinity. Animism beliefs
are still present, accepted and never entirely disappeared.

● The soul according to the indigenous Filipinos is known as Kaluluwa, Ikararuwa or kararuwa. It
is taken from the root word duwa which means two. The soul has two parts – one is the physical
part, where it is connected to the body and its life, and other spiritual, where it exists on its own.
● For Ibanags, the soul is the principle of life in man. Body is the matter; soul is the form. As long
as the body and soul are one unit, man is alive.
● Death is the separation of the soul from the body. The body cannot stay alive without the soul.
But the soul can live without the body. Freed from the body, it ceases to experience thirst and
hunger, cold and heat. As spirit, the soul is the opposite of the body which is matter.
● The Dungan may leave the body voluntarily while the person is asleep according to BIsayans.
Among the ancient Filipinos, when the person is asleep they should not be awakened quickly in
order to give ample time for the Dungan to return to the body.
● While the Dungan is travelling outside of the body it should be free from accidents because there
is a possibility that it might be trapped in a jar or be poured out with liquid from a vessel. When
the soul has safety returned home to the body of its owner, they could then be awakened.
● It is for this reason that the Dungan needs protection and nurture. Soul-nature, the folks believe,
means the performance of age-old spirit rituals many of which are still followed in the local
provinces today. Examples of these are birth, illness and death rituals consisting of trances,
prayers, and animal sacrifices. An adult person with a healthy Dungan properly lodged in his
physical body will have bodily health and well-being, intelligence and good sense.
Religion, Spirituality, Magic, Witchcraft and Identity
The Function of Rituals

● Ritual traditions of Filipinos are best understood in terms of their intentions. At the core of any
ritual, balance between man and nature, and the spirit world is very important. Rituals is an
attempt to enhance and maintain this balance.
● This is evident in some villages which perform rituals to restore the state of affairs when the
balance is lost. Human nature are innumerable reasons for causing a shift in this balance. There
are equally innumerable rituals that can be done to correct the imbalance. This is the reason for
having a broad range of ritual practices in the Philippines (Obusan, 2015).
● Rituals have several functions. There are rituals to have a good harvest, ask for the guidance and
protection from their ancestors and unseen forces, to heal the sick, to bring good luck and to
conceive.
● Like in the case of Ifugao. They have rituals for marriage. If the two couples are planning to tie
the knot, they will ask guidance from their ancestors. The butcher opens the body of a sacrificial

pig and they examine if the internal organs of the pig are healthy or not. If it is healthy, they have
the approval to tie the knot this year, if not, they may try again in the following year. The
purpose of this ritual is to study the carcass for omens that guides them in their decision like
marriage.
● Dance and chants are a very essential part of their ritual. Rituals are usually accompanied by
dances. It is the higher symbolic form for the Filipino. It represents the distillation of collective
memory, affect, religious piety, humility, and purity of intention. Even a complex message can be
articulated or maybe understood through dance (Obusan 2015).
Rituals and Ceremonies
● Magos (1997), discussed the mara-it or dangerous zone of Panay Island. According to her,
Panaynon believes in spirit beings in the sea like siokoy (half-man, half fish sea monster) and the
mangingilaw (half man, half monkey man eating monster) forest which are very harmful. They
also believe that the earth and the universe has a layered structure with spirit beings live in each
layer.
● Lupan-on are spirits beings who live on land, the idalmunon are spirit beings who live
underneath the surface of the earth and the tubignon are spirit beings who live in water. These
folks remind them that the earth is sacred, inhabited by the spirit and thus dangerous. If
Panaynon uses the earth's resources with discourtesy or greed, they will make the spirits angry.
There are necessary fishing and farming rites to be performed regularly to gain the favor from
spirits such as daga (bloodletting) and the samba (communal fishing rite).
● People of Zambales also conduct a ritual in building their house. According to the official
website of the Provincial Government of Zambales, residents of this province perform rituals
before building a house. The ritual starts with choosing which day is specified in the Pilaton as a
good day to start the project.
● According to Ms. Cristeta Acebes, principal of Uyugan Elementary School (2012), “pilaton,”
refers to a list of dates, including the phases of the moon, that would ensure the success of any
major undertaking or activity of residents in the province. The second step is burying coins in the
first hole during laying of foundation. Fresh animal blood is allowed to be dropped in the same
place. On the day set to roof the house, relatives, neighbours and friends usually come to help.
Those who cannot perform actual construction work normally offer akhad (anything that can be
served or cooked as food) or tudung (drinks, usually wine) (Provincial Government of
Zambales).

http://www.batanes.gov.ph/wp-content/uploads/rituals2.jpg
Religion, Magic, and Witchcraft
Religion
● Religion came from the
Latin word religio means
to respect or care for. It is
generally defined as;
“belief in, worship of, or
obedience to a
supernatural power or
powers considered to be
divine or to have control
of human destiny."
● According to Santrock
(2014), religion is an
organized set of beliefs,
practices, rituals and
symbols that increases an
individual’s connection to
a sacred or transcendent
other (God, higher power, ultimate truth).
● It may also be referred to as an organized system of beliefs, ceremonies, rules used to worship
god. Another description for religion is, an interest, a belief, or an activity deemed to be of
utmost importance to a person or group.
● However, there is no exact definition of religion. Religion is functional especially in the

unification of a certain place or country. It binds the people through its teachings, practices and
the end goal that everyone wants to attain. If there is no religion, what would be the content and
priority of the law making body in creating and proposing a bill in the congress? Probably, that
would be the earthly things in the world.

● Religiousness is the degree by which one is affiliated with an organized religion in terms of the
person’s participation in the prescribed rituals and practices, connection with its beliefs and
involvement with its community of believers.
● Spirituality, on the other hand, involves experiencing something beyond oneself in a

transcendent manner and living in a way that benefits others and society. It could be related to a
search for the sacred.
● The term “sacred” may signify a person, an object, a principle, or a concept that transcends the
self. The sacred can include a divine being or a divine object that is “set apart” and considered as
holy or beyond ordinary. The reference to what religion is, also refers to the dynamics of the
meaning attached to spirituality. It emerges as people relate to the developmental and existential
challenges of the search for the meaning of existence amidst the ambiguity of life.
● Spiritual identity is the persistent sense of self that addresses ultimate questions about the
nature, purpose and meaning of life.
It results in behavior that are
consonant with the individual’s core
values. The definition of a sense of
spiritual identity focuses on the
individual construction of
a relationship to the sacred
and ultimate meaning.
Magic
● Magic is the power apparently
influencing the course of events by
using mysterious or supernatural
forces. It is the ability to use
supernatural forces to make impossible things happen, such as making people
disappear or controlling events in nature.
● A magician is usually a worker in the kind of magic that is on the whole public and good,
whereas a sorcerer is generally considered an evil figure, one who deals in matters that his or her
clients would rather keep secret and one whose work may be downright antisocial (Frankle and
Stein, 2005).
● A sorcerer is translated from the Greek word pharmakos, and carries with it the idea of
medicine, magic potion, drugs, and poison. A wizard is one who is thought to be acquired with
the secrets of the nonmaterial or unseen world while a necromancer is one who is “seeking unto
the dead”. It is a term that includes all forms of attempt to make contact with departed spirits.
● Balang is the Filipino term for a sorcerer. It is used to describe malignant sorcery or familiar
spirits (usually a swarm of destructive insects, specially carnivorous beetles). In the Philippines,
it swarms small invisible insects residing in bamboos that enter the body through open space
causing the intestine, stomach, lungs, and liver to swell during high tides and shrink during low
tides. Mambabarang is a person who practices this specific type of sorcery or witchcraft.
Binarang is the target (usually a person) of sorcery or witchcraft.
● Kulam is the Tagalog word for “voodoo” or “witchcraft”. It is one of the most well-known
aspects of Philippine folklore. The fear of kulam usually has an effect on how a person conducts
himself in the community and on how people treat each other in a community. A mangkukulam
is a person who uses black magic or spells on a victim. After the spell is cast, the victim will
experience a form of illness which cannot be cured by modern medicine, misfortunes to himself
and loved ones, inability to concentrate, lack of sleep, loss of appetite, freak accidents, and other
unexplained events.

● Albulario/mananambal is a Filipino practitioner of traditional medicine; he is also a medicine
man who is also capable of performing sorcery. Albulario is a Filipino witch doctor, folk healer
or medicine man. When the person feels that his ailments and misfortunes are caused by kulam,
he consults an albulario who performs rituals in order to defeat the spells of the mangkukulan
and bring the person back to normalcy.
● Most Filipinos aside from being a superstitious people believe in the mythical creatures of local
folklore which includes the aswang, manananggal, kapre, dwende, sirena, syokoy, engkanto,
sigbin, tikbalang, tianak and many others. According to local folklore such creatures inhabit dark
forest and unexplored regions of barrios in the provinces. Each region has their own mythical
creature which usually comes out in the night looking for food in the form: fresh blood, pregnant
mothers (they target the fetus), and human organs like the liver or for victims to take them into
the other world.
Finding and Creating Meaning
● Everybody is experiencing different challenges and problems in life. Some have common
problems, but some do not. Some have different strategies in solving the same problems. There
are some who are good at hiding their problems or sufferings. Some people may think their
problems are bigger than the problems of others. However, when they ask some people or have
an open forum, they will realize that they are wrong. There are other people who have bigger
and more difficult problems than them.
● Viktor Frankl an Austrian neurologist and psychologist

founded Logotherapy. Logotherapy is based on the
premise that the human person is motivated by a “will to
meaning,” an inner pull to find a meaning in life (Frankl
1988). Finding and creating meaning in life is what
Viktor Frankl would like to teach to everybody. The
following list of tenets represents basic principles of
logotherapy:
http://pagehanify.com/7criteria/coaching/mans-search-for-meaning-dr-viktor-frankl/ 1. Life has meaning under all circumstances, even the most
miserable ones. ● Every occurrence in one’s life has meaning. People tend to find the meaning of that
occurrence especially if it is a good incident or circumstances. However, they tend to ask themselves or
God for the occurrence of bad happenings in their lives. Sometimes, they ask themselves and God, “why
did it happen to them?” “why did it happen to their love ones, despite that they are good people, they do
not deserve to experience that such sufferings, but why them?” There are things beyond the control of
humanity, cannot explain by their minds and intelligence, but Almighty God can. Individuals must realize
that whatever circumstances they have, even if it is good or not, they must find that life has meaning.
Those circumstances have purpose and meaning in their lives.
2. Our main motivation for living is our will to find meaning in life.
● People experience different sufferings in life in terms of relationship, love, studies, money, job,
etc. Finding meaning in life despite the sufferings should be the main motivation for living. An
example of this is, an individual who developed an inner hatred towards her family when she
knew that her mother tried many times to abort her due to poverty and her siblings bullied her
that she was an adopted child. She developed a thought that she is not part of the family and
even at the start, she is an unwanted child. This pushes her to be the black sheep of the family
and be involved in different vices. Time is a good healer. During her rebellious stage, she
realized that she was only destroying herself, it will not change the attitude and personality of
her family. She also realized that she only needs to accept her family as they are and forgive the
family members who caused her pain. Being a rebellious person will not make her family to
change. The change will start on one’s initiative and not by other people. Finally, she found the

meaning of her life. The feeling of rejection disappeared as times went by. She was alive when
she was still an unborn child because someday, she will serve as the light of other people living
in a dark life and will be an inspiration to the youth. Those are her motivations for living. She is
thankful to the Almighty God for discovering the meaning of her life.
3. We have freedom to find meaning in what we do, and what we experience, or at least in the
stand we take when faced with a situation of unchangeable suffering.
● Problems and challenges are inevitable. These make individuals strong and hold their faith to
their God. These also make them to be flexible in a changing and dynamic society, to win in the
battle or to accept the defeat but with satisfactory adjustment. Everybody is entitled to have and
practice freedom in finding meaning in whatever they do or experience. They are not slaves to
anyone and are not manipulated by other people. Their actions should not be dictated by anyone,
rather, it is their will that will be done. It is the right of everybody to look for the meaning in
their lives when faced with a situation of unchangeable suffering. Situations with unchangeable
suffering may cause pain, but at the end of the day, individuals will find its purpose in their lives.
● According to Frankl, everybody can discover the meaning in their life in three different ways:
1. By creating a work or doing a deed o Individuals will find the meaning in their lives through
the works, accomplishments, and achievements they have. This will give insights and realization
to individuals that creating or doing something specially to fulfill not only their needs but also the
needs of other people, that they will find the meaning of their life.
2. By experiencing something or encountering someone o Individuals will discover the meaning

in their lives by opening opportunities to experience something or to meet other people. Confining
themselves in a four corner of their room will only limit themselves to new experiences of life. If
they tend to open themselves to new experiences or to encounter other people, their world will be
wider. They will realize that others’ problems and situations are more difficult than them; that they
are less fortunate people; that they have to give importance to their lives and to the people that
love them; and to change themselves to become good and responsible individuals.
3. By the attitude we take toward unavoidable suffering and that everything can be taken from
a man but one thing: the last of the human freedoms—to choose one's attitude in any given
set of circumstances
● Individuals will find meaning in their lives by having a positive attitude towards circumstances.
Failures in life, for example, is unavoidable suffering that gives pain to individuals. Facing those
failures in a positive way with a positive and right attitude will make individuals more mature,

more responsible, and think more ways to solve the problems. Having a positive attitude in
facing the problems will also help individuals to cope up with the problems like death of a love
one. It will make them cope up easily and move on with their lives without losing their cherished
memories.
References:
Acebes, C. Understanding the Self. Accessed July 28, 2020.

https://www.actionresearch.net/living/rawalpdf/Chapter7.pdf
Daskeo , K. Self-awareness and Self-knowledge. Accessed July 28, 2020.

https://gupea.ub.gu.se/bitstream/2077/30157/1/gupea_2077_30157_1.pdf
Frankle, V & Stein, G. Examination of Self. Accessed July

28. 2020. https://files.eric.ed.gov/fulltext/EJ1163278.pdf
Frankl, V. Man’s Search for meaning. Accessed July 28, 2020.

https://edisciplinas.usp.br/pluginfile.php/3403095/mod_resource/content/1/56ViktorFrankl_Mans%20Sea
rch.pdf
Inc.
Giddens, A. Self-Identity in Modernity. Accessed July 30, 2020.

https://skemman.is/bitstream/1946/12134/1/Self-Identity%20in%20Modernity.pdf
Magos.J. Invisible Voices. Accessed July 28, 2020.

https://www.divaportal.org/smash/get/diva2:788803/FULLTEXT01.pdf
McClenon, J. Handbook of Self and Identity. Accessed July 29, 2020.

https://dornsife.usc.edu/assets/sites/782/docs/handbook_of_self_and_identity_-_second_edition__ch._4_p
p._69-104_38_pages.pdf
Santrock, J (2014) Adolescence. New York, USA: McGraw Hill International edition

ACTIVITIES ON SPIRITUAL SELF
ACTIVITY #13: ARE YOU RELIGIOUS? (20 points)
1. Reflect on the presented article “The SPITIRUAL Self” in Week 11, then answer the following:
Directions: This is an informal quick survey with analysis. The following questions will be answered
briefly as possible. Place a check mark on each box that applies to you below and answer the guide
questions:
Do you consider yourself to be Do you pray before meals?

religious?
Do you value your relationship with Do you set time for praying alone in the
God? church?
Do you have religious duties as church Do you frequently participate in church

officers? activities?
Do you always go to church or visit the DO you do volunteer in the church’s civic
chapel 2 or more times a week? programs?
Do you pray before going to school? Do you actively join church propagation?
Self Processing (Guide Questions):

1. How do you express your religiosity?
Write your answers in a clean sheet of paper. Take a photo and turn it in using GED 101 group chat via
FB messenger.
OUTPUT #3: MEANING OF LIFE (50 points)
Directions: write a good descriptive essay about MEANING of life, you should be able to describe some
key elements of your life like Mindset, Environment, Relationships, Everyday activities, Hobbies, or
Experiences and many other things that make up your life.
Guide Questions:
1. What is my attitude toward life?
2. How do I perceive my life?

3. Which life experiences influence the way I face today’s world?
4. What do I want from life?
5. Do I enjoy my life to the full or not?
101 Class) and/or GED 101 group chat via FB messenger.
Week 13: POLITICAL SELF
WEEK 13: POLITICAL SELF: DEVELOPING ACTIVE CITIZENSHIP
The brief primers on Politics, Citizenship and the Self and Active Citizenship were accessed July 27,
2020 from https://utsged101portfolio.wordpress.com/section-1-the-political-self-developing-active-
citizenship/rio's

POLITICS, CITIZENSHIP AND THE SELF
• As members of the society, people are naturally obligated to participate in a political system as
social citizens. Politics refers to the actions or activities concerned with achieving and using power
in a nation or society. It is also defined as the ways that power is shared in an organization and the
ways it is affected by personal relationships between people who work together.
• As Aristotle stated, “man is, by nature, a political animal.” This is because man is a social being
and that people naturally drawn to various political involvements in order to satisfy their social
needs.
• Politics as imbibed by man implies several things:
1. Politics is concerned with power. Power inequalities can be observed within societies. The one
who holds power holds influence.
2. Politics functions based on a particular social economic and cultural context. The nature of
politics and political systems is dependent on the culture of the state. Political claims made by
advocates are influenced by their geographical location and ideology.
3. The political is also personal. One’s personal choices reflect his/her personal politics; both are
indistinguishable.
4. Politics goes hand in hand with the society. Politics pervades the structure of society, and thus
influences inhabitants in their beliefs, ethics, and behavior.
• However, the political self is not only shaped by one’s political affiliation or beliefs. One’s sense of
accountability should be manifested in promoting certain advocacies through healthy political
engagement. This is aligned with the concept of active citizenship.

ACTIVE CITIZENSHIP
• Active citizenship refers to the structured forms of engagement with political processes and
everyday forms of participation in society. It is also defined as the process of sharing decisions
which affect one’s life and the life of a community in which one lives. Participation is the
fundamental right of citizenship.
• Active citizenship is anchored on one’s cognitive and behavioral engagement to participate in
formal and informal political activities. Different people manifest different levels of active
citizenship; some they take a more active approach in making their voices heard.
• Active citizenship is a practice of democracy. Democracy should not only be thought of as a
form of government. It is a communal system that allows volitional freedom of citizens to make
informed choices that allow them to be heard.
• Active citizenship is a social construct. It fosters social relatedness and belongingness.
• The most important goal of active citizenship is to instil change and influence society at large.
Active citizenship is also associated with the “sense of community.” People, including adolescents,
participate in communal activities because it gives a sense of belonging in a particular group.
Active citizenship may facilitate ethnic pride and provide a voice to the woes of their social group.
For the younger generation, active citizenship can contribute to their social development. Engaging
in such activities can also enhance efficacy and competence of the younger generation, as they are
considered to be the “future leaders” of the society. The participation of the youth in
nation-building activities enhances their value orientation and fosters integrity, compassion, and the
sense of justice, which are crucial to the holistic development of a citizen of a nation.
Active citizenship helps an individual embrace his/her individuality through the choices he/she
makes and the behavior he/she manifests. The political self is a result of various personal and
environmental factors that impact the individual. The participation of the youth in political
discourse and social activities can result in cultural and political paradigm shifts that may be felt
even by future generations. Thus, the future begins now.
SOURCE: The Political Self: Developing Active Citizenshp. Steven C. Valerio's Blog. Accessed July 19, 2020.
https://utsged101portfolio.wordpress.com/section-1-the-political-self-developing-active-citizenship/rio's
ACTIVITY # 14 DEVELOPING CITIZENSHIP (40 points)
Answer the two questions.
QUESTIONS:
1. Identify three (3) COVID-19 public advisories and/or
government mandates that you observed.
_____________________________________________________________
_____________________________________________________________

_____________________________________________________________
2. If you will be the president of the country will you implement those advisories and mandates?
Why or why not? Express your thoughts in 2-4 sentences.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
101 Class) GED 101 group chat via FB messenger.
Week 14: DIGITAL SELF
WEEK 14: DIGITAL SELF
This section explores the impact of technology on the society. It focuses

on how technology use enables people to become digital citizens, how it
sustains relationships and forge collaborations with other people, and
what kind of digital identities are being forged while outlining the
responsible use of technology.
The brief primer on The Self in the Digital World was accessed July
27,
2020 from https://utsged101portfolio.wordpress.com/section-2-the-digital-
self-uncovering-digital-citizenship
THE SELF IN THE DIGITAL WORLD
• The millennial generation is known to be the generation of digital natives because millennials were
born in an era of rapid technological advancement. As a result, daily life is almost always

dependent on the functions of technology, especially the internet which provides people with a
venue of presenting their identified through social media platforms.
• The advent of technology comes with a corresponding challenge: to ensure that technology is used
properly. This is the essence of digital citizenship, which refers to the norms of appropriate and
responsible behaviour towards technology use. Digital citizenship is anchored in 3 general
principles: respecting, educating, and protecting oneself and others. Digital citizenship serves the
purpose or regulating human behaviour in a highly-technological and digital world.
• A major concern of living in the digital era is how technology shapes one’s sense of self and
identity. One concept that is related to the concept of the digital self is online disinhibition. It is
defined as the lack of restraint one feels when communicating online in comparison to
communicating in person.
• Some individuals lose their inhibition in social interactions because there is an aspect of being
present only in the virtual, a sort of anonymity. Anonymity may serve as an option for individuals
who are naturally shy and introverted to express their thoughts, without threat to their self-esteem.
• Nowadays, however, people are more inclined to show their own personalities via online channels.
The internet becomes a multi-media venue for showcasing personal traits, qualities, and even
experiences. The values and beliefs he/she upholds are also expressed in his/her online behavior.
Thus, technology, through the development of virtual spaces and communities accessible through
the internet, can be a basis of evaluating the consistency of the self.
• The permeating nature of technology has also influenced various technological and online
behaviors people manifest. Within the concept of digital citizenship, there are 9 themes that cover
these behaviors:

• The themes listed above emphasize the proliferation of technology in the world and how they are
used for specific purposes. Suffice it to say, technology is here to stay. There is a need to adapt to
the dynamic changes that technology entails.
• Technology offers limitless opportunities; its presence is inevitable. However, technology need not
control the society and people’s lives. An individual must define himself/herself based solely on
his/her terms.
Source: The Digital Self: Uncovering Digital Citizenship. Steven C. Valerio's Blog. Accessed July 19,
2020. https://utsged101portfolio.wordpress.com/section-2-the-digital-self-uncovering-digital-citizenship/
This article was accessed July 27, 2020 from
https://sensum.co/blog/the-digital-self-why-do-we-expressourselves-on-social-media-like-we-do
THE DIGITAL SELF: WHY DO WE EXPRESS OURSELVES ON SOCIAL MEDIA LIKE WE

DO?
The Development of the Digital Self

The idea of the digital self developed from the original phenomenon of the ‘extended self’, pioneered by
Russell Belk in 1988. He believed our possessions are a major contributor to and reflection of our

identities. Back in the day, it was external objects, such as clothes, jewellery and cars etc. that he believed
we used and considered as part of ourselves. Think about it, could you live without your smartphone or
laptop? (Be honest…) Nowadays however, it isn’t merely tangible belongings that researchers consider as
part of our extended self. Our digital possessions such as photos, videos, statuses, texts, and emails are
now seen to be significantly important to shaping our digital self.
Why do we have a Digital Self?

The idea of the Digital Self is an interesting and relatively new topic discussed in consumer behaviour
research. Researchers, such as Stone (1996) and Hemetsburger (2005) claim that the digital web allows us
to try out different personas that differ from our real life identities. But why would we want to even do
this? We were especially interested in looking at why we express ourselves online the way we do and we
wanted to share the most common reasons:
⮚ We want to meet the expectation of others: research shows over 50% of women would edit their
social media photos to look better and meet the expectations that the media and magazines have
set
⮚ We want to boost our self-esteem: people upload photos and statuses online that they feel will
receive ‘likes’ and positive feedback in which ultimately helps their egos
⮚ To feel a sense of belonging: Some of us want to fit in with the crowd and upload things that are
‘down with the trend’ - for instance, who notices the amount of people posting pictures of their
food increasing? It didn’t come from nowhere.
⮚ Bigger sense of freedom: Unlike real life, digital platforms allow us to express ourselves in any
way we want to without anyone there to physically judge us
⮚ Striving to be our ideal selves: Digital Apps, such as Facetune, that allow us to improve our
appearances on photos (through teeth whitening, skin smoothing and body shape editing) helps
consumers to express as their ‘ideal’ self online and inevitably feel better about themselves
In conclusion, the digital world has provided us with greater opportunities to express our identity in any
form we want to. But what we all need to remember is: how will we feel if we go so far to express
ourselves differently online that we forget what reality is, or worse, we end up resenting it?
Accessed July 27, 2020 from

https://sensum.co/blog/the-digital-self-why-do-we-express-ourselves-onsocial-media-like-we-do.
ACTIVITIES ON DIGITAL SELF

covered in Week 14 through the two activities below.
ACTIVITY # 15 ME AND MY SOCIAL MEDIA (10 points)
Reflect on the presented article “The Digital Self” in Week 14, answer the question. Express your
thoughts in 3-5 sentences.
QUESTION:

Why do we express ourselves on Social Media like we do?”
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
ACTIVITY # 16 NETIQUETTE (20 points)
Create 5 internet etiquette or netiquette.
Make sure you submit your own work. (i.e., not borrowed/copied from any other source, including our
assigned readings and your classmates).
Format:
INTERNET ETIQUETTE
1.
2.
3.
4.
5.
Week 15-17: MANAGING AND CARING FOR THE

SELF

WEEK 15-17: MANAGING AND CARING FOR THE SELF
In this section you are expected to develop your own self-care routine plan to demonstrate your
understanding of managing and caring for one’s self. This section focuses on learning to be a better
student, goal setting for success and taking charge of one’s health.
WEEK 15: A. LEARNING TO BE A BETTER STUDENT
There is no doubt that being the better student is advantageous. The better
student you are, the more you will learn, and that knowledge will serve you
well throughout your life.
Read the articles on How Learning Happens in the Human Brain;

Metacognition and Study Strategies; and Managing Your Own Learning:
Self-Regulated Learning. And answer Activity # 17.
HOW LEARNING HAPPENS IN THE HUMAN BRAIN
To understand the way learning occurs in the brain, here’s a brief primer.
• Learning is simply what the brain does. Whether you are studying Math, refining your dance
moves, remembering a conversation with a dear friend, or reading the lecture notes, it’s all about
learning.
• Learning is a physical process in which new knowledge is represented by new brain cell
connections. The strength and formation of these connections are facilitated by chemicals in the
brain called growth factors.
• As a result of breakthroughs in neuroscience research, including neuroimaging and neuroelectric

monitoring of neurons (brain cells) firing, we now can observe how the brain responds during

learning. These technologies provide visible representations of the brain's response to
instructional practices, revealing neurological activity as information travels from the body's
sensory intake systems through the attention and emotional filters, forming memory linkages and
activating the highest cognitive networks of executive function
(Accessed July 27, 2020 from
http://www.ascd.org/publications/books/119008/chapters/How-the-Brain-Learns-Best.aspx).
• Brain is an enormous network of neurons. Each tiny neuron is a pretty complicated little machine.
Each neuron connects with many other neurons. It “listens” for electrical and chemical signals
from other neurons and fires its own signal, an action potential, when it receives enough input
from the neurons that connect to it. The action potential gets “heard” by other neurons and
influences their firing as well. Put together billions and billions of these neurons into a network;
wire up some of the inputs to senses like vision, touch, and hearing; wire up some of the outputs
to muscles… and you get an amazingly complex system capable of thought, learning, memory,
and emotion (Accessed July 27, 2020 from
https://www.forbes.com/sites/quora/2018/01/26/what-processes-aretaking-place-in-our-brains-wh
en-we-learn-new-things/#2f6543a951f9).
• The article below presents evidence based explanation on how the brain learns.
How the Brain Learns

https://trainingindustry.com/articles/content-development/how-the-brainlearns/
The brain acts as a dense network of fiber pathways consisting of approximately 100 billion (1010)
neurons. The brain consists of three principle parts – stem, cerebellum and cerebrum – as shown in
Figure 1 below. Of the three, the cerebrum is most important in learning, since this is where
higher-ordered functions like memory and reasoning occur. Each area of the cerebrum specializes in a
function – sight, hearing, speech, touch, short-term memory, long-term memory, language and
reasoning abilities are the most important for learning.
Figure 1: The Human Brain

So how does learning happen? Through a network of neurons, sensory information is transmitted by
synapses (see Figure 2) along the neural pathway and stored temporarily in short-term memory, a
volatile region of the brain that acts like a receiving center for the flood of sensory information we
encounter in our daily lives.
Figure 2: Synapse Across Two Neurons
Once processed in short-term memory, our brain’s neural pathways carry these memories to the
structural core, where they are compared with existing memories and stored in our long-term memory,
the vast repository of everything we have ever experienced in our lives. This process occurs in an
instant, but it is not always perfect. In fact, as information races across billions of neurons’ axons,
which transmit signals to the next neuron via synapse, some degradation is common. That’s why
many of our memories are incomplete or include false portions that we make up to fill holes in the
real memory.
Neuroscientists have long believed that learning and memory formation are made by the strengthening
and weakening of connections among brain cells. Recently, researchers at the
University of California Irvine’s Center for the Neurobiology of Learning and Memory proved it. In
experiments with mice, they were able to isolate and observe the actions of the brain while learning a
new task. Researchers found that when two neurons frequently interact, they form a bond that allows
them to transmit more easily and accurately. This leads to more complete memories and easier recall.
Conversely, when two neurons rarely interacted, the transmission was often incomplete, leading to
either a faulty memory or no memory at all.
As an example of this, consider your daily commute. You don’t really need to think consciously about
how to get to work, because it is a trip you have taken so many times that the memory of how to
navigate is ingrained. The neurons that control this memory have communicated so often, they have
formed a tight bond, like a group of old friends.
Contrast your daily commute with the experience of driving to a location you have never visited. To
make this trip, your brain has to work much harder. You need to get directions, write them down or
print them and then pay extra attention to road signs along the way. In this case, the neurons involved
in navigating to this new destination have not shared synapses frequently before and so they

communicate incompletely or inefficiently. This requires forming new connections within the brain,
which results in greater conscious effort and attention on our part.
This research has important implications for learning, especially regarding how we acquire new
knowledge, store it in memory and retrieve it when needed. When learning new things, memory and
recall are strengthened by frequency and recency. The more we practice and rehearse something new
and the more recently we have practiced, the easier it is for our brain to transmit these experiences
efficiently and store them for ready access later. This process is called fluency.
Another recent study at the Martinos Center for Biomedical Imaging, Department of Radiology,
Massachusetts General Hospital and Harvard Medical School found that the structural core of the
brain receives sensory information from different regions and then assembles bits of data into a
complete picture that becomes a memory of an event. This memory is strengthened by multiple
sensory inputs. For example, if we both see and hear something, we are more likely to remember it
than if we only hear it.
If we experience an emotional reaction to something – fear, anger, laughter or love – that emotion
becomes part of the memory and strengthens it dramatically. In recalling memories, subjects who had
experienced an emotional reaction were far more likely to remember the event and with higher
accuracy than those who simply witnessed an event without any emotional attachment. That explains
why highly emotional events – birth, marriage, divorce and death – become unforgettable.
What does this neuroscience research suggest about learning? We need to ensure that learning
engages all the senses and taps the emotional side of the brain, through methods like humor,
storytelling, group activities and games. Emphasis on the rational and logical alone does not produce
powerful memories.
A third recent discovery at the University of Michigan’s Biopsychology Program confirmed that the
brain behaves selectively about how it processes experiences that enter through our five senses. The
brain is programmed to pay special attention to any experience that is novel or unusual. It does this
by making comparisons between the new information brought through the senses and existing
information stored in our brain’s long-term memory. When the brain finds a match, it will quickly
eliminate the new memory as redundant.
When new information contradicts what’s already stored in memory, however, our brains go into
overdrive, working hard to explain the discrepancy. If the new information proves useful to us, it
becomes a permanent memory that can be retrieved later. If this new information does not seem useful
or if we do not trust its source, we are likely to forget it or even reject it altogether, preferring to stick
with the information we already possess.
Since learning inherently requires acquisition of new information, our brains’ propensity to focus on
the novel and forget the redundant makes it a natural learning ally. In fact, our brains are hard wired to
learn, from the moment we are born. Our native curiosity is driven by our brain’s inherent search for
the unusual in our environment.
On the other hand, past memories can be an impediment to future learning that contradicts previous
information. As we age and gain more experience, we tend to rely too much on our past knowledge.
We may miss or even reject novel information that does not agree with previous memories. Recent
brain research is unlocking many of the mysteries of learning. Learning professionals should stay

abreast of these developments and derive learning methods based upon the way the brain learns
naturally.
The table below summarizes the three recent research findings and their implications for training.
Table 1: Learning Implications of Brain Science
Recent Brain Research Finding Implications for Learning
Frequency and recency of neuron Increase frequency through practice

synapses increase memory and maintain fluency through use
Emotions strengthen memory Appeal to and engage emotions

while learning
Learning causes changes to the physical Engaging in learning increases our

structure of the brain ability to learn throughout our lives
Memories are stored in multiple Engage all senses when learning

parts of the brain
Our brains are programmed to focus Learning should tap into the brain’s
on new and unusual inputs natural curiosity and intrinsic
motivation
Source: Ford, Donald J. How the Brain Learns. Accessed July 27, 2020 from
https://trainingindustry.com/articles/content-development/how-the-brain-learns/
METACOGNITION AND STUDY STRATEGIES
Source: Arcega, A M., Cullar, D. S., Evangelista, L. D. & Falculan, L. M. (2018). Understanding the Self.
The brain serves as the control unit of the body. Human beings’ physiological, behavioral and cognitive
functions depend on it. The brain can perform many forms of complex and covert behaviors like thinking
and other higher order functions like metacognition.
Metacognition is often defined as “thinking about your own thinking.” In 1979, it was termed by
American developmental psychologist John H. Flavell. Cognition means thinking while Meta means
beyond so the phrase means beyond thinking. It is a person’s awareness of ones thoughts and one’s ability
to control it. Metacognition is a higher order thinking which control the cognitive process involved in the
learning process.
Metacognition consists of two components: the knowledge and regulation (Lai, 2011; Flavell, 1979). The
learner’s awareness of one’s ability to understand and learn concepts, and knowledge about one’s learning
strategies is called metacognitive knowledge while the learner’s ability to observe one’s method of

thinking, planning, evaluate the effectiveness of the own learning strategies and identifying the outcomes
is called metacognitive regulation.
Metacognitive knowledge has three types. First, the declarative knowledge (person knowledge) is the
understanding of ones capacities. It is one’s subjective assessment. For example Albert is aware that he
has above average mathematical ability and Diane assessed her knowledge in arts as excellent. Second is
the procedural knowledge (task knowledge) it is the person’s awareness of one’s knowledge and
assessment whether a task is easy or difficult. For example, Albert thinks that painting is a difficult task
while Diane considers the task as easy and stress-free. Last is the strategy knowledge (conditional
knowledge) is the person’s ability to use strategies to acquire information, learn new skills or understand
concepts. It also refers to one’s ability to cope or adapt other strategies to different situations. For example,
Diane would like to learn more about algebra and considered lecture as ineffective, so she tried other
methods like answering online algebra tests and participation in group studies.
Metacognitive regulation on the other hand is a person’s ability to monitor and assess their knowledge.
Monitoring involves observing one’s knowledge and assess whether one did well or not. A person may
also evaluate the outcome or output of one’s knowledge and distinguish whether such outcome is what the
person expected and whether it can be improved.
Metacognition has an important role in acquiring knowledge or skill therefore it is important to teach
learners metacognitive control. Metacognitive strategies can be taught and learned gradually. Teaching
students self-evaluation skills help facilitate learning. Below are some metacognitive study strategies that
students may use to learning effectively.
Here are some metacognitive study skills and strategies:
1. Listening to your own thoughts by speaking clearly.

2. Self-monitoring. Observing and evaluating one’s behavior or performance on specific task.
3. Reflection. Think deeply about what is being learned.
4. Awareness of rubrics. Identify basis for evaluation which aids in planning and decision
making.
5. Self-tests.
6. Observing overt teacher demonstration and modeling.
7. Comprehension. Knowing the meaning of the text being read or concept being learned.
8. Rehearsing. Repeatedly doing a skill or acquiring information and adapting strategies to
ensure better performance or retention.
9. Knowing one’s limits. Awareness of one’s mental and physical capacities for specific task.
Being aware of one’s traits and capacity leads to a better understanding of ourselves. Assessment tools
help a person identify these traits.
MANAGING YOUR OWN LEARNING: SELF-REGULATED LEARNING
Students who are conscious of their strengths and weaknesses, and can induce themselves to undertake
and improve their learning are self- regulated learners. The ability to manage ones learning is definitely an
advantage for individuals.
In the Self-Regulated Learning model, pioneered by Barry Zimmerman, self-regulation is composed of

three phases: forethought, performance control and self-reflection. In the first phase, (forethought) the
selfregulated student expects and prepares for the approaching learning task. Then in the second stage

(performance control) the student organizes and performs the procedures while learning. This consists of
self-talk and self-monitoring to make the most of the learning opportunity. In the last phase, (self
reflection) the self-regulated student reflects at the end of the learning task. The student matches the result
of their performance to their objectives.
Questions that a self-regulated student asks themselves
Phase 1: Forethought Phase 2: Performance Control Phase 3: Self-Reflection

When is the best time for me to Am I following the plan Did I meet the goal?
get the task done? correctly?
Which condition distracted me
Where is the best place to Am I focused or not? or helped me succeed?
complete the task?
What strategies can I use to help Which strategies are most
How will I start? me keep working? effective?
Zimmerman (2001) and colleagues claimed that when students become engaged, they take greater
responsibility for their learning and their academic performance improves. The self-regulated learning
(SRL) model uses a continuing sequence of planning, practice and evaluation.
The illustration below shows the series of feedback cycles
What is the problem?
Did the plan work?

- Self-evaluate strategy use and goal
achievement
-Maintain or adapt the strategy
ACTVITY # 17 EFFECTIVE LEARNING STRATEGY (10 points)
Answer the question. Express your thoughts in 1-5 sentences.
What effective learning strategies did you adopt during this

quarantine period?

A goal is the desired outcome anticipated by a person or organization. It may be a long term vision or a
short term outcome which can be achieved through careful planning, execution and evaluation. Goal
setting establishes a standard or objective to serve as target of one’s actions. It is involved in all the
self-regulation /metacognitive process. Whereas forefront is to goal setting; as performance control is to
goal directed action; as self-reflection is to evaluation of goal progress.
Goals help us to concentrate our energy, arrange strategies, consciously having a purpose-centered life,
and provide us a sense of accomplishment. Locke (1969) said that working toward a goal is also a major
source of motivation and improves performance and that clear goals and appropriate feedback motivates a
person. Based on reviews, 90% of laboratory and field studies on the effects of goal setting on
performance showed that specific and challenging goals led to higher performance. Goals influence
performance by directing attention, mobilizing effort, increasing determination, and encouraging plan
development. Burton (1983) claimed that people who use goal setting effectively suffer less from stress
and anxiety, concentrate better, perform better, confident and are satisfied.
Locke (2002) claimed that a person’s uppermost moral goal is the attainment of one's own happiness and
even coined the phrase 'pursuit of happiness,' in his book An Essay Concerning Human Understanding. In
setting goals for life and happiness, Locke’s writings focus on building the best qualities in life. In the
person level it focuses in positive personal traits (e.g. capacity for love, courage, interpersonal skill) while
group level focuses on civic virtues and actions leading to enhanced social responsibility (e.g. work ethic,
altruism, responsibility).
GOAL- SETTING THEORY
Read and reflect on the attached article - What is Goal-Setting Theory? The article comprehensively
discuss the technical definition of goal-setting theory; the five effective goal-setting principles; and the
practical application of effective goal-setting.
What Is Goal-Setting Theory?

https://gostrengths.com/what-is-goal-settingtheory/#:~:text=Goal%2Dsetting%20theory%20refers%20to,who%20set
%20general%2C%20easy%20goals.
The Technical Definition
Goal-setting theory refers to the effects of setting goals on subsequent

performance. Researcher Edwin Locke found that individuals who set
specific, difficult goals performed better than those who set general, easy
goals. Locke proposed five basic principles of goal-setting: clarity,
challenge, commitment, feedback, and task complexity. Huh? What does
that mean?
One of the most effective ways to stay motivated is to set goals for yourself.
However, the type and quality of goals you set affects how well they will work.
Imagine you are 30 pounds overweight and want to drop some extra weight. When setting your goal, you
have several options. You could say, “I want to lose weight within the next year. I will go on a diet to lose
the weight.” This goal is pretty vague and poorly defined; you haven’t specified how much weight you
want to lose or what concrete steps you will take to lose it.
Alternatively, you could say, “I want to lose two pounds a week for the next four months. I will exercise
for at least 30 minutes, five days per week. I will also change my diet to include three servings of fruits
and vegetables as well as whole-grain products. I will also limit myself to eating out just one day per
week.” This goal is much more specific and includes actionable steps.
The simple act of setting an effective goal gives you a better chance of realizing that goal. In fact, listed
below are several principles crucial to setting effective goals.
Effective goal-setting principles:
1. Clarity. A clear, measurable goal is more achievable than one that is poorly defined. In other
words, be specific! The most effective goals have a specific timeline for completion.
2. Challenge. The goal must have a decent level of difficulty in order to motivate you to strive
toward the goal.
3. Commitment. Put deliberate effort into meeting this goal. Share your goal with someone else in
order to increase your accountability to meet that goal.
4. Feedback. Set up a method to receive information on your progress toward a goal. If losing 30
pounds in four months turns out to be too hard, it is better to adjust the difficulty of your goal
midway through the timeline than to give up entirely.
5. Task complexity. If a goal is especially complex, make sure you give yourself enough time to
overcome the learning curve involved in completing the task. In other words, if a goal is really
tough, make sure you give yourself some padding to give you the best chance at succeeding.
How do I use this in my life?
Setting a goal is a great way to encourage achievement and stay motivated. However, many of us set goals
that are ineffective at pushing us to do our best. When you are helping your youthling with a project or
trying to improve an aspect of your daily life, think carefully about the goals you set. Ensure that each
goal accounts for some or all of the principles above: clarity, challenge, commitment, and feedback.

Work with your youthling to set goals that are appropriate and achievable given her abilities. Begin by
letting her set her own goal. Perhaps she wants to get 100% on her next Math test. This goal meets the
criteria of being clear, challenging, and is something she has committed to. Talk together about whether
that is an attainable goal. If she routinely gets C’s on math assignments, achieving a perfect score might be
a poor goal. Next, set a clear action plan for achieving the goal. Consider the complexity of the task and
how much time will be needed to be successful.
In the end, her goal might read something like this: “I want to get 100% on my next Math test. I will
perform 5 algebra problems every night for the next two weeks. My mom will give me feedback on
whether I am getting the problems correct and how to fix my mistakes.” This clear, achievable goal
provides motivation and a specific plan for receiving feedback. Even if she does not reach 100% on her
test, goal-setting theory states that she will perform much better than had she made a non-specific, easy
goal.
What are Goal Setting Tools?

Accessed July 22, 2020 from https://positivepsychology.com/goal-setting-exercises/
It’s one thing to know about goal setting, and how it can help you, but another entirely to know how to
actually set goals and stick with them. Goal setting tools are a great way to help you set goals, keep track
of, and stay focused on what you’re trying to achieve.
These tools and can be informal, for example:
• A handwritten diary or journal tracking your goals and smaller daily achievements
• Using your mobile phone to set daily reminders or countdown apps for when you want to achieve
certain things by
• Motivational notes and posters set around your home or work desk as friendly reminders
• Telling friends and family what you’re working towards so they can offer support
• Visualization activities including meditation, positive affirmations, and mindfulness
Or they can be formalized, such as:
• Regular meetings/reviews with your line manager at work to keep you accountable (if your goals
are work related)
• Joining groups or meet-ups with individuals trying to achieve the same goals (such as weight loss,
or athletic groups/fitness classes)
• Working with a peer coach or mentor to help motivate you to stay on track
• Utilizing goal setting software tools and apps to help keep you on track (Milestone Planner and
Goal Scapeto name a few)
Which tool is right for you will depend on what you’re specific goals are, how long you want to take to
achieve them, and whether it is an individual or group goal.
GOLDEN RULES OF GOAL SETTING
Five Rules to Set Yourself Up for Success

Accessed July 22, 2020 from https://www.mindtools.com/pages/article/newHTE_90.htm
Have you thought about what you want to be doing in five years' time? Are you clear about what your
main objective at work is at the moment? Do you know what you want to have achieved by the end of
today?

If you want to succeed, you need to set goals. Without goals you lack focus and direction. Goal setting not
only allows you to take control of your life's direction; it also provides you a benchmark for determining
whether you are actually succeeding. Think about it: having a million dollars in the bank is only proof of
success if one of your goals is to amass riches. If your goal is to practice acts of charity, then keeping the
money for yourself is suddenly contrary to how you would define success.
To accomplish your goals, however, you need to know how to set them. You can't simply say, "I want" and
expect it to happen. Goal setting is a process that starts with careful consideration of what you want to
achieve, and ends with a lot of hard work to actually do it. In between, there are some very well-defined
steps that transcend the specifics of each goal. Knowing these steps will allow you to formulate goals that
you can accomplish.
Here are our five golden rules of goal setting:
The Five Golden Rules
1. Set Goals That Motivate You

When you set goals for yourself, it is important that they motivate you: this means making sure that they
are important to you, and that there is value in achieving them. If you have little interest in the outcome, or
they are irrelevant given the larger picture, then the chances of you putting in the work to make them
happen are slim. Motivation is key to achieving goals.
Set goals that relate to the high priorities in your life. Without this type of focus, you can end up with far
too many goals, leaving you too little time to devote to each one. Goal achievement requires commitment,
so to maximize the likelihood of success, you need to feel a sense of urgency and have an "I must do this"
attitude. When you don't have this, you risk putting off what you need to do to make the goal a reality.
This in turn leaves you feeling disappointed and frustrated with yourself, both of which are de-motivating.
And you can end up in a very destructive "I can't do anything or be successful at anything" frame of mind.
Tip:
To make sure that your goal is motivating, write down why it's valuable and important to you. Ask
yourself, "If I were to share my goal with others, what would I tell them to convince them it was a
worthwhile goal?" You can use this motivating value statement to help you if you start to doubt yourself
or lose confidence in your ability to actually make the goal happen.
2. Set SMART Goals
You have probably heard of SMART goals already. But do you always apply the rule? The simple fact is
that for goals to be powerful, they should be designed to be SMART. There are many variations of what
SMART stands for, but the essence is this – goals should be:
• Specific.
• Measurable.
• Attainable.
• Relevant.
• Time Bound.

Set Specific Goals
Your goal must be clear and well defined. Vague or generalized goals are unhelpful because they don't
provide sufficient direction. Remember, you need goals to show you the way. Make it as easy as you can
to get where you want to go by defining precisely where you want to end up.
Set Measurable Goals

Include precise amounts, dates, and so on in your goals so you can measure your degree of success. If your
goal is simply defined as "To reduce expenses" how will you know when you have been successful? In
one month's time if you have a 1 percent reduction or in two years' time when you have a 10 percent
reduction? Without a way to measure your success you miss out on the celebration that comes with
knowing you have actually achieved something.
Set Attainable Goals

Make sure that it's possible to achieve the goals you set. If you set a goal that you have no hope of
achieving, you will only demoralize yourself and erode your confidence.
However, resist the urge to set goals that are too easy. Accomplishing a goal that you didn't have to work
hard for can be anticlimactic at best, and can also make you fear setting future goals that carry a risk of
nonachievement. By setting realistic yet challenging goals, you hit the balance you need. These are the
types of goals that require you to "raise the bar" and they bring the greatest personal satisfaction.
Set Relevant Goals

Goals should be relevant to the direction you want your life and career to take. By keeping goals aligned
with this, you'll develop the focus you need to get ahead and do what you want. Set widely scattered and
inconsistent goals, and you'll fritter your time – and your life – away.
Set Time-Bound Goals

Your goals must have a deadline. Again, this means that you know when you can celebrate success. When
you are working on a deadline, your sense of urgency increases and achievement will come that much
quicker.
3. Set Goals in Writing
The physical act of writing down a goal makes it real and tangible. You have no excuse for forgetting
about it. As you write, use the word "will" instead of "would like to" or "might." For example, "I will
reduce my operating expenses by 10 percent this year," not "I would like to reduce my operating expenses
by 10 percent this year." The first goal statement has power and you can "see" yourself reducing expenses,
the second lacks passion and gives you an excuse if you get side tracked.
Tip 1:
Frame your goal statement positively. If you want to improve your retention rates say, "I will hold on to all
existing employees for the next quarter" rather than "I will reduce employee turnover." The first one is
motivating; the second one still has a get-out clause "allowing" you to succeed even if some employees
leave.
Tip 2:
If you use a To-Do List , make yourself a To-Do List template that has your goals at the top of it. If you
use an Action Program , then your goals should be at the top of your Project Catalog.
Post your goals in visible places to remind yourself every day of what it is you intend to do. Put them on
your walls, desk, computer monitor, bathroom mirror or refrigerator as a constant reminder.

4. Make an Action Plan
This step is often missed in the process of goal setting. You get so focused on the outcome that you forget
to plan all of the steps that are needed along the way. By writing out the individual steps, and then crossing
each one off as you complete it, you'll realize that you are making progress towards your ultimate goal.
This is especially important if your goal is big and demanding, or long-term.
5. Stick With It!
Remember, goal setting is an ongoing activity, not just a means to an end. Build in reminders to keep
yourself on track, and make regular time-slots available to review your goals. Your end destination may
remain quite similar over the long term, but the action plan you set for yourself along the way can change
significantly. Make sure the relevance, value, and necessity remain high.
Key Points
Goal setting is much more than simply saying you want something to happen. Unless you clearly define
exactly what you want and understand why you want it the first place, your odds of success are
considerably reduced. By following the Five Golden Rules of Goal Setting you can set goals with
confidence and enjoy the satisfaction that comes along with knowing you achieved what you set out to do.
So, what will you decide to accomplish today?
ACTIVITY# 18 PLANNING WITH GOAL-SETTING SHEET (20 points)
The activity is designed to assess your understanding of the principles of effective goal-setting:
clarity, challenge, commitment, and feedback. Write your answers in a clean sheet of paper. Take a
photo and turn it in using Google Classroom (GED 101 Class) and/or GED 101 group chat via FB
messenger.
Think about what is your best possible future self might look like. Set your
goals using the pre-built Goal Setting Sheet. In completing the worksheet you
will have
a simple and easy to use guide for setting your goal and creating your plan of action.

WEEK 16: TAKING CHARGE OF ONE’S

HEALTH
WEEK 16: TAKING CHARGE OF ONE’S HEALTH
The World Health Organization's definition of health is “a state of complete

physical, mental and social well-being and not merely the absence of disease or
infirmity” (https://www.who.int/about/who-we-are/constitution).
WHO asserts that physical and mental well-being is a human right, enabling a
life without limitation or restriction. Taking charge of one’s health starts with
living a healthy lifestyle, managing stress, and taking care of one’s self and
wellness.

A. LIVING A HEALTHY LIFESTYLE
Healthy lifestyle makes a big difference.
A healthy lifestyle is a way of living that lowers the risk of being seriously ill or dying early. Not all
diseases are preventable, but a large proportion of deaths, particularly those from coronary heart disease
and lung cancer, can be avoided. Scientific studies have identified certain types of behaviour that
contribute to the development of non-communicable diseases and early death. Health is not only just
about avoiding disease. It is also about physical, mental and social wellbeing. When a healthy lifestyle is
adopted, a more positive role model is provided to other people in the family, particularly children
(https://apps.who.int/iris/handle/10665/108180).
A general rule of thumb is to moderate your workload and avoid taking on too much. Learning from the
article Healthy Lifestyles for College Students can ensure you find and maintain a good balance in your
academic life.
If the management tips do not help, seek advice from the University’s Office of Guidance and Counseling
or other professionals.
Healthy Lifestyles for College Students

https://miami.asa.edu/about-asa/news/maintaining-healthy-habitscollege/#:~:text=LOAD%20UP%20ON%
20HEALTHY%20FOODS,fresh%20foods%20for%20each%20 meal.
College is a time of dramatic changes. For some students,

it’s the first time that they’ve lived on their own with the
responsibility to finally take charge of their own life.
College courses are also much more difficult than any
other previous schooling, leading to late nights of studying
and plentiful amounts of stress. It’s easy for new college
students to feel overwhelmed and pick up some unhealthy
habits, but with a little preparation you can make sure that
your health is up to the challenge.
1. STICK TO SOLID SLEEP SCHEDULE

Getting enough sleep every night is a good way to keep your stress levels down and feel energized for
each day of class. Make a sleep habit that you can stick to, even during the weekends. If you have trouble
falling asleep, try to avoid using your smartphone or your computer for about 30 minutes before bedtime.
Reading and drinking tea can help your brain start to relax and prepare for sleep. Be sure to avoid having
excessive caffeine in the evening so that you can fall asleep easily.
2. LEARN TO SAY NO
College life usually means easy access to tasty foods, from the candy in the vending machines to the
doughnuts in the bakery across the street. If you’re now living on your own, you might feel emboldened to
partake of delicious treats at any hour. Learning when to say no is a good skill that will help you keep the
extra pounds off. Avoid eating when you’re not actually hungry, and stick to light snacks when you need a
little treat. Try to avoid eating too much late at night as well; this can cause heartburn and weight gain.
3. EAT REGULAR MEALS

When you’re racing from one class to another with twenty different deadlines looming ahead of you, it’s
easy to forget to eat a meal now and then. However, if you start missing meals regularly, your body and
your brain won’t be properly fueled for the demands of college. Adjust your schedule so that you have
enough time in the morning to get breakfast without feeling panicked about missing class. Start taking

your lunch with you, or find a healthy place you can buy a lunch. Keeping a handful of healthy snacks in
your backpack, such as peanuts or dried fruit, can help you get some nutrition when you unexpectedly are
late for a meal.
4. FIND AN EXERCISE ACTIVITY YOU LOVE

Regular exercise is a great way to burn off some stress, boost your fitness levels and lose some weight.
However, there’s little point in picking an exercise that you hate. Instead, choose an activity that you that
you enjoy and would look forward to. This can include:
• Yoga with friends
• Walking around campus
• Joining a gym
• Taking a sports class, such as badminton
• Making time for exercise, even if it’s only for a few minutes a day, can help you unwind and
take a break from your deadlines and homework.
5. UP ON HEALTHY FOODS
Filling up your plate with healthy foods, including vegetables and fruits, can help you avoid eating too
much unhealthy junk food. Aim to build a colorful plate with a variety of fresh foods for each meal. A
simple meal of grilled chicken, brown rice and roasted vegetables will keep you full and be easy on your
waistline. If you want to indulge in the occasional calorie-rich meal, such as pizza, pair it with a nutritious
salad with a light dressing.
While you’re in college, maintaining your healthy habits may be a challenge. Including a little extra time
each day so that you can take care of your physical health is a good way to reduce stress and become
healthier.
6. STOP PROCRASTINATING
College students face tons of essays, courseworks and science papers during their years of study. And it’s
not a big deal when these works are just in the ordinary flow. But when it comes to a 90-page senior
thesis, you have to spend at least 1 year on it. This is where procrastination finds and catches you. A way
too big project presupposes planning an explicit strategy. Almost every student decides to start in the
middle of a year in order to meet the deadline. What happens next? Months pass by and dust covers your
thesis.
Then you invent another strategy – to start two months before the deadline. But two months turn into one,
which turns into several weeks. So one sunny morning you come out of the oblivion with two days until
the deadline without a word written. What a challenge, to produce 90 pages in 48 days. You don’t sleep,
eat or relax, struggling to be in time. Yes, you will get your mark, but results are nearly always frustrating.
How to avoid this Procrastination Monster? You’ll need to get rid of all the leisure temptations that
prevent you from completing tasks. But let’s face the truth: students are not so responsible. It is impossible
to kill procrastinations, all of us are subjected to it. But you can optimize your work for the sake of your
career. Consider your calendar, mind the whole process and don’t let anything ruin your study goals.
7. TRY NOT TO BURN OUT

Life in college is full of activities. Most of them are odd and unwanted. But it takes time to get this fact.
Various competitions, contests, matches, socials, soirees, rave-ups..how not to surrender? Moreover, every
mate will try to drag you to a new party and resisting is tough! It is very dangerous not to have a
timeschedule, because participating in the each and every scene, you will burn out quickly. Pick up the
most significant events and don’t violate your precious time. Set the priorities and maximize the advantage
of your college experience.

Managing Stress
Accessed July 29, 2020 from https://campusmindworks.org/help-yourself/self-care/managing-stress/
Many students find that they need to develop new skills in order to balance academic demands with a
healthy lifestyle. Fortunately, the University of Michigan offers many resources to help students develop
these skills. Many students find that they can reduce their level of academic stress by improving skills
such as time management, stress management, and relaxation.
THE PROS AND CONS OF STRESS
Stress is anything that alters your natural balance. When stress is present, your body and your mind must
attend to it in order to maintain balance. Your body reacts to stress by releasing hormones that help you
cope with the situation. That in turn takes energy away from the other functions of your brain, like
concentrating, or taking action. There are two different sources of stress: external triggers, like
transitioning to college or your parents getting a divorce, and internal triggers, like placing high
expectations on yourself.
Stress is a part of everyday life. There are many instances when stress can be helpful. A fire alarm is
intended to cause the stress that alerts you to avoid danger. The stress created by a deadline to finish a
paper can motivate you to finish the assignment on time. But when experienced in excess, stress has the
opposite effect. It can harm our emotional and physical health, and limit our ability to function at home, in
school, and within our relationships. The good news is that, since we are responsible for bringing about
much of our own stress, we can also do much to manage stress by learning and practicing specific
stress-reduction strategies.
ARE YOU EXPERIENCING TOO MUCH STRESS?
Here are a few common indicators:
• Difficulty concentrating
• Increased worrying
• Trouble completing assignments on time
• Not going to class
• Short temper or increased agitation
• Tension
• Headaches
• Tight muscles

• Changes in eating habits (e.g., “stress eating”)
• Changes in sleeping habits
People with mental illness are more likely to notice that their specific symptoms re-emerge or grow worse
during stressful times. In many cases, stress can act as the “spark” that ignites a mental health episode. But
this does not mean that every time you are busy or face a difficult challenge you will have a mental health
episode. Not everyone responds the same way to potentially stressful circumstances. For example, during
final exams many students feel very overwhelmed and anxious, while others are able to keep their stress
under control. If you, like many others, struggle with managing stress during difficult times, there are
some helpful tips on this page that can help.
WAYS OF REDUCING AND MANAGING STRESS
• Practice time management skills to manage your academic schedule, social activities, and making
time for yourself.
• Set and implement specific goals for yourself that will improve your mood and help you reduce
stress. Start by filling out a goal-setting worksheet.
• Avoid procrastination. Procrastination can create more mental and physical stress. If you have
trouble staying on task, consider downloading apps that will help keep you off things that are
distracting. To learn more about procrastination, click here.
• Exercise regularly. Physical activity can help you burn off the energy generated by stress.
• Practice good sleep habits to ensure that you are well-rested. Sleep deprivation can cause many
physical and mental problems and can increase stress.
• Try mindfulness meditation.
• Limit (or eliminate) the use of stimulants like caffeine, which can elevate the stress response in
your body.
• Pace yourself throughout the day, taking regular breaks from work or other structured activities.
During breaks from class, studying, or work, spend time walking outdoors, listen to music or just
sit quietly, to clear and calm your mind.
• Start a journal. Many people find journaling to be helpful for managing stress, understanding
emotions, and making decisions and changes in their lives.
• Realize that you have limits. Learn to work within your limits and set realistic expectations for
yourself and others.
• Plan leisure activities to break up your schedule. Click here for a list of fun things to do on
campus.
• Recognize the role your own thoughts can play in causing you distress. Challenge beliefs you may
hold about yourself and your situation that may not be accurate. For example, do you continuously
fall short of what you think you “should” accomplish? When our minds continuously feed us
messages about what we “should” achieve, “ought” to be, or “mustn’t” do, we are setting
ourselves up to fall short of goals that may be unrealistic, and to experience stress along the way.
Learn techniques for replacing unrealistic thoughts with realistic ones.
• Find humor in your life. Laughter can be a great tension-reducer.
• Seek the support of friends and family when you need to “vent” about situations that bring on
stressful feelings. But make sure that you don’t focus exclusively on negative experiences; try to
also think of at least three things that are going well for you, and share those experiences.
• Try setting a specific goal for yourself that will improve your mood and help you reduce stress.
Start by filling out a goal-setting worksheet then help yourself stay on track by using your weekly
motivator worksheet.
Relaxation Techniques
Research has shown that relaxation techniques are an effective way to reduce not only stress but many of
the symptoms associated with mental illnesses. Try one or more of the following techniques for relaxing
your mind and body and reducing the physical and psychological tension associated with stress. Take the
time to experiment with these techniques to find out which ones work best for you.

• Breathing Exercise: Place one hand on your abdomen right beneath your rib cage. Inhale
slowly through your nose, drawing a deep breath into your lungs. Your chest should move only
slightly, while your stomach rises, pushing your hand up. As you exhale, just let yourself go
and imagine your entire body becoming loose and limp. It should take you twice as long to
exhale as it does to inhale. Practice three times per day for two to three minutes. For more
information and resources on this technique, click here.
• Progressive Muscle Relaxation: Pay a “mental visit” to your muscles, stopping at each area of
the body from head to toe (or toe to head), paying attention to individual areas where tension
exists. As you pause at each area, tense and relax each muscle, trying to release unnecessary
tension. Spend a few more minutes on those areas that seem to be holding the most tension. For
more information and resources on this technique, click here.
• Visual (Guided) Imagery: Imagine tension flowing out of your body from top to bottom.
Visualize tension draining down your shoulders and arms and out through your fingertips into
the air, down your thighs and legs, and out through the soles of your feet into the ground. It’s
also helpful to take a mental “vacation,” imagining yourself in a pleasant, relaxing place such
as on the beach or in the woods. This can be a place where you’ve been or a place you’d like to
be. Take time to imagine the specific details of what you see, hear and feel in this place. For
more information and resources on this technique, click here.
MINDFULNESS
Mindfulness: Mindfulness is about noticing our thoughts, feelings or bodily sensations without judgment.
It’s a helpful tool in managing stress for those with a mental illness.
➢ Being Mindful of Everyday Activities. As a student, your life and your mind are often so busy that
you forget to take notice of the everyday occurrences that keep your senses ‘awake’. For example, as
you walk across the Diag, you may be lost in thought while drinking a latte. You may not be aware
of how you arrived at your destination or of the steam of the latte as you take a sip. Rather than
allowing yourself to miss the moment, pause, take a breath and notice what you are experiencing.
Your experiences may be pleasant and worth savoring. But even if they are unpleasant, you will be
better able to cope if you face your experiences directly and strive to live “in the moment.”
➢ How to practice Mindfulness through Meditation.
• Find a comfortable position.

• While focusing on your breathing, allow your thoughts, feelings, and physical sensations to
flow over you, entering and leaving your awareness at their own pace. Recognize each
sensation, but then let it fade away, allowing the next thought or feeling to enter your mind.
Continue to acknowledge each sensation, then let it go.
• You will likely find that your mind is very busy with thoughts about all kinds of things –
some pleasant, some unpleasant. Each time you notice that your mind has wandered, gently
and without judgment shift your awareness back to your breath.
• It can be most helpful to practice mindfulness for 30 minutes a day until you become
comfortable with the technique.
The goal of mindfulness meditation is not to change your thoughts in any way, but simply to notice them
and as best you can, continuously returning to your breath. Learning mindfulness meditation is similar to
learning any new skill. There are an abundance of website and apps for guided meditations. Keep it
simple. Be patient and kind with yourself. Do not expect that you will be able to “empty” your mind of
thoughts and enter a state of deep relaxation. Try starting with ten minutes each day, setting a timer to see
what happens. Remember that each moment is a new opportunity to begin. With practice, meditation can
allow you to develop clarity in your thoughts and feelings, decrease your negative thoughts, and promote a
sense of peacefulness and centeredness.
Source: https://campusmindworks.org/help-yourself/self-care/managing-stress/

WHAT SELF-CARE IS — AND WHAT IT ISN’T
By Raphailia Michael, MA. Last updated: 8 Jul 2018. Retrieved from psycentral.com on June 11, 2020.
When asked the question: “Do you take care of yourself?” most of us will answer “yes” — we’d even
think, “What kind of question is this? Of course, I care about myself.”
When asked, “In what ways do you take care of yourself?” — well, that’s where the tricky part begins.
WHAT IS SELF-CARE?
Self-care is any activity that we do deliberately in order to take care of our mental, emotional, and physical
health. Although it’s a simple concept in theory, it’s something we very often overlook. Good self-care is
key to improved mood and reduced anxiety. It’s also key to a good relationship with oneself and others.
WHAT ISN’T SELF-CARE?
Knowing what self-care is not might be even more important. It is not something that we force ourselves
to do, or something we don’t enjoy doing. As Agnes Wainman explained, self-care is “something that
refuels us, rather than takes from us.”
Self-care isn’t a selfish act either. It is not only about considering our needs; it is rather about knowing
what we need to do in order to take care of ourselves, being subsequently, able to take care of others as
well. That is, if I don’t take enough care of myself, I won’t be in the place to give to my loved ones either.
In a few words, self-care is the key to living a balanced life
Where do you start? Well, there are three golden rules:
1. Stick to the basics. Over time you will find your own rhythm and routine. You will be able to
implement more and identify more particular forms of self-care that work for you.

2. Self-care needs to be something you actively plan, rather than something that just happens. It is an
active choice and you must treat it as such. Add certain activities to your calendar, announce your
plans to others in order to increase your commitment, and actively look for opportunities to practice
self-care.
3. What I often emphasize to my clients is that keeping a conscious mind is what counts. In other words
if you don’t see something as self-care or don’t do something in order to take care of yourself, it won’t
work as such. Be aware of what you do, why you do it, how it feels, and what the outcomes are.
Although self-care means different things to different people, there’s a basic checklist that can be followed
by all of us:
• Create a “no” list, with things you know you don’t like or you no longer want to do. Examples
might include: Not checking emails at night, not attending gatherings you don’t like, not answering
your phone during lunch/dinner.
• Promote a nutritious, healthy diet.
• Get enough sleep. Adults usually need 7-8 hours of sleep each night.
• Exercise. In contrast to what many people think, exercise is as good for our emotional health as it is
for our physical health. It increases serotonin levels, leading to improved mood and energy. In line
with the self-care conditions, what’s important is that you choose a form of exercise that you like!
• Follow-up with medical care. It is not unusual to put off check-ups or visits to the doctor.
• Use relaxation exercises and/or practice meditation. You can do these exercises at any time of the
day.  Spend enough time with your loved ones.
• Do at least one relaxing activity every day, whether it’s taking a walk or spending 30 minutes
unwinding.
• Do at least one pleasurable activity every day; from going to the cinema, to cooking or meeting with
friends.
• Look for opportunities to laugh!
This brief primer on SELF-CARE AND WELLNESS is accessed July 28, 2020 from
https://www.ferris.edu/RSS/eccc/tools/wellness.htm
SELF-CARE
• Self-care is a vital part of maintaining good health and a vibrant life. I
• Self-care is a way of living that incorporates behaviors that help you to be refreshed, replenish your
personal motivation, and grow as a person.
WELLNESS
• Wellness is an interactive process of becoming aware of and practicing healthy choices to create a
more successful and balanced lifestyle.
• Wellness is:
• A direction in which by its nature, moves us toward a more proactive, responsible and healthier
existence.
• The integration of the body, mind, and spirit.
• The loving acceptance of ourselves today and the exciting free search for who we choose to become
tomorrow.
• Choice living; a compilation of the daily decisions we make that lead us to that person we choose to
become.
• Wellness is the framework that you can use to organize, understand, and balance your own growth
and development. Everything you do, every decision you make, every thought you think, and every
attitude and belief you hold fits into this framework made up of the following six basic concepts:
1. Social Wellness involves developing friendships, healthy sexual behaviors, and the
ability to interact comfortably with others. Social wellness is important for
maintaining harmony in personal and community environments. The social dimension
encourages contributing to the common welfare of your community. It emphasizes the

coexistence of you, society, and the environment along with the pursuit of harmony in
your life.
As you become socially well, your impact on society and nature becomes more
apparent. Throughout your journey, you’ll seek out ways to preserve balance around
you. You actively seek ways to enhance relationships through better communication
and encouraging a healthy living environment. You will learn it is better to live in
harmony than in conflict.
2. Intellectual Wellness involves the strong desire to learn from challenges and
experiences. Intellectual wellness is important for encouraging ongoing intellectual
growth and experiencing creative yet stimulating mental activities that will provide
you with the foundation to discover, process, and evaluate information effectively. An
intellectually well person uses the available resources, in and out of the classroom, to
expand their knowledge and skills for the betterment of society.
As you grow, you will continually seek issues relating to problem solving, creative
thinking and learning. You will actively seek the opportunity to expand and challenge
your mind through creative endeavors. Your natural instinct to remain abreast of
current issues will surface and become satisfied through reading books, magazines
and newspapers and pursuing other interests.
3. Spiritual Wellness involves the willingness to seek meaning and purpose in human
existence; regardless of your religious beliefs. Spiritual wellness is important for
allowing you to be open to diverse multi-cultural beliefs and backgrounds because of
your comfort level with yourself and with your belief structure. Spiritual wellness
coincides with the exploration of the meaning of life. It seeks the development of a
deep appreciation of all life and natural forces in existence.
The question "Who am I and why do I exist?" is the starting point of your journey
into spiritual wellness. Through your journey, you will observe and appreciate the
beauty of your surroundings and begin to learn the value of things you cannot
understand. As you grow spiritually, you seek a harmony between your emotions
allowing for avoidance of emotional peaks and valleys. You continually allow your
actions to be guided by your beliefs and values.
4. Emotional Wellness involves having the ability to acknowledge and accept a wide
range of feelings in oneself as well as in others. Emotional wellness is important in
order to be able to freely express and manage one's own feelings, to develop positive
self- esteem in order to arrive at personal decisions based upon the integration of
one's attitudes and behaviors. Emotional wellness centers on the acceptance of your
emotions and feelings. Included is the ability to realistically evaluate your limitations
and effectively cope with stress. An emotionally well individual maintains healthy
and satisfying relationships with others.
On the path to emotional wellness, your acceptance and awareness of a wide range of
feelings in yourself and others becomes more apparent. The ability to manage,
understand and express your emotions will be enhanced leading to the development
of relationships based on mutual commitment, trust, and respect.
5. Physical Wellness involves regular physical activities, proper nutrition and health
care, such as exercise or sports, and personal hygiene. Cardiovascular strength and
endurance, muscular strength and endurance, and flexibility are all also part of
physical wellness. Physical wellness is important because activities leading to high
levels of wellness, including nutritional knowledge, exercise, and appropriate use of
the medical system are encouraged while detrimental activities, including the
consumption of drugs and excessive alcohol are discouraged.
Throughout your journey to physical wellness, you will strive to spend more attention
to building flexibility, cardiovascular, and muscular abilities. The relationship
between sound nutritional practices and your health becomes more apparent and
appreciated. You will understand your body’s warning signs and take responsibility
by appropriately adjusting your lifestyle.

6. Occupational Wellness involves the integration of various components of the
wellness framework into planning for a healthy future, such as career, family and
future wellness. It also involves gaining personal satisfaction and finding enrichment
in your life through work. Occupational wellness is important because it develops the
understanding that decisions and values may change as new information arid
experiences are attained. Your choice of profession, job satisfaction, career ambitions,
and personal performance are all important components of occupational wellness.
You will begin to value the importance of not only your own personal satisfaction, but
also your contribution to society. You will choose both paid and unpaid activities
based on your skills, talent, and values. You are on the right path when your work and
hobbies are exciting and rewarding.
Source: Self Care and Wellness: Taking Care of Yourself So You Can Be Your Best. Accessed July 28,
2020 from https://www.ferris.edu/RSS/eccc/tools/wellness.htm
SELF CARE 101- 10 WAYS TO TAKE BETTER CARE OF YOU

Maria Baratta, Ph.D., L.C.S.W. Posted May 27, 2018. Retrieved from psychologytoday.com on June 20,
2020
As a clinician, I often refer to self- care as a huge part of what’s missing in the life of someone who’s busy
and stressed. So what is self -care? Self -care in essence is the mindful taking of time to pay attention to
you, not in a narcissistic way, but in a way that ensures that you are being cared for by you.
And I’m often asked, what does that look like, and how do you take care of yourself in order to avoid
burnout or compassion fatigue? Quitting your job or taking six months off to decompress is seldom an
option for most people. What concerns me is that all too often, I see strong, successful professionals
succumb to illness and get really, really sick and only then do they manage to get the much needed break
to catch their breath or slow down and change direction. I think there's a better way, and incorporating self
care every day helps to serve as an armor to protect the energy that we need in order to survive and thrive.
Self- care goes a long way in managing stress and living your best life.
Here are 10 ways to exercise self-care and take better care of you.
1. Self- care means knowing who you are and your limits. Self -care means recognizing when you
are doing more than you are used to handling and trying to figure out what can be done to slow
down.
2. Self -care means getting the sleep you need and knowing how to rest. Are you getting enough
sleep for you? Do you know how much sleep you require everyday and are you sleeping at least
that much? Making a serious effort to make that happen as well as knowing how to rest your body
and your mind are essential.
3. Self- care means making sure that you're well fed. Does what you eat provide the energy you
need to function? Do you take time to eat meals at work and do you take time to have snacks
when your body requires intermittent food during the work day? Self -care means integrating
favorite healthy foods into your everyday eating routines and planning ahead to make sure you
have adequate nutrition throughout your day.
4. Self -care means finding a way to decompress throughout your day, not just when you leave
work. What is it you do to rest your mind during and after a work day? What helps you tune out
the noise? Most people tell me they don’t have the luxury of taking breaks during their work day,
but trying to integrate mini breaks throughout the day helps refresh your mind and body. For

example, try stretching or taking a brief walk even if it's only a few feet away, getting yourself a
drink of water, talking to a friend, getting in touch with a loved one even if it's just a text, or
purposely looking at photos that have special meaning. The brain needs those pauses.
5. Self- care means giving some thought to changing a difficult work situation. We know best
what we need and what we can deal with. Is there anything that can be done to make your work
somewhat less stressful? Think about whether changes can be made to your work environment.
Are you okay with where you sit and do your work? Are you working unsustainable hours and is
there some end in sight? It might be a matter of approaching a supervisor with things that you
think may make your work more pleasant, such as changing where you sit or changing whether
you take an earlier lunch or later start time.
Sometimes supervisors are not even aware of the reality of what the worker experiences in a work
day. A frank conversation delineating the things that are most stressful might precipitate the
process of improving your working conditions. People see the world through their own lenses and
supervisors have their own problems and a sometimes a simple conversation can provide the
insight they needed to rethink how things are done.
6. Self -care means taking time to get to know you better. Self-care means learning to recognize
your own temperament and trying to prepare for your personal limits. For example, do you have
the trait of "high sensitivity? (Aron 1996) "Highly Sensitives" or "HSP's" are particularly bothered
and affected by over-stimulation. Identifying your temperament and your triggers and planning
accordingly might help lessen inevitable stress. That might be as simple as grabbing some
almonds before a meeting that usually cuts into your lunch hour so you're not ridiculously hungry
or rethinking fabulous but uncomfortable shoes.
7. Self- care means identifying what you enjoy doing and what's fun for you and make a
serious effort to integrate it into your day or, at the very least, your week. Make it a habit to
plan something to look forward to everyday and that doesn't have to be complicated. It can be as
simple as planning to read a good book at night or planning to have dinner with someone whose
company you enjoy.
8. Self- care means knowing how to decompress after a day's work. That might mean walking
home from work to clear your head, driving in silence or listening to music to help transition from
work to home.
9. Self-care means feeding your spiritual self. That might take the form of meditating, praying, and
communing with nature by a walk in a park, observing a sunset or sunrise, attending a religious
service, practicing gratitude, reading or listening to something inspirational.
10. And finally, self- care means taking time to love yourself and appreciating that there's only one
you and you're the expert on that.

Week 17: A 15-DAY CHALLENGE PLAN TO TAKE BETTER CARE OF

YOURSELF
WEEK 17: A 15-DAY CHALLENGE PLAN TO TAKE BETTER
CARE OF YOURSELF
The activity is designed to assess your understanding of the topics covered in Week 16 and will serve
as your final output. Write your answers in a clean sheet of paper. Take a photo and turn it in using
Google Classroom (GED 101 Class) and/or GED 101 group chat via FB messenger.
OUTPUT#4 GET REFRESHED: A 15-DAY CHALLENGE PLAN TO TAKE BETTER CARE OF YOURSELF (60
points)
Prepare a 15-day self-care routine plan. In your plan state how you will be
able to take better care of yourself in 15 days considering the six aspects of
the self: physical, sexual, material, spiritual, political and digital self. Also,
indicate basic components such as timeframe and resources. Use the format
below.
FORMAT
Name: JUAN DELA CRUZ Age: 18years old Sex: Male

Start Date: DECEMBER 1, 2020 End Date: DECEMBER 15, 2020
Resources (materials, money, staff, and other assets necessary for effective implementation of the plan):
A book/ Php200.00 to buy a book; cleaning materials- broom, map, detergent, etc.; prayer book, rosary;
bother/sister to help clean the house; a friend who can lend a book
Day 1: Read a new book

Provide here the details on how you plan to do it. You may present the what, where, with whom, and how
of the activity of the day. Express your thoughts in 2-3 sentences.
Day 2: Clean the house
….
Day 15: Pray diligently for people I love
Your output will be graded using the rubric below.
Rubric
Criterion Score

Completeness Complete in all Complete in Incomplete Incomplete in
respects; most respects; in many most
reflects all reflects most respects; respects; does
requirements requirements reflects few not reflect
requirements requirements
15 10 5 1
Content and Information is Information is Information Information
Organization relevant to the relevant to the is relevant to is irrelevant
topic; fluent topic; fluent the topic; to the topic;
expression; expression; vague vague
text is well text is expression; expression;
organized organized text is fairly text is not
organized organized
35 25 15 5
Mechanics Writing Writing is Writing lacks Writing is

demonstrates accomplished clarity or unfocused,
a in terms of conciseness rambling, or
sophisticated clarity and and contains contains
clarity, conciseness numerous serious errors
conciseness, and contains errors
and only a few
correctness errors
10 7 4 1
Total
WEEK 18: FINAL EXAMINATION

WEEK 18: FINAL ASSESSMENT EXAMINATION
Congratulations! You have done well in completing the

module.
And for the completion of GED 101, your progress in the course will be
evaluated with the final examination. The test questions will be send to you
on the scheduled date of examination via Google Classroom. Kindly check
your Classwork Folder in GED 101 Class.

GED 101 Understanding The Self (Module)

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GED 101 UNDERSTANDING THE SELF

Course Title UNDERSTANDING THE SELF

COURSE RATIONALE AND DESCRIPTION

INTENDED LEARNING OUTCOMES (ILO)

Upon completion of this course, the students should be able to:

CRITERIA FOR ASSESSMENT

40% Activities/ Exercises/Quizzes

TEACHING, LEARNING, AND ASSESSMENT STRATEGIES

Teaching and Learning Strategies