SELF 1 (UTS)
while with your parents
(Prelims): The Self
from various Perspective
ADDITIONAL:
WHAT IS HEREDITY?
 Heredity is the sum of all
the traits passed on
through genes from
parents to children.
 Heredity causes both
similarities and
differences in people.
INHERITED TRAITS
 Your skin, hair, and eye
color are inherited traits,
as are your facial
features, body build, and
height.
 Mental and physical
abilities are also
inherited. You have little,
if any, control over your
inherited traits.
YOUR ENVIRONMENT
 Your environment is
made up of everything
that surrounds you.
 As an infant you had little
control over your
environment.
 As your growing older,
you are gaining more
control.
 In the future, you will
probably be able to
control the environment
in which you will live.
 You had little control
Types of environments:
but will be able to
Psychological and choose where you want
Physical to live later in life.
 Both types strongly
influence your personal
YOUR ENVIRONMENTS
development.
 Both psychological and CULTURAL HERITAGE
physical- influence the
 Cultural heritage is made
way you look, think,
up of the learned
and act.
behaviors, beliefs, and
 As you learn more about
languages that are
your environments, you
passed from generation
can understand yourself
to generation.
better.
WHO HELPS YOU TO
PSYCHOLOGICAL
LEARN ABOUT YOUR
ENVIRONMENT
CULTURAL HERITAGE???
 It is composed of
 Your family, immediate
attitudes expressed by
and extended.
people around you.
 Their guidelines and
 Includes: Feelings and
beliefs become part of
beliefs of your family
your heritage.
members, teachers,
 The food you eat, the
classmates, and friends.
holidays you celebrate,
 These people influence
and the traditions you
the attitudes you have.
observe are part of your
 You partially control your
culture.
psychological
environment through your
choice of friends.
ETHNIC GROUP
 An ethnic group is a
PHYSICAL ENVIRONMENT group of people who
share a common racial
 Is composed of objects
and/or cultural
around you.
characteristics such as
 One main factor would be national origin, language,
where you live… Farm,
religion, and traditions.
city, small town…
depending on where you
grew up everyone
ETHNIC GROUPS
experienced different
environments.  Aeta
 Ilocano
 Visayan
 Igorot
 Bicolano
 Ivatan
 Lumad
 Subanon
 Mangyan
 Maranao
 Dumagat
 Ati
 Ibaloy
 Ilongo
IMPORTANCE OF ETHNIC
GROUPS
 Ethnic groups help to
maintain a culturally
healthy society.
 The blending of all these
cultures makes culture
truly unique.
 Understanding your
cultural makes you
appreciate it and to
appreciate other cultures
around you.
YOUR PERSONALITY
 Personality is the total of
all the behavioral
qualities and traits that
make up an individual.
 Includes the way you
feel, the way you speak,
the way you think, the
way you dress, and the
way you relate to others.
 Your personality is a
combination of all the
traits that make you
unique.
TRAITS
 Traits are qualities that
make you different from
other people.
 What are some examples
of traits?
 Cheerful, cooperative,
easy-going, Lazy, moody,
grumpy
CHARACTER
DEVELOPMENT
 Character refers to inner
traits, such as
conscience, moral
strength, and social
attitudes.
 The force that guides
your conduct and
behavior toward
acceptable standards of
right and wrong.
CHARACTER TRAITS
 Caring- a trait that
describes people who are
kind to others. Caring
people are friendly to
everyone not just their
friends
 Empathy- means they
understand how others
feel even when their own
personal feelings may
differ. They also show
sympathy. They know to
give a hug when others
are hurting.
 Fairness- the ability to be
honest and impartial.
 Impartial- to act in an
objective, unbiased way.
Those who are fair show
no prejudice towards
others’ opinions, ideas, or
ways of doing things.
 Respect- to hold in high
regard.
 Trustworthiness- means
you can be relied upon.
 Responsibility- means
being accountable for
your actions and
obligations. Whether you
like it or not your
accountable for them.
SELF-CONCEPT
 Self-concept is your own
view of yourself.
 This started at an early
age and it was largely
influenced by people
around you and the way
you interpreted their
behaviors toward you.
POSITIVE AND NEGATIVE
POSITIVE
 When people show
approval of you and the
things you did, you
received a positive
message such as,
“People like what I do.”
 Positive feelings like this
develop a positive self-
concept.
 With positive self-concept
you will see yourself as a
worthwhile person.
NEGATIVE
 When people showed
disapproval, you received
a negative warning.
 You may have felt a  Self-esteem is the sense
sense of personal of worth you attach to
rejection. yourself; it’s a word
 Every person receives describe a positive self-
positive and negative concept.
messages, it lies within  Taking pride in your
the individual to measure work and your
his or her self-worth. accomplishments
shows a positive self-
esteem.
IMPROVING SELF-  It is a personal statement
CONCEPT you make to yourself that
describes your self-worth.
 Liking yourself and
 You are a worthy person.
feeling good about
If you feel you are
yourself allows your
worthwhile person, it will
personality to grow and
show in your
develop even more.
relationships with others.
 Be realistic about your
 If you accept yourself,
expectations of yourself.
you are more likely to
 Remember no one is accept others.
perfect
 Having self-esteem does
 Look for balance in your not mean that everything
life
you do will be successful.
 Develop your talents and
It does help you to
abilities maintain a realistic view
 If your part of a group, of your successes and
take on a task that will failures.
give you an opportunity to  You will be more likely to
learn a new skill. try harder to reach your
 Look for positive goals and fulfill your
relationships with others
responsibilities if you
 Surround yourself with have self-esteem
positive people who will
support you.
 Spend time doing
activities you enjoy
MODULE 1:
“From the Perspective of
 Learn to be enjoy being
Philosophy”
alone and doing activities
that only you might enjoy. PHILOSOPHY
 Develop a sense of
- Greek word
humor
- Philo- (loving)
 Learn to laugh at yourself
- Sophia- (knowledge,
wisdom)
- “The pursuit of
WHAT IS SELF-ESTEEM
knowledge for its own
sake”
- A particular set of ideas
about knowledge, truth,
the nature and the
meaning of life.
- Study of fundamental
nature of knowledge,
reality, and existence,
especially in an academic
discipline.
- An academic discipline
concerned with
investigating the nature
of significance of ordinary
and scientific beliefs.
- Investigates the
legitimacy of concepts by
rational arguments
concerning their
implications,
relationships, as well as
reality, knowledge, moral
judgement etc.
THE PHILOSOPHY OF
SELF
- Study of the many
conditions of identity
that makes one subject of
experience distinct from
other experiences.
SELF
- is sometimes understood
as a unified being
essentially connected to
consciousness,
awareness, and agency.
GREEKS
 The one who seriously
questioned myths and
moved away from them
to understand reality and
respond to perennial
“questions of the self”
THE NATURE OF SELF
 Topic of interest among
philosophers and each
have their own views.
THE PHILOSOPHERS
 SOCRATES
 Concerned with the
problem of the self
 “True task of the
philosopher is to know
oneself.”
 “The unexamined life is
not worth living.”
 He underwent a trial for
corrupting the minds of
the youth
 Succeeds in making
people think about who
they are
 “the worst thing that can
happen to anyone is to
live but die inside”
 Every person is
“dualistic”
 [MAN = body + soul]
o Physical Realm
(Body=imperfect/per
manent)
o Ideal Realm
(Soul=perfect/perma
nent)
 PLATO
 “The soul is immortal”
 3 Components of the
soul:
o Rational Soul
(reason & intellect to
govern affairs)
o Spirited Soul
(emotions should be
kept at bay)
o Appetitive Soul
(Based desires
{food, drinks, sleep
etc.})
 When these are attained
the human person’s soul
becomes just and
virtuous
 If human beings do not
live in accordance to
their nature/functions, the
result will be injustice.
 (ST.) AGUSTINE OF
HIPPO
 (Spirit of Man) in
medieval philosophy
 Follows the view of Plato
but adds Christianity.
 Described that Human
kind is created in the
image and likeness of
God
 “Man is of a bifurcated
nature”
 Part of an dwells in the
world (imperfect) and
yearns to be with the
divine
 Other part is capable of
reaching immortality.
o Body (dies on earth)
o Soul (lives eternally)
in spiritual bliss with
“God”
 (ST.) THOMAS OF
AQUINAS
 [MAN = matter + form]
o Matter (hyle) –
common stuff that
makes up everything
in the universe
o Form (morphe) –
essence of a
substance or thing
(what makes it what
it is)
 The body of a human is
similar to “animals /
objects”, but what
makes a human is his
essence
 “Soul is what makes us
human”
 RENE DESCARTES
 “Father of modern
philosophy”
 [HUMAN = body + mind]
 “There is so much that
we should doubt”
 “if something is so clear
and lucid as not to be
doubted, that’s the only
time one should believe.”
 “The only thing one
can’t doubt is the
existence of the self”
 DAVID HUME
 “disagrees” with all the
other aforementioned
philosopher.
 “once can only know
what comes from the
scenes & experiences”
 He is an “Empiricist”
 “The self is not an entity
beyond the physical
body”
 You know that other
people are human not
because you have seen
their soul, but because
you see, hear, feel them
etc.
 “The self is nothing but a
bundle of expressions &
ideas”
o Impression
 basic objects of our
experience.
 forms the core of
our thoughts
o Ideas
 copies of
impressions
  not as “real” as
impressions
 IMMANUEL KANT
 “agrees” with Hume, that
everything starts with
perception/sensation of
impressions
 There is a “mind that
regulates these
impressions”
 “We construct the self”
 “time, space, etc. are
ideas that one cannot find
in the world, but is built in
our minds”
 (Apparatus of the Mind)
 “Self” organizes different
impressions that one gets
in relation to his own
existence
 “we need active
intelligence to
synthesize all knowledge
and experience.
 The self is not only
personality, but also the
seat of knowledge.
 GILBERT RYLE
 “Denies” internal, Non-
Physical Self
 “what truly matters is the
behavior that a person
manifests in his day-
day life
 The self is “not an
entity” one can locate
and analyze, but simply
the convenient name that
we use to refer to the
“behaviors” that we
make.
 MAURICE MERLEAU-
PONTY
 Phenomenologist that
says “the mind-body
bifurcation is an invalid
problem”
 “Mind and body are
inseparable”
 “One’s body is his
opening towards his
existence to the world”
 The living body, his
thoughts, emotions, and
experience are all “one”
Additional:
 ARISTOTLE
 “The soul is the essence
of Self”
 Self-realization is
attained by fulfilling man’s
threefold nature:
o Vegetative
o Sentient
o Rational
 JOHN LOCKE
 “The self is
consciousness”
 The human mind at birth
is a blank slate or
“Tabula Rasa”
 The self or personal
identity is constructed
primarily from “sense
experience” which
share and mold the self
throughout a person’s
life.
 SIGMUND FREUD
 The self consists of three
layers:
o Conscious
(Reality
principle)
o Unconscious
(Basic instinctual)
o Preconscious
(Located between
the first two)
 PAUL CHURCHLAND
 “the self is the brain”
 The self is inseparable
from the brain and the
physiology of the body
 The physical brain
gives us our sense of
self
MODULE 2:
“From Sociological
Perspective”
SOCIALIZATION
 refer to the lifelong
process of inheriting
and disseminating
norms, customs, and
ideologies, providing an
individual with the skills
and habits necessary for
participating within his or
her own society.
 “The means by which
social and cultural
continuity are attained.”
 the means by which
human infants begin to
acquire the skills
necessary to perform
as a functioning
member of their society
and is the most influential
learning process one can
experience.
KEY PEOPLE
 CHARLES HORTON
COOLEY
 The looking-glass self is
a social psychological
 concept, created by
Charles Horton Cooley in
1902, stating that a
person’s self grows out
of society’s interpersonal
interactions and the
perceptions of others.
 The term refers to people
shaping themselves
based on other people’s
perception, which leads
people to reinforce other
people’s perspectives on
themselves
 GEORGE HERBERT
MEAD
 developed the theory of
“social behaviorism” to
explain how social
experience develops an
individual’s personality.
 Its central concept is
the self
 Claimed that the self is
not there at birth, rather,
it is developed with
social experience.
 SIGMUND FREUD
 Austrian neurologist who
founded the discipline of
psychoanalysis
 Psychoanalysis is a
clinical method for
treating psychopathology
through dialogue
between a patient and a
psychoanalyst.
 proposed that the human
psyche could be divided
into three parts:
 The id is the completely
unconscious, impulsive,
child-like portion of the
psyche that operates on
the “pleasure principle”
and is the source of basic
impulses and drives. it
seeks immediate
pleasure and gratification.
 The ego acts according
to the reality principle
(i.e., it seeks to please
the id’s drive in realistic
ways that will benefit in
the long term rather than
bringing grief).
 The super-ego aims for
perfection. It comprises
that organized part of the
personality structure,
mainly but not entirely
unconscious that includes
the individual’s ego
ideals, spiritual goals,
and the psychic agency
that criticizes and
prohibits his or her drives,
fantasies, feelings, and
actions.
PSYCHOLOGICAL
PERSPECTIVE IN SELF-
DEVELOPMENT
 SIGMUND FREUD
 One of the most
influential modern
scientists to put forth a
theory about how people
develop a sense of self.
 He said that character
and sensual development
were closely linked, and
he distributed the
maturation process into
Human urges or
psychosexual stages:
oral, anal, phallic,
latency, and genital.
 Freud believed that
events in our childhood
have a great influence
on our adult lives,
shaping our personality.
PSYCHOLOGY VS
SOCIOLOGY
 PSYCHOLOGY
 (individual) what makes
the unique
 (psychologists) focused
on how the mind
influences that behavior
 Deals with people’s
mental development and
how their minds process
their world
 tend to look inward
(mental health,
emotional processes)
 honed in on the human
mind
 SOCIOLOGY
 (two or more people)
How a person influences
a group and how group
influences a person
 (sociologists) focused on
the role of society in
shaping behavior
 focus on how different
aspects of society
contribute to an
individual’s relationship
with his world
 tend to look outward
(social institutions,
cultural norms,
interactions with
others)
 focus on large societal
issues and patterns
 ERIK ERIKSON
 a psychologist who
created a theory of
 personality
development based, in
part, on the work of Freud
 believed that the
personality continued to
change over time and
was never truly finished
 His theory includes
eight stages of
development, beginning
with birth and ending with
death
 JEAN PIAGET
 psychologist who
specialized in child
development who
focused specifically on
the role of social
interactions in their
development
 the development of self-
evolved through a
negotiation between the
world as it exists in one’s
mind and the world that
exists as it is experienced
socially
 Piaget explains the
growth of characteristics
and types of thinking as
the result of four stages
of development. The
stages are as follows:
 The sensorimotor stage
is the first of the four
stages in cognitive
development that
“extends from birth to
the acquisition of
language.” infants gain
knowledge of the word
from the physical
actions they perform.
The development of
object permanence is one
of the most important
accomplishments of this development = is a
stage. comprehensive theory
 The pre-operational about the nature and
stage is the second development of human
stage of cognitive intelligence.
development. It begins  Assimilation describes
around the end of the how humans perceive
second year. During this and adapt to new
stage, the child learns to information. It is the
use and to represent process of taking one’s
objects by images, environment and new
words, and drawings. information and fitting it
The child is able to form into pre-existing cognitive
stable concepts, as well schemas.
as mental reasoning and  Accommodation is the
magical beliefs. process of taking one’s
 ∙ The concrete environment and new
operational stage. The information and altering
third stage and occurs one’s pre-existing
approximately between schemas in order to fit in
the ages of 7 and 11 the new information
years. In this stage,
children develop the
SOCIOLOGICAL
appropriate use of logic
THEORIES OF SELF-
and are able to think
DEVELOPMENT
abstractly, make rational
judgments about  GEORGE HERBERT
concrete phenomena, MEAD
and systematically  he believes that “a
manipulate symbols person’s distinct identity
related to concrete that is developed through
objects. social interaction.”
 The formal operational  In order to engage in this
stage or the final stage process of “self,” an
(adolescence and into individual has to be able
adulthood). Intelligence to view him or herself
is demonstrated through through the eyes of
the logical use of others.
symbols related to  Through socialization
abstract concepts. At this we learn to put ourselves
point, the person is in someone else’s shoes
capable of hypothetical and look at the world
and deductive through their perspective.
reasoning.  This assists us in becoming
CONTINUATION of PIAGET self-aware, as we look at
ourselves from the
 He also developed the perspective of the “other.”
theory of cognitive
 Finally, people develop,
understand, and learn the
idea of the generalized
other
 By this stage of
development, an
individual is able to
imagine how he or she is
viewed by one or many
others—and thus, from a
sociological perspective,
to have a “self”
KOHLBERG’S THEORY OF
MORAL DEVELOPMENT
MORAL DEVELOPENT
 is an important part of the
socialization process.
 refers to the way people
learn what society
considered to be
“good” and “bad,”
which is important for a
smoothly functioning
society.
 prevents people from
acting on unchecked
urges, instead
considering what is right
for society and good for
others.
 LAWRENCE
KOHLBERG
 he developed a theory of
moral development that
includes three levels:
o Preconvention
o Conventional
o Post conventional
 Pre conventional stage:
young children, who lack
a higher level of cognitive
ability, experience the
world around them only
through their senses.
 Conventional stage:
when youngsters become
increasingly aware of
others’ feelings and take
those into consideration
when determining what’s
“good” and “bad.”
 Post conventional:
is when people begin to
think of morality in
abstract terms, such as
believing that everyone
has the right to life,
liberty, and the pursuit of
happiness. People also
recognize that legality
and morality do not
always match up evenly
GILLIGAN’S THEORY OF
ORAL DEVELOPENT AND
GENDER
 CAROL GILLIGAN
 Another sociologist
 recognized that
Kohlberg’s theory might
show gender bias since
his research was only
conducted on male
subjects.
 Gilligan’s research
demonstrated that boys
and girls do, in fact, have
different
understandings of
Morality
 She then theorized that
neither perspective was
“better”: the two norms of
justice served different
purposes. Ultimately,
she explained that boys
are socialized for a
work environment where
rules make operations
run smoothly, while girls
are socialized for a
home environment
where flexibility allows for
harmony in caretaking
and nurturing
SELF AND IDENTITY IN
SOCIOLOGY SELF
 The mind is the thinking
part of the self
 It is covert action in which
the organism points out
meanings to itself and to
others
 The hallmark of this
process – of selfhood – is
reflexivity.
 Humans have the ability
to reflect back upon
themselves, taking
themselves as objects.
 They are able to regard
and evaluate themselves,
to take account of
themselves and plan
accordingly to bring about
future states, to be self-
aware or achieve
consciousness with
respect to their own
existence.
SOCIOLOGICAL AND
PSYCHOLOGICAL
IDENTITY THEORY:
SOCIAL, ROLE, AND
PERSONAL IDENTITIES
 Social and Role Identities
Identity theory in
sociological social
psychology has chiefly
focused on role
identities
SELF CATEGORIZATION
 people compare
themselves to others,
and those who are similar
to the self are
categorized with the self
and are labeled the in-
group while those who
are different from the self
are categorized as the
out-group.
IDENTIFICATION
 people identify
themselves as an
occupant of particular
roles
DIFFERENCE BETWEEN
“I” AND “ME”
 This process is
characterized by Mead
as the “I” and the “me.”
The “me” is the social
self and the “I” is the
response to the “me.”
 The “I” is the
individual’s impulses.
 The “I” is self as
subject; the “me” is self
as object.
 In other words, the “I” is
the response of an
individual to the attitudes
of others, while the “me”
is the organized set of
attitudes of others which
an individual assumes.
 The “me” is the
accumulated
understanding of the
“generalized other,
 existence in a community
comes before individual
consciousness.
 one must participate in
the different social
positions within society
and only subsequently
can one use that
experience to take the
perspective of others and
thus become self-
conscious
KEY POINTS
 Positive Adult
Development
- Is one of the four major
forms of adult
developmental study that
can be identified. The
other three forms are
directionless change,
stasis, and decline
 Freudian
psychoanalysis
- refers to a specific type of
treatment in which the
“analysis and” (the
analytic patient)
verbalizes thoughts,
including free
associations, fantasies,
and dreams, from which
the analyst induces the
unconscious conflicts.
 Oedipus complex
- In Freudian theory, the
complex of emotions
aroused in a child by an
unconscious sexual
desire for the parent of
the opposite sex.
 The unconscious
- For Freud, the
unconscious refers to the
mental processes of
which individuals make
themselves unaware.
 Genetic epistemology
- is a study of the origins
of knowledge. The
discipline was
established by Jean
Piaget.
 Object permanence
- The understanding
(typically developed
during early infancy) that
an object still exists even
when it disappears from
sight, or other senses.
 Primary Socialization
- occurs when a child
learns the attitudes,
values, and actions
appropriate to individuals
as members of a
particular culture.
 Secondary socialization
- refers to the process of
learning the appropriate
behavior as a member of
a smaller group within the
larger society.
 Organizational
socialization
- is the process whereby
an employee learns the
knowledge and skills
necessary to assume his
or her organizational role.
 The self
- is the individual
person, from his or her
own perspective.
- “The self is something
else than the name”.
- “The self has many
aspects.”
o Make up the “self”
(integral parts)- self-
awareness,
o self-esteem, self-
knowledge, and self-
perception.
 o The “self” is an
important study in
psychology, either
the
o cognitive or the
affective
representation of
individual.
 Cognitive
(conscious
intellectual
activity)
 Affective (feelings
influenced by
emotions)
 Self-awareness
- the capacity for
introspection and the
ability to reconcile oneself
as an individual separate
from the environment and
other individuals.
 Generalized other
- the general notion that a
person has regarding the
common expectations of
others within his or her
social group
 Community
- A group sharing a
common understanding
and often the same
language, manners,
tradition and law.
 Socialization
- The process of learning
one’s culture and how
to live within it.
- is the means by which
human infants begin to
acquire the skills
necessary to perform as
functioning members of
their society.
Discuss the different types
and theories of
socialization
 Group socialization
- is the theory that an
individual’s peer groups,
rather than parental
figures, influences his or
her personality and
behavior in adulthood.
 Gender socialization
- refers to the learning of
behavior and attitudes
considered appropriate
for a given sex.
 Cultural socialization
- refers to parenting
practices that teach
children about their racial
history or heritage and,
sometimes, is referred to
as pride development.
ADDITIONAL
 George Herbert Mead:
(1863–1931) was an
American philosopher,
sociologist, and
psychologist, primarily
affiliated with the
University of Chicago,
where he was one of
several distinguished
pragmatists. He is
regarded as one of the
founders of social
psychology and the
American sociological
tradition in general.
 Mead presented the self
and the mind in terms of
a social process. As
gestures are taken in by
the individual organism,
the individual organism
also takes in the
collective attitudes of
others, in the form of
gestures, and reacts
accordingly with other
organized attitudes.