GE 1 SIM Weeks 1-9

UNIVERSITY OF MINDANAO
College of Arts and Sciences Education

Social Science Disciplines
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning

(SDL)
Course/Subject: GE1 – Understanding the Self
Name of Teacher: LOCHELLE LEE F. AUTIDA, RPM
THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY.

STRICTLY NOT FOR SALE, REPRODUCTION, AND
DISTRIBUTION OUTSIDE OF ITS INTENDED USE. ONLY
STUDENTS OFFICIALLY ENROLLED IN THE COURSE CAN
USE THIS MANUAL. EXPECT REVISIONS OF THE MANUAL.
COLLEGE OF ARTS AND SCIENCES EDUCATION
Social Science Discipline
2/F DPT Bldg., Matina Campus, Davao City
Phone: (082) 3050647 Local 118
TABLE OF CONTENTS
COURSE OUTLINE 6
COURSE OUTLINE POLICY 6
COURSE INFORMATION 9
THE SELF FROM THE VARIOUS PERSPECTIVES
Unit Learning Outcome (Ulo) 10
Big Picture 10
Metalanguage 10
ESSENTIAL KNOWLEDGE
1. Multi-disciplinal approach 11
2. Integral parts of the self 11
SELF-HELP 11
LET’S CHECK 14
LET’S ANALYZE 14
IN A NUTSHELL 16
Q and A List 16
KEYWORD INDEX 16
3. Philosophical Views of Self 17
a. Socrates 18
b. Plato 18
c. St. Augustine of Hippo 18
d. Rene Descartes 19
e. John Locke 20
SELF-HELP 20
LET’S CHECK 20
LET’S ANALYZE 21
Q and A List 21
f. David Hume 23
g. Immanuel Kant 23
h. Sigmund Freud 24
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i. Gilbert Ryle 24
j. Paul Churchland 25
k. Maurice Merleau Ponty 26
SELF-HELP 26
LET’S CHECK 26
LET’S ANALYZE 27
IN A NUTSHELL 27
Q and A List 27
EASTERN AND WESTERN PHILOSOPHY (The self in the
Western and Oriental/Eastern Thought
ESSENTIAL KNOWLEDGE 29
▪ Western Orientation 29
▪ Eastern Orientation 29
LET’S CHECK 34
LET’S ANALYZE 35
IN A NUTSHELL 36
Q and A List 36
SOCIOLOGICAL VIEWS OF SELF
Big Picture 37
Metalanguage 37
ESSENTIAL KNOWLEDGE
4. Modernization 38
5. George Herbert Mead Theory 39
SELF-HELP 40
IN A NUTSHELL 40
Q and A List 42
KEYWORD INDEX 42
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ANTHROPOLOGICAL VIEWS OF SELF

ESSENTIAL KNOWLEDGE
1. The self in Embedded Culture 43
2. Catherine Raeff view about culture 44
SELF-HELP 44
LET’S CHECK 45
IN A NUTSHELL 45
Q and A List 46
KEYWORD INDEX 46
PSYCHOLOGICAL VIEWS OF SELF 47
1. Jean Piaget’s Cognitive Development 48
2. Harter’s Self-Development Concept 49
3. William James and The Me-Self; I-Self 49
4. Carl Ransom Rogers humanistic Approach 50
5. Allport’s Personality Theory 50
6. Eric Berne Transactional Analysis model 50
7. Gregg Henriques domains of Self 51
SELF-HELP 52
LET’S ANALYZE 52
IN A NUTSHELL 52
Q and A List
UNPACKING THE SELF
Big Picture 54
Metalanguage 54
▪ Physical Self 55
SELF-HELP 56
LET’S ANALYZE 57
Q and A List 57
KEYWORD INDEX
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▪ Sexual Self 57
SELF-HELP 60
LET’S CHECK 61
LET’S ANALYZE 62
Q and A List 63
KEYWORD INDEX 63
▪ Material Self 64
LET’S CHECK 65
LET’S ANALYZE 65
Q and A List 65
▪ Political Self 66
SELF-HELP 68
LET’S CHECK 69
IN A NUTSHELL 69
Q and A List 70
KEYWORD INDEX 70
▪ Spiritual Self 71
SELF-HELP 72
LET’S CHECK 72
LET’S ANALYZE 73
IN A NUTSHELL 74
Q and A List 74
KEYWORD INDEX 74
▪ Digital Self 75
SELF-HELP 76
LET’S ANALYZE 76
IN A NUTSHELL 77
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Q and A List 77
KEYWORD INDEX 77
STRESSORS AND RESPONSES
Big Picture 78
Metalanguage 78
ESSENTIAL KNOWLEDGE
1. Types of Stress 79
2. Symptoms of Stress 79
LET’S CHECK 80
LET’S CHECK 80
LET’S CHECK 80
LET’S ANALYZE 81
LET’S ANALYZE 81
Q and A List 82
SOURCES OF COPING STRENGTH
ESSENTIAL KNOWLEDGE
▪ Maslow Hierarchy of Needs 82
▪ Types of Stress 85
SELF-HELP 87
LET’S ANALYZE 88
IN A NUTSHELL 89
Q and A List 89
• Sources of coping and Strength 90
IN A NUTSHELL 92
Q and A List 92
REFERENCES 93
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Course Outline: GE 1 – Understanding the Self
Course Coordinator: Lochelle Lee F. Autida, Rpm

Email: • lautida@umindanao.edu.ph
Student Consultation: • thru LMS, text messaging, or email
Mobile: • 09201928362
Phone: • (082) 300-5456 or 305-0647 loc. 118
Effectivity Date: • August 2020
Mode of Delivery: • Blended (On-Line with face to face or virtual
sessions)
Time Frame: • 54 Hours
Student Workload: • Expected Self-Directed Learning
Requisites: • None
Credit: • 3
Attendance • A minimum of 95% attendance is required at all
Requirements: scheduled Virtual or face to face sessions.
Course Outline Policy
Areas of Concern Details

Contact and Non-contact This 3-unit course self-instructional manual is designed for
Hours blended learning mode of instructional delivery with
scheduled face to face or virtual sessions. The expected
number of hours will be 54 including the face to face or
virtual sessions. The face to face sessions shall include the
summative assessment tasks (exams) if warranted.
Assessment Task Submission Submission of assessment tasks shall be on 3rd, 5th, 7th and
9th week of the term. The assessment paper shall be
attached with a cover page indicating the title of the
assessment task (if the task is performance), the name of
the course coordinator, date of submission and name of the
student. The document should be emailed to the course
coordinator. It is also expected that you already paid your
tuition and other fees before the submission of the
assessment task.
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If the assessment task is done in real time through the

features in the Blackboard Learning Management System,
the schedule shall be arranged ahead of time by the course
coordinator.
Turnitin Submission (if To ensure honesty and authenticity, all assessment tasks
necessary) are required to be submitted through Turnitin with a
maximum similarity index of 30% allowed. This means that
if your paper goes beyond 30%, the students will either opt
to redo her/his paper or explain in writing addressed to the
course coordinator the reasons for the similarity. In addition,
if the paper has reached more than 30% similarity index,
the student may be called for a disciplinary action in
accordance with the University’s OPM on Intellectual and
Academic Honesty.
Please note that academic dishonesty such as cheating and

commissioning other students or people to complete the
task for you have severe punishments (reprimand, warning,
expulsion).
Penalties for Late The score for an assessment item submitted after the
Assignments/Assessments designated time on the due date, without an approved
extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day or
part day that the assessment item is late.
However, if the late submission of assessment paper has a

valid reason, a letter of explanation should be submitted
and approved by the course coordinator. If necessary, you
will also be required to present/attach evidences.
Return of Assignments/ Assessment tasks will be returned to you two (2) weeks
Assessments after the submission. This will be returned by email or via
Blackboard portal.
For group assessment tasks, the course coordinator will

require some or few of the students for online or virtual
sessions to ask clarificatory questions to validate the
originality of the assessment task submitted and to ensure
that all the group members are involved.
Assignment Resubmission You should request in writing addressed to the course
coordinator his/her intention to resubmit an assessment
task. The resubmission is premised on the student’s failure
to comply with the similarity index and other reasonable
grounds such as academic literacy standards or other
reasonable circumstances e.g. illness, accidents financial
constraints.
Re-marking of Assessment You should request in writing addressed to the program
Papers and Appeal coordinator your intention to appeal or contest the score
given to an assessment task. The letter should explicitly
explain the reasons/points to contest the grade. The
program coordinator shall communicate with the students
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on the approval and disapproval of the request.
If disapproved by the course coordinator, you can elevate

your case to the program head or the dean with the original
letter of request. The final decision will come from the dean
of the college.
Grading System All culled from BlackBoard sessions and traditional contact
Course discussions/exercises – 30%
1st formative assessment – 10%
2nd formative assessment – 10%
3rd formative assessment – 10%
All culled from on-campus/onsite sessions (TBA):

Final exam – 40%
Submission of the final grades shall follow the usual
University system and procedures.
Preferred Referencing Style Depends on the discipline; if uncertain or inadequate, use

the general practice of the APA 6th Edition.
Student Communication You are required to create a umindanao email account

which is a requirement to access the BlackBoard portal.
Then, the course coordinator shall enroll the students to
have access to the materials and resources of the course.
All communication formats: chat, submission of assessment
tasks, requests etc. shall be through the portal and other
university recognized platforms.
You can also meet the course coordinator in person through

the scheduled face to face sessions to raise your issues and
concerns.
For students who have not created their student email,

please contact the course coordinator or program head.
Contact Details of the Dean Khristine Marie D. Concepcion, Ph.D.
Email: khristinemarie_concepcion@umindanao.edu.ph
Phone: 082-305-0647 loc. 118
Contact Details of the Victoria O. Ligan, DPA
Discipline Chair Email: victoria_ligan@umindanao.edu.ph
Phone: 082-305-0647 loc. 118
Students with Special Students with special needs shall communicate with
Needs the course coordinator about the nature of his or her
special needs. Depending on the nature of the need,
the course coordinator with the approval of the
program coordinator may provide alternative
assessment tasks or extension of the deadline of
submission of assessment tasks. However, the
alternative assessment tasks should still be in the
service of achieving the desired course learning
outcomes.
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Instructional Help Desk Dr. Khristine Marie D. Concepcion - Dean

Contact Details Email: khristinemarie_concepcion@umindanao.edu.ph
Phone: (082)300-5456/305-0647 Local 134
Rosyl S. Matin-ao – College LMS Facilitator
Email: rosyl_matinao@umindanao.edu.ph
Phone: (082)300-5456/305-0647 Local 149
Library Contact Brigida E. Bacani
Email: library@umindanao.edu.ph
Phone: 09513766681
Well-being Welfare Support Ronadora Diala – GSTC Head
Held Desk Contact Details Email: artsciences@umindanao.edu.ph
Phone: (082) 300-5456
Course Information – see/download course syllabus in the Black

Board LMS
CC’s Voice: Hello! Welcome to the GE 1 – Understanding the

Self course!
Upon completion of the course, the students are
expected to classify how the self has been
represented across disciplines and perspectives;
identify the different aspects of self and identity;
distinguish forces and institutions that impact the
development of various aspects of self and
identity; and construct schemes that would help in
the better management of one’s self and
behaviors.
Let’s Begin!
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Week 1-3: Unit Learning Outcome (ULO)

At the end of the unit you are expected to:
A. Define multi-disciplinal approach and perspectives.
B. Classify how the self has been represented across disciplines and
perspectives.
C. Examine the different influences, factors and forces that shape the self.
D. Compare how the self has been represented across disciplines and
perspectives.
E. Demonstrate critical and reflective thought in analyzing the development of
one’s self and identity by developing a theory of the self.
F. Identify western and eastern orientation and be familiarized with its
differences.
BIG PICTURE IN FOCUS!

A. Define multi-disciplinal approach and perspectives.
B. Classify how the self has been represented across disciplines and perspectives.
Metalanguage
Self-awareness is the ability to see yourself clearly and objectively through

reflection and introspection.
Self-Knowledge - as defined as understanding one’s own motives, character,

beliefs grants one the freedom to live their life without regrets. Additionally, it gives
one a sense of direction and makes it extremely difficult to be manipulated.
Self-concept is a general term used to refer to how someone thinks about,

evaluates or perceives themselves. To be aware of oneself is to have a concept of
oneself.
Self-esteem (also known as self-worth) refers to the extent to which we like, accept
or approve of ourselves, or how much we value ourselves. Self-esteem always
involves a degree of evaluation and we may have either a positive or a negative view
of ourselves.
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Essential Knowledge
A. Multi-disciplinal approach
So why is a multidisciplinary approach to education so important?
Because it gives you a more deep and wide reference framework for considering
the causes and effects of problems, and thus find alignments between these points
to articulate solutions. It improves your ability to consider things from multiple
perspectives at the same time, as well as measure various ripple effects, as you can
consider how those manifests through different domains and collective relationships.
It also makes you more able to consider seemingly diametrically opposite views
in terms of similarities. Because as a multi-disciplinarian, you will recognize how two
opposite views can be accurate at the same time, from different perspectives
(something that might illuminate the political debate?). You learn to think more
holistically around problems and solutions. You become someone that can integrate
things, which means you will make sense out of things. And this is something that
will always be in demand. Especially in a highly complex and interconnected world
that in many cases - does not make sense. (Markus Modin, 2018).
As Mike Colagrossi 2019 detailed, Alan Wats believed that we can comprehend a
greater sense of the self. The self is not alienated from the universe, but a part of the
whole process. Watts believed that we could shed the illusion of self and the other
through simple comprehension. No need for any difficult yoga meditations or even
mind-shattering psychedelics.
What is self?
The “self” has many aspects. These aspects make up the “self’s” integral parts, such
as self-awareness, self-esteem, self-knowledge, and self-perception. With these
aspects, the person can alter, change, add, and/ or modify himself or herself for the
purpose of gaining social acceptance.
The “self” is an important study in psychology. It holds that the “self” is either the
cognitive or the affective representation of the individual. Cognitive is relating to or
involving conscious intellectual activity while affective is relating to or arising from
feelings influenced by emotions (Merriam-Webster, 2017).
B. Integral Parts of the Self
Self-awareness is the ability to see yourself clearly and objectively through reflection
and introspection.
While it may not be possible to attain total objectivity about oneself (that is a
debate that continues to rage throughout the history of philosophy), there are
certainly degrees of self-awareness. It exists on a spectrum.
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Although everyone has a fundamental idea of what self-awareness is, we do not

know exactly where it comes from, what its precursors are, or why some of us seem
to have more or less than others.
Self-Knowledge - as defined as understanding one’s own motives, character, beliefs

grants one the freedom to live their life without regrets. Additionally, it gives one a
sense of direction and makes it extremely difficult to be manipulated. The more self-
knowledge one obtains the smoother they can transition through difficult times. This
is because one can naturally TRUST, understand, and comprehend the best course
of action for THEIR best benefit. Self-knowledge is considered one of the few ways
to break through societal conditioning and achieve higher levels of
happiness/consciousness. (Which are not necessarily the same thing.)
Self-concept is a general term used to refer to how someone thinks about, evaluates
or perceives themselves. To be aware of oneself is to have a concept of oneself.
(1) The Existential Self

This is 'the most basic part of the self-scheme or self-concept; the sense of being
separate and distinct from others and the awareness of the constancy of the self'
(Bee, 1992).
(2) The Categorical Self
Having realized that he or she exists as a separate experiencing being, the child next
becomes aware that he or she is also an object in the world.
Just as other objects including people have properties that can be experienced (big,
small, red, smooth and so on) so the child is becoming aware of himself or herself as
an object which can be experienced, and which has properties.
Self-image (how you see yourself)
This does not necessarily have to reflect reality. Indeed, a person with
anorexia who is thin may have a self-image in which the person believes they are fat.
A person's self-image is affected by many factors, such as parental influences,
friends, the media etc.
1) Physical Description: I’m tall, have blue eyes...etc.
2) Social Roles: We are all social beings whose behavior is shaped to some extent
by the roles we play. Such roles as student, housewife, or member of the football
team not only help others to recognize us but also help us to know what is expected
of us in various situations.
3) Personal Traits: These are the third dimension of our self-descriptions. “I’m
impulsive...I’m generous...I tend to worry a lot” ...etc.
4) Existential Statements (abstract ones): These can range from "I’m a child of the
universe" to "I’m a human being" to "I’m a spiritual being"...etc.
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Self-esteem (the extent to which you value yourself)

Self-esteem (also known as self-worth) refers to the extent to which we like, accept
or approve of ourselves, or how much we value ourselves. Self-esteem always
involves a degree of evaluation and we may have either a positive or a negative view
of ourselves.
High self-esteem (we have a positive view of ourselves)
This tends to lead to
• Confidence in our own abilities

• Self-acceptance
• Not worrying about what others think
• Optimism
Low self-esteem (we have a negative view of ourselves)

This tends to lead to
• Lack of confidence
• Want to be/look like someone else
• Always worrying what others might think
• Pessimism
How well do you know yourself? Are you aware of your talents? Skills? Weakness?
Strengths?
The persistent question, “Who am I?” is rooted in the human need to understand the
basis of the experiences of the “self.” When people are asked to explain their
understanding of the word, the usual answers are: “It’s who I am.” “It’s me, my
essence.”
“It’s what makes me unique and different from everyone else.”
For a more meaningful understanding of the “self,” numerous studies have

been conducted and various approaches have been developed from concepts about
it. Important philosophers from ancient to contemporary times sought to describe the
essential qualities that compose a person’s uniqueness. On the other hand,
sociology sees the “self” as a product of social interactions, developed over time
through social activities and experiences.
Anthropology views the “self” as a culturally shaped construct or idea.

Anthropologists assert that it is an autonomous participant in the society as much as
it is submerged in the community. Meanwhile, rather than giving a definition,
psychology sees the “self” as having characteristics or properties that can be used to
describe it. Pioneers in the study pointed out that the “self” is related to its physical
and social environment, it is unique, and it is necessary to its experience.
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Self-Help
You can also refer to the sources below to help your further understand
the lesson:
Otig, et al (2018). A Holistic Approach in Understanding the Self. Mutya Publishing
House.
https://www.education.com/download/worksheet/106788/adjectives-to-
describeyourself.pd
https://learningandteaching-navitas.com/multidisciplinary-teaching-approach-active-
learning/.
Let’s Check!
1. Instruction: Read the Story of the Wemmicks and write a summary of the
Story of the Wemmicks? (Include all the characters and their role in the life of
Punichello) with a minimum of 5 sentences each. (20 points).
Guided Questions:
a. Who are these characters in my real-life situation? (Each of them)

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b. How do I relate myself in the situation of Punichello? (Personal

reflection)
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___________________________________________________________________
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Let’s Analyze!
Who Am I?
Briefly describe yourself using the table presented below. Fill each table
with your experiences that reflex each character.
As a human As a child in the As a child of As a Student

Person Family God
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In a Nutshell
Wow’s and Wishes
A class will be divided into groups for this activity. Each group will be asked
to do the following:
1. Create a group chat through a messenger with your assigned group
members. Everyone must be included in the group chat.
2. Create your own kind of introduction of your unique skills and
specialties. Only include those essential qualities that can describe
yourself.
3. Compile all information and articulate a brief group introduction that
describe each members of the group.
4. Provide a screenshot of the group conversation.
5. Include the screenshot as your evidence in submitting your output.
6. Deliver your output in a short bond paper to be submitted through LMS
or during video conference.
Q and A list
Students’ Questions/ Issues Professor’s Answers
Keywords:
Self-awareness Existential Self
Self-Knowledge Categorical Self
Self-concept Social Roles
Self-esteem Personal Trait
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C. Examine the different influences, factors and forces that shape the self.
D. Compare how the self has been represented across disciplines and perspectives.
Metalanguage
Theory of forms -Asserted that the physical world is not really the “real” world
because the ultimate reality exists beyond the physical world.
The appetitive (sensual) – the element that enjoys sensual experiences, such as
food, drink, and sex.
The rational- the element that forbids the person to enjoy the sensual experiences;
the part that loves truth, hence should rule over the other parts of the soul using
reason.
The spirited (feeling) – the element that is inclined toward reason but understands
the demands of passion; the part that loves honor and victory.
Methodological Skepticism- It is one’s beliefs in order to determine which beliefs

could be ascertained as true.
Empiricism- the idea that the origin of all knowledge is sense experience. It
emphasized the role of experience and evidence (especially sensory perception) in
forming concepts, while discounting the notion of innate ideas.
Apperception- the mental process by which a person makes sense of an idea by

assimilating it to the body of ideas he or she already possesses.
Essential Knowledge
Philosophical View of Self

Philosophy makes a central contribution to the educational enterprise through
its demands upon intellectual activity. Education in philosophy involves becoming
aware of major figures and developments in the history of philosophy, learning up-to-
date techniques and accepted answers to philosophical questions, and learning
critical, interpretive, and evaluative skills that, in the overall scheme of things, may
be of greatest value.
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A. Socrates “the unexamined life is not worth living”
Some of Socrates ideas

1. The soul is immortal
2. The care of the soul is the task of philosophy
3. Virtue is necessary to attain happiness
The state of your inner being (soul/self) determines the quality of your life
Two kinds of existence
• Visible
• invisible
The goal of life is to be happy
The virtuous man is a happy man
B. Plato “good actions give strength to us and inspire good actions in others”
Collection and division

The philosopher would collect all the generic ideas that seemed to have common
characteristics and then divided them into different kinds until the subdivision of
ideas became specific
Theory of forms
Asserted that the physical world is not really the “real” world because the ultimate
reality exists beyond the physical world.
The soul is indeed the most divine aspect of the human being
The self/soul/mind according to Plato is the aspect of the human beings by which
the forms (ideas) are known
The three parts of the soul according to Plato are:
• The appetitive (sensual) – the element that enjoys sensual experiences, such
as food, drink and sex.
• The rational- the element that forbids the person to enjoy the sensual
experiences; the part that loves truth, hence should rule over the other parts
of the soul through the use of reason
• The spirited (feeling) – the element that is inclined toward reason but
understands the demands of passion; the part that loves honor and victory
C. St. Augustine of Hippo all knowledge leads to God”
He adopted Plato’s view that the self is an immaterial (but rational) soul
Theory of forms- saint Augustine asserted that these forms were concepts
existing within the perfect and eternal god where the soul belonged.
The soul held the truth and was capable of scientific thinking.
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Saint Augustine’s concept of the “self” was an inner immaterial “i” that had self-
knowledge and self-awareness.”
Human beings through the senses could sense the material and temporal
objects as we interacted with the material world; the immaterial but intelligible God
would only be clear and obvious to the mind if one tune into his / her immaterial
self/soul.
Aspects of the soul according to saint Augustine are:

• It can be aware of itself
• It recognizes itself as a holistic one
• It is aware of its unity
• Saint Augustine pointed out that a person is similar to god as regards to the
mind and its ability; that by ignoring to use his/her mind (or the incorrect use
of the mind) he/she would lose his/her possibility to reach real and lasting
happiness.
C. Renee’ Descartes “cogito ergo sum”
Often regarded as the first thinker to emphasize the use of reason to describe,
predict and understand natural phenomena based on observational ad empirical
evidence.
Hyperbolical/metaphysical doubt or methodological skepticism- it is a systematic
process of being skeptical about the truth of one’s belief to determine which belief
could be ascertained as true.
He asserted that everything perceived by the senses could not be used as proof of
existence because human senses could be fooled.
There was only one thing we could be sure of in this world, and that was everything
could be doubted.
The soul The body
It is a conscious, thinking substance It is a material substance that changes

that is unaffected by time. through time.
It is only to itself (only you know your It can be doubted; the public can
own mental event and others cannot correct the claims about the body.
correct your own mental states.
It is not made up or parts, it vies It is made up of physical, quantifiable,
entirely itself with no hidden or divisible facts.
separate compartments. It is both
conscious and aware of itself at the
same time.
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D. John Locke “no man’s knowledge can go beyond his experience”
Locke believed that the self is identified with consciousness and this self
consists of sameness of consciousness. This is usually interpreted to mean that the
self consists of memory; that the person existing now is the same person yesterday
because he/she remembers the thoughts, experiences or actions of the earlier self.
For Locke, a person’s memories provide a continuity of experience that allows
him / her to identify himself/herself as the same person over time.
According to Locke since you are the same “self” in the passing of time, you can be
held accountable for past behavior. However, Locke insisted that a person could only
be held accountable for behaviors he/she can remember.
Self-Help
the lesson:

House.
https://www.education.com/d ownload/worksheet/106788/a djectives-to-

describeyourself.pd
Let’s Check! Identify the philosopher being asked in each statement

below. Write your answers before each number.
___________1. The state of your inner being (soul/self) determines the quality of
your life.
___________2. He held that the soul held the Truth and was capable of scientific
thinking.
___________3. He believed that the “self” is identified with consciousness and this
“self” consists of sameness of consciousness.
___________4. He emphasized the use of reason to describe, predict, and

understand natural phenomena based on observational and empirical evidence.
___________5. The “soul” is indeed the most divine aspect of the humans being.
___________6. He is known for his method of inquiry.
___________7. His goal is the fulfillment of happiness.
___________8. He reasoned that human beings through the senses could sense the
material, temporal objects as we interacted with the material world.
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___________9. He added that there is only one thing we could be sure in this world,
and that was everything could be doubted.
__________10. He insisted that a person could only be held accountable for

behaviors he/she can remember.
Let’s Analyze! Discuss each philosopher’s view with your group

and supply the necessary information from the table
below. The group must submit their output through
LMS.
PHILOSOPHERS/ BODY SOUL SELF PHILOSOPHICAL GOAL
THINKERS IDEA
Socrates
Plato
St. Augustine
Renee’ Descartes
John Locke
Q and A list
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E. Demonstrate critical and reflective thought in analyzing the development of one’s
self and identity by developing a theory of the self.
Metalanguage
Rationalism - is the theory that reason, rather than experience, is the foundation of
all knowledge
Bundle theory - as a bundle or a collection of different perceptions that are moving

in a very fast and successive manner.
Impressions– These are perceptions which are the strongest. It enters the senses
with most force
Ideas – The less forcible and less lively counterpart of impressions
Inner self - The “self” by which you are aware of alterations in your own state
Outer self - includes your senses and the physical world
Id- pleasure/ desire
Ego -reality principle
Superego -Incorporates the values and morals of society
Eliminative materialism - the claim that people's common-sense understanding of

the mind (or folk psychology) is false and that certain classes of mental states that
most people believe in does not exist.
Embodied- is a verb that means to give a body to (usually an immaterial substance

like a soul).
Subjectivity-in philosophy, is the state of being a subject - an entity that possesses

conscious experiences, such as perspectives, feelings, beliefs, and desires
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Essential Knowledge
E. David Hume “a wise man’s proportions his belief to the evidence”
He was a fierce opponent of Descartes’ Rationalism. Rationalism is the

theory that reason, rather than experience, is the foundation of all knowledge
Hume, along with John Locke and Bishop George Berkeley, was one of the three
main figureheads of the influential British Empiricism movement. Empiricism is the
idea that the origin of all knowledge is sense experience. It emphasized the role of
experience and evidence (especially sensory perception) in forming concepts, while
discounting the notion of innate ideas.
bundle theory wherein he described the “self” or person (which Hume

assumed to be the ‘mind’) as a bundle or a collection of different perceptions that are
moving in a very fast and successive manner.
David Hume concluded that the “self” is merely made up of successive impressions.
Hume divided the mind’s perceptions into two groups stating that the difference
between the two “consists in the degrees of force and liveliness with which they
strike upon the mind (Hume, pg. 10)”:
Impressions– These are perceptions which are the strongest. It enters the senses
with most force. These are directly experienced; they result from inward and outward
sentiments.
Ideas – The less forcible and less lively counterpart of impressions. These are
mechanisms that copy and reproduce sense data formulated based upon the
previously perceived impressions.
Hume did not believe on the existence of the “self”. He stressed that your
perceptions are only active for as long as you are conscious.
Hume's “self” is a passive observer similar to watching one's life pass before the
eyes like a play or on a screen; whereby the total annihilation of the “self” comes at
death.
F. Immanuel Kant
Kant’s view of the “self" is transcendental which means the “self” is related to a
spiritual or nonphysical realm.
The self is outside the body and it does not have the qualities of the body. Despite
being transcendental, Kant stressed that the body and its qualities are rooted to the
“self”.it is knowledge that bridges the “self” and the material things together.
Two kinds of consciousness of self (rationality):
1. Consciousness of oneself and one's psychological states in inner sense

2. Consciousness of oneself and one's states by performing acts of
apperception.
Apperception is the mental process by which a person makes sense of an idea by

assimilating it to the body of ideas he or she already possesses.
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Two components of the “self”:

1. Inner self - The “self” by which you are aware of alterations in your own state.
This includes your rational intellect and your psychological state such as
moods, feelings, and sensations, pleasure, and pain.
2. Outer self - includes your senses and the physical world. It is the common
boundary between the external world and the inner self. It gathers information
from the external world through the senses, which the inner self interprets and
coherently expresses.
Kant proposed that the “self” organizes information in three ways:
1. Raw perceptual input

2. Recognizing the concept
3. Reproducing in the imagination
G. Sigmund Freud
Psychoanalytic theory
Explained thought the iceberg analogy
Ego
• Reality principle
• It works out realistic ways to satisfying the id’s demands often compromising
or postponing satisfaction to avoid negative consequences of society
• Considers social realities and norms, etiquette and rules in deciding how to
behave
Psychoanalytic theory
Superego
• Incorporates the values and morals of society
• Control the id’s impulses
• Persuades the ego to choose moralistic goals and to strive for perfection
rather than simply realistic ones
• Component system of superego:
• Conscience – if ego gives in to the id’s demands, the superego may make the
person feel bad though guilt
• Ideal self – an imaginary picture of how you ought to be. Presents career
aspirations, how to treat other people and how to behave as a member of
society.
H. Gilbert Ryle “In searching for the self, one cannot simultaneously be the
hunter and the hunted”
Ryle called the distinction between mind and matter a “category-mistake" because of
its attempt to analyze the relation between "mind" and "body" as if the two were
terms of the same categories.
Ryle’s points against Descartes theory are:
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• The relation between mind and body are not isolated processes.
• Mental processes were intelligent acts, and are not distinct from each other
• The operation of the mind is itself an intelligent act
Knowledge, memory, imagination, and other abilities or dispositions do not reside
"within" the mind as if the mind were a space in which these could be stored or
located.
If Ryle believed that the concept of a distinct “self” is not real, where do we get our
sense of self? Ryle asserted that it is from our behavior and actions.
I. Paul Churchland “There is nothing beyond the sensory experience”
In Churchland’s view the immaterial, unchanging soul/self does not exist

because it cannot be experienced by the senses.
Churchland’s idea is called eliminative materialism or the claim that people's

common-sense understanding of the mind (or folk psychology) is false and that
certain classes of mental states that most people believe in do not exist.
Churchland asserted the sense of “self” originated from the brain itself and
that this “self” is a product of electrochemical signals produced by the brain.
J. Maurice Merleau-Ponty “We know not to our intellect but through our
experience”
Maurice Merleau-Ponty’s idea of “self” is an embodied subjectivity. The term

‘embodied’ is a verb that means to give a body to (usually an immaterial substance
like a soul). Subjectivity, in philosophy, is the state of being a subject - an entity that
possesses conscious experiences, such as perspectives, feelings, beliefs, and
desires. Moreover, a subject act upon or affects some other entity, which in
philosophy is called the object. A subject therefore is something that exists, can take
action, and can cause real effects (on an object).
Human beings are embodied subjectivities, and that the understanding of the
“self” should begin from this fundamental fact. He added that the body is not a mere
“house” where the mind resides. Rather it is through the lived experience of the body
that you perceive; are informed; and interact with the world. According to Merleau-
Ponty, the body acts what the mind perceives as a unified one.
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Self-Help
the lesson:

House

describeyourself.pd
Let’s Check!
Identify the philosopher being asked in each statement below. Write your
answers before each number.
___________1. He proposed the existence of the unconscious.
___________2. He is known for his belief on embodied subjectivity.
___________3. He asserted that “self” does not exist; instead, he stressed that
perceptions are only active for as long as an individual is conscious.
___________4. He was known for this phrase, “I act, Therefore, I am.”
___________5. He was famous for his idea on eliminative materialism.
___________6. He practiced psychoanalysis in answering questions about the

human psyche.
___________7. He stressed that the body and its qualities are rooted to the “self.”
___________8. He asserted that sensations, thoughts, and feelings do not belong to

a mental world separate from the physical world.
___________9. The body acts what the mind perceives as a unified one.
__________10. There is a constant movement of memories and impulses from one

level to another.
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Let’s Analyze!
Discuss each philosopher’s view with your group and supply the necessary
information from the table below. The group must submit their output through
LMS.
PHILOSOPHERS/ BODY SOUL SELF PHILOSOPHICAL GOAL

THINKERS IDEA
David Hume
Immanuel Kant
Sigmund Freud
Gilbert Ryle
Paul Churchland
Maurice Merleau-
Ponty
In a Nutshell
Journal #1: What is your own philosophy in life since you are still a student? Write it
on a one-page paper, printed or handwritten to be submitted through LMS.
Q and A list
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Keywords:
Theory of forms appetitive (sensual)
The rational spirited (feeling)
Rationalism Bundle theory
Impressions Ideas
Inner self Outer self
Id Ego
Superego Eliminative materialism
Embodied’ Subjectivity

F. Identify western and eastern orientation and be familiarized with its differences
Metalanguage
Eastern Orientation- accepts the truth as given and is more interested in finding the
balance.
Western Orientation- strives to find and prove “the truth”.
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Essential Knowledge
Broadly,
speaking,
Western society
strives to
find and prove
"the truth", while
Eastern society
accepts the truth
as given and
is more
interested in
finding the
balance.
Westerners put
more stock in
individual rights;
Easterners in
social
responsibly.
EASTERN PHILOSOPHY WESTERN PHILOSOPHY
Buddhism, Confucianism, Hinduism, Christianity**, Rational, Scientific,

Integral Yoga, Islam, Taoism, Zen Logical schools
East MAIN PRINCIPLES West

● Cosmological unity
● Feeling oneself as an element of
● Life is a journey towards eternal realities
the Divine
that are beyond the realities that surround
● Life is a service (to the God,
us
money, business, etc.)
● Circular view of the universe, based on
● Linear view of the universe and
the perception of eternal recurrence
life, based on the Christian
● Inner-world dependent
philosophy where everything has its
● Self-liberation from the false "Me" and
beginning and the end.
finding the true "Me". The highest state is
● Outer-world dependent
believed to be a state of 'no-self', where
● Self-dedication to the goal (big
neither self-worth nor self-importance have
dream, life vision, happiness,
any real meaning.
personal success, etc.)
● Behavioral ethics
East LIVING PRINCIPLES West
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VIRTUE ETHIC
"To be able under all circumstances to

practice five things constitutes perfect
virtue; these five things are gravity, "One can live magnificently in this
generosity of soul, sincerity, world if one knows how to work and
earnestness and kindness." ~ how to love."
Confucius ~ Leo Tolstoy
"Be satisfied with whatever you have, "Refrain from doing ill; for one all-
and enjoy the same. When you come powerful reason, lest our children
to know that you have everything, and should copy our misdeeds; we are all
you are not short of anything, then the to prone to imitate whatever is base
whole world will be yours." ~ Lao Tzu and depraved."
"The thought manifests as the word; ~ Juvenal
The word manifests as the deed; The "There is no real excellence in all this
deed develops into habit; And habit world which can be separated from
hardens into character. So, watch the right living."
thought and its ways with care, and let ~ David Starr Jordan
it spring from love born out of concern
for all beings." ~ Buddha
East The "Me" concept West

"Me" is here and now. The true “Me” in
Eternal reality of the universal truth:
every human being is a part of the
self-liberation through getting rid of the
Divine that need to become apparent.
false "Me" and discovering the true
True “Me” is given and doesn’t have
"Me"
to be cognizable.
East Relationship with RELIGION West

Integration Opposition
East Search for ABSOLUTE TRUTH West
● HOLISTIC approach – all events in

● More focused on INDIVIDUAL
the universe are interconnected
EVENTS and the role of the person
● Searching INSIDE YOURSELF – by
● Searching outside yourself -
becoming a part of the universe
through research and analysis
through meditation and right living
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"Man is made by his belief. As he

believes, so he is." ~ Bhagavad Gita
"The superior man understands what is "Happiness lies in virtuous activity,
right; the inferior man understands and perfect happiness lies in the best
what will sell." activity, which is contemplative."
~ Confucius ~ Aristotle
"By chasing desires, you will meet only
the outer surface." ~ Lao Tzu
"Though he should live a hundred
years, not seeing the Truth Sublime; "The truth that survives is simply the lie
yet better, indeed, is the single day's that is pleasantest to believe." ~
life of one who sees the Truth Helminen
Sublime." ~ Buddha
The main values are success and
achievement. These that can be
The true key is INSIDE. The inner
achieved in many ways, but rarely
world of a human being and his or her
through developing inner strength. The
ability to control and develop it is of the
majority of success and achievement
highest value. The way to the top is
criteria have an external nature
inside yourself, through self-
(money, faith, popularity, etc.). The way
development.
to the top is through active OUTSIDE
intervention.
East Search for TRUTH & Fundamental Research West

The truth is GIVEN is does not to have
The truth needs TO BE PROVED.
be proved.
The philosophic base for and culture of
The philosophic base for and culture of
fundamental research is STRONGER.
fundamental research is WEAKER.
East FUTURE West

Your future is unknown, it was
Your future is determined by the past and
predetermined by God and is not much
your deeds today.
influenced by your deeds.
"Study the past if you would like to divine "You can never plan the future by the past."
the future." ~ Confucius ~ Edmund Burke
East JUSTICE West
SPIRITUAL practice CEREBRAL practice
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"There is a higher court than courts of

"At his best, man is the noblest of all
justice and that is the court of conscience.
animals; separated from law and justice he
It supersedes all other courts." ~ Mahatma
is the worst. " ~ Aristotle
Gandhi
East INDIVIDUALISM / COLLECTIVISM West

A human being is an integral part of the
A human being has an individualistic
universe and the society. People are
nature and is an independent part of
fundamentally connected. Duty towards
the universe and the society.
all others is a very important matter.
INDIVIDUALISM is stronger.
COLLECTIVISM is stronger.
East IMPROVEMENT / EVOLUTION West

CYCLIC development, hence LINEAR development, hence
improvement is a never ending improvement has a goal. Development
journey that has no limits. stops when the goal is reached.
East RADICAL INNOVATION / REVOLUTION West
The fundamentals of the status quo

The fundamentals of the status quo
can – and often should – be
should not be questioned. The culture
questioned. The culture of considering
of considering and introducing radical
and introducing radical changes is
changes is WEAKER.
STRONGER.
East PASSION & VENTURING West
Entrepreneurial creativity and venturing

Entrepreneurial venturing is
is CONTAINED by the habit to control
ENCOURAGED emotionally.
one's passions.
"Desires are the cause of suffering. If "Nothing is ever achieved by

desire, which lies at the route of all reasonable men."
human passion, can be removed, then ~ J Fred Bucy of Texas Instruments
passion will die out and all human "Nothing great was ever achieved
suffering will be ended." without enthusiasm... Always do what
~ Buddhism you are afraid to do... Do not go where
"Vain indeed is all overweening pride in the path may lead, go instead where
the conquest even of the entire there is no path and leave a trail." ~
universe if one has not conquered Ralph Waldo Emerson
one's own passions." "If you want to succeed, you have to
~ Sri Aurobindo forge new paths and avoid borrowed
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ones." ~ John Rockfeller
East ACHIEVEMENT & WINNING West
Winning is INSIDE yourself. >>> Winning is OUTSIDE yourself.
"Though he should conquer a thousand

"You're not a star until they can spell
men in the battlefield a thousand times,
your name in Karachi."
yet he, indeed, who would conquer
~ Roger Moore
himself is the noblest victor."
"Life affords no higher pleasure than
~ Buddha
that of surmounting difficulties, passing
"He who conquers others is strong; he
from one stop of success to another,
who conquers himself is mighty." ~ Lao
forming new wishes and seeing them
Tzu
gratified."
"The most excellent Jihad is that for the
~ Samuel Johnson
conquest of self." ~ Mohammad
East IMPLEMENTATION West
SPIRITUAL and MISSIONARY PRAGMATIC and EMOTIONAL

approach. approach.
"To create and develop without any
feelings of ownership, to work and "The supreme accomplishment is to blur
guide without any expectation and the line between work and play."
control, is the best quality" ~ Arnold Toynbee
~ Lao Tzu "Since most of us spend our lives doing
To achieve self-liberation and nirvana ordinary tasks, the most important thing
you need to perform your duties without is to carry them out extraordinary well."
expecting any reward for it. ~ Vedanta, ~ Henry David Thoreau
Hinduism "Every minute you spend in planning
"Action can be achieved by inaction, saves 10 minutes in execution." ~ Brian
where the result is achieved by "Not- Tracy
Me" ~ Zen
East GOALS & Key to SUCCESS West
SPIRITUAL MATERIALISTIC
"Live a virtuous life and adhere to "The secret of success in life, and
performing your duties." ~ subsequently of making money, is to
Confucianism enjoy your work. If you do, nothing is
"The Three Armies can be deprived of hard work – no matter how many hours
their commanding officer, but even a you put in." ~ Sir Billy Butlin
common man cannot be deprived of his "Success is that old ABC – ability,
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purpose." ~ Confucius breaks and courage." ~ Charles

"If you really want everything, then give Luckman
up everything." ~ Lao Tzu "Flaming enthusiasm, backed by horse
"He is able who thinks he is able." ~ sense and persistence, is the quality
Buddha that most frequently makes for
success." ~ Dale Carnegie
East Establishing Control Over Your EMOTIONS West
Through MEDITATION Through ANALYSIS
A man can separate his/her mind from "I can control my passions and
his/her emotions and control them. ~ emotions if I can understand their
Taoism nature." ~ Spinosa
East LEADERSHIP West
HANDS-ON
SPIRITUAL
Walking ahead of people; speech is
Walking behind people; silence is golden
golden
"In order to guide people, the leader "Leadership is done from in front.
must put himself behind them. Thus, Never ask others to do what you, if
when he is ahead, they feel no hurt." ~ challenged, would not be willing to do
Lao Tzu yourself." ~ Xenophon
Let’s Check!
Identify the words that is being asked in each statement below. Write your
answers before each number.
___________1. It refers to the generalized view of self.
___________2. It is the divine universal consciousness.
___________3. It refers to the mental processes that perceive one’s own traits.
___________4. It embodies specific values, thoughts, or ideas that play an important

role in determining the person’s sense of “self.”
___________5. These are the earliest religious writings in the East.
___________6. It refers to the extent that we value our duty to groups to which we
belong.
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___________7. It refers to the mental processes that perceive one own’s traits.
___________8. It emphasizes the moral worth of the individual.
___________9. It means having the right to practice propriety in all that you do.
___________10. It is the tendency to see reality as an aggregate of parts.
___________11. It accepts the truth as given and is more interested in finding the
balance.
___________12. Acknowledged to be “imbued with a style of thinking based on

dichotomy and binary opposition.”
___________13. Tends to discredit explanation that do not use analytic-deductive

modes of thinking.
___________14. The principle of cosmic order.
___________15. Composed of the teachings of Buddha.
Let’s Analyze!
Instructions: Determine the Filipino traits observed in the surroundings and classify
it accordingly to eastern or western influence. Give a brief explanation.
Filipino Traits Eastern Influence Western Influence

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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In a Nutshell
Journal # 2: Write briefly an essay about your realization in identifying your traits
that influence both eastern and western concept. (30 points.)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________________________________________________
___________________________________________________________________________
Q and A list
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A. Identify the social groups that they are in. determining the source and effect of
being in a group.
B. Apply their knowledge about culture and take precautions in understanding its
value to the society and self.
C. Understand the cognitive development of a person and examine its essence
in every theory presented.

A. Identify the social groups that they are in. determining the source and effect of
being in a group.
Metalanguage
Sociology – the study of human interaction in the society
Modernization –the process of social change whereby less developed societies

acquire characteristics common to more developed societies.
Capitalism - a production system involving both competitive product markets and

the commodification (putting a price tag) of labor power.
Institutions of surveillance – the massive increase of power and reach by

institutions, especially in government.
Dynamism – this is the most evident characteristic of a modern society. Dynamism

is characterized as having vigorous activity and progress
Organic group- is naturally occurring, and it is highly influenced by your family.
Rational group- occur in modern societies.
Me- the product of what the person has learned while interacting with others and with
te environment.
“I”- Is unsocialized and spontaneous.
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Essential Knowledge
Sociological View of Self

Sociology posited that socially formed norms, beliefs, and values come to exist
within the person to a degree where these become natural and normal (Elwell,
2003); Thus, developing the person’s self-identity.
A. Modernization
Modernization has significantly changed society and this affected how an individual
build and develops his or her self-identity.
Pre-modern society was centered on survival. People behaved according to social

rules and traditions, while the family and the immediate environment provided
supervision on how to get through life. Choosing where to live, what line of work to
do, and even who to marry was very limited
Modernization, however, improved the people’s living conditions. A person in the

modern society is free to choose where to live, what to do, and who to be with.
However, stability also decreased as traditions and traditional support systems such
as the family decreased in importance. In modern societies, individualism is
dominant and developing one’s self-identity is central
B. Key characteristics of modernity
According to Giddens (1991), the most patent, major characteristics of modernity

are:
Industrialism - this refers to the social relations implied in the extensive use of
material power and machinery in all processes of production.
Capitalism - a production system involving both competitive product markets and the
commodification (putting a price tag) of labor power.
Institutions of surveillance – the massive increase of power and reach by institutions,
especially in government.
Dynamism – this is the most evident characteristic of a modern society. Dynamism is
characterized as having vigorous activity and progress. In a modern society, life is
not a predetermined path with limited options based on location, family or gender: it
is a society full of possibilities. Everything is subject to change, and changes happen
much more rapidly than ever before in human history.
C. Organic and Rational social groups
An organic group is naturally occurring, and it is highly influenced by your

family. Sociologist George Simmel stated that you join these groups because your
family is also a part of it, in the first place. He called it organic motivation. Simmel
noted that the positive effect of organic groups is rootedness. This means the
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foundation of the social network runs deep, thus giving the person a sense of
belongingness. The downside however is that organic groups imply less freedom
and greater social conformity.
Rational groups occur in modern societies. Rational groups are formed as a matter
of shared self-interests. Moreover, people join these groups out of their own free will.
Simmel called this rational motivation. Rational groups imply greater freedom,
especially the freedom of movement. However, relationships based on self-interest
are not as embedded as organic relationships. Interests change and when they do,
group members change. The relationship between rational social networks is
tenuous and the person feels no meaningful connection with others.
D. George Herbert Mead’s Theory
a. Sociologist of 1800s
b. Work: Theory of Social Self
c. Self
i. Product of social interactions and internalizing the external i.e.
other people’s view along with one’s personal view about
oneself
d. Stages of Self Development
i. Language
1. One expresses himself and comprehend what other
people are conveying
ii. Play (Role-play)
1. Assume the perspective of others
iii. Game
1. Account societal rules
E. George Herbert Mead
a. Interactive facets of the self
i. Me
• Product of the person has learned while interacting with
others and with the environment
• Comprised by learned behaviors, attitudes and
expectations
• Exercises social control over self
• Sees to it that rules are not broken
• Unsocialized and spontaneous
• Presents impulses and drives
• Does not blindly follow rules

• It understands when to possibly stretch the rules that
govern social interactions
• Constructs response based on what has been learned by
the me
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Self-Help
the lesson:

House.
Kottak, Conrad, Philip (2015). Cultural Anthropology: Appreciating Cultural Diversity.

McGraw
In a Nutshell Questions to the Max
Topic/ Concept: Social Groups

Instructions: Create important questions that you can ask to your social groups in
the future. You may refer our situation in facing pandemic in creating 10 questions
each for Rational and Organic groups.
Social Groups Questions
Rational 4
10
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Organic 5
10
II. Using the questions created above, pick 10 questions that seek urgent answers as
of the present and allow each individual to answer the questions honestly. Provide a
proof of intervention. (attached pictures, personal template with person’s signature).
Answers Name Signature

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
III. After gathering some data, make a one-page insight paper by integrating
the sociological concepts into your experience. (Journal # 3)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
Q and A list
Keywords:
Sociology
Modernization
Capitalism
Institutions of surveillance
Dynamism
Organic group
Rational groups
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B. Apply their knowledge about culture and take precautions in understanding its
value to the society and self.
Metalanguage
Explicit self - the aspects of the self that you are consciously aware of.
Implicit aspect - those that are not immediately available to the consciousness.
Construal- is an interpretation of the meaning of something; hence in this sense, the

meaning of “self”.
Individualistic culture- represents the self as separate, distinct, with emphasis on

internal attributes traits, skills, and values.
Essential Knowledge
Anthropological View of Self

Katherine Ewing (1990) described the self as encompassing the “physical
organism, possessing psychological functioning and social attributes”. This definition
portrayed the “self” as implicitly and explicitly existing in the mind comprised of
psychological, biological, and cultural processes.
Neuroscientist Joseph LeDoux (2002) conceptualized the implicit and explicit

aspects of the self (Kemp, 2012). The aspects of the self that you are consciously
aware of are the explicit self; while those that are not immediately available to the
consciousness is the implicit aspect. This concept can be traced to the famous
psychologist Sigmund Freud’s “level of consciousness”.
A. The Self Embedded in Culture
How individuals see themselves, how they relate to other people, and how they
relate to the environment is deeply defined by culture.
If one finds the view that the “self” is a product of society, then it is plausible that the
ways of how the self is developed are bound to cultural differences as well.
• Construal is an interpretation of the meaning of something; hence in this

sense, the meaning of “self”.
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• individualistic culture represents the self as separate, distinct, with emphasis

on internal attributes traits, skills, and values.
B. Catherine Raeff view about culture
According to Developmental Psychologist Catherine Raeff (2010), culture can

influence how you view:
1.Relationships
Culture influences how you enter into and maintain relationships.
2. Personality traits
Culture influences whether (and how) you value traits like humility, self-
esteem, politeness, assertiveness, etc.; as well as how you perceive hardship or how
you feel about relying on others.
3. Achievement
Culture influences how you define success and whether you value certain
types of individual and group achievements.
4. Expressing emotions
Culture influences what will affect you emotionally as well as how you express
yourself, such as showing your feelings in public or keeping it private.
Self-Help
the lesson:

House.

McGraw
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Let’s Check!
I. MODIFIER TRUE OR FALSE: WRITE TRUE IF THE STATEMENT IS

CORRECT AND CHANGE THE UNDERLINE WORD IF WRONG. (3PTS
EACH)
a. The “I” is the internalization of the self in what he/she learned in experience in
interacting with others and the environment.
b. Anthropology is the study of people, past, present. it focuses on understanding
the human condition in its cultural aspect and see how rational animals do evolve
and differs with the others.
c. CULTURAL PRACTICES AND SOCIAL TRADITIONS regulates, express and
transform human psyche resulting less in psychic unity got human kind than in
ethnic divergences in MIND, SELF and EMOTIONS (Shweder, 1991 p. 71).”
II. FILL IN THE BLANKS PROVIDE WHAT IS ASKED.
a. the basic unit of the society.

b. He/she is concerned with the questions of the person in the community.
c. Premodern society is concerned with _____.
d. He/she coined the theory of social self.
e. what are those stages proposed in the concept of developing self; describe in
brief. (6pts)
f. Sociologist ____________, express that people create social network by joining
groups.
g. it is described of interaction of two or more people sharing similar characteristic.
h. Group influenced by the Family is known to be ____________,
i. and if it is influenced with your self-interest is _______________.
j. Developmental Psychologist – ______ (2010) – believed that culture can
influence how you view: b.___ c. ___ d. ___, e. ____
k. According to him/her that a child undergoes to 4 stages in cognitive development
In a Nutshell
As a group, discuss how do Courtship being done according to: 1. Filipino, 2.
American, 3. Chinese, 4. Muslim 5. Tribal. Create a presentation that show how past
and diverse cultures influence the present views/perspectives of the young
generation upon facing pandemic as of the present. The accumulated videos in each
member must be submitted through LMS/ email.
The following criteria must be met:
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Criteria Percentage
Delivery 15%
Video Presence/ Transition 10%
Facial Expressions/ Body gesture/ Props 5%
Concept 15%
The group must submit ONLY one output with a list of members who contributed during
group discussion.
Q and A list
Keywords:
Explicit self
Implicit aspect
Construal
Individualistic culture
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C. Understand the cognitive development of a person and examine its essence in
every theory presented.
Metalanguage
Psychology - deals with the human brain pertaining to its consciousness, memory,
reasoning, language, personality, and mental health.
Cognitive -conscious intellectual activity.
Real self -is the person you are
False self -is the product of early experience
True self -flourishes in infancy if the mother is positively responsive to the child’s
spontaneous expressions.
I-self -is the pure ego
me-self-is the self that is the object
Material – physical appearance and extensions of it such as clothing, immediate
family, and home
Social – social skills and significant interpersonal relationships
Spiritual - personality, character, defining values
Trait (Allport theory)- is your essential characteristic that never, ever changes and
sticks with you all your life.
Parent ego state- is the voice of authority
Adult ego state -is the rational person
Natural child- who loves to play but is sensitive and vulnerable.
Little Professor- is the curious child who wants to try everything.
Adaptive child- is the one who reacts to the world.
Experiential self -as the theater of consciousness
private self-conscious can be described as the narrator or interpreter.
public self- or persona is the image you project to the public.
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Essential Knowledge
Psychological View of Self

People have misconception of a human development, to the extent that they
give less importance to cognitive development. Psychologist provide some theory
that may serve as our bases in understanding the complexity of human existence
especially to our development in all aspects, its effect and importance.
A. The Self as A Cognitive Construction

• Psychology
• Deals with the human brain pertaining to its consciousness,
memory, reasoning, language, personality and mental health
• Cognitive
• Conscious intellectual activity e.g. thinking, reasoning and
remembering
• Natural for Self to form theory about himself and a single entity
and as a group and to make meaning of one’s existence and
experience
B. Jean Piaget’s Cognitive Development

• Jean Piaget
• 1896-1980
• Swiss Clinical Psychologist
• Known for his pioneering work in child development
• Theory of Cognitive Development
• Development of human intelligence
• How humans acquire, construct and use knowledge
(Torres and Ash, 2007)
• Progressive reorganization of mental processes resulting from
biological maturation and environmental experience
• Children construct an understanding of the world around them,
experience inconsistencies between what they already know
and what they discover in their environment, and then adjust
their ideas accordingly (McLeod, 2009)
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C. Harter’s Self-Development Concept
The development of self-concept according to Harter is as follows:

• Early childhood - the child described the “self” in terms of concrete,
observable characteristics such as physical attributes, material possessions
and preferences.
• Middle to later childhood - the self was described in terms of trait like
constructs that would require the type of hierarchical organizational skills
characteristic of logical thought development.
• Adolescence – according to Harter, this is the emergence of a more abstract
self-definitions such as inner thoughts, emotions, attitudes and motives.
• Emerging adults – the marked characteristic of “self” for emerging adults is
having a vision of a “possible self”. It is the “age of possibilities”.
D. William James and The Me-Self; I-Self
• I-self is the pure ego. It is the subjective self. It is the “self” that is aware of its
own actions.
• me-self is the self that is the object. It is the “self” that you can describe such
has your physical characteristics, personalities, social role, or relationships,
thoughts, feelings
The dimensions of the me-self include:
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• Material – physical appearance and extensions of it such as clothing,

immediate family, and home
• Social – social skills and significant interpersonal relationships
• Spiritual - personality, character, defining values
E. Carl Ransom Rogers humanistic Approach

was an American psychologist and among the founders of the humanistic
approach to psychology?
Ideal Self vs. Real Self

The ideal self could include:
– Notions influenced by your parents
– What you admire in others
– What the society sees as acceptable
– What you think is in your best interest
The real self is the person you actually are. It is how you behave right at the
moment of a situation. It is who you are in reality, how you think, feel, or act at
present
The Importance of Alignment
• When there is a great inconsistency between your ideal and real selves or if
the way you are is not aligned with what you want to be, then you experience
a state Rogers called incongruence.
• He added that incongruence could lead to maladjustment.
The Unity of Consciousness
Immanuel Kant’s “unity of consciousness” that can be described as “I am conscious
not only of single experiences but of a great many experiences at the same time.
The same is true of actions; I can do and be conscious of doing a number of actions
at the same time.”
F. Allport’s Personality Theory
• Gordon Allport proposed his “Personality Trait Theory” claiming that every
person possesses traits.
• According to him, a “trait” is your essential characteristic that never, ever
changes and sticks with you all your life.
G. Eric Berne Transactional Analysis model
The Ego States
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In 1960 psychiatrist Eric Berne began to develop his Transactional Analysis model
as basis for understanding behavior. Transactional Analysis is anchored on two
notions:
• Every person has three parts called “ego states” in his or her personality.
• People communicate with each other assuming roles of any these ego states.
Berne presented the ego states as:
• Parent
• Adult
• Child
The Parent ego state is the voice of authority. It could be a comforting
“nurturing parent” voice or a “controlling/critical parent” that tells what you should or
should not do.
• The Adult ego state is the rational person. It is the voice that speaks
reasonably and knows how to assert himself or herself.
• There are 3 Child ego states. First is the natural child who loves to play but is
sensitive and vulnerable. The Little Professor is the curious child who wants to
try everything. The Adaptive child is the one who reacts to the world.
H. Gregg Henriques domains of Self
Domains of the Self

Gregg Henriques PhD proposed that the human self has three related, but
separable, domains.
• These domains are:
1. Experiential self
2. Private self-conscious
3. Public self/persona
• described the “experiential self” as the theater of consciousness because it is

the first to experience its beingness (the state or fact of existing).
• The “private self-conscious” can be described as the narrator or interpreter.
• The “public self or persona” is the image you project to the public.
I. True vs False Selves
False self is the product of early experience. It is a defensive organization formed by

the infant because of inadequate mothering or failures in empathy.
Healthy false self - when the person has false self but can still function both
as an individual and in the society.
Unhealthy false self - an individual who may seem happy and comfortable in his or
her environment but actually feels forced to fit in and constantly needs to adjust his
or her behavior to adapt to the social situation is said to have an unhealthy false self.
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• True self flourishes in infancy if the mother is positively responsive to the

child’s spontaneous expressions.
Self-Help
the lesson:
Otig, et al (2018):A Holistic Approach in Understanding the Self. Mutya Publishing

House.
Let’s Analyze!
Instruction: Make a graphic organizer of the theory that explains your traits,
behavior as an individual in connection to psychological views of self.
Traits/Behavior/Mannerism Explanation
Theory of Cognitive Development
In a Nutshell
Journal # 4
Instruction: Draw or present a picture or an object that best represent yourself in all
aspects of life. Make a brief explanation of why you chose such object/ picture.
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Q and A list
Keywords:
Psychology Cognitive
Real self False self
True self I-self
me-self Material
Social Spiritual
“trait” Parent ego state
Adult ego state Adaptive child
Experiential self Private self
public self Natural child
Little Professor
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A. Explore the different aspects of self and identity.
B. Demonstrate critical, reflective thought in integrating the various aspects of
self and identity.
C. Identify the different forces and institutions that impact the development of
various aspects of self.

A. Explore the different aspects of self and identity.
Metalanguage
Beauty is defined in so many ways, but in its simplest sense, it can be described
that beauty is happiness.
Beauty (Plato) -connected beauty as a response to love and desire
Beauty (Aristotle) -asserted that the chief forms of beauty are order, symmetry, and
definiteness that can be demonstrated by mathematical sciences.
Beauty (David Hume) - beauty is no quality in things themselves:
Beauty (Immanuel Kant) -the judgment of taste is therefore not a judgment of

cognition, and is consequently not logical but aesthetical, by which we understand
that whose determining ground can be no other than subjective.”
Beauty (Francis Hutcheson) -the perception of beauty does depend on the external
sense of sight; however, the internal sense of beauty operates as an internal or
reflex sense.
Body image -is how you view your physical body, whether you feel you are
attractive, and how you feel other people like your looks.
Essential Knowledge
Unpacking the Self

Beauty is defined in so many ways, but in its simplest sense, it can be described
that beauty is happiness.
A. Physical Self
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B. What Philosophers Think About Beauty
• St. Augustine asked whether things were beautiful because it gave delight, or
whether it gave delight because it was beautiful. He believed it to be the latter.
• Plato connected beauty as a response to love and desire. He asserted that
beauty exists in the realm of Forms, and that objects are found beautiful
because it is a reflection of the idea of beauty that already exists in the realm
of Forms.
• Aristotle asserted that the chief forms of beauty are order, symmetry, and
definiteness that can be demonstrated by mathematical sciences.
• David Hume
• “Beauty is no quality in things themselves: It exists merely in the mind which

contemplates them; and each mind perceives a different beauty. One person
may even perceive deformity, where another is sensible of beauty; and every
individual ought to acquiesce in his own sentiment, without pretending to
regulate those of others.” (Hume 1757, 136)
• Immanuel Kant
• “The judgment of taste is therefore not a judgment of cognition, and is

consequently not logical but aesthetical, by which we understand that whose
determining ground can be no other than subjective.” (Kant 1790, section 1)
• Francis Hutcheson
• “The perception of beauty does depend on the external sense of sight;

however, the internal sense of beauty operates as an internal or reflex sense.
The same is the case with hearing: hearing music does not necessarily give
the perception of harmony as it is distinct from the hearing,” (Inquiry I. I. X).
The Relationship between Body Image and Self-esteem
Self-esteem
is about how you value yourself and how you feel others value you. Self-esteem is
important because it can affect your mental health as well as how you behave.
Body image
is how you view your physical body, whether you feel you are attractive, and how
you feel other people like your looks.
A self-image problem happens when your looks do not match your beauty standards.
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▪ The problem here is with your own beauty standards and not with your looks.
To have a positive self-image and a higher self-esteem you must fix your false
beliefs about physical attractiveness first.
Self-Help
the lesson:

House.
Bataga et al (2015) Introduction to Psychology: Concepts and Theories
Let’s Analyze!
My Game, My Life
Instructions: In a form of a debate, discuss firmly about your opinion regarding the
concept of Physical self. The group will be chosen by your professor and you may
use the guided questions provided:
1.How important is “physical beauty” for you as of the present?
2. What are those mental and physical ways to obtain a defined physical beauty?
3. Can an individual avoid criticism when he sets his/her own beauty standard with
his/her own looks and not someone’s beauty? Why? Why not?
4. When is the time to value consistency and empowerment talking about beauty
standards?
5. With the present pandemic, how can someone view physical beauty?
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Q and A list
Keywords:
Beauty Beauty (Plato)
Beauty (Aristotle Beauty (David Hume)
Beauty (Immanuel Kant) Beauty (Francis Hutcheson)
Body image
Sexual Self
Metalanguage
Puberty -is the stage of development at which individuals become sexually mature.
Erogenous zones - was popularized in the 1960s and 1970s to describe areas of
the body that are highly sensitive to stimuli and are often (but not always) sexually
exciting.
Sexual response cycle- refers to the sequence of physical and emotional

occurrences when the person is participating in a sexually stimulating activity such
as intercourse or masturbation
Sex-is a label — male or female — that you’re assigned by a doctor at birth based
on the genitals you’re born with and the chromosomes you have. It goes on your
birth certificate.
Gender-is not determined biologically, as a result of sexual characteristics of either

women or men ,but is constructed socially.
Sexual orientation-is an inherent or immutable enduring emotional, romantic or

sexual attraction to other people.
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Essential Knowledge
Sexual Self
Puberty is the stage of development at which individuals become sexually mature.

The outcome of puberty is different for boys and girls, but the hormonal process is
similar.
Erogenous Zones of the body
➢ The term erogenous zones was popularized in the 1960s and 1970s to
describe areas of the body that are highly sensitive to stimuli and are often
(but not always) sexually exciting.
➢ In this context, “highly sensitive” means these areas of the body have a high
number of sensory receptors or nerve endings that react to stimuli.
Understanding the Human Sexual Response
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What is the sexual response cycle?
The sexual response cycle refers to the sequence of physical and emotional
occurrences when the person is participating in a sexually stimulating activity
such as intercourse or masturbation (Cleveland Clinic, WEB).
Understanding the Chemistry of Lust, Love, and Attachment
Physiological Mechanisms of Sexual Behavior Motivation

• Amygdala
is the integrative center for emotions, emotional behavior, and motivation.
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• Nucleus accumbens (also referred to as the pleasure center)

plays a role in motivation and cognitive processing of aversion. It has a
significant role in response to reward and reinforcing effects, translating emotional
stimulus into behaviors.
Sexual Orientation and Gender Identity Issues

• Sex is a label — male or female — that you’re assigned by a doctor at birth
based on the genitals you’re born with and the chromosomes you have. It
goes on your birth certificate.
• Gender is not determined biologically, as a result of sexual characteristics of
either women or men, but is constructed socially.
• Gender identity is one's innermost concept of self as male, female, a blend of
both or neither – how individuals perceive themselves and what they call
themselves
• Sexual orientation is an inherent or immutable enduring emotional, romantic

or sexual attraction to other people.
Self-Help
the lesson:

House.Bataga et al (2015) Introduction to Psychology: Concepts and Theorie
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Let’s Check!
Identification: Find the term ask in each question. Write your answer on the space
provided.
_____________1. It is the stage of development when individuals become

sexually mature.
_____________2. What is the meaning of SRY or the male Y chromosome?
_____________3. It describes the areas of the body that are highly sensitive to
stimuli and are often sexually exciting.
_____________4. It is serving as the primary erotic stimulus
______________5. It refers to the sequence of physical and emotional

occurrences when the person is participating in a sexually stimulating activity.
______________6. It is belonging to the role of hormones in sexual activity in

which it is also known as the “love hormone”.
______________7. It is the most important part of the brain for sexual

functioning.
______________8. This stage involves the desire to have lasting communication

with your significant other.
______________9. It is belonging to the role of hormones in sexual activity in

which it is typically regulate motivation to engage in sexual behavior.
______________10. It refers to a method that manipulates the hormones which

directly affect the normal menstrual cycle so that ovulation will not occur.
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Let’s Analyze!
Instruction: Give a brief yet congruent answers to the following questions.
For girls: How was your experience the first time you had your menarche or first
menstruation? Were you afraid? How did you cope with your feelings of
awkwardness/negativity, especially since it was accompanied by bodily changes?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
For boys: How was your experience the first time you had your nocturnal emission?
How did you cope with your feeling of awkwardness, negativity, especially since it
was accompanied by bodily changes?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Do you have a crush now? A boyfriend/girlfriend? How are you dealing/ managing
with your emotions? Do you consult your parents? Friends? Classmates about it?
How did you manage your communication with each other considering the pandemic
at present?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
What were your honest view about sexual self?
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___________________________________________________________________
___________________________________________________________________
__________________________________________________________________
Q and A list
Keywords:
Puberty
Erogenous zones
Sexual response cycle-
Sex
Gender
Sexual orientation
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Essential Knowledge
C. Material/ Economic Self
Consumer Culture
People are slowly realizing that the power of consumption is stopping us from finding
the true and sincere happiness. Shopping has turned into a LIFESTYLE.
Consumption and Production

Consume – use up, to spend wastefully, to destroy.
Production – the consumers keep companies alive, and these companies pay
people.
Conscious Consumption
Consumers are often portrayed as victims because of some greedy companies.
However, as a consumer we have a FREE WILL to choose and it will be our
responsibility and obligation.
Psychological/Sociological Consumption
For many people these days, specially the younger generation, happiness seems
attached to buying something. Consumption has become Addiction.
Consumerism
Is one of the strongest forces affecting modern people’s lives. In modern society’s
idea of being happier and more successful we have to buy, buy, and buy. We slip
into a cycle of wanting more things, comparing ourselves with others. Consumerism
will not only affect our BEHAVIOR it will also affects our THINKING PROCESS.
The Problem with consumerism

1. It is intrusive
2. It is manipulative.
3. It cannot provide many of the things that are important to us.
4. It is restricting our choices and lives
5. It affects our worldviews and characters.
6. It is unsustainable.
Avoid the trap

Society needs a cultural shift to move away from the culture of consumerism. Social
changes do not happen overnight, therefore, it is best to take immediate steps in
your own life to release yourself from the grip of CONSUMERISM.
1. Exercise intellectual independence. Be Aware of how consumerism controls
your life.
2. Consume less, live more. Strive to live the life YOU want, NOT how others
think you ought to live.
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Let’s Check!
Instruction: Identify the terms asked in each question. Write your answers in the
space provided.
1. In this age everything in our society is based upon in the idea that
consumption should be easy as possible. ______________
2. Consumers are often portrayed as _____, exploited by greedy companies?
3. It is an image we build for ourselves through social interaction.__________
4. ______ has turned into a lifestyle?
5. A psychologist in the 1950s who refer the identity as a social category and
social distinguishing? ___________
6. One of the strongest forces affecting modern people’s lives. ___________
7. As a consumer, _______comes with responsibility and obligation?
8. People are slowly realizing that the power of consumption is stopping us from
finding the true and sincere happiness? ____________
9. Consumers keeps companies alive. _____________
10. Studies has observed that every waking moment in __________ has become
a cycle of alternating time-space for work and time-space for consumption?
Let’s Analyze!
Instructions: Brainstorm your knowledge about material self as a group. Present a
slogan about your views and give a brief explanation during presenting it in class.
Q and A list
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Political Self
Metalanguage
Politics – relating to the government and other affairs of the state
Authority – that which exercises power or control
Traits – distinguishing features or characteristics of a person or a particular group
Essential Knowledge
Since man belongs to the society, it follows that he is bounded by the

different social structures, including being governed by authoritative figures. One
important aspect of the self is that which submits to authority, something where,
together with other people, create, preserve, revise, and even justify the rules and
laws given, which man lives by. Politics can also be what defines man, for this is
where his ideals and principles can be measured, most especially when linked with
the affairs of the state. Through involvement in politics, one can therefore help
resolve conflict within the nation, and later on he becomes a major factor in creating
a just and humane society.
The self has the ability to make decisions and plan and concretize actions
regarding issues and problems of the state. However, the political upbringing and
political standpoint may vary from state to state, because forms of governance differ,
and governance can also be understood in varied contexts.
In this chapter, we will be focusing on the Filipino Political Self, limited to
the common Filipino traits and characteristics, both positive and negative, since the
possession of such traits and characteristics help one to be of value to the
community and the nation in general.
FILIPINO VALUES
1. Filipino-Time– “always late”; a Filipino attitude of impreciseness towards time.

2. Familism or Close Family Relations– a Filipino trait of giving highest importance
to family above other things. A trait wherein family members should be taken care
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and supported regardless of whether he/she did something wrong, a family member
must be given attention and should not be abandoned.
3. Colonial Complex– showing high admiration and more preference to foreign

produced goods over local ones.
4. Tsamba Lang Attitude – simplicity by declaring that one’s accomplishments are

the results of luck and not from ability and hardwork.
5. Bayanihan System (Spirit of Kinship and Camaraderie) – a Filipino community

spirit and cooperation wherein a group of individuals extends a helping hand without
expecting anything in return. It is characterized by communal work towards one goal
exemplified in carrying a nipa house or pushing a passenger jeepney.
6. Religiosity – strong conformance of their religious belief both in actions and in

words.
7. Utang na Loob – a feeling of obligation to repay someone who extended

assistance to another which may take place in undetermined time and in whatever
way.
8.Crab Mentality – characterized by attempt to pull down someone who has

achieved success beyond the others. This is done out of jealousy and insecurity.
9. Kapalaran Values – accepting one’s fate by believing that everything is written in

his palm. Such trait contributes to lack of initiative and perseverance among
Filipinos.
10. Compassion – being sympathetic to others even if the person is a stranger, an

example of this is giving alms to the beggar. This is observed when we hear Filipinos
saying “nakakaawa naman”.
11. Ningas-Cogon – being enthusiastic only during the start of new undertaking but
ends dismally in accomplishing nothing. A common practice observed in some
politicians who are visible only during the start of certain endeavor.
12. Euphemism – substituting a word or phrase that is thought to be offensive or

harsh with a mild and acceptable one in order not to offend or hurt another person.
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13.Regionalism – giving more priority or preference in giving favors to his province

mates before others.
14. Damayan System – sympathy for people who lost their loved ones. In case of
death of a certain member of the community, the whole community sympathizes with
the bereaved family. Neighbors, friends, and relatives of the deceased usually give
certain amount of money as their way of showing sympathy.
15. Jackpot Mentality – a “get rich quick” mentality of Filipinos who would rather
engage in fast ways of acquiring money than through hardwork and sacrifice by
betting in lottery, joining raffle draws, etc.
16. Pakikisama – submitting oneself to the will of the group for the sake of
camaraderie and unity. Failure to comply with the group demand, the person will be
called “walang pakikisama” or selfish. The adherence to group demands have taught
youth to engage in bad habits like smoking, alcohol, and even drug addiction.
17. Maňana Habit – delaying or setting aside a certain task assigned later or on the
next day although it can be done now or today.
18. Fun-Loving – a trait that makes Filipinos unique that even in times of calamities
and other challenges in life, they always have something to be happy about, a
reason to celebrate.
19. Flexibility (Madaling Makibagay) – the ability to ride on or adjust to the norms
of other groups just to attain smooth and harmonious relationships.
20. Lack of Sportsmanship – not accepting defeats in competitions but rather

putting the blame either to their opponents or to the sport officials.
Self-Help
the lesson:
Trait Psychology in the Philippines
https://journals.sagepub.com/doi/abs/10.1177/00027640021956107
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Let’s Check!
IDENTIFICATION. State which Filipino characteristic is described or
exemplified in each item.
1. submitting schoolwork at the last minute even when ample time was given
prior
2. the smiling faces of Filipinos despite being in the midst of a calamity, usually
captured in news broadcasts.
3. dragging other classmates down just because the teacher gave you a failing
mark
4. not studying the lessons before an examination, claiming bahala na si Batman
5. having debt of gratitude towards someone who raised you and gave you a
good life
6. during group project meet-ups, there is always that one classmate who arrives
two hours later than the originally planned meetup time
7. being embarrassed about wearing local brands

8. going to mass every Sunday and other holy days of obligation
9. getting a perfect score in the quiz and declaring naka-chamba lang
10. choosing family above all else, even if it means giving up personal choices
Answers:
1 6
2 7
3 8
4 9
5 10
In a Nutshell
Divide the Filipino traits discussed. Which ones do you think are positive,
and which ones are negative?
POSITIVE FILIPINO TRAITS NEGATIVE FILIPINO TRAITS
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Q and A list
Keywords:
Political Politics Authority
Filipino Traits and Values Tsamba Lang Attitude Pakikisama
Bayanihan Lack of Sportsmanship Friendliness
Utang na Loob Gaya-Gaya Attitude Maňana Habit
Damayan Kapalaran Values Colonial Complex
Matiyaga Filipino Time Remedyo Attitude
Familism Regionalism Jackpot Mentality
Euphemism Crab Mentality Religious
Flexibility Compassion Fun-Loving Trait
Hospitality Ningas Cogon
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B. Demonstrate critical, reflective thought in integrating the various aspects of
self and identity.
C.
Metalanguage
Religion – most often based upon the lives, teachings, and beliefs of the divine
Spirituality – incorporates and transcends physical realms; it contemplates things of
the soul
Essential Knowledge
Man is confronted with the great mysteries of the universe, and such
mysteries give birth to wonder, and wonder leads to awe, and awe leads to devotion,
and devotion, to worship. In every culture and era in human civilization, man opening
up to the idea of the divine is a common enterprise, which is why one of the early
markers of globalization is the spread of religion, and medieval philosophers, for
example, are known for reconciling human reason and faith. It is part of human
wiring to look for and call for something greater than himself most especially in times
of despair or when he is confronted with his limitations.
But how does spirituality differ from religion?
Religion is based upon the lives and teachings of divine figures like Abraham, Allah,
whose teachings have been passed on through tradition and whose ways of life and
worship had been systematized in written scripture and praxis. These divine figures
become the subject of devotion and form the basis of religious rituals and practices
among their sets of believers.
Spirituality aims to reach or understand something higher, purer, and truer than the
self. Spirituality attempts to attain transcendence and unity with the ultimate principle
of things. It deals with going back to the soul and experiencing the self’s true
nature.
There are people who consider themselves spiritual, but not religious, and there are
people who are devoutly religious, but are not really spiritual.
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Self-Help
the lesson:
Adam Brady, Religion vs Spirituality
https://chopra.com/articles/religion-vs-spirituality-what-is-the-difference
Spiritual Science Research Foundation
https://www.spiritualresearchfoundation.org/spiritual-practice/spiritual-paths/what-is-
spirituality/?gclid=EAIaIQobChMIt9q71-Kz6QIVQdeWCh2-tgj2EAAYASAAEgLwLPD_BwE
Let’s Check!
In a Venn Diagram, briefly compare and contrast Religion from Spirituality.
RELIGION SPIRITUALITY
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Let’s Analyze!
Read, and write a reaction / reflection paper about the poem below.
The Creation Story

(from the Hopi natives)
The Creator gathered all of Creation and said,

"I want to hide something from the humans
until they are ready for it."
The eagle said,

"Give it to me, I will take it to the moon."
The Creator said,

"No. One day they will go there and find it."
The salmon said,

"I will bury it on the bottom of the ocean."
"No. They will go there too."
The buffalo said,

"I will bury it on the Great Plains."
The Creator said,

"They will cut into the skin of the Earth and find it even there."
Grandmother Mole, who lives in the breast of Mother Earth, and who has no physical eyes but sees
with spiritual eyes, said,
"Put it inside of them."
And the Creator said,

"It is done."
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In a Nutshell
Journal # 5
Do you consider yourself to be spiritual, religious, or none of both? Write a journal entry
about your Spiritual Self.
Q and A list
Keywords:
Spirituality religion
Belief transcendent
Human divine
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D. Identify the different forces and institutions that impact the development of
various aspects of self.
E.
Metalanguage
Digital self -is the persona you use when you’re online
Self-presentation-- refers to how people attempt to present themselves to control or

shape how others (called the audience) view them
Self-promotion-refers to the practice of purposefully trying to present oneself as

highly competent to other people.
Essential Knowledge
Digital Self
The digital self is the persona you use when you’re online. Some people maintain
one or more online identifies that are distinct from their “real world” selves; others
have a single online self that’s more or less the same as the one they inhabit in the
real world.
Why is the digital self so important for your career? The simple reason is that
once you go online as your real self, using your own name or appearance, you have
an online presence that can be traced back to you in the real world. Your online
presence is hard to hide, difficult to control, and easy for recruiters and hiring
managers to find. Because of this, it’s important to manage your online identity
carefully, to ensure that your public image—your brand—is presented in the best
possible light.
By doing so, you reap a number of advantages:
• You have more control over your digital identity. It’s not possible to have
100% control, but by building your own online presence you’ll always maintain the
lion’s share.
• You can build a consistent identity, and reduce the impact of problems that
might put hirers or recruiters off contacting you. Think of the damage control that
celebrities do when salacious stories start circulating—it’s this kind of approach, but
on a much smaller scale.
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• You have the chance to develop your own reputation as an expert or thought
leader in your industry. This can mitigate the negative effects of issues such
as employment gaps or an otherwise spotty work history.
Self-presentation is part of a broader set of behaviors called impression

management. Impression management refers to the controlled presentation of
information about all sorts of things, including information about other people or
events. Self-presentation refers specifically to information about the self.
Self-promotion exists as part of a general yet extremely pervasive human
motivation: to be perceived favorably by others. In the case of self-promotion, people
want to be perceived by others as being competent. Not surprisingly, then, people
generally only self-promote in public, and around people they want to impress, such
as superiors at work.
Self-Help
the lesson:

House.
https://www.evonomie.net/2018/07/03/digital-self/your-digital-self-how-to-present-
yourself-online/
Let’s Analyze!
Instruction: In a graphic organizer, indicate your personal traits arrange by
different views of self (physical, sexual, material, political, spiritual, and digital).
PHYSICAL SEXUAL MATERIAL
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POLITICAL SPIRITUAL DIGITAL
In a Nutshell
Instruction: Professor may group the class with 3-4 members. They will be
assigned to create a 2-3 minutes video that would represent their digital self. They
should act, portray and introduce themselves accordingly to how they classify
themselves in the digital world.
The video will be presented in class and will be graded through a given criteria.
Criteria for evaluation:
Self-presentation 20%
Self-promotion 20%
Group Concept 20%
Video transition 25%
Delivery 10%
Audio Visual 5%
Q and A list
Keywords:
Digital self
Self-presentation
Self-promotion
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A. Discuss how to be better students using different study strategies;
B. Understand how the human brain works during learning;
C. Identify short-and long-term goals;
D. Discuss various sources of stress
E. Compare and contrast the different coping strategies; and
F. Apply positive coping strategies

A. Discuss how to be better students using different study strategies;
B. Understand how the human brain works during learning;
Metalanguage
Nervous System- it is responsible for the main control coordinating system of the
body.
Metacognition and study strategies -a learning strategy that you use to
understand and control your own performance.
Self-regulated learning -are aware of their own strengths and weaknesses
Stress a state of mental or emotional strain or tension resulting from adverse or very
demanding circumstances.
Essential Knowledge
Managing and Caring for the Self
A. Nervous System Diagram
Why people wanted to learn?

Learning is:
• Active
• Builds on prior knowledge
• Occurs in a complex social environment
• Situated in a contextual co
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METACOGNITION AND STUDY STRATEGIES

• A learning strategy that you use to understand and control your own
performance.
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• Totally involved and aware of how you learn and what learning techniques or
strategies meet your needs.
• Evaluate how effective these strategies are for you.
• Implement the best plan of action for optimal learning.
Let’s Check!
• Write your full name on the upper right corner of the page
• Answer the metacognitive awareness Inventory (MAI) on your book
• Evaluate your answers by following the scoring guide on page 142 of your
book
• Screenshot your result and submit it to our LMS
Self- assessment of Self-regulated learning skills
Surface approach
• Learning tasks as enforced work
• Passive learner
• Coping with task so they can pass the assessment
Strategic approach
• Use cues and clues’
• Motivated by learning that results in positive outcomes
Deep approach
• Seek to understand meaning
• Intrinsic interest
• Genuine curiosity
• Building on their current learning
Let’s Check!
• Write your full name on the upper right corner of the page
• Answer ASSIST (Approaches and Study Skills Inventory for students) on your
book page 145 - 146.
• Evaluate your answer by determining the approach you always use.
Screenshot your result and submit it to our LMS
Concept Map
• Representing relationships between ideas, images, or words.
• To develop logical thinking and study skills
• How individual ideas relate to the larger whole or the bigger picture
Let’s Check!
• Use the Novak’s concept map as your guide

• Create a concept map using our previous topic
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(philosophers, unpacking the self, views of self)

• Construct a focus question from your chosen topic
• Identify the key concepts
• Construct your own concept map
Let’s Analyze!
• Choose any Assessment Method (to be discussed)

• Create an activity timeline on your chosen assessment method
• Choose any desired topic (either observed or experienced)
Self-regulated learning
• Are aware of their own strengths and weaknesses
• Utilize metacognitive strategies
• Attribute any success or failure to factors within personal control
Let’s Analyze!
Create your own kind of study timeline and determine your used approach and
strategy/ strategies.
Q and A list
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C. Identify short-and long-term goals;
D. Discuss various sources of stress
Metalanguage
Stress -a state of mental or emotional strain or tension resulting from adverse or

very demanding circumstances.
Coping-refers to the strategies you use to deal with real or imagined problems to
protect yourself against negative emotions.
Essential Knowledge
Maslow Hierarchy of Needs
Maslow first introduced his concept of a hierarchy of needs in his 1943 paper
"A Theory of Human Motivation" and his subsequent book Motivation and
Personality. This hierarchy suggests that people are motivated to fulfill basic needs
before moving on to other, more advanced needs. (Kendra Cherry, 2019)
As a humanist, Maslow believed that people have an inborn desire to be self-

actualized, that is, to be all they can be. In order to achieve these ultimate goals,
however, a number of more basic needs must be met such as the need for food,
safety, love, and self-esteem. (Kendra Cherry, 2019)
There are five different levels of Maslow’s hierarchy of needs. Let's take a
closer look at Maslow’s needs starting at the lowest level, known as physiological
needs.
Physiological
These refer to basic physical needs like drinking when thirsty or eating when
hungry. According to Maslow, some of these needs involve our efforts to meet the
body’s need for homeostasis; that is, maintaining consistent levels in different bodily
systems (for example, maintaining a body temperature of 98.6°).1
Maslow considered physiological needs to be the most essential of our needs.

If someone is lacking in more than one need, they’re likely to try to meet these
physiological needs first. For example, if someone is extremely hungry, it’s hard to
focus on anything else besides food. Another example of a physiological need would
be the need for adequate sleep.
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Safety
Once people’s physiological requirements are met, the next need that arises
is a safe environment. Our safety needs are apparent even early in childhood, as
children have a need for safe and predictable environments and typically react with
fear or anxiety when these are not met. Maslow pointed out that in adults living in
developed nations, safety needs are more apparent in emergency situations (e.g.
war and disasters), but this need can also explain why we tend to prefer the
familiar or why we do things like purchase insurance and contribute to a savings
account.
Love and Belonging
According to Maslow, the next need in the hierarchy involves feeling loved
and accepted. This need includes both romantic relationships as well as ties to
friends and family members. It also includes our need to feel that we belong to a
social group. Importantly, this need encompasses both feeling loved and feeling love
towards others.
Since Maslow’s time, researchers have continued to explore how love and
belonging needs impact well-being. For example, having social connections is
related to better physical health and, conversely, feeling isolated (i.e. having unmet
belonging needs) has negative consequences for health and well-being.2
Esteem
Our esteem needs involve the desire to feel good about ourselves. According
to Maslow, esteem needs include two components. The first involves feeling self-
confidence and feeling good about oneself. The second component involves feeling
valued by others; that is, feeling that our achievements and contributions have been
recognized by other people. When people’s esteem needs are met, they feel
confident and see their contributions and achievements as valuable and important.
However, when their esteem needs are not met, they may experience what
psychologist Alfred Adler called “feelings of inferiority.”
Self-Actualization
Self-actualization refers to feeling fulfilled, or feeling that we are living up to

our potential. One unique feature of self-actualization is that it looks different for
everyone. For one person, self-actualization might involve helping others; for another
person, it
might involve achievements in an artistic or creative field. Essentially, self-

actualization means feeling that we are doing what we believe we are meant to do.
According to Maslow, achieving self-actualization is relatively rare, and his examples
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of famous self-actualized individuals include Abraham Lincoln, Albert Einstein,

and Mother Teresa.
Stressors and Responses
Stress is our built-in response to danger, a surge in hormones as we choose

between fighting, fleeing, or freezing. The danger may be real or imagined,
immediate or farther away; our bodies don’t know the difference.
The following topics will be discussed in this module 10:

a. Stress
b. Types of Stress
c. Coping Strategies
A. Stress
A state of mental or emotional strain or tension resulting from adverse or very
demanding circumstances.
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B. Types of Stress
According to the American Psychological Association, the three types of stress —
acute stress, episodic acute stress, and chronic stress — can all make us feel out of
sorts or even ill, but chronic stress is often ignored.
Acute Stress. You know the feeling when you’re behind on a seemingly all-important
deadline and then you get a call from your child’s school asking you to come by or
you barely miss a serious car accident.
Your heart might race, and your blood pressure might rise. Your sense of
emergency might trigger a migraine or even chest pain.
Other possible symptoms include irritability, anxiety, sadness, headaches, back pain,
and gut problems. These may appear for a short time and subside when the stress
eases.
Our minds extend acute stress. A recent argument may replay in your mind, keeping
you up at night. Or you might keep worrying about the future, a deadline ahead. You
might benefit from learning techniques to calm your mind, but stress isn’t interfering
with your relationships or career.
Episodic acute stress. Some people experience these mini-crises regularly and live
in a state of tension. They may be taking on too much or simply be overburdened by
their lives. If you tend to worry, your body will be tense or angry.
The symptoms are similar but occur more often and accumulate.
Maybe your company is poorly managed and your boss is stressed out,
passing along emergencies to you. Those tight deadlines keep cropping up.
In modern life, we often can’t take big, immediate actions to solve our problems.
Instead, we can take small steps that build up over time.
You might need to spend more time getting physical exercise while rethinking your
finances in case you need to quit. You might need the help of a therapist to change
your circumstances or your responses to them.
Over time, a pattern of episodic acute stress can wear away at your relationships
and work.
That risk is greater if you turn to unhealthy coping strategies like binge drinking,
overeating, or clinging to bad relationships. Many people also slowly give up
pursuing pleasurable activities or meaningful goals.
If poorly managed, episodic acute stress can contribute to serious illnesses like heart
disease or clinical depression.
Chronic stress. This is the grinding stress that wears us down over the years. It
arises from serious life problems that may be fundamentally beyond our control:
poverty, war, or racism.
The demands are unrelenting and you don’t know when they will stop. You get by
day by day.
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If you had a traumatic childhood, you may experience life as

chronically stressful even when the surface appears okay. You believe you are
perpetually threatened by poverty or illness even when this is untrue.
Whether the cause lies in your mindset or difficult circumstances, many people stop
fighting for change and begin to accommodate chronic stress.
C. Coping Strategies
Coping with Stress
• Coping refers to the strategies you use to deal with real or imagined problems
to protect yourself against negative emotions.
Cognitive Coping Skills
• Cognitive Restructuring
• Reframing
• Challenging negative thinking
• Positive self-talk
• Cost-benefit-analysis
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Self-Help
the lesson:

House.
Baumeister, Roy F., and Mark R. Leary. “The Need to Belong: Desire for
Interpersonal Attachments as a Fundamental Human Motivation.”
Psychological Bulletin 117.3 (1995): 97-
529. https://www.ncbi.nlm.nih.gov/pubmed/7777651
Kremer, William, and Claudia Hammond. “Abraham Maslow and the Pyramid
That Beguiled Business.” BBC (2013, Sep. 1). https://www.bbc.com/news/magazine-
23902918
Maslow, Abraham Harold. “A Theory of Human Motivation.” Psychological

Review 50.4 (1943): 370-396. http://psycnet.apa.org/record/1943-03751-001
Ryff, Carol D., and Burton H. Singer. “Know Thyself and Become What You
Are: A Eudaimonic Approach to Psychological Well-Being.” Journal of
Happiness Studies 9.1 (2008): 13-39. https://link.springer.com/article/10.1007/s10902-
006-9019-0
Tay, Louis, and Ed Diener. “Needs and Subjective Well-Being Around the
World.” Journal of Personality and Social Psychology 101.2 (2011): 354-
365. http://psycnet.apa.org/record/2011-12249-001
Villarica, Hans. “Maslow 2.0: A New and Improved Recipe for Happiness.” The
Atlantic (2011, Aug. 17). https://www.theatlantic.com/health/archive/2011/08/maslow-20-a-
new-and-improved-recipe-for-happiness/243486/
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Let’s Analyze!
Create a group of 4 members and do the following:
• Ask your group to make a list of all the things they can think of that make
them angry.
• Next to each trigger, have them write the reaction that they ‘already’ do. Then,
ask them to write the reaction they ‘wish’ to do.
• They can discuss the reaction and ‘wish’ with you and their training-mates if
they choose. Then they can spend some time to visualize moments where
one of the anger triggers happened and reverse the situation replacing the
action, they usually with the action they wish to do. They can practice this for
just 5 minutes daily… Posted online by Doaa K (Trainer’s Box)
• Indicate the summary of your discussion in a one-page paper as output.
• Present your most agreed situation to the class.
Things that make you angry Reaction

1.
2.
3.
4.
5.
Summary of Discussion:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________
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In a Nutshell Four (4) S Feedback (Journal # 6)
Instruction: Supply the needed information each box.
Something to Improve on Something to do next time
4s
Something Exciting! Something Great!
Share your experience by giving comments and statement to your future self.
Q and A list
Keywords:
Nervous System
Metacognition and study strategies
Self-regulated learning
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E. Compare and contrast the different coping strategies; and
F. Apply positive coping strategies
Essential Knowledge
Sources of Coping and Strength
A. 24 positive coping strategies for stress
• Physical and lifestyle strategies
• Emotional strategies
• Cognitive strategies
• Philosophical strategies
• Spiritual strategies
Pressing their Buttons
If you have an hour or so, you can have people make “buttons” as in, the things that
press their “buttons” and produce stress. Start with listing specifically what their
button issues are, then get them to construct their buttons out of a variety of crafts
and office materials, then they can wear them, and encounter each other to describe
what’s on their buttons. It’s a great lighthearted and creative way to own what bugs
us on a daily basis! Posted online by Kymberly Dakin
Trigger Points
Have each participant list 3 priority stress areas which they find difficult to handle.
Ask them not to write their name on list. Later, shuffle and distribute the lists. Have
participants read the list he/she received and ask them to share how they would
handle those stressful situations. Posted online by Ashok NaraYanan
Pass the Cup of Water
Have your group stand give them a half-full cup of water to pass around. Instruct the
group to pass the cup around clockwise or counterclockwise. When you think they’re
ready, add another cup of water . . . then another . . . and soon another. As the
group continues, increase the challenge: take some half-full cups out of the rotation
and add 3/4-full cups, add more cups, and ask a few people to step out of the circle,
making the group smaller. Pretty soon you will find that each person still in the circle
has two cups each and is continuing to pass them around faster and faster. Then
call “stop.”
Debrief: Have the group discuss how they all felt about the people who were in the
room, about passing the water (which was in this case the customer in the call
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queue) how they felt about being pulled out of the circle, how they felt about being in
the circle and having to pass things faster and faster with few people.
The use of water is effective because while mostly un-harmful there is something
inherently fearful about spilling it that is human nature. For those who do step out of
the circle, they may assume that they can’t jump back in to help. It creates a very
rich discussion. Posted online by Thomas Cameron
Strategies in reducing Stress
Instruction: Create your own coping strategy of your

Let’s Analyze! stated recent situation in all your roles (Etc. student, son,
daughter, parent, citizen).
Student Son/Daughter
Citizen Parent/ future parent
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In a Nutshell
PARODY
Instruction: Create your own parody about the topic/ content/ lesson
individually/by pair/ by group using a popular melody or tune.
Topic/ Lesson/ Content:
______________________________________________________________
______________________________________________________________
____________________
Tune: __________________________________
Q and A list
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REFERENCES
BOOK
Alata, E. J. (2018). Understanding the self. Rex Book Store.
Bulaong, et al. (2018). Ethics: foundation of moral valuation. Rex Bookstore, Manila
Baumeister, Roy F., and Mark R. Leary. “The Need to Belong: Desire for
Interpersonal Attachments as a Fundamental Human Motivation.” Psychological
Bulletin 117.3 (1995): 97-529. https://www.ncbi.nlm.nih.gov/pubmed/7777651
Kirst-Ashman, K. & Zastrow, C. (2016). Understanding human behavior and the

social environment (10th ed). Australia: Cengage Learning.

McGraw
Kremer, William, and Claudia Hammond. “Abraham Maslow and the Pyramid That
Beguiled Business.” BBC (2013, Sep. 1). https://www.bbc.com/news/magazine-
23902918
Maslow, Abraham Harold. “A Theory of Human Motivation.” Psychological

Review 50.4 (1943): 370-396. http://psycnet.apa.org/record/1943-03751-001

House.
Ryff, Carol D., and Burton H. Singer. “Know Thyself and Become What You Are: A
Eudaimonic Approach to Psychological Well-Being.” Journal of Happiness
Studies 9.1 (2008): 13-39. https://link.springer.com/article/10.1007/s10902-006-
9019-0
Slater, A., et al. (2017). An introduction to developmental psychology (3rd ed.).

Hoboken, NJ: John Wiley & Sons, Inc.
Tay, Louis, and Ed Diener. “Needs and Subjective Well-Being Around the
World.” Journal of Personality and Social Psychology 101.2 (2011): 354-
365. http://psycnet.apa.org/record/2011-12249-001
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Velasquez, M. (2017). Philosophy: a text with readings (13th ed). Australia:

Cengage Learning
ONLINE REFERENCE
Villarica, Hans. “Maslow 2.0: A New and Improved Recipe for Happiness.” The
Atlantic (2011, Aug. 17). https://www.theatlantic.com/health/archive/2011/08/maslow-
20-a-new-and-improved-recipe-for-happiness/243486/
http://www.1000ventures.com/business_guide/crosscuttings/cultures_east-west-
phylosophy.html

describeyourself.pd
https://www.evonomie.net/2018/07/03/digital-self/your-digital-self-how-to-present-
yourself-online/
http://psychology.iresearchnet.com/social-psychology/self/self-promotion/
Trait Psychology in the Philippines

https://journals.sagepub.com/doi/abs/10.1177/00027640021956107
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COURSE SCHEDULES
Activities Date Where to submit

Week 1 – 3
Big Picture A: Let’s Check Activities BB LMS
Big Picture A: Let’s Analyze Activities BB LMS
Big Picture A: In a Nutshell Activities BB LMS
Big Picture B: Let’s Check Activities BB LMS
Big Picture B: In a Analyze Activities BB LMS
Big Picture C: Let’s Check Activities BB LMS
Big Picture C: Let’s Analyze Activities BB LMS
Big Picture C: In a Nutshell Activities BB LMS
FIRST EXAMINATION BB LMS
WEEK 4-5
Big Picture B In a Nutshell Activities BB LMS
Big Picture B: Let’s Check Activities BB LMS
Big Picture B: In a Nutshell Activities BB LMS
SECOND EXAMINATION BB LMS
WEEK 6-7
Big Picture B: Let’s Analyze Activities BB LMS
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COURSE SCHEDULES
Activities Date Where to submit

Big Picture C: Let’s Check Activities BB LMS
Big Picture C: Let’s Analyze Activities BB LMS
Big Picture C: In a Nutshell Activities BB LMS
Big Picture D: Let’s Check Activities BB LMS
Big Picture D: Let’s Analyze Activities BB LMS
Big Picture D: In a Nutshell Activities BB LMS
Big Picture E: Let’s Check Activities BB LMS
Big Picture E: Let’s Analyze Activities BB LMS
THIRD EXAMINATION BB LMS
WEEK 8-9
FOURTH EXAMINATION BB LMS
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Phone: (082) 3050647 Local 118
ONLINE CODE OF CONDUCT
1.All teachers/Course Facilitators and students are expected to abide by an honor

code of conduct, and thus everyone and all are exhorted to exercise self-
management and self-regulation.
2) Faculty members are guided by utmost professional conduct as learning

facilitators in holding OBD and DED conduct. Any breach and violation shall be dealt
with properly under existing guidelines, specifically on social media conduct (OPM
21.15) and personnel discipline (OPM 21.11).
3) All students are likewise guided by professional conduct as learners in attending

OBD or DED courses. Any breach and violation shall be dealt with properly under
existing guidelines, specifically in Section 7 (Student Discipline) in the Student
Handbook.
4) Professional conduct refers to the embodiment and exercise of the University’s

Core Values, specifically in the adherence to intellectual honesty and integrity;
academic excellence by giving due diligence in virtual class participation in all
lectures and activities, as well as fidelity in doing and submitting performance tasks
and assignments; personal discipline in complying with all deadlines; and
observance of data privacy.
5) Plagiarism is a serious intellectual crime and shall be dealt with accordingly. The
University shall institute monitoring mechanisms online to detect and penalize
plagiarism.
6) All borrowed materials uploaded by the teachers/Course Facilitators shall be

properly acknowledged and cited; the teachers/Course Facilitators shall be
professionally and personally responsible for all the materials uploaded in the online
classes or published in SIM/SDL manuals.
7) Teachers/Course Facilitators shall devote time to handle OBD or DED courses

and shall honestly exercise due assessment of student performance.
8) Teachers/Course Facilitators shall never engage in quarrels with students online.

While contentions intellectual discussions are allowed, the teachers/Course
Facilitators shall take the higher ground in facilitating and moderating these
discussions. Foul, lewd, vulgar and discriminatory languages are absolutely
prohibited.
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Phone: (082) 3050647 Local 118
9) Students shall independently and honestly take examinations and do

assignments, unless collaboration is clearly required or permitted. Students shall not
resort to dishonesty to improve the result of their assessments (e.g. examinations,
assignments).
10) Students shall not allow anyone else to access their personal LMS account.
Students shall not post or share their answers, assignment or examinations to
others to further academic fraudulence online.
11) By handling OBD or DED courses, teachers/Course Facilitators agree and abide
by all the provisions of the Online Code of Conduct, as well as all the requirements
and protocols in handling online courses.
12) By enrolling in OBD or DED courses, students agree and abide by all the
provisions of the Online Code of Conduct, as well as all the requirements and
protocols in handling online courses.
MONITORING OF OBD AND DED
1.The Deans, Asst. Deans, Discipline Chairs and Program Heads shall be
responsible in monitoring the conduct of their respective OBD classes through the
Blackboard LMS. The LMS monitoring protocols shall be followed, i.e. monitoring of
the conduct of Teacher Activities (Views and Posts) with generated utilization graphs
and data. Individual faculty PDF utilization reports shall be generated and
consolidated by program and by college.
2) The Academic Affairs and Academic Planning & Services shall monitor the
conduct of LMS sessions. The Academic Vice Presidents and the Deans shall
collaborate to conduct virtual CETA by randomly joining LMS classes to check and
review online the status and interaction of the faculty and the students.
3) For DED, the Deans and Program Heads shall come up with monitoring
instruments, taking into consideration how the programs go about the conduct of
DED classes. Consolidated reports shall be submitted to Academic Affairs for
endorsement to the Chief Operating Officer.
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Phone: (082) 3050647 Local 118
Course prepared by:
AL SHEREE ANN C. EUPENA, MPA
Course reviewed by:
VICTORIA O. LIGAN, DPA

Program Head
Approved by:
KHRISTINE MARIE D. CONCEPCION, Ph.D.

Dean
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GE 1 SIM Weeks 1-9

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UNIVERSITY OF MINDANAO

College of Arts and Sciences Education

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning

Course/Subject: GE1 – Understanding the Self

Name of Teacher: LOCHELLE LEE F. AUTIDA, RPM

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY.

ANTHROPOLOGICAL VIEWS OF SELF

Course Outline: GE 1 – Understanding the Self

Course Coordinator: Lochelle Lee F. Autida, Rpm

Course Outline Policy

Areas of Concern Details

If the assessment task is done in real time through the

Please note that academic dishonesty such as cheating and

However, if the late submission of assessment paper has a

For group assessment tasks, the course coordinator will

on the approval and disapproval of the request.

If disapproved by the course coordinator, you can elevate

All culled from on-campus/onsite sessions (TBA):

Preferred Referencing Style Depends on the discipline; if uncertain or inadequate, use

Student Communication You are required to create a umindanao email account

You can also meet the course coordinator in person through

For students who have not created their student email,

Instructional Help Desk Dr. Khristine Marie D. Concepcion - Dean

Course Information – see/download course syllabus in the Black

CC’s Voice: Hello! Welcome to the GE 1 – Understanding the

Week 1-3: Unit Learning Outcome (ULO)

BIG PICTURE IN FOCUS!

Self-awareness is the ability to see yourself clearly and objectively through

Self-Knowledge - as defined as understanding one’s own motives, character,

Self-concept is a general term used to refer to how someone thinks about,

So why is a multidisciplinary approach to education so important?

B. Integral Parts of the Self

Although everyone has a fundamental idea of what self-awareness is, we do not

Self-Knowledge - as defined as understanding one’s own motives, character, beliefs

(1) The Existential Self

Self-esteem (the extent to which you value yourself)

This tends to lead to

• Confidence in our own abilities

Low self-esteem (we have a negative view of ourselves)

“It’s what makes me unique and different from everyone else.”

For a more meaningful understanding of the “self,” numerous studies have

Anthropology views the “self” as a culturally shaped construct or idea.

a. Who are these characters in my real-life situation? (Each of them)

b. How do I relate myself in the situation of Punichello? (Personal

As a human As a child in the As a child of As a Student

Wow’s and Wishes

Students’ Questions/ Issues Professor’s Answers

Self-awareness Existential Self

Self-Knowledge Categorical Self

Self-concept Social Roles

Self-esteem Personal Trait

BIG PICTURE IN FOCUS!

Methodological Skepticism- It is one’s beliefs in order to determine which beliefs

Apperception- the mental process by which a person makes sense of an idea by

Philosophical View of Self

A. Socrates “the unexamined life is not worth living”

Some of Socrates ideas

Collection and division

C. St. Augustine of Hippo all knowledge leads to God”

Aspects of the soul according to saint Augustine are:

C. Renee’ Descartes “cogito ergo sum”