MODULE I : Concept and Nature
of Self : Who Am I ?
I. The Philosophical View of Self​
a. Socrates: Know Yourself​
Socrates is principally concerned with man.
He considers man from the point of view of his
inner life. The famous line of Socrates, “Know
yourself,” tells each man to bring his inner self
to light. A bad man is not virtuous through
ignorance; the man who does not follow the
good fails to do so because he does not
recognize it.
Socrates stated that an individual’s choice
is motivated by the desire for happiness,
but the right choices to achieve happiness
can only be made when one truly knows
himself.​
Although admired during his time, many
felt that Socrates threatened their way of
life – and soon he was sentenced to death
and forced to drink a mixture of poison
hemlock. He did this without hesitation, as
he did not fear death.
b.Plato: The Ideal Self, the Perfect Self
According to Plato, man was omniscient
or all-knowing before he came to be born
into this world. With his separation from
the paradise of truth and knowledge and
his long exile on earth, he forgot most of
the knowledge he had. However, by
constant remembering through
contemplation and doing good, he can
regain his former perfections.​
Man who is now an exile on earth has a
guiding star, a model, or a divine
exemplar which he must follow to reach
and attain his destiny. In practical terms,
this means that man in this life should
imitate his former self, more specifically,
he should live a life of virtue in which true
human perfection exists. Happiness,
which is the fruit of virtue, is attained by
the constant imitation of the divine
exemplar of virtue, embodied in man’s
former perfect self.
c. Immanuel Kant: Respect for Self
Man is the only creature who governs and
directs himself and his actions, who sets up
ends for himself and his purpose, and who
freely orders means for the attainment of his
aims. Every man is thus an end in himself
and should never be treated merely as a
means- as per the order of the Creator and
the natural order of things. This rule is a
plain dictum of reason and justice. Respect
others as you would respect yourself. A
person should not be used as a tool,
instrument, or device to accomplish
another’s private ends. Thus, all men are
persons gifted with the same basic rights
and should treat each other as equals.​
d.Rene Descartes: “I think, therefore I
am”
Descartes states that the self is a thinking
entity distinct from the body. His first famous
principle was “Cogito, ergo sum,” which
means “I think, therefore I am.” Although the
mind and the body are independent from
each other and serve their own function,
man must use his own kind and thinking
abilities to investigate, analyze, experiment,
and develop himself.​
The point is really that something other than
me exists and my own existence is
dependent on that thing. So we can rewrite
the proof thus:​
I think, therefore I exist​
I doubt, therefore I am not perfect.​
That I am not perfect implies the existence
of something external to me upon which my
existence depends.​​
e. John Locke: Personal Identity​
​ ccording to Locke, personal identity (the
A person can never observe oneself without
self) "depends on consciousness, not on
substance" nor on the soul. We are the
same person to the extent that we are
conscious of the past and future thoughts
and actions in the same way as we are
conscious of present thoughts and
actions. If consciousness is this "thought"
that "goes along with the substance…
which makes the same person," then
personal identity is only founded on the
repeated act of consciousness: "This may
show us wherein personal identity
consists: not in the identity of substance,
but…in the identity of consciousness." For
example, one may claim to be a
reincarnation of Plato, therefore having the
same soul substance. However, one
would be the same person as Plato only if
one had the same consciousness of
Plato's thoughts and actions that he
himself did. Therefore, self-identity is not Sigmund Freud:​
based on the soul. One soul may have
various personalities.
f. David Hume: The Self is the Bundle
Theory of Mind​
Hume is skeptical about the existence of
the self, specifically, on whether there is a
simple, unified self that exists over time.
For him, man has no “clear and intelligible”
idea of the self. He points that no single
impression of the self exists, rather, the Carl Rogers:​
self is just the thing to which all
perceptions of a man is ascribed.
Moreover, even if there were such an
impression of the self, it would have to
remain constant over time to constitute
identity. However, man’s impressions vary
and always change. Even attempts to
have impressions of the self must fail for
all these attempts are really just occasions
for one to notice perceptions. Put simply, a
​
some other perceptions. Thus, Hume asserts
that what we call the “self” is really just “a
bundle or collection of different perceptions
which succeed each other with an
inconceivable rapidity.”​
The mind is merely a bundle of perceptions
without deeper unity or cohesion, related
only by resemblance, succession, and
causation.
II. The Christian or Biblical View of Self​
“ God created man in His image, in the
divine image He created him; male and
female He created them. God blessed
them, saying, “Be fertile and multiply; fill
the earth and subdue it. Have dominion
over the fish of the sea, the birds in the
air, and all the living things that move on
the earth.” Genesis 1:24-28​
III. The Psychological View of Self​
Human beings are basically determined by
psychic energy and by early experiences.
Unconscious motives and conflicts are
central in present behaviors. Irrational forces
are strong, the person is driven by sexual
and aggressive impulses. Early development
is of critical importance because later
personality problems have their roots in
repressed childhood conflicts.​
The view of humans is positive, humans
have an inclination toward becoming fully
functional. Humans are capable of giving and
accepting affect, can actualize his potentials
and can move toward increase awareness,
spontaneity, trust in self, and inner
directiveness.​
The Psychological View of Self​
Fritz Perls:​
The person strives for wholeness and
integration of thinking, feeling, and
behaving. The view is antideterministic. In
that the person is viewed to have the
capacity to recognize how earlier influences
are related to present difficulties. Growth
involves moving from environmental
support to self-support.​
Albert Bandura:​
The individual’s behavior is the product of
learning. We are both the product and the
producer of environment. No self unifying
assumptions about human’s behavior can
incorporate all the existing procedures in
the behavioral field.​
Albert Ellis:​
Humans are born with potentials for rational
thinking but also with tendencies toward
crooked thinking. They tend to fall victims
to irrational beliefs and to reindoctrinate
themselves with these beliefs.​
William Glasser:​
Based on the assumptions that people are
ultimately self-determining and in-charge of
their life. People attempt to control the
world around them. It teaches them ways to
effectively satisfy their need​.
MODULE II : Physical Self : The
Beautiful Me
I. Human Growth and Development​
The process of human growth and
development is described by various set of
principles. These principles explain typical
development as a predictable and orderly
process. Therefore we can easily foretell
how most children will develop even though
there are differences in children’s qualities,
behavior, activity levels, and timing of
developmental milestones. To understand
human growth and development, we need
to understand nature and nurture, and the
relationship between the two.​
Difference between growth and
development ​
Growth - change in size like height, weight..​
Development - change in performance or
function.
Factors in the Development of the
Physical Self​
​ he development of the individual is caused by
T
two interacting forces: heredity and environment.​
Heredity (nature) is the transmission of traits
or characteristics from parents to offspring. It
provides the raw materials of which the
individual is made up. Through the genes,
hereditary potentials like physical, mental,
social, emotional, and moral traits are
passed down to generations. ​
Environment (nurture) is the sum total of the
forces or experiences that a person
undergoes from conception to old. Age. It
also includes family, school, nutrition, and
other agencies one is in contact with. ​
Heredity will take place naturally.​
Environment will take place mechanically
through the medium of learning. It needs the
voluntary effort on the part of the individual
so that learning a new activity will take place.
PRENATAL DEVELOPMENT
The process of prenatal development
occurs in three main stages. The first two
weeks after conception are known as the
germinal stage, the third through the eighth
week is known as the embryonic period,
and the time from the ninth week until birth is
known as the fetal period.​
GERMINAL STAGE
The germinal stage begins at conception
when the sperm and egg cell unite in one of
the two fallopian tubes. The fertilized egg is
called a zygote. Just a few hours after
conception, the single-celled zygote begins
making a journey down the fallopian tube to
the uterus.​
Cell division continues at a rapid rate during
the approximately week-long journey from
the fallopian tube to the uterus wall. The
cells develop into what is known as a
blastocyst. The blastocyst is made up of
three layers, each of which develops into
different structures in the body.​
Ectoderm: Skin and nervous system​
Endoderm: Digestive and respiratory
systems​
Mesoderm: Muscle and skeletal systems
EMBRYONIC STAGE
At this point, the mass of cells is now
known as an embryo. The beginning of the
third week after conception marks the start
of the embryonic period, a time when the
mass of cells becomes distinct as a human.
The embryonic stage plays an important
role in the development of the brain. ​
Around the fourth week, the head begins to
form, quickly followed by the eyes, nose,
ears, and mouth. The blood vessel that will
become the heart start to pulse. During the
fifth week, buds that will form the arms and
legs appear.​
By the eighth week of development, the
embryo has all of the basic organs and
parts except those of the sex organs. At this
point, the embryo weighs just one gram and
is about one inch in length.​
By the end of the embryonic period, the
basic structures of the brain and central
nervous system have been established.
At this point, the basic structure of the
peripheral nervous system is also
defined.​
FETAL STAGE
Once cell differentiation is mostly complete, the
embryo enters the next stage and becomes
known as a fetus. The fetal period of prenatal
develop marks more important changes in the
brain. This period of development begins
during the ninth week and lasts until birth. This
stage is marked by amazing change and
growth.​
The early body systems and structures
established in the embryonic stage continue to
develop. The neural tube develops into the
brain and spinal cord and neurons continue to
form. Once these neurons have formed, they
begin to migrate to their correct locations.
Synapses, or the connections between
neurons, also begin to develop.
1. Prenatal - covers nine months, inside the
mother's womb, life of the​
child depends on the mother.​
2. Infancy - usually covers first two weeks after
birth, either gain in​
weight or decreased; need to address
survival activities - breathe ​
oxygen, suck in food (breast feeding or bottle
feeding, eliminate body ​
waste, adjustment to the new environment ​
3. Childhood - the period of “I”, selfishness,
stubbornheaded, ..​
4. Adolescence - the period of struggle for
independence from adult ​
control, emotionally, psychologically, ...​
5. Adulthood - maximization of one's potential,
capabilities, capacities,​
attainment of a stable career or field of
occupation..​
6. Middle Age - attainment of stability​
7. Old Age - period of retirement​

Balanced Diet​
To keep fit and healthy, one needs to have a
balanced diet. Eating a balanced diet means
consuming the right kind of food at the right time
and in the right proportion. One’s food intake
should contain the necessary nutrients essential
for growth and survival. This practice prevents
malnutrition and diseases. ​
The six essential nutrients include
carbohydrates, protein, fat, vitamins,
minerals and water.​
Carbohydrates- are the main energy source
for the brain. ​
Protein - is the major structural component
of cells and is responsible for the building
and repair of body tissues. ​
Fat - is an energy source that when
consumed, increases the absorption of fat-
soluble vitamins including vitamins A, D, E
and K. Twenty to 35 percent of your daily
intake should come from fat.​
Vitamins - Vitamin C is necessary for the
synthesis of collagen, which provides
structure to blood vessels, bone and
ligaments. Rich sources include citrus fruits,
strawberries and peppers. ​
Minerals - Sodium helps to maintain fluid
volume outside of the cells and helps cells
to function normally.​
Water - helps to maintain homeostasis in
the body and transports nutrients to cells.​
Sleep - gives the bones, muscles, and the
mind time to recover. An individual needs
eight or more hours of sleep a day.​
is the behavior of not letting speed surpass the
MODULE III: Fourteen Intelligent
Behaviors : Seeing My Natural
Ability​
Performance can be greatly influenced by
one’s behavior. Behavior is defined as the
manner in which a person conducts
himself/herself in various circumstances.
When a person is behaving intelligently,
he/she is said to manifest 14 behaviors or
dispositions (Costa, 2000). A change in
performance is a developmental aspect of
man. To be effective or efficient in an activity,
one needs a voluntary effort on his/her part to
achieve such.
14 INTELLIGENT BEHAVIORS
​1. Persistence. It means not giving up when
the answer to a problem is not immediately
known.​
2. Overcoming impulsiveness. It involves
planning, clarifying goals, exploring alternative ​
strategies, and considering consequences
before one begins a task.
3. Listening to others. Some cognitive
psychologists think that the ability to listen ​to
another person and understand their point of
view is one of the highest forms of ​intelligent
behavior.​
4. Flexibility in thinking. It is when one
considers other points of view rather than
running with the first thought that comes to
mind.​
5. Metacognition. It refers to the awareness
of how one is thinking or the knowledge of ​
what is going on in one’s head.​
6. Checking for accuracy and precision. It
​desire for craftsmanship.​
7. Questioning and problem-solving. It
means asking questions and finding out ​
problems for oneself.​
 8. Applying past knowledge to new
situations. It refers to the act of calling upon
one’s store of knowledge and experience as
a source of data, theories, or processes to
solve each new challenge. ​
9. Precision of language and thought. A
person with this behavior uses descriptive
terms to distinguish objects, and provide
criteria for value judgments.​
10. Using all the senses. The sense of
feeling, seeing, hearing, or even tasting are
utilized to solve problems more effectively.
11. Creativity. It means applying ingenuity,
originality, and insight. Creativity develops
one’s capacity to generate original, unique,
clever, or useful products, solutions and
techniques.​
12. Living with a sense of wonderment.
Involved in this behavior are inquisitiveness,
curiosity, openness to beauty, intricacy,
complexity, and simplicity.​
13. Cooperation. It refers to taking
advantage of the knowledge and insights that
can only come as a result of social
relationships.​
14. Sense of humor. It refers to being able
to look at situations, opportunities, problems,
and relationships with ​nonchalance and fun.​
MODULE 1V: Emotional Self :
Achieving My Emotional
Competencies​
What Are Emotions?​
According to the book "Discovering
Psychology" by Don Hockenbury and Sandra
E. Hockenbury, an emotion is a complex
psychological state that involves three distinct
components: a subjective experience, a
physiological response, and a behavioral or
expressive response.​
Key Elements of Emotions​
In order to better understand what emotions
are, let's focus on their three key elements,
known as the subjective experience, the
physiological response, and the behavioral
response.​
The Subjective Experience​
The Physiological Response​
The Behavioral Response​
EMOTION VS. MOOD
In everyday language, people often use the terms
"emotions" and "moods" interchangeably, but
psychologists actually make distinctions between
the two. How do they differ? An emotion is
normally quite short-lived, but intense. Emotions
are also likely to have a definite and identifiable
cause.​
FEELINGS WHEEL DEFINED
Psychologist Robert Plutchik created the Plutchik
Model shown above. It shows there are 8
fundamental/basic emotions: joy, trust, fear,
surprise, sadness, anticipation, anger, and
disgust. Plutchik’s wheel of emotions organizes
these 8 basic emotions based on the
physiological purpose of each. The model is
actually the little “ice cream cone” which unfolds
to the emotions wheel.​
Interpreting Plutchik’s Wheel of Emotions​
1. Primary: The eight sectors are designed to
indicate that there are eight primary emotions:
anger, anticipation, joy, trust, fear, surprise,
sadness and disgust.​
2. Opposites: Each primary emotion has a polar
opposite. These are based on the
physiological reaction each emotion creates
in animals (including humans… Plutchik
studied animals):​
Joy is the opposite of sadness. Physiology:​
Connect vs withdraw​
Fear is the opposite of anger. Physiology:​
Get small and hide vs get big and loud​
Anticipation is the opposite of surprise.​
Physiology: Examine closely vs jump back​
Disgust is the opposite of trust. Physiology:​
Reject vs embrace​.
COMBINATION
The emotions with no color represent an
emotion that is a mix of the 2 primary
emotions. For example, anticipation and joy
combine to be optimism. Joy and trust
combine to be love. Emotions are often
complex, and being able to recognize when
a feeling is actually a combination of two or
more distinct feelings is a helpful skill. ​
INTENSITY
The cone’s vertical dimension represents
intensity – emotions intensify as they move
from the outside to the center of the wheel,
which is also indicated by the color: The
darker the shade, the more intense the
emotion. For example, anger at its least level
of intensity is annoyance. At its highest level
of intensity, anger becomes rage. Or, a
feeling of boredom can intensify to loathing if
left unchecked, which is dark purple.​