Module # 5 The Spiritual and Moral Self

At the end of this module, you will be able to:

 explain the basic concepts related to spirituality and spiritual self and morality and moral self;
 identify behaviors characteristic of the different stages of moral development;
 relate the development of personal values to the development of philosophy of life;
 state the different influences or factors related to the spiritual and moral self;
 evaluate (religious) practices that lead to the development of desirable moral values;
 apply concepts on morality and religion in particular situations to develop a philosophy and purpose in life.

The Spiritual Self

What is Spirituality and Religiosity?
Spiritual Self – is the most intimate, inner subjective part of the self. It connects to the satisfaction of having an ability to argue and discriminate, of
one’s moral sensibility and conscience.
 The ability to use oral sensibility and conscience may be seen through the expressions of religion, its beliefs and practices.
 Cultural rituals are also manifestations of what people believe in. Seeking the meaning of life is a journey that the spiritual self is on.
 There are several definitions that have been formulated regarding spirituality.
 Puchalski (2014), spirituality is the aspect of the self that is associated to an individual’s process of seeking and expressing meaning and
how he or she is connected to the self, to others, to the moment and to everything else that composes his/her environment, including the
sacred and significant.
 Beauregard and O’Leary (2007), spirituality is any experience that is thought to bring the experiencer in contact with the divine; it is not just
any experience that feels meaningful.
 Sinnott (2002), spirituality is also posited as the individual’s personal relation to the sacred or transcendent, a relation that then informs other
relationships and the meaning of one’s own life.
 Myers and his colleagues (2000), spirituality is the “personal and private beliefs that transcend the material aspects of life and give a deep
sense of wholeness, connectedness, and openness to the infinite.”
What do these definitions have in common with regard to spirituality?
 Spirituality talks about meaning and purpose that go beyond the physical realities of life
 Spirituality is focused on a person’s connections to different aspects of his/her existence: to other people, to nature, and to sacredness and
divinity
 Spirituality talks about the sacred and transcendent.
 Spirituality is acquired as a result of various personal, social, and environmental factors present throughout one’s lifetime.
 Spirituality is often interchangeably referred with Religiosity but they have distinct differences.
 Religiosity is defined as the adherence to a belief system and practices associated with a tradition in which there is agreement about what is
believed and practiced.
 It is a formal attachment to the set of beliefs, values, and practices of a particular religious sect. It includes specific practices, proscriptions
(what should not be done and avoided), and participation in a specific community that shares the same beliefs and practices.
Here differences between religiosity and spirituality:
 If religiosity is communal, then spirituality is individual.
 In religiosity, beliefs and practices are within religious groups, and religious commitment, conservatism, and skepticism are manifested.
Spiritual attributes include the need for spiritual quest, ecumenical worldviews, compassion, service, and inner peace.
 A person can possess spirituality even his/she does not subscribe to any religion. Spiritual models are present everywhere. They function for
respondents as exemplars or spiritual qualities, such as compassion, self-control, or faith. Thus, a person can be spiritual without being
religious.
Religion: Rituals and Ceremonies
Religion – a set of cultural beliefs and practices that usually include:
 a belief in anthropomorphic supernatural being; such as spirit/gods
 a focus on sacred supernatural, with a feeling of reverence and awe
 presence of supernatural energy that is found on supernatural as well as physical beings and objects performance of ritual activities
 articulation of worldview and moral codes through
 narratives/’stories
 provide creation of social bonds and social control within a community
Ritual – the performance of ceremonial acts prescribed by tradition or sacred law. A specific, observable mode of behavior
World Religions and their Beliefs and Practices
RELIGION BELIEFS CUSTOMS & PRACTICES
 1. Buddhism  Buddhism believes that life is not a bed of roses. There are suffering, two types of meditation practices:
pain, frustrations. o Samatha: mindfulness of breathing and development of loving
 When people suffer, they want to experience the goodness of life and kindness
avoid disappointments. o Vipassana: aims at developing insight into reality.
 This can be resolved by practice of meditation, acquiring wisdom, and
deeper understanding and acceptance of things as they are.
 Buddhists also believe in the non - violence principle. And the acquiring
of wisdom through the reflection of Dharma.
2. Christianity  Christians believe in the holy trinity: God the Father, God the Son, God  Sacrament of Baptism and Communion are practiced by
the Holy Spirit. Christian churches.
 Eternal life after death will be achieved through faith in Jesus Christ,  Baptism symbolizes birth in Christian World.
God the Son, who came into flesh to spread the Good News. He died  Communion is an act of remembrance of Christ’s love.
on the Cross for the sins of humanity  Christmas and Resurrection are two major celebrations in
Christianity.
3. Hinduism  Hinduism covers a wide range of traditional beliefs and religious groups,  Diwali is the festival of lights while
so there is no single founder or leader.  Navrati is the festival of nine nights, which celebrate the
 Hindus believe that existence is a cycle of birth, death and rebirth, triumph of good over evil.
governed by Karma. It is a concept where the reincarnated life will
depend on how the past life was spent.
 Vedas are sacred scriptures of Hindus.
4. Islam  Muslims believe in Allah, their “One God”. They believe in the unity and Muslims believe in the 5 pillars of Islam:
universality of God. 1. Shahadah – “There is no God but the one true God
 Muslims have a strong sense of community. Islam means “willing and Mohammed is his messenger.
submission to God” 2. Salat – the prayer that is practiced 5 times a day,
 The Holy Book of Islam is called the Quran. 3. Zakat – monetary offering for the poor. 2.5% of
Muslim’s assets.
4. Hajj – yearly pilgrimage to Mecca.
5. Sawm – fasting during Ramadan
5. Judaism  The Jews believe in the God of Abraham, the God that liberated slaves Five major festivals observed by Jews:
from Egypt to Canaan, the promised Land. 1. Rosh Hashanah : the New Year
2. Yom Kippur : Day of Atonement
 Jews believe in the coming of Messiah, the Savior. 3. Pesach : Passover
 Their sacred scripture is called Torah. 4. Shavuot : Pentecost
5. Sukkot : Tabernacles.

The Jewish Sabbath begins on Friday evening at sunset and is an

important time when families gather for the Sabbath meal.
1. Discovering Life’s Meaning
 Well-being it is being intrinsic in nature, is an inner, personal construct, associate with self-esteem, and self-understanding. It is how good one feels about
himself/herself.
 Life satisfaction it is the general attitude towards life. When well-being and life satisfaction are present, happiness naturally flow.
 Happiness is generally regarded as the emotional result of life satisfaction. Happiness can be subjective and temporal while life satisfaction is more
encompassing.
How well-being and life satisfaction achieved?
o Personal factors such as personality (such as openness to experience and extraversion), cognition, physical health, and vigor have been
associated with well-being and life satisfaction.
o Environmental conditions contribute to individual life satisfaction.
o Socio-economic status, home and social environment, interpersonal relationships, and education also influence one’s well-being and life
satisfaction.
Characteristics of people who have a high level of well-being and life satisfaction
 Effective self-perception.
 Realistic self-esteem and self-acceptance.
 Control of behavior.
 True perception of the world.
 Sustaining relationships and affection.
 Self-direction and productivity.

The Moral Self
1. Morality
 Dilemma is a problematic situation in which a difficult choice must be made.
 Moral is related to the sense or a standard that determines what is right and what is wrong. It distinguishes correct from incorrect, or appropriate from
inappropriate.
 Morality refers to the system of beliefs and values that ensures that individuals will keep their obligations to others in the society and behave in ways
that do not interfere with the rights and interests of others. (Gerrig & Zimbardo, 2002).
2. Moral Reasoning
 Moral reasoning refers to the judgments people make about what courses of action are correct or in correct in particular.
 Jean Piaget and the Stages of Intellectual Development

 Stage  Definition

Sensorimotor Experience the world through their

(0-2 y.o.) senses

Pre-operational Explore the world symbolically; “It is all
(3-6 y.o.) about me”

Concrete Operational They start to think logically about

(7-11 y.o.) concrete events that they experience

Formal Operational The adolescent can transcend the concrete situation and think about the
(adolescence)
future.

 Lawrence Kohlberg Stages of Moral Development

 Heinz Dilemma
“A woman is dying of cancer. There is a special new drug that might save her but the pharmacist wants to have a big profit so he charges a lot of money
for it. Her husband, Heinz, can’t afford it and has tried everything from fund raising to begging the pharmacist to no avail, so he steals the drug. WAS
HE WRONG?”
 Kohlberg was interested behind the reasoning of the answers rather than the answers themselves.

3. Parenting Styles and Practices

 Environmental influence- it is characterized by forces outside of the individual like how he/she has been raised or reared by his or her parents.
Parenting Styles
1) Authoritarian – parents attempt to shape, control, evaluate the behavior and attitudes of their children in accordance with an absolute set of
conduct standards that usually comes from religious or respected authorities. They use harsh discipline and punishment. Obedience is a virtue.
2) Authoritative- parents direct their children’s activities in a rational and intelligent way. They are supportive, loving and committed; support a give-
and-take relationship; discuss their rules and policies with their children; and encourage children to present their viewpoints.
3) Permissive- parents are less controlling and behave with an accepting and non-punishing attitude towards their children’s desires, actions, and
impulses. They use reason rather than direct power.
Effects of Parenting Styles
1. Children reared under autocratic parents tend to be withdrawn, fearful, and dependent. These children may suffer from low self- esteem. They
may carry these traits until adolescence or adulthood.
2. Children raised by authoritative parents have children who are independent, reliable, rationale, and confident. These children generally feel good
about themselves.
3. Children who are raised by permissive tend to not put structure and order in things that they do.
4. Uninvolved parents are detached and indifferent to the needs of their children. As such, as children grow up feeling unloved and cannot follow
 instructions. Some also fall prey or resort to substance abuse as a form of distraction or a way to get attention.
Module # 6 The Material/Economic Self

At the end of this module, you will be able to:

 explore the material/economic aspect of self and identity
 demonstrate critical, reflective thought in integrating the material/economic self and identity
 identify the different forces and institutions that impact the development of the material self
 examine one’s self against the different aspects of self, discussed in class
 be able to practice being a steward of their material possessions

1. “I shop therefore I am: I have, therefore I am?”

 Materialistic/ Economic Self- primarily about our bodies, clothes, immediate family, and home. We are deeply affective by these things because we put so
much investment of our self to them.
 Empirical Self- various ways people answer the question “Who Am I?”
 William James categorized the material self into 3 categories:
1. Material Self – tangible objects people, places that carry the designation my or mine. These are entities that are clearly an intimate part of who we are
(Ex. My pets, my iPhone, my hometown, my thesis).
2. Social Self- According to Andersen & Chen (2002) this is how we are regarded and recognized by others. Social self includes individuals that we
regard as “ours” (ex. Parents, siblings, romantic partners, close friends, and colleagues.
3. Spiritual Self- this is our emotions, attitudes and beliefs. A person is said to have a belief, from the time the belief is first acquired to the time it is
discarded or lost. (ex. We say things like “I can’t buy that”, “I inherited a view”.
“We regard our possessions as part of ourselves. We are what we have and
what we possess” – Belk, 1988
2. Shaping the Way We See Ourselves: The Role of Consumer Culture on Our Sense of Self and Identity
 Consumer Psychology- “A study that deals with activities that directly involved in selecting, obtaining, and using products and services and ideas to satisfy
needs and desires, including decision processes that precede and follow these actions.” (Davis and Palladino, 1995)
 Consumer Behavior- “The study of the buying units and exchange processes involved in acquiring, consuming and disposing of goods, services,
experiences and ideas.” (Mowen, 1995)
 The Nature of Consumer Behavior
 Consumers differ from others; their own purchasing behaviors would also vary from one product category to another
 The number of effort and amount of time spend in deciding
 Consumers buying and consumption behavior for the same product would often vary because of the present situation they are in
 Possessions, tell a lot about their owners (status symbol). Thus, one’s sense of self and identity is influential on how an individual chooses to purchase
his/her wants and how he/she makes economic decisions that will address his/her personal and social needs

 Factors that influence our decision to buy: financial constraints, availability of items and services, and th influence of family and friends.
 However, the most important factor is determining whether these items and services fall under
 Wants. Synonymous with luxuries. People buy them for reasons that do not warrant necessity.
 Needs. These are important for survival. Food, clothing, and shelter are basic needs so people purchase them out of necessity.
In the process of acquiring material goods, people generally consider 2 things:
 Utility. Concerned with how things serve a practical purpose.
 Significance. Concerned with the meaning assigned to the object. It is also concerned with how objects become powerful symbols or icons of habit
and ritual which can be quite separate from their primary function.
Materialism and Happiness. What is the value of materialism (Fournier & Richins, 1991)?
 Pursuit of possessions and materialism’s role in consumption choices
 reflects materialism as a value
 The importance of acquisition to reach satisfaction
 Impossible to achieve happiness
Possessions and Happiness.
 We tend to devote time and money for things we want to buy. (Boven, 2005)
 We give importance to buying more (Rinchins, 2003)
 And in effect we experience “…joyless material possessions… resulting in comfort but not pleasure.” (Nicolao et al, 2009)

“Materialists believe that acquiring things will make them happier and they tend to act on this belief by buying more” (Watson, 2003)
 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 restricts our choices and lives
5. It affects our worldviews and characters
6. It is unsustainable

 Many people these days (the most vulnerable is the younger generation) happiness is attached to buying something
 Consumption has become an addiction many people have forgotten that there are things in life that can bring true happiness, such as spending time
with family and/or friends; to have “me” time; enjoy nature; to read etc.
 What should we invest instead? We should invest on experiential purchases

Material Purchases Experiential Purchases

Tangible Intangible
Lasts a couple of day Lasts for a lifetime
Take up physical space Provide knowledge
(Nicolao et al, 2009) (Nicolao et al, 2009)
Cannot be acquired if
not available (Boven &
Gilovich, 2005)

o Some material possessions can be perceived as experiences (Boven, 2005)

o Material possessions with sentimental value can provide more happiness (Boven & Gilovich, 2003)

Material Purchases Experiential Purchases

Instant pleasure Lasting pleasure
(Nicolao et al, 2009) (Nicolao et al, 2009)
Social Ills Social relationships
Guilty feelings (Richins, Less advantageous
2012) comparison (Boven,
2005)
How to Avoid the Trap of Consumerism/Materialism
1.Exercise intellectual independence
2.Consume less, live more

3.Responsible Consumerism and Its Importance

 Responsible Consumerism, or Ethical Consumerism- is when customers make intentional purchases of products, opting for those that have minimal to no
negative impact on humans, animals, and the environment.
 Sustainable Development- is the idea that human societies must live and meet their needs without compromising the ability of future generations to meet
their own needs. The “official” definition of sustainable development was developed for the first time in the Brundtland Report in 1987
 How to be a responsible consumer
 Look at where your products are made
 Buy sustainably, locally, or DIY
 Know the supply chain policy of brands
 Campaign for worker’s rights
 Consume less
Module # 7 The Political Self
At the end of this module, you will be able to:
(1) explore the political aspect of self and identity
(2) demonstrate critical, reflective thought in integrating the political self and
identity
(3) identify the different forces and institutions that impact the development of
the political self
(4) examine one’s self against the different aspects of self, discussed in class
(5) be able to appreciate the unique Filipino traits and values
(6) be able to develop active citizenship and be aware of the political and
communal affairs of the Philippines
1. Filipino Values and Traits
• Core Filipino Value: Kapwa Kapwa, meaning 'togetherness', is the core
construct of Filipino Psychology. It refers to community; not doing things alone.
o Kapwa has Two Categories:
▪ Ibang Tao (other people)
▪ Hindi Ibang Tao (not other people).
• Pivotal Interpersonal Value
o Pakiramdam- Shared inner perceptions. Filipinos use damdam, or the inner
perception of others' emotions, as a basic tool to guide his dealings with other
people.
• Socio-personal Value
o Kagandahang Loob: Shared humanity- This refers to being able to help
other people in dire need due to a perception of being together as a part of
one Filipino humanity.
• Filipino Hospitality – we welcome our guests and tourists as if they are our
own brothers and sisters; we make them feel at home.
• Respect for Elders – Filipinos greet their elders with “Mano po” and use “po”
and “opo” in conversations. Not addressing older people properly is rude or
impolite. We refer to them also as kuya, ate, tito, tita, lolo, lola, manong, aling,
etc.
o The use of po and opo in everyday language can be found commonly in the
Tagalog region.
• Close Family Ties – we maintain a tight relationship with families regardless
of age. And we are fond of reunions during birthdays, holidays, fiestas year-
round. Nursing homes are not an option for families on treating their
parents/grandparents.
• Cheerful Personalities – we have a habit of smiling a lot, no matter how we
may feel inside. Smiling and humor are coping strategies for us in times of
tragedy and calamities (part of our resilient character). There’s always
positivity.
• Self-sacrifice – this is an extension of our hospitality. We go out of our way
to help friends, families, and loved ones. We work abroad, stop going to
school, and endure a lot of hardships for loved ones.
• Bayanihan – the spirit of communal unity and cooperation.
• Filipino Accommodative Values
o Hiya This is loosely translated as 'shame' by most Western psychologists.
However, hiya is actually 'sense of propriety'
o Utang na Loob: Norm of reciprocity. Filipinos are expected by their
neighbors to return favors whether these were asked for or not—-when it is
needed or wanted.
o Pakikisama and Pakikipagkapwa: Smooth Interpersonal Relationship, or
SIR as coined by Lynch (1961 and 1973). This attitude is primarily guided by
conformity with the majority
• Filipino Confrontative Values
o “Bahala Na” Attitude – This attitude loosely translated into English as
‘fatalistic passiveness’. he is determined to do his best, hence the term bahala
na, which actually came from the phrase bahala na, meaning 'I will do all my
best, let God take care of the rest'.
▪ Relying on divine favors and luck to get over difficult times instead of finding
concrete solutions. Not exerting enough effort to succeed.
o Lakas ng Loob- This attitude is characterized by being courageous in the
midst of problems and uncertainties.
o Pakikibaka- Literally in English, it means concurrent clashes. It refers to the
ability of the Filipino to undertake revolutions and uprisings against a common
enemy.
• Some Filipino “Negative” Values
o Colonial Mentality – lack of patriotism and attitude of favoring foreign
products (also beliefs and attitudes) instead of our own. Not only concerning
goods, but also the desire to look more foreign and keep up with foreign
living/beauty standards.
o Maňana Habit –our term for procrastination. Dawdling things which could
have been done at an earlier time. A poor habit off laziness that results in
heavier workloads.
o Ningas Kugon – the attitude of eagerly starting things but quickly losing
eagerness soon after experiencing difficulty. Pride – we hold on to our pride
like to is more precious than keeping a good relationship with others. We find
it hard to apologize and wait for the other party to apologize first.
o Crab Mentality – a toxic trait among Filipinos where one resents the
achievement of another. They pull each other down and smear their
reputation rather than bringing them up.
o Filipino Time – a common attitude of arriving late to commitments,
especially if they are meeting someone close to them. We do not observe
punctuality.
2. Filipino Markers
• Proverbs or Salawikain – sayings that convey lessons and reflections on
Filipino practices, beliefs, and traditions.
o Proverbs can be classified in 6 categories:
- expressing a general attitude toward life and laws governing life
- ethical proverbs recommending and condemning certain virtues
- expressing system of values
- “general truths and observations about life & human nature
- humorous proverbs and - miscellaneous proverbs
• Superstitions – we subscribe to sets of superstitions passed down from past
generations. Some are influenced by other cultures, but they have been retold
according to our own experiences.
• Myths and Legends – due to our rich culture and history, numerous myths
and legends have sprung about things that are beyond one’s imagination.
These stories aim to explain origin of things or teach a valuable lesson.
• Heroes and Icons – people who are reminders of patriotism and nationalism
as they have sacrificed their lives for our country’s freedom and progress. It
could also be people who have elevated the identification of Filipinos in a
worldwide cultural perspective.
3. Politics, Citizenship and the Self
• Politics - refers to the actions or activities concerned with achieving and
using power in a nation or society. It is also defined as the ways that power is
shared in an organization and the ways it is affected by personal relationships
between people who work together.
• As Aristotle stated, “man is, by nature, a political animal.”
• Politics as imbibed by man implies several things:
o Politics is concerned with power. Power inequalities can be observed within
societies. The one who holds power holds influence.
o Politics functions based on a particular social economic and cultural context.
The nature of politics and political systems is dependent on the culture of the
state. Political claims made by advocates are influenced by their geographical
location and ideology.
o The political is also personal. One’s personal choices reflect his/her
personal politics; both are indistinguishable.
o Politics goes hand in hand with the society. Politics pervades the structure
of society, and thus influences inhabitants in their beliefs, ethics, and behavior.
• However, the political self is not only shaped by one’s political affiliation or
beliefs. One’s sense of accountability should be manifested in promoting
certain advocacies through healthy political engagement. This is aligned with
the concept of active citizenship.
• Active citizenship refers to the structured forms of engagement with political
processes and everyday forms of participation in society. It is also defined as
the process of sharing decisions which affect one’s life and the life of a
community in which one lives. Participation is the fundamental right of
citizenship.
o Active citizenship is anchored on one’s cognitive and behavioral
engagement to participate in formal and informal political activities.
o Active citizenship is a practice of democracy.
o Active citizenship is a social construct. It fosters social relatedness and
belongingness.
o Active citizenship is also associated with the “sense of community.”
o Active citizenship may facilitate ethnic pride and provide a voice to the woes
of their social group.
• For the younger generation, active citizenship can contribute to their social
development. Engaging in such activities can also enhance efficacy and
competence of the younger generation, as they are considered to be the
“future leaders” of the society. The participation of the youth in nation-
building activities enhances their value orientation and fosters integrity,
compassion, and the sense of justice, which are crucial to the holistic
development of a citizen of a nation.
• Active citizenship helps an individual embrace his/her individuality through
the choices he/she makes and the behavior he/she manifests.
• The political self is a result of various personal and environmental factors
that impact the individual. The participation of the youth in political
discourse and social activities can result in cultural and political paradigm
shifts that may be felt even by future generations. Thus, the future begins
now.
• How to be a Good Filipino Citizen
1. Be an active Filipino citizen
Every Filipino citizen of legal age have a chance to choose the right
leaders for the Philippines who are genuine in helping and caring for
the Filipino people.
2. Study of the Philippine history
3. Support local products
4. Speak the Filipino language
5. Do not spread fake news and be democratic in engaging with dissent