EUGENE V.

CONSIGNA BTVTED-CSS1

MODULE 1
Lesson 2 SOCIOLOGICAL PERSPECTIVE
Time Limit 3 hours
At the end of the session, the students should be able to:

LO 1. Identify how sociological perspective helps us to understand in

shaping our individual lives.
Specific
Learning LO 2. Reflect on past experiences that display the concept of
Outcomes sociological perspective.

LO 3. Describe the different ways how family contributes and affect in

shaping one self.

LO 4. Explain what essential factors could gain oneself in adapting new

norms through sociological perspective

Activity 1 – Paste your pictures of the stages of yourself in the space provided below:
My Elementary Self My Salient Characteristics

AGGRESSIVE PERSONALITY
TALKATIVE

ADVENTOUROUS

HELPFUL

IMAGINATIVE

ANALYTICAL

CREATIVE

My High School Self My Salient Characteristics

BAD ASS

TALKATIVE

CREATIVE
 HELPFUL

KIND

IMAGINATIVE

INTUITIVE THIKING

My College Self My Salient Characteristics

LONER
INTITUITIVE THINKING

IMAGINATIVE

KIND

HELPFUL

MONNEY HUNTER

ANALYTICAL

Activity 2 - Self - Examination

After self-examination of yourself in the different stages of your life,

identify the similarities, differences and causes of its similarities and
differences.

Similarities Differences Causes

TALKATIVE BAD ASS DIFFERENT
ENVIRONMENT
HELPFUL AGGRESSIVE FRIENDS
PERSONALITY
ANALYTICAL LONER FAMILY

Introduction

Every Self has two faces according to Marcel Mauss, a French

Anthropologist. These are the Moi and Personne. Moi refers to person’s
sense of who he is, his body, basic identity, and his biological givenness.
Personne has to do with his living in a particular institution like: family,
religion, nationality and his behavior as expected influenced by others.

MODULE 1
Lesson No. 3 Anthropological Perspective
Time 3 hours
Allotment

During the student’s learning engagements, they will be able to:

Specific LO 1: Demonstrate the relationship between and among

Learning the self, society and culture.
Outcomes:
LO 2 :Acknowledge both positive and negative effects
of cultural biases to one’s identity.

LO 3: Describe and discuss the different ways by which

society and culture shape the Self.

Teaching and Learning Activities:

Activity 1 – “My Self Through the Years”

Based on the activity in Lesson 2, give your reflections by answering the

following questions:

1. How will you describe your “self”?

I’m optimistic and inspired. I thrive on challenges and set goals for myself
constantly, because I have to aspire for something. I’m not happy with
settling down, and I still look for a chance to do better and to attain
excellence.

2. How does your family influence your growing as an

individual?

By observation of everyday life; physically, emotionally, socially and

intellectually. At the age of 12, they showed to me what’s the
practical way of living

3. How does your culture affect your “Self”?

When I was 12 yrs. Old, I already experienced individualism. I was

humiliated and bullied, but instead settling down, I use it as my strength,
because of those experiences I’m forced to perceive hardship without relying
on others.

4. Was there a time when you were in your “true self”? What
made you think you are truly you self at this time?

That’s when they began criticizing my passions, principles in my life and my

goals. They never understand my point of view, even though I tried to explain
to them. That’s where I started to distance myself from them.

5. Based on the problems mentioned above, can you provide a

time when you were living your “ true self.” What did you
do about it?

After the dissatisfaction of my past life, I looked for things that would make
me happy.

6. What social pressure have you shaped your “Self”?

NEAGTIVE PEER PRESSURE

7. What aspects of your “Self” do you think may be changed

or would you like to change?

Giving people what they don’t deserve.

Being merciful to the person who does not deserve merci.

REFLECTION - Rubrics

Originality - Presentation / Content – 25% Organization – 25%

25% Delivery – 25%

Shows a large Well-rehearsed Overs topic in-depth Content is well-

amount of with smooth with details organized
originality in delivery that holds
thoughts and audience’s Examples, headings
ideas Attention or knowledge are
bulleted
Creative and
inventive
 SYNTHESIS
The Self is characterized as follows: separate, self-contained, independent,
consistent, united and private (Stevens 1996). By being separate, the Self is distinct and
unique and has its own identity. The Self is independent and self-contained because it
can exist without any other self. It has its own thoughts, characteristics and volition.
Consistency means that there are self traits, characteristics, tendencies and
potentialities are more or less the same throughout the growing process. Self is unitary
because the center of all experiences and thoughts that run into the only self. The self is
private because the “self” sorts out information, emotions, feelings and thought
processes within the self.

MODULE 1
Lesson No. 4 PSYCHOLOGICAL PERSPECTIVE
Time Allotment 3 hours
After the students' learning engagements, they will be able
to:
Specific Learning
Outcomes: LO 1. Identify the different psychological
perspectives and the proponents behind
them.

LO 2. Create own definition of the “Self” based from

Psychological perspective.

LO 3. Analyze the effects of various factors identified

in psychology in the formation of the “self.”

Activity 1

1. Gameification

Lying to Peers (30 minutes)

In this game, each student stands in front of the class and tells the
others three or more facts about himself, one of which is a lie. The class
should then vote on which statement is a lie and which are truthful. The
object of this game is to focus on body language, but it can also be used
to discuss social stereotypes and how people form impressions about
each other.

The Personal Space Game (30 minutes)

Divide the students into three groups. Tell each group to use
different versions of personal space. For instance, one group stands close
enough to almost touch, one group stands far away from other people
and the other group is somewhere in the middle. Then tell the students
to interact with each other and have conversations. This game let
students experience how something as simple as personal space can
affect the way people interact with each other.

Rubric for Group Activity

Points Indicators
5 Shows eagerness and cooperation to the
task, participated actively, do great help
to the group
4 Shows eagerness and cooperation to the
task, good follower
Participated but late, with teacher’s
3 supervision
2 Activity was done but does not show
eagerness to participate or cooperate
1 No interest in participating the activity

Activity 2 -Interactive discussion

Note: For online class, platform that may be used is video conferencing
through zoom, google meet, messenger room or the institutional LMS.

Graded Oral Recitations:

Compare and contrast the contributions of following

Psychologists:

Psychologist Contributions in developing the “Self”

Freud explained that there are a series of factors
Sigmund Freud that determine whether or not you can develop a
strong sense of self. He proposed the following
causes: Excessive dependence on your parents:
Freud believed that children are taking longer
and longer to mature and become independent
people.
B. F. Skinner, a noted behaviorist, developed
B. F. Skinner the concept of operant conditioning – the
idea that you can influence your toddler or
preschooler's behavior with positive and
negative reinforcement. Skinner
experimented and observed the reactions of
different species of animals, including
 humans, and how they reacted to positive
and negative reinforcement. Later in his
career, he expanded his theories of
behaviorism to include verbal behavior, and
the impact of reinforcement on your child’s
language skills and learning.

Jean Piaget a psychologist who specialized in child

development who focused specifically on
the role of social interactions in their
development. He recognized that the
development of self evolved through a
negotiation between the world as it exists
in one’s mind and the world that exists as it
is experienced socially (Piaget 1954).

Abraham Maslow Abraham Maslow’s contributions

in Humanistic Psychology primarily aim
to help the people in developing their
potentials through self actualization and
complete satisfaction of their needs. Since
he believed that people are naturally
goods, there would be a greater chance for
them to acquire self actualization after
fulfilling their needs.

Edward Lee Thorndike Thorndike is perhaps best-known for the theory

he called the law of effect, which emerged from
his research on how cats learn to escape from
puzzle boxes.
According to Thorndike's law of effect,
responses that are immediately followed by a
satisfactory outcome become more strongly
associated with the situation and are therefore
more likely to occur again in the future.
Conversely, responses followed by negative
outcomes become more weakly associated and
less likely to reoccur in the future.
As you might imagine, this principle had a strong
influence on the development of the behavioral
school of thought. B.F. Skinner's operant
conditioning process relies on this principle, as
behaviors followed by desirable outcomes are
 strengthened while those followed by
undesirable outcomes are weakened.

Activity 2
Compare how you define your “Self” against how other people
perceive or look at you. Give at least 10 qualities or things around you
that defines you.

Describe how you see your “Self” What others see your “Self”
Analytical Responsive
Committed Committed
Focused Adventurous
Adventurous Observant
Courageous Risk taker
Observant Helpful
Curios Aggressive personality
Risk takers Flexible
Self-aware Direct
Responsive Pathetic

Analysis

Compare your own description of your “Self” and the description given by
the other people. Identify the similarities and differences.

Your own Description Description of your Similarities /

of “Self’” “Self” by other people Differences
Reliable Reliable
Approachable
friendly Approachable Approachable

Ambitious Easy to get along Easy to get along

reliable Friendly Ambitious
 Self-oriented Ambitious Self-oriented

creative A people-person A people-person

Assessment

Essay
1. How does environment affects our behavior?

Environment is an extremely important part of one’s life because it

determines how someone is as a person. That then allows for there to
be a question of how human behavior triggers rituals?
Rituals are a big part of people’s lives whether religious or not;
some rituals include daily routines. People tend to be passionate about
rituals, due to their environment, and the fact that it allows them to
escape stressful situations by engaging in activities.
As a result, people commit to these thoroughly, which has a strong
impact on their behavior, which can result in hidden danger toward
others and themselves.
2. What is your greatest need? Discuss.
Numerous guardians and their youngsters, particularly their teens,
are irate, disappointed, befuddled, and sad. Youth frequently ask, "Why not
trust me?" Actually, the issue isn't such a lot of an absence of trust, yet rather
an absence of comprehension. The more that guardians comprehend their
child or girl, the more their child or little girl will confide in them; the converse
is likewise evident. Guardians and youngsters should cooperate to convey and
comprehend each other.

The present youth have a few fundamental necessities. As a parent, your

comprehension of these necessities will assist you with acknowledging what is
occurring in your teen's heart and psyche. Your consciousness of these
musings and feelings will prepare you to cherish your kid with intelligence,
empathy, insight, affectability, and confidence.

The Need for Acceptance, Praise, and Approval

Most youngsters don't acknowledge the entirety of their unchangeables—the
things about themselves over which they have positively no control. They
expect that others don't acknowledge them either, and their feelings of
trepidation are affirmed when schoolmates, neighbors, or kin ridicule them or
fake their unchangeable highlights. To shield themselves from additional agony
and dismissal, youngsters regularly pull out or respond in self-protection.
3. Is there a relationship on “what we think” and “what we feel”? Discuss.
While there is plainly a connection between how we feel, how we
think, and how we act… it is my assessment that our sentiments NEVER really
legitimize our activities. Consider everything, would we say we are EVER
qualified for blow up and punch somebody? It is safe to say that we are EVER
qualified for get our sentiments injured and lash out with an individual
assault? Is it true that we are EVER qualified for treat others insolently when
we have been treated with slight? In any event, with regards to good feelings
like love, love, or fellowship; our emotions should be tempered by our qualities
and standards before we react.

By understanding the correct connection between our emotions,

considerations, and activities we offer ourselves the chance to pick how we
need to carry on. Realizing we have that decision offers us the chance to
change. By comprehension there is anything but a permanent connection
between our sentiments and our activities, can attempt to decouple them. We
can attempt to catch our sentiments and separate them… we can get them. We
can get deliberate about how we think and how we see our general
surroundings. We can settle on a cognizant choice to act as per what is
generally critical to us.

Emotions come from the most profound pieces of ourselves… they are an
indispensable piece of what our identity is. While we may change how we feel
over the long haul, it is improbable that anybody will mentor them out of us. It
is the way we are wired. When training either my children or my colleagues, I
as a rule start by approving sentiments.

Rubric for Essay

Above Meets Approaching Below
Expectations Expectations Expectations Expectations
4 3 2 1
Reflective The discussion The discussion The discussion The discussion
Thinking explains the explains the attempts to does not
student’s own student’s demonstrate address the
thinking and thinking about thinking about student’s
learning his/ her own learning but is thinking and/ or
processes as learning vague and/ or learning.
well as processes. unclear about
implications for the personal
 future learning. learning
process.

Analysis The discussion The discussion The discussion The discussion

is an in- depth is an analysis attempts to did not move
experiences of of the learning analyze the beyond a
a learning experience and learning description of
experience, the the value of the experience but the learning
value of the derived the value of the experience.
derived learning to self learning to the
learnings to and others. student and
self and others, others is vague
and the and/ or
enhancement unclear.
of student’s
appreciation for
the discipline.
Making The discussion The discussion The discussion The discussion
Connections articulates articulates attempts to does not
multiple connection articulate articulate any
connections between this connections connection to
between the learning between this other learning
learning experience and learning or experience.
experience and content from experience and
content, from other courses, content form
other courses, past learning other courses,
past learning, experience past learning
life experience and/ or future experiences or
and/or future goals. personal goals,
goals. but the
connection is
vague and/ or
unclear.

MODULE 1
Lesson No. 5 EASTERN AND WESTERN THOUGHTS
Time Allotment 3 hours
After the students' learning activities, they will be able to:
Specific
Learning LO 1. Differentiate the eastern and western views of
Outcomes: self

LO 2. Analyze various manifestations of individualistic

and collectivistic cultures among Filipinos

LO 3. Evaluate the philosophies according to their

 relevance to your“ self”.

TEACHING LEARNING ACTIVITIES

Activity 1 - The WE-ME Self (30 minutes)

(Outcome 1: differentiate the eastern and western views of self)

Intro-instruction: Watch the video “Me or We? Cultural Difference

between East and West” at https://www.youtube.com/watch?
v=78haKZhEqcg and answer the following questions:

1.
1.
1.
1.
1.
1.
1.
1.
1.
What are the characteristics of a Me/Individualistic culture? In which
countries is this trait often
found? TEND TO PLACE
MORE IMPORTANCE ON
THE INNDIVIDUAL,
BELIEVE EACH
INDIVIDUAL IS
RESPONSIBLE FOR THEIR
OWN WELL-BEING. UNITED
STATES, AUSTRILIA AND
EUROPE.

2. What are the characteristics

of a We/Collectivist culture?
In which countries is this
trait often found? TEND TO
PLACE MOREIMPORTANCE
ON A GROUP, THEY
PRIORITIES STROG
SOVIAL TIES AND
BELONGING TO A LARGER
GROUP. INDIVIDUAL
SHOULD MAKE THE BEST
DECISIONS FOR THE
 OVERALL WELL-BEING OF
THEIR GROUP. CHINA
INDIA AND JAPAN.

3. Based on the video, what are

the differences between the
eastern and western view of
self? IN THE EASTERN
THEY’RE MORE ON
INDIVIDUALISM AND I THE
WESTERN THEY’RE MORE ON
PRIORITIZING STROMG SOCIAL
TIES.

4. Which view do you personally

prefer and why? I PREFER
TO WESTERN BECAUSE I’M
A FILIPINO AND
LITERALLY I LOVE
WESTERN CULTURE THE
THEY GIVE IMPORTANCE
TO OTHERS.

Criteria:
8 points max - factual, complete, accurate, concise, comprehensive, and
efficient relay of ideas.
2 points max -statements and responses structure and grammar

Activity Processing:
1. Do you agree that Filipinos in general follow that eastern concept of
self? I THINK 70% OF THEM
2. The Philippines were under the regime of the west for more than 300
years. Do you think we have adopted behaviors that show the western
concept of the self? YES!

Activity 2 - INDIVIDUALISM AND COLLECTIVISM SCALE(15

minutes activity) (also known as the Culture
Orientation Scale)
(Outcome 2 – Identify various manifestations of individualistic and collectivist
cultures among Filipinos)

Description of Measure: A 16-item scale designed to measure four

dimensions of collectivism and individualism:

Vertical Collectivism – seeing the self as a part of a collective and being

willing to accept hierarchy and inequality within that collective

Vertical Individualism – seeing the self as fully autonomous, but

recognizing that inequality will exist among individuals and that accepting
this inequality.

Horizontal Collectivism –seeing the self as part of a collective but

perceiving all the members of that collective as equal.

Horizontal Individualism –seeing the self as fully autonomous, and

believing that equality between individuals is the ideal.
All items are answered on a 9-point scale, ranging from 1= never or definitely
no and 9 = always or definitely yes.
1 2 3 4 5 6 7 8 9
ITEMS Never Always
1. I'd rather depend on myself than #
others.
2..I rely on myself most of the time; #
I rarely rely on others.
3. I often do "my own thing." #
4. My personal identity, #
independent of others, is very
important to me.
5. It is important that I do my job #
better than others.
6. Winning is everything. #
7. Competition is the law of nature. #
8. When another person does #
better than I do, I get tense and
aroused
9. If a coworker gets a prize, I would #
feel proud.
10. The well-being of my coworkers #
is important to me
11. To me, pleasure is spending #
time with others.
12. I feel good when I cooperate #
with others.
13. Parents and children must stay #
together as much as possible.
14. It is my duty to take care of my #
family, even when 1 have to
sacrifice what I want.
15. Family members should stick #
 together, no matter what sacrifices
are required.
16. It is important to me that I #
respect the decisions made by my
groups.
Scoring: Each dimension’s items are summed up separately to create a VC,
VI, HC and HI Score
Item Score Item Score Item Score Item Score
1 4 5 7 9 7 13 6
2 7 6 4 10 7 14 7
3 7 7 4 11 4 15 8
4 8 8 2 12 7 16 8
TOTAL 26 TOTAL 20 TOTAL 25 TOTAL 29

Source: Triandis, H. C. &Gelfland, M. J. (1998). Converging measurement of

horizontal and vertical individualism and collectivism. Journal of Personality
and Social Psychology, 74, 118-128.

Activity Processing:
1. How do you find the activity? ANALYTICAL
2. Based on the result of the activity, do you agree that you an individualist
or collectivist? If not, share personal experience why you think that you are
not individualist or collectivist.

OF COURSE I CAN BE INDIVIDUALIST OR COLLECTIVIST.

Activity 3: Philo-SELF-ies ? (30 minutes)

(Outcome 3: evaluate the philosophies according to their relevance to yourself)

Rank the eastern and western philosophies based on its relevance to your personal values,
philosophy, and conceptualization of self, with (1) being the most significant, (2) significant
and so on and so forth. Create a graphic organizer that reflects this ranking. (Choose an
appropriate graphic organizer. For more information about graphic organizers, refer to this
site: https://www.eduplace.com/graphicorganizer)

Ranking: Graphic Organizer:

1.
2.
3.
4.
Criteria:
5 points max: appropriateness of graphic organizer used
5 points max: ranking clearly reflected in the graphic organizer

Activity Processing:
1. How did you find the activity? NO HASSLE
2. The organizer shows philosophies you agree with. Which among the
philosophies do you disagree with? Why? BUDDHISM, IT’S BECAUSE
THEY ARE MORE ON STATUES BELIEFS.

SYNTHESIS Graded Oral Recitation

How do you define the western concept of self?
What is the eastern concept of self?
Which among the two thoughts do you find relatable and why?

Criteria:
8 points max - factual, complete, accurate, concise, comprehensive, and
efficient relay of ideas.
2 points max -statements and responses structure and grammar

ASSESSMENT Test your Memory

(30 Minutes)
Let’s Test your Memory
Identify the words that describe the concepts below. Encircle the words
either vertically, horizontally, or diagonally.

A C C D K L I N N M T O D B A
C D O P K N N I L A N T R P N
P O L V N B D H A R M A L I A
 S X L C S A I L M U H M N N L
Y V E D A S U O N M I Y A Y Y
F H C I S U C I A Q U T R B T
B R T P X C B N Y W T Q G L I
O T I R U B B S A A X P H R C
E M V I K B U V Z F D L Y F D
F O I V H U O M W E S J O S T
L L S A T O I I Q D W G I F J
I R M T R I S N C U L T U R E
E N V E M T M B H F E V S O N
L I C U A N A N I G F Z D A N
O L K L R E X V H N O J R X Z

Clues:
1. It is the tendency to see reality as an aggregate of
parts.
2. It is the principle of cosmic order.
3. It is a doctrine taught by Buddha. DHARMA
4. It means goodwill, politeness, and generosity.
5. It means wisdom. VEDAS
6. It means having the right to practice propriety in all
that you do.
7. It is the Arabic word for “self”
8. It is the divine universal consciousness.
9. It embodies specific values, thoughts, or ideas that
play an important role in determining the person’s
sense of “self.”
10. It emphasizes the moral worth of the
individual.
11. This is a Filipino psychologist and educator
who determined the strengths of the Filipino
character.
12. It refers to the mental processes that perceive
one’s own traits.
13. It refers to the generalized view of self.
14. It refers to the extent that we value our duty to
groups to which we belong.
15. These are the earliest religious writings in the
East.

The WE-ME Self (see rubrics)

Philo-SELF-ies (see rubrics)

Graded Oral Recitation(see rubrics)