UNDERSTANDING THE SELF 
 |    MODULE 1
LESSON 3
SOCIOLOGY
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1 WEEK OR 3 HOURS
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INTRODUCTION
In the realm of sociology, the self interacts with
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the social world. Initially, the self is self-
absorbed and is just concerned with its own.
Progressively, however, the self expands and is
now concerned with other constellations of
selves, known as others. Conceptually, with the
introduction of others, sociology as a science
comes to fore, expanding the self in its
contemporary setting and relating with other
selves as well.
No one could live by himself or herself alone. By
extension, man will always look for someone to
commune with. The human person is a social
animal; he or she will always seek others for
commercial or personal reasons. These reasons
will always be equated with relationships.
Relationships and their scientific study will
always be correlated with sociology.
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In sociology, the self is a product of modern
society versus other constructs or archetypes.
When one talks about sociology, one talks about
social norms and social values. Social factors such
as political system, children, partners, school,
location, education, economic status, physical
status, religion, wealth, family, and ethnicity are
also considered.
LEARNING OUTCOMES
At the end of this lesson, you should be able to:
1.  describe and discuss the different ways by
which society shape the self;
2. examine oneself in relation to the
sociological perspective; and
3.  identify how the self is influenced by the
different institutions in the society.
 UNDERSTANDING THE SELF   |    MODULE 1

ACTIVITY: COLLAGE MAKING

Cut out pictures showing the influences of the different social institutions in the shaping
of one’s self and paste in the box

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ANALYSIS

Answer the following questions:

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1.How do you feel and think as you make your collage?

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2.    Explain the social influences by different social institutions that you have identified in
your collage.
 UNDERSTANDING THE SELF   |    MODULE 1

ABSTRACTION

The Self as a Product of Society

 
Sociological perspective of the self is based on the assumption that human behavior is
influenced by group life. A particular view of oneself is formed through interactions with
other people, groups, or social institutions. This lesson draws on the principles and concepts
of well-known sociologists to foster student understanding of sociology and how sociology
impacts students' everyday lives, and provide a pathway to self-understanding of "who you
are" and "what you are" in contemporary society. For sociologist like Mead the self does not
depend on biological predispositions; rather, it is a product of social interaction. The sense of
self emerges as the individual partakes in the society.
George Mead's Social Self

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Sociologist George Herbert Mead argued that the self

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is not biological but social. Self is something that is
developed through social interaction. The self is

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developed as one grows and ages. He illustrated the
development of self in the case of Genie, a girl who was
confined in a room until she reached the age of 13. She

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was found when she was already 13 years old; she did
not know how to walk and speak. According to Mead,

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she had no development of the self. Even though her
body developed normally according to her age, she had

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not developed her "self" because of her isolation from
the world. Self, therefore, is constructed by directly
engaging in the world through interaction and through

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reflections on those interactions.
Mead explained that self has two parts: (1) self-awareness and (2) self-image. He proposed the

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idea that the self develops through social interaction; that social interaction involves the
exchange of symbols (i.e., language); and that understanding of symbols involves being able to

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take the role of another. In order for interaction to prosper, each person involved must
correctly interpret the meanings of symbols and intentions of others. It can only succeed by
the existence of common symbols, but actually accomplished through the process of role

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playing.

Role playing is the process in which one takes on the role of another by putting oneself in
the position of the person with whom he or she interacts. One's response to the action of
another comes after putting oneself in the position of another person. Through role
playing, the individual develops a concept of self. By putting oneself in the position of
others, one is able to reflect upon oneself. The idea of self can only be developed if the
individual can get outside in such a way that he or she can become an object to oneself. To
accomplish this, one must be conscious of oneself from the standpoint of others.
Therefore, the development of the concept of "self" lies in the ability to wear other
people's shoes."
 UNDERSTANDING THE SELF   |    MODULE 1

For Mead, self is not inborn. Babies cannot

interpret the meaning of other people's
behavior. It is usually learned during
childhood which comes in three stages of
development.

First is the preparatory stage (0-3 years

old). Children imitate the people around
them, especially family members with
whom they have daily interaction.
Example, a child imitates the behavior
of his or her parents like sweeping the
floor. But they copy behavior without
Last is the game stage (begins in the
understanding underlying intentions,
early school years; about 8 or 9 years

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and so at this stage, they have no sense
old). Children understand not only their

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of self. During this stage, children are
own social position but also those of
just preparing for role-playing or role-
others around them. They come to see

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taking.
himself or herself from the perspective

of other people. To play the game, the

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Second is the play stage (3 to 5 years
child must be aware of his or her
old). During the play stage, children
relationship to other people and place
start to view themselves in relation to

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himself or herself in their roles in order
others as they learn to communicate
to appreciate his or her particular role
through language and other symbols. At

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in the game. In doing this, he or she sees
this stage, role-playing is exhibited. It
himself or herself in terms of the

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involves the child playing the role of
collective viewpoint of other people and
others. For example, the child may act
the attitude of generalized others. They
as a teacher, carpenter, or soldier. In
become concerned about and take into
doing these, he or she becomes aware

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account in their behavior the
that there is a difference between
generalized others which refer to the
himself or herself and the role that he or

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attitudes, viewpoints, demands, and
she is playing. However, children do not
expectations of the society which
perceive role-playing as something

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include cultural norms and values that
expected of them. The self emerges as
serve as references in evaluating
children pretend to take the roles of
oneself. This is the time when remarks
specific people or significant others,

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like "He is brilliant," "She is creative," or
those individuals who are important
"He is lazy" are formed. They can have a
agents of socialization. At this stage, the
more sophisticated look of people and
self is developing.
an ability to respond to numerous
members of the social environment.
During this stage, the self is now
present.

"I" and "Me" Self

For Mead, all humans experience internal

conversation. This conversation involves
the “I” and “me”, which he called phases of
self. For him, self is essentially a social
process going on between the “I” and “me”.
 UNDERSTANDING THE SELF   |    MODULE 1

The “I” is the phase of the self that is
unsocialized and spontaneous. It is the
acting part of the self, an immediate
response to other people. It represents the
self that is free and unique. It is the
subjective part of the self. The “Me”, on the
contrary, is the self that results from the
progressive stages of role playing or role-
taking and the perspective one assumes to
view and analyze one's own behaviors. It is
the organization of the internalized attitude
of others. It represents the conventional
and objective part of the self.
However, this sort of exchange is entirely
different from the more complex set of
behaviors that require an individual to
participate in the dance presentation. With
this, one is required to learn not only the
responses of specific others, but also the
behaviors associated with every member of
the stage. These can be internalized, and
when one succeeds in doing so, he or she
comes to view his or her own behaviors
from the perspective of the dance
presentation as a whole.

The “I” is the response of the organism to

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the attitude of others. The 'I' represents the

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individual's identity based on response to
the 'me‘, or the person’s individuality. It
allows the individual to still express
creativity and individualism and understand
when to possibly bend and stretch the rules
that govern social interactions. The 'I',
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therefore, can be considered the present
and future phase of the self.

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The Socialization Process
The “Me” is the organized set of attitudes of

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Humans learn the expectations of society
others which one assumes. It is the
through socialization. Socialization is
socialized aspect of the individual. It
different based on race, gender and class.
represents learned behaviors, attitudes,

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and expectations of others and society. It is
Agents of Socialization
developed through the knowledge of

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society and social interactions that the
The Family
individual has experienced. A phase of the

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self that is in the past.
Families introduce children to the
expectations of society. Socialization is
The full development of the self is attained

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different based on race, gender and class.
when the "I" and the "me" are united.
Human persons learn the ways of living and
therefore their self-hood by being in a
Generalized Others
family. It is what a family initiates a person
to become that serves as the basis for this
One of Mead's best known concepts is the
person’s progress. Babies internalized ways
generalized other. He described it as an
and styles that they observe from their
organized community or social group which
family. Internalizing behavior may either be
gives to the individual his or her unity of
conscious or unconscious. Table manners or
self. The attitude of the generalized other is
ways of speaking to elders are things that
the attitude of the entire community.
are possible to teach and therefore, are
consciously learned by kids.
For example, a dance group, as a team, is
the generalized other as long as it enters as
One is who he is because of his family for
an organized process or social activity into
the most part.
the experience of any one of the members
of the group. When one takes the role of a
member of the dance group, it can be said
that one is playing roles in groups.
 UNDERSTANDING THE SELF   |    MODULE 1

Religion

Children tend to develop the same religious

beliefs as their parents. Very often those
who disavow religion return to their
original faith at some point in their life,
especially if they have strong ties to their
family of origin and after they form families
of their own.

The Media

The average young person (age 8–19)

spends 6 3/4 hours per day immersed in
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media in various forms, often using multiple
media forms simultaneously. Television is

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the dominant medium, although half of all
youth use a computer daily. Can you notice

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how children eventually become what they
watch? How children can easily adapt ways

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of cartoon characters they are exposed to.

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Schools

Peers In school, teachers and other students are

the source of expectations that encourage

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For children, peer culture is an important

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source of identity. Through interaction with
peers, children learn concepts of self, gain
social skills, and form values and attitudes.
children to think and behave in particular
ways. Research finds that teachers respond
differently to boys than to girls, with boys
receiving more of their attention.
 

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