Modified Module UTS Prelim

Learning Module
Understanding the Self
Course Code: UTS
Department: Arts and Sciences

Knowledge Area: General Education
Learning Module
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First Edition, 2020
Copyright © by Baliuag Polytechnic College

All rights reserved
Including the right of reproduction in whole or in any part.
Published by
Baliuag Polytechnic College
Plaza Naning Baliuag Bulacan
Philippines, 3006
President of the School/institution: _________________________________
Learning Module Development Team
Evaluators:
__________________________
Editors:
_________________________
Quality Assurance
_________________________
Dean of Department
________________________
Table of Contents____________________________________
Student`s Guide …………………………………………………………………………….
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About the Author …………………………………………………………………………...
Course Overview ……………………………………………………………………………
Learning Outcomes …………………………………………………………………………
Course Details ……………………………………………………………………………….
Module Duration ……………………………………………………………………………
Grading System ……………………………………………………………………………..
Grade Equivalents ………………………………………………………………………….
Study Schedule ……………………………………………………………………………..
PRELIMINARIES
MODULE PACKET 1
Module Packet 1 Introducing the Subject ………………………………………………..
Introduction ………………………………………………………………………………..
Pre-Assessment …………………………………………………………………………….
Lesson Proper ………………………………………………………………………………
Introductory Activity ……………………………………………………………………...
Processing …………………………………………………………………………………..
Discussion …………………………………………………………………………………..
Enhancement Activity …………………………………………………………………….
Summary …………………………………………………………………………………...
Application …………………………………………………………………………………
Group Discussion ………………………………………………………………………….
Post Assessment ……………………………………………………………………………
Assignment …………………………………………………………………………………
Annexes ……………………………………………………………………………………..
References …………………………………………………………………………………..
Student`s Feedback Form …………………………………………………………………
MODULE PACKET 2
Module Packet 2 [title] .………………………………………………..
Introduction ………………………………………………………………………………..
Pre-Assessment …………………………………………………………………………….
Lesson Proper ………………………………………………………………………………
Processing …………………………………………………………………………………..
Discussion …………………………………………………………………………………..
Summary …………………………………………………………………………………...
Application …………………………………………………………………………………
Post Assessment ……………………………………………………………………………
Assignment …………………………………………………………………………………
Annexes ……………………………………………………………………………………..
References …………………………………………………………………………………..
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MODULE PACKET 3
Module Packet 3 [title] .………………………………………………..
Introduction ………………………………………………………………………………..
Pre-Assessment …………………………………………………………………………….
Lesson Proper ………………………………………………………………………………
Processing …………………………………………………………………………………..
Discussion …………………………………………………………………………………..
Summary …………………………………………………………………………………...
Application …………………………………………………………………………………
Post Assessment ……………………………………………………………………………
Assignment …………………………………………………………………………………
Annexes ……………………………………………………………………………………..
References …………………………………………………………………………………..
MODULE PACKET 4
Module Packet 4 [Title] ………………………………………………..
Introduction ………………………………………………………………………………..
Pre-Assessment …………………………………………………………………………….
Lesson Proper ………………………………………………………………………………
Processing …………………………………………………………………………………..
Discussion …………………………………………………………………………………..
Summary …………………………………………………………………………………...
Application …………………………………………………………………………………
Post Assessment ……………………………………………………………………………
Assignment …………………………………………………………………………………
Annexes ……………………………………………………………………………………..
References …………………………………………………………………………………..
MID-TERM
MODULE PACKET 5
Introduction ………………………………………………………………………………..
Pre-Assessment …………………………………………………………………………….
Lesson Proper ………………………………………………………………………………
Processing …………………………………………………………………………………..
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Discussion …………………………………………………………………………………..
Summary …………………………………………………………………………………...
Application …………………………………………………………………………………
Post Assessment ……………………………………………………………………………
Assignment …………………………………………………………………………………
Annexes ……………………………………………………………………………………..
References …………………………………………………………………………………..
MODULE PACKET 6
Introduction ………………………………………………………………………………..
Pre-Assessment …………………………………………………………………………….
Lesson Proper ………………………………………………………………………………
Processing …………………………………………………………………………………..
Discussion …………………………………………………………………………………..
Summary …………………………………………………………………………………...
Application …………………………………………………………………………………
Post Assessment ……………………………………………………………………………
Assignment …………………………………………………………………………………
Annexes ……………………………………………………………………………………..
References …………………………………………………………………………………..
MODULE PACKET 7
Introduction ………………………………………………………………………………..
Pre-Assessment …………………………………………………………………………….
Lesson Proper ………………………………………………………………………………
Processing …………………………………………………………………………………..
Discussion …………………………………………………………………………………..
Summary …………………………………………………………………………………...
Application …………………………………………………………………………………
Post Assessment ……………………………………………………………………………
Assignment …………………………………………………………………………………
Annexes ……………………………………………………………………………………..
References …………………………………………………………………………………..
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PRE-FINALS
MODULE PACKET 8
Introduction ………………………………………………………………………………..
Pre-Assessment …………………………………………………………………………….
Lesson Proper ………………………………………………………………………………
Processing …………………………………………………………………………………..
Discussion …………………………………………………………………………………..
Summary …………………………………………………………………………………...
Application …………………………………………………………………………………
Post Assessment ……………………………………………………………………………
Assignment …………………………………………………………………………………
Annexes ……………………………………………………………………………………..
References …………………………………………………………………………………..
MODULE PACKET 9
Introduction ………………………………………………………………………………..
Pre-Assessment …………………………………………………………………………….
Lesson Proper ………………………………………………………………………………
Processing …………………………………………………………………………………..
Discussion …………………………………………………………………………………..
Summary …………………………………………………………………………………...
Application …………………………………………………………………………………
Post Assessment ……………………………………………………………………………
Assignment …………………………………………………………………………………
Annexes ……………………………………………………………………………………..
References …………………………………………………………………………………..
MODULE PACKET 10
Introduction ………………………………………………………………………………..
Pre-Assessment …………………………………………………………………………….
Lesson Proper ………………………………………………………………………………
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Processing …………………………………………………………………………………..
Discussion …………………………………………………………………………………..
Summary …………………………………………………………………………………...
Application …………………………………………………………………………………
Post Assessment ……………………………………………………………………………
Assignment …………………………………………………………………………………
Annexes ……………………………………………………………………………………..
References …………………………………………………………………………………..
FINALS
MODULE PACKET 11
Introduction ………………………………………………………………………………..
Pre-Assessment …………………………………………………………………………….
Lesson Proper ………………………………………………………………………………
Processing …………………………………………………………………………………..
Discussion …………………………………………………………………………………..
Summary …………………………………………………………………………………...
Application …………………………………………………………………………………
Post Assessment ……………………………………………………………………………
Assignment …………………………………………………………………………………
Annexes ……………………………………………………………………………………..
References …………………………………………………………………………………..
MODULE PACKET 12
Introduction ………………………………………………………………………………..
Pre-Assessment …………………………………………………………………………….
Lesson Proper ………………………………………………………………………………
Processing …………………………………………………………………………………..
Discussion …………………………………………………………………………………..
Summary …………………………………………………………………………………...
Application …………………………………………………………………………………
Post Assessment ……………………………………………………………………………
Assignment …………………………………………………………………………………
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Annexes ……………………………………………………………………………………..
References …………………………………………………………………………………..
MODULE PACKET 13
Introduction ………………………………………………………………………………..
Pre-Assessment …………………………………………………………………………….
Lesson Proper ………………………………………………………………………………
Processing …………………………………………………………………………………..
Discussion …………………………………………………………………………………..
Summary …………………………………………………………………………………...
Application …………………………………………………………………………………
Post Assessment ……………………………………………………………………………
Assignment …………………………………………………………………………………
Annexes ……………………………………………………………………………………..
References …………………………………………………………………………………..
Student`s Guide_____________________________________
1. Be conscientious. Do the tasks by yourself so you would learn while you earn the grade
you rightfully deserve?
2. Be disciplined and diligent on the task assigned
3. Consult with and seek guidance from advisors through required access methods
4. Assume responsibility for your own learning
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5. Develop effective interaction with teachers and counsellors (like classical learning)
6. Be an open-minded, flexible and creative learner.
7. Evaluate and judge your own performance
8. Combat prejudice and communication barriers
Guide in Modular Classes
1. Before you answer any activities, read and understand the content of each lesson.
2. Think carefully in answering the activities, write legibly, and follow the instructions as
needed.
3. Follow the schedule provided and all the submission dates that I will announce during our
journey in this module. We need to be dedicated to our plan or study schedule, it will help
you to manage your time for the other subjects.
4. You are expected to answer all the printed-based activities, assignments, and reflections
for you to pass in this course.
5. Remember you are the student hence, you are expected to accomplish and study the
module on your own. You can seek help and support from your family members and
friends but the actual activities must be done by you.
6. Do not hesitate to contact me if you have any questions through e-mail or any online
communication platform, text message or in a phone call) I am here as a coach to
accomplish your goal in this module.
7.
Guide in Asynchronous Classes
1. Don’t share your G suite password to anyone.
2. Change your password from its default password.
3. Make sure to log out once you are finished with your work especially if you are working
in an internet café.
4. Dress appropriately every time you attend an online class.
5. Treat your classmates, professors, instructors/instructress and facilitators with respect in e
mail, text messages, FB messenger and even in synchronous discussion.
6. Use clear, concise and formal language in communicating with your classmates and
professors, instructors/instructress and facilitators.
7. In messaging using text in FB messenger or in texting, don’t use slang words, write
formally in communicating with your classmates and professors, instructors/instructress
and facilitators. Avoid the use of caps lock for it describes yelling.
8. Be conscious in giving humorous jokes in any kind of communication.
9. Don’t send confidential messages that are in public.
About the Author____________________________________
Mr. Jerry C. Timoteo, LPT is a graduate of Bachelor of

Arts Major in Philosophy at San Carlos Seminary,
Philosophy Department of Makati City. He is currently
pursuing his M.A philosophy at University of the
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Philippines, Diliman. He also took some undergraduate
courses of BA Secondary Education in Baliuag Polytechnic
College, Baliuag Bulacan. He is a 2018 LET passer.
He taught Humanities and Social Sciences subjects in
Senior High School and Colleges. At present he is
a faculty member of Baliuag Polytechnic College, Baliuag
Course Overview____________________________________
Course Description
The course deals with the nature of identity, as well as the factors and forces that affect the
development and maintenance of personal identity.
The directive to know oneself has inspired counties and varied ways to comply. Among the
questions that everyone has had to grapple with at one time or other is “Who am I?” At no other
period is this question asked more urgently than in adolescence – traditionally believe to be a time of
vulnerability and great possibilities. Issues of self and identity are among the most critical for the
young.
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This course is intended to facilitate the exploration of the issues and concerns regarding self
and identity to arrive at a better understanding of one’s self. It strives to meet this goal by stressing
the integration of the personal with the academic – contextualizing matters discussed in the
classroom and in the everyday experiences of students – making for better learning, generating a new
appreciation for the learning process, and developing a more critical and reflective attitude while
enabling them to manage and improve their selves to attain a better quality of life.
The course is divided into three major parts: the first part seeks to understand the construct of
the self from various disciplinal perspectives: philosophy, sociology, anthropology, and psychology –
as well as the more traditional division between the East and West – each seeking to provide answers
to the difficult but essential question of “What is the self?” And raising, among others, the question:
“Is there even such a construct as the self?”
The second part explores some of the various aspects that make up the self, such as the
biological and material up to and including the more recent Digital Self. The third and final part
identifies three areas of concern for young students: learning, goal setting, and managing stress. It
also provides for the more practical application of the concepts discussed in this course and enables
them the hands-on experience of developing self-help plans for self-regulated learning, goal setting
and self-care.
This course includes the mandatory topics on Family Planning and Population Education.
Learning Outcomes__________________________________
At the end the course, the student will be able to:
The Self from Various Perspectives

1. Discuss the different representations and conceptualization of the self from various disciplinal
perspectives.
2. Compare and contrast how the self has been presented across different disciplines and
perspectives
3. Examine the different influences, factors and forces that shape the self
4. Demonstrate critical and reflective thought in analysing the development of one`s self and
identity by developing a theory of the self.
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Unpacking the Self
5. Explore the different aspects of self and identity
6. Demonstrate critical, reflective though in integrating the various aspects of self and identity
7. Identify the different forces and institutions that impact the development of various aspect of the
self and identity
8. Examine one`s self against the different aspects of self that are discussed in the class
Managing and Caring for self
9. Understand the theoretical underpinnings for how to manage and care for different aspects of the
self
10. Acquire and hone new skills and learnings for better managing of one`s self and behaviours
11. Apply these new skills to one`s self and functioning for a better quality of life
Course Details______________________________________
 Course Code: UTS

 Course Title: Understanding the Self
 No. of Units: 3 units
 Pre-requisite / Co-Requisite: None
 Semester and Academic Year: 2023-24
 Schedule: _____________________
 Name of Faculty: Jerry C. Timoteo, LPT
 Contact Details
 Email: jtimoteo@btech.ph.education
 Mobile Number:
 Viber: none
 Messenger:
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 Consultation
 Day: Saturday
 Time: Morning
Learning Management System
Google Classroom Code: _______________

Group Chat name: ____________________
Assessment with Rubrics

For every essay or paper this will be the rubric
Possible Score per category 5 points
Points Possible Score
Content – the essay contains rich ideas 15 x 2 30

Structure – Mechanics of paper followed 10 x 1 10
Conclusion – it highlights the topic 10x 1 10
Module Duration__________________________________

For Synchronous and Asynchronous only
Preliminary
Module Packet 01: Introducing the Subject : 3 hours/days
Module Packet 02: The Self from Various Perspectives (Ancient Philosophers) : 3 hours/days
Module Packet 03: The Self from the Views of Behaviourists and Neurologists : 3 hours/days
Module Packet 04: The Social Self in Sociology, Anthropology :3 hours/days
Mid Term
Module Packet 05: The Self in Western and Oriental School of Thoughts : 3 hours/days
Module Packet 06: The Material Self : 3 hours /days
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Module Packet 07: The Sexual Self : 3 hours/days
Pre Final
Module Packet 08: The Spiritual Self : 3 hours/days
Module Packet 09: The Political Self : 3 hours/days
Module Packet 10: The Socio-cultural Self : 3 hours/days
Finals
Module Packet 11: Managing and Caring for Self : 3 hours/days
Module Packet 12: Setting Goals for Success : 3 hours/days
Module Packet 13: Setting Goals for Success : 3 hours/days
SCHEDULE MAY CHANGE AND DEPENDS ON SITUATION
Delivery Mode
Asynchronous Instructions (Hybrid)

Synchronous Instructions (Hybrid)
Grading System____________________________________
Preliminary Raw Grade Self-paced activities, Quizzes 30%
Submitted Documents 30%
Examination 40%
Midterm Raw Grade Self-paced activities, Quizzes 30%

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Examination 40%
Pre-final Raw Grade Self-paced activities, Quizzes 30%
Examination 40%
Final Raw Grade Self-paced activities, Quizzes 30%
Examination 40%
Note: Final Grade: A moving 70%/30% grade average from preliminary raw grade until final
raw grade
Grade Equivalents
From To Grade Point
50.00% 69.99% 5.00
70.00% 74.99% 4.00
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75.00% 76.99% 3.00
77.00% 80.99% 2.75
81.00% 83.99% 2.50
84.00% 86.99% 2.25
87.00% 89.99% 2.00
90.00% 92.99% 1.75
93.00% 95.99% 1.50
96.00% 98.99% 1.25
99.00% 100.00% 1.0
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Module for Preliminaries

Module Packet 1
An Introduction to the Subject
Week 1 Lesson
Learner`s Name:___________________________________________________
Program and Section:___________________________________
Professor/Instructor/Instructress:_______________________________________________
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Prelim - Module Packet 1 Introducing the Subject
Module Packet Overview

This module packet discusses the importance of studying the existence of the self. It also explains
the inclusion of studying human existence in different fields of study that are categorized into natural
sciences and human sciences. Lastly, it will also discuss the different factors that influence the
construction of the self.
Intended Learning Outcomes
At the end of this lesson, you will be able to:
1. Discuss the different representations and conceptualization of the self from various disciplinal
perspectives.
2. Examine the different influences, factors and forces that shapes the self.
Minimum Technical Skills Requirement

Google Classroom navigation

Google Classroom, Google Meeting

Readings/Supplementary Materials: (links)
None
Duration

● Module Packet 01: 3 hours for asynchronous session / 3 days submission of activities for modular
Delivery Mode:
Hybrid Synchronous and Asynchronous
Rubrics:
Shown in each activity
Introduction
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This module packet is a comprehensive study of the issues and concerns regarding self-identity
and the factors that may impact a person`s knowledge and development. There exist many approaches to
the study of the nature of a human person such as the natural and human sciences. They also have
different ways of seeing the world especially the nature of a human person. The focus of this module
also includes the definition of the self and identity and the process of self-reflection.
In the review section a story of a heroine Chinese is an example of the influence of the heredity
factor and social factor in the establishment of the self. The discussion section will distinguish the
differences of meaning of the phrases “who am I?” and “who I am?” Following the importance of
knowing oneself and the four factors that influence the construction of the self.
Before you start please answer the following assessment for the background knowledge check.
Module 1 Pre Assessment
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Name:__________________________________ Program-Section__________
Professor/Instructor/Instructress:____________________________ Score:____________
True or False
__________1. Self-reflection is a kind of thinking where the object of the mind is the self.
__________2. Primarily, the inclination of human consciousness is on the things that are external to
him/her.
__________3. The early thinkers or philosophers like Socrates are the people who started to divert human
inquiry to the nature of humans.
__________4. Knowing oneself is very useful to human life.
__________5. Natural science studies the nature/world.
__________6. Natural sciences and human sciences are the same.
__________7. Identity is visible to human perception.
__________8. Social factors are influences that cannot affect human`s construction of self.
__________9. Physical traits can also be inherent from parents.
_________10. The environment can also bring contribution to the development of identity.
Lesson Proper
 REVIEW
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Are you familiar with the Disney movie “MULAN”? This is the Story of the Bravest
Heroine from a Chinese Epic. In this story we will find that the biological and cultural aspect can
influence the construction of the self.
Once upon a time, there lived a girl in ancient China named Mulan. Mulan's father was a
retired general. He had come home sick and frail. He was too old to fight, but not too old to teach
Mulan how to ride a horse and use a sword. Girls usually did not learn these skills. But Mulan's
father believed everyone should know how to fight, even girls.
One day, the government officials sent warriors to Mulan's village. War was coming. Men were
needed for the army. The military leader of the group posted a list of names in the village square.
Each name represented one volunteer, one man from each family.
Mulan saw her father's name on the list. She knew her father would never survive another
battle. Mulan's brother was a young child. There was only Mulan who could take her father's
place. But the military did not take girls as replacements for fighting men.
Quietly, the next morning, before her father could report for duty, Mulan stole his armor. She
disguised herself as a man. She reported for duty. The warriors accepted "him" in her father's
place. Later that day, as all the men taken from the village marched away, Mulan saw her father,
standing by the side of the road, shaking his head in confusion. He had reported for duty, but was
told he was not needed. That made no sense to him. He had not yet returned home. He did not
know that Mulan was missing. Mulan was very careful over the years. No one ever suspected
that she was a girl. When the war was over, Mulan received a special award from the emperor
himself for her outstanding courage. The emperor gave her a horse and a bagful of wealth, and
wished her a safe trip home. Her family greeted her with joy. Her brother was delighted with the
gift of her military clothes. He dressed in them immediately. Mulan dressed once again in the
clothes of a woman. That evening, Mulan and her family gathered together to watch the sunset.
A few days later, two of the men who had served with Mulan stopped by her home, on
their way home. When Mulan came forth to greet them, they could not believe their eyes. One of
them shouted, "You are not Mulan! What have you done with our friend? After recounting many
memories, they finally believed that Mulan was a woman who had fought by their side in many
battles. They spread Mulan's story across China. Mulan's story inspired many young women,
who demanded to learn how to ride a horse and use a sword, just like Mulan. (Donn, 2021)
Next read or listen to the music and lyrics of the theme song of the Disney movie Mulan entitled:
“Reflection”
Look at me, I will never pass for a perfect bride, or a perfect daughter
Can it be. I`m not meant to play this part
Now I see, that if I were truly to be myself
I would break my family`s heart
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Who is that girl I see, Staring straight back at me?
Why is my reflection someone I don`t know?
Somehow I cannot hide, Who I am, though I`ve tried
When will my reflection show, who I am, inside
How I pray, that a time will come

I can free myself and meet their expectations
On that day, I`ll discover someway to be myself
And to make my family proud
They want a docile lamb

No one knows who I am
Must there be a secret me
I`m forced to hide
Must I pretend that I am someone else for all time
When will my reflection show, who I am inside
When will my reflection show, who I am inside (Rockol.com, 2021)
 MODULE 1 INTRODUCTORY ACTIVITY
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Answer the following questions

1. What do you think of the struggles of Mulan?
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2. Why is knowing and showing your true self important?

_____________________________________________________________________________________
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3. What is identity?
_____________________________________________________________________________________
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4. What is your understanding about the term “self”?
_____________________________________________________________________________________
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 PROCESSING
Mulan was forced into a combat because her father, who served as their family's envoy,
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was too elderly to fight against the enemies of her country. She entered military training by
pretending to be a male. She commanded a number of armies and won several battles. Later on
though, Mulan battled with who she really was. Does she think about the truth? Yes. It is
important because truth-seeking is a trait of humans. Identity is used to describe a person's innate
qualities.
In the song Reflection, Mulan made reference to the term "who I am," which relates to
her identity and characteristics that are obscured to her, such as her nature as a woman and her
identity as a warrior. The meanings of the two sentences "Who I am?" and "Who am I?" are
different. In contrast to the second question, which relates to a person's sometimes-known traits,
the first question, "Who am I?" refers to the query employed in self-discovery. We shall use
these inquiries as our guidance as we work to understand ourselves.
 DISCUSSION
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Thinking on the nature of the Self
Key points
Self-reflection is a kind of thinking where one reflects on the Self-Reflection - is
nature of himself or herself. We are sometimes aware (in the sense a kind of thinking
Self
of having some knowledge) of our characteristics and identity, where one is
reflecting on the
but we do not fully comprehend them. Understanding is more nature of
important than knowing, and in order to achieve this, we must himself/herself.
rely on self-reflection to gain new knowledge. In self-reflection, In self-reflection, the
the object of our thinking is the self. object of your
thinking is the self.
The pronouns Me, Myself and I

When employed, these pronouns the
speaker is doing self-references. When we
use them, every sentence or claim we
make refers to ourselves as the object of
the concept or notion. These pronouns
when use also suggests that the speaker is Rodin, Auguste: The Thinker, 1904
describing his or her identity or self.
The Thinkers
Early thinkers or philosophers pondered the characteristics of the world or nature. Later, the following
thinkers reflect on
They questioned the composition or the underlying principles of the world. Later, the what it means to be a
following thinkers reflect on what it means to be a human being, and this marks the human being, and this
marks the beginning
beginning of man's inquiry into the human person or self. of man's inquiry into
the human person or
self.
The importance of Knowledge and Understanding about the Self Key points
Knowledge of oneself is crucial in human lives, for this knowledge will help us in the Knowledge of oneself
is crucial in human
effective actualization of our existence. It can also be used as a guide for making decisions in lives, for this
knowledge will help
our interactions with the outside world and other people. us in the effective
actualization of our
What are the perspectives of different fields of study about the self? existence
Natural
In natural science, particularly in the fields of biology and genetics, they asserted that science includes phys
ics, astronomy, and
a person's characteristics are evolving or, by nature, travel through generations chemistry and are
through gene replication. Natural science includes physics, astronomy, and chemistry. concerned with the
study of the material
They study the material world. One of the other aspects, like natural selection, was world
also taken into account by certain scientists in this category of science. The study of people
and society is known
as social science.
The study of people and society is known as social science. The self was thought to be
"Self" refers to the
characteristics of a
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these characteristics
are known or
unknown to the other
person.
“Identity” refers to
developed on a micro- and macro-social level. In social science, particularly psychology and
sociology the believe that the self's development is reliant on how fully and thoroughly it is
assimilated into society.
Self vs. Identity
"Self" refers to the characteristics of a person. Sometimes these characteristics are known or
unknown to the other person. “Identity” refers to the common traits and characteristics that can
be found in a group of people, e.g., being a Pilipino. Virtues are examples of characteristics that
are unknown to other people, while the physical characteristic of having brown skin is an
example of a characteristic that is manifested externally.
Different Factors that contribute to the establishment of the self
 HEREDITY FACTOR – the biological process by which certain traits and

characteristics are passed from one generation to another. (e.g. mana sa lolo)
 ENVIRONMENTAL FACTOR – they are the physical and communal elements present
in everyday surroundings like the climate and temperature, forms of land,
etc. (adaptation e.g. brown skin of the people who lived in tropical places)
 PERSON VOLITION FACTOR – to some sociologist they said it may refer to a person
exhibiting personal volition (freewill e.g. habit builds personality especially in your likes
and dislikes)
 SOCIAL FACTOR – refers to the influences of people in one`s life. (learned from
society e.g. home, school, surroundings and so forth, Filipino traits or identity) (Ronald
M. Corpuz, 2019)
 MODULE 1 ENHANCEMENT ACTIVITY
Modified true or false. Describe Self-Reflection
Instruction: Write the word "true" if the statement is true; if false, write "false" and correct the statement.
(2 points each).
__________ 1. In self-reflection, the object of the mind is the external world.
______________________________________________________________________________
__________ 2. Knowledge is more significant than understanding.
______________________________________________________________________________
__________ 3. Understanding the self is not important.
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_______________________________________________________________________________
__________ 4. Self is more knowable than identity.
_______________________________________________________________________________
__________ 5. Among the four factors that influence the construction of the self, person volition factor or
freewill is mechanistic or automatic.
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Which of the four factors that influences the following human characteristics. Write if it is
hereditiy, environmental, person volition, or social factor.
1. Color of skin ______________
2. Human skills ________________
3. Behavior ____________
4. Intelligence __________
5. Blonde hair _______________
6. Discipline _____________
7. Religious ___________
8. Color of eyes ____________
9. Music lover ___________
10. Athletic _________________
Identification
Instruction. Identify the following sciences. Type NS if it is natural science or type SS if it is social
science.
_____ 1. Psychology _____ 6. Economics
_____ 2. Anthropology _____ 7. Neuroscience
_____ 3. Physiology _____ 8. Sociology
_____ 4. Genetics _____ 9. Medicine
_____ 5. Political Science ____10. Demography
Teacher`s feedback and comments:

_____________________________________________________________________________________
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 SUMMARY
In unfolding the hidden truths in this world, it is also important to understand the hidden truths
about the existence of a human person. Knowledge about the world is beneficial to the human
person. But we must never forget that knowing one's "self" is also crucial to the effective
actualization of human existence.
Natural science discoveries may be a great assistance in predicting a person's potentialities. The
possible emergence of good traits brought about by the nature of the body or even preventing the
occurrence of sickness caused by inherited gene structure are examples of these. Human science
discoveries (especially sociology) about the impact of causalities arising from interactions
between human to human and human to their environment are thought to be important for
improving human life. Finally, the four factors such as heredity, environment, personal volition
or free will, and socialization are the important dimension in the construction of that self also
useful in comprehending the human being's existence.

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 POST ASSESTMENT
Activity 1. Choose the best answer
_____ 1. Which of the following describes self-reflection?

a. thinking about the unpaid debts b. counting life achievements c. fitting dress in front of a
mirror
_____2. Human person is primarily aware on______.
a. her/his existence b. the inner self c. external world
_____ 3. Thinking about human existence was started during _______________.
a. 21st Century b. Medieval age c. Ancient period
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_____ 4. Knowing oneself is useful to human life because/so that_______________.
a. they cannot fool you b. It is needed c. it is useful in life`s endeavors
_____5. Which of the following is an example of natural science?
a. psychology b. political science c. physics
_____ 6. Which of the following is an example of human science?
a. psychology b. medicine c. physics
_____ 7. Which of the following describes identity?
a. kindness b. height c. kindness
_____ 8. Which of the following is not a social factor?
a. patriotism b. religious c. brown skin
_____ 9 . Which of the following cannot be biologically inherent from parents?
a. knowledge b. height c. color of eyes
_____ 10. Which of the following is an example of environmental factor?
a. color of eyes b. color of skin c. habit
 ASSIGNMENT
Reflection
Make a research about the example of each four factors about their contribution and influence in the
construction of the self? Discuss your opinion and reflection in an essay form.
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Student`s Feedback Form

Name:___________________________ Section_____
Course Packet:___ Professor/Instructor/Instructress/Teacher:______________________
Course Title:_________________________________
How was your learning about the topic?
____ I completely learned the topic
____ I almost learned the topic
____ I have struggle in understanding the __________________________________
____ I don’t understand everything in this module
Did you clarify the challenging areas on this module
__ Yes
___ No
If yes, describe the approach of the teacher.
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_____________________________________________________________________________________
________________________________________________________
If no, state the reason
_______________________________________________
_____________________________________________________________________________________
_________
Do you have any recommendation or suggestion about the content and the structure of the module? Please
state your
comment_____________________________________________________________________________
_____________________________________________________________________________________
__________________
Do you have any recommendation about the process of learning made by the teacher? Please state your
suggestion or recommendation. ____________________________________________
END OF THE MODULE PACKET # 1
Prelim - Module Packet # 2

The Self from Philosophical Perspectives/Views

This module packet tackles the different perspectives of philosopher on human person. It also
includes a short history of human inquest on the nature of a human person.
Compare and contrast how the self has been represented across different disciplines and
perspectives.


Google Classroom Link:

Duration

● Module Packet 02: 3 hours for synchronous session / 3 days submission of activities for modular
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Delivery Mode:
Synchronous Mode or Modular Mode
Rubrics:
Introduction
THE SELF FROM PHILOSOPHICAL PERSPECTIVES
A Short History of Philosophy of Self
Human knowledge started with a question. Also, most of the philosophers started here.
Philosophy is the study of all things through the use of enlightened reason in order to understand
their underlying principles. When we say "underlying principles," it refers to the things that
make up a particular thing. For example, water is composed of two hydrogens and one oxygen.
The combination of these types of atoms establishes the existence of water. And when we say
"enlightened reason," we are referring to reasoning free from error. The majority of today's
sciences originated in philosophy. Aristotle prepares to teach metaphysics (a branch of
philosophy that studies the principles of things/matter) before he taught the course physics.
The early philosophers and intellectuals were more interested in things outside of
themselves. They made an effort to understand the guiding principle of the universe or nature.
Anaximander says it is undefinable, limitless, and endless; Anaximenes says it is air; and Thales
says that the first substance that makes up the universe is water. Finally, Leucippus and
Democritus realized that all physical objects are made of tiny particles they called it atoms.
Because they offered various answers for the basic principle of the cosmos, the
philosophers were confused at that time. Socrates entered the scene after the two atomist
philosophers and diverted man's quest to understand what makes a person human. And that
served as the drive for thinking philosophically about the nature of a human person.
Before we tackle these perspectives of thinkers, let us check your background knowledge about this topic.
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Choose the best answer:
1. To whom is this saying “The unexamined life is not worthily living”?
a. Socrates
b. Plato
c. Immanuel Kant
2. The soul according to Aristotle is ___________.
a. immaterial
b. divided into three parts
c. material
3. Plato refers the souls to the _____________.
a. social function
b. all the things around us
c. immaterial being
4. According to St. Augustine a human person is_________.
a. evil in nature
b. composed of the material body
c. is composed of body and soul
5. What is the meaning of Res Extensa?
a. Thinking thing
b. Material thing
c. The soul
6. Which of these does describe Tabula Rasa?
a. Knowledge is not inborn to human
b. Knowledge is permanent
c. Knowledge can be acquired using senses
7. What is the view of David Hume about the self?
a. The self has different characteristics
b. It is a bundle of perceptions
c. The self and soul are one
8. What is the use of transcendental apperception?
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a. It serves as a bridge between mind and soul
b. It is an experience
c. It serves as a bridge between the mind and the world
9. What is Ego according to Sigmund Freud?
a. It seeks pleasure and avoids a pain
b. It is the mediator between the ego and superego
c. The one who possessed knowledge about morality
10. I act therefore I exist means______________.
a. Thinking is identity
b. Action is man`s identity
c. Action is man`s existence
Lesson Proper
A REVIEW
In our last module, we talked about the various components that make up a human being,
including the significance of understanding oneself. We shall examine many philosophical
viewpoints on the nature of a human being in this section that follows. The philosophers covered
in this module package include Plato, Socrates, and other notable thinkers. In their interpretations
and ideas, most philosophers and intellectuals take the different terms like "soul," "mind,"
"brain," and "spirit." Let us try to understand these thinkers or philosophers who provide
philosophical theories about the self.
Before we proceed to our main lesson, you need to answer this short activity.

Instructor/Professor:____________________________ Score:____________
1. Write in the blank the word “material” if the thing is material and “immaterial” if not.
1. Neurons ___________
2. Thinking _______________
3. Electric signal from the brain ____________
4. Memory ____________________
5. Glass of water _______________
6. Senses _______________________
7. Perception _________________
8. Electric current _____________________
9. Wind ________________
10. Atom _____________________
1. Give an example of a material thing. Defend why it is called a material thing? Does it exist?
Defend your answer.
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2. Give an example of an immaterial thing. Defend why it is called non-material. Does
this thing exist? Defend your answer.
 PROCESSING
In philosophy, the terms "thing" and "being" are expressed in the term "substance."
Anything that exists is called a being. Philosophically speaking, there are two major categories
of thinking about substances: materialism and immaterialism. They divide the ideas and
perspectives of all philosophers and thinkers. Materialism is a school of thought that believes Key Points
that the world or nature are material and not immaterial. They also consider material/concrete
things to be the most real things. Immaterialism, on the other hand, believes that the ultimate
Socrates – the
reality is not the material world, it is more immaterial; for example, in Platonism, the most real true self is the
world is not the material world but the world of forms, to some idealists, on the other hand, immortal soul.
Socratic
world of ideas. Method is an
exchange of
There are also some categories regarding the belief about the nature of the world such as questions and
answers,
substance dualism and substance monism. Substance dualism is a school of thought who approval and
believes that the world/nature is composed of material and immaterial things (including the disapproval of
ideas to reach
human person he or she is composed of material and immaterial substance). Substance the approximate
monism, on the other hand, believes that there must be only one kind of substance that or the ultimate
truth hidden in a
composes the world it`s either material or immaterial. It is divided into two. In material subject matter.
monism, they believe that the substance that composes the world is material substance only,
while in immaterial monism the principles and substance are none material, one of the good
examples here is Platonism.
To summarize these ideas and our introductory activity, we need to understand that to
some philosophers things that are material are the most real for they are in time and space and
their existence are visible to our senses, while to some thinkers things that are beyond the
experiences of our five senses are being too, they are the highest form of existence, for
example in idealism they considered that the ideas that are in our mind are the most real thing.
 DISCUSSION
Philosophers who philosophized about the Self
Ancient Philosophers
SOCRATES
He considered that the true self is the immortal soul. Socrates gave some definition of
soul like it is unchanging and eternal, unlike the physical body having various potentiality
(prone to change). There are two realms of reality for Socrates; these are the unchanging
realm that includes the intellectual concept of the world of forms (accepted by the idealist) and
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the world of concepts (accepted by the rationalist) and the changing realm where the material
things are extending and changing in time and space. (Chaffee, 2014) Some thinkers interpret
the term soul used by Socrates as related to the religious belief, but some interpretations are
not, for example, the differences on the concept of soul provided Aristotle and Plato is more
philosophical than religious. For example, in some definitions, the term soul may have the
meanings like actions, functions, and thinking of a person.
Socrates considered that we need to become aware of the state of our soul. What is
the meaning of life in his claim? He says that “the unexamined life is not worth living”. This
claim emphasizes the importance of questioning the nature of the self, psyche moral
obligations, social relations, and functions through the Socratic Method to attain truth and
justice for the sake of happy and meaningful life. (Chaffee, 2014) The Socratic Method is an
exchange of questions and answers, approval and disapproval of ideas to reach the
approximate or the ultimate truth hidden in a subject matter. To him reasoning is the only way
to achieve truth not the opinion or even a conjecture. The three
partite
psyches
PLATO (souls)
1. Appetitive
He was a student of Socrates and one of the Fathers of the Academy. He built schools Soul
in Greece during his time. Plato believed that there are three psyches (soul) that constitute the 2. Spirited
self. Each part has different functions. Soul
3. Rational
Soul
The three partite soul to Plato
1. Appetitive Soul- a part of a person driven by pleasure and desire to satisfy oneself.
(Satisfaction involves physical needs and pleasure)
2. Spirited Soul- a courageous part of a person. (The one who wants to do something good and
to correct the wrong that they observe)
3. Rational Soul - is the rational part of a person. This part thinks, plans, and chooses what is
good and ideal.
The Metaphor of Plato`s Charioteer

Plato in his book Phaedrus, describes these three partite souls in a charioteer riding a
chariot with two winged horses. The first winged horse is the spirited soul who tends to fly
upward in heaven (refers to reasoning) while the other winged horse is the appetitive soul who
tends to soar down to earth (refers to materialism), the charioteer is the rational soul whose
task is to control and lure these two independent winged horses. The person who successfully
control the whole chariot achieved intellectual and spiritual victory.
The Republic
The Republic is one of Plato`s political science books. This book also imparts some
ideas about the people in an ideal city. In the Republic, he associates the three parts of souls
with the three categories/classes of people in the society. According to his book, society was
divided into three classes: The Peasant or Workers, they are the artisans, merchants, farmers,
and slaves; the Soldiers, the army that implements the laws or rules of the society; and the
Rulers, the elite who studied and search what is good or ideal, and using their reasoning and
knowledge they create laws and theories.

Three-Part of Souls and Three Categories/Class of People in the Society

Appetitive Soul - Peasants
Spirited Soul – Soldiers
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.
Rational Soul – Leaders, Kings, and Philosophers

Plato considers in his book “The Republic” that only rational person has a right to lead the city
and the spirited soul must have a courage to correct, implement and follow what is good and ideal for the
sake of goodness. The peasant people must obey the laws and procedures created by the leaders and
implemented by the soldier, for they are more materialistic, these are for the sake of harmony, peace and
justice in the city.
Medieval and Post-Modern Philosophers

From the medieval period to post-modern age, philosophers or thinkers tried to explain the human
person or the self.
Our next philosopher was a priest and bishop and was once a nonbeliever philosopher.
ST. AGUSTINE
St. Augustine was one of the medieval philosophers who also provided a philosophical
and theological theory about the self. He became a priest and bishop through the influence of his
mother, St. Monica. St. Augustine believes that the totality of a person is constructed by the unity
of body and soul. The concept of the soul here is more theological than philosophical. In the
beginning, he believed that the soul, which has the property of reasoning, is holy, and the body,
which is inclined to pleasure, always leads us to commit sins. But his views changed. In
defending the faith of the church where he belonged, he claimed that God gave us freedom, and
because of this he or she has the power to control his or her body`s natural inclination. He
believes that among the living things that exist in the world, only human has self-consciousness
and freedom. From past to future, a human`s freedom and self-consciousness establish his or her
identity. He was labeled as one of the existentialists who believe that man is free.
RENE DESCARTES
René Descartes is a mathematician and philosopher. He proposes the idea of "Methodic

doubt" in his Meditations on First Philosophy, he says that the collected knowledge of the five
senses is prone to doubt or is dubious, e.g. Optical illusions. But the existence of the mind that
thinks is indubitable. The mind is the self and it exists. His well-known dictum "I think therefore
I exist" (cogito ergo sum) expresses the idea that the existence of the mind or self is undeniable.
Try it. The proposition "I think therefore I am not existing" is false because someone is thinking,
but the proposition "I think therefore I exist" is undeniable, for there is someone who thinks, and
according to him we can consider it a fact. Descartes was known as a rationalist philosopher
because he believed that the truth that comes from reasoning is more reliable than the knowledge
that comes from our sense experiences.
René Descartes's philosophy of the self is the same as the philosophy of St. Augustine. He
believes that man is made up of both physical matter (the body, a measurable being) and
immaterial matter (the mind, a thinking being) (res cogitans). To him, the unseen mind controls
the body, so we are composed of both body and mind.
JOHN LOCKE
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John Locke was one of the first empiricists. He rejects that knowledge is
innate to the human mind. Empiricists held that knowledge is primarily derived
from sensory experience. In other words, we learned from our experiences. He
claims that the mind at birth is empty like a blank sheet of paper, and sense
experience serves as the pencil for writing. The five senses' effectiveness aided the
acquisition of knowledge. They called this theory "Tabula Rasa Theory." According
to John Locke, sense experiences` influences and gradually formed the self, or one`s
identity. In discovering the identity or "self," a person primarily needs to use the five
senses, followed by thinking, intelligence, and consciousness/realization. (Chaffee,
2014) So, in knowing the "self," a person need to rely and look at his/her
experiences or life`s history. (Chaffee, 2014) Augustine -the
totality of a person
DAVID HUME is constructed by
the unity of body
and soul.
To David Hume, human identity, or "self," is a collection of different
perceptions or apprehensions. These direct experiences that come from different but
interrelated impressions or events become the object of the mind and a reference for
understanding the existence of the self. For him, there is no stable self, for in a
human`s death or in the disintegration of the human body, there are no feelings or
emotions, no sense experiences, no memories, and no thinking being/substance that
will persist. In addition, the succession of events in our consciousness is not always
regular because they are in constant change. This also affect the stability of the self. To Rene Descartes
the self is
So to him, the self was created by this unified awareness of perceptions, and since composed of mind
these ideas about the self are in flux, impermanent, and may fade away after death, and body.
there are no reasons to believe that the self will continue to its existence because no Rationalism is a
one can prove concretely the afterlife. school of thought
who believes that
reasoning is more
IMMANUEL KANT reliable than sense
experiences.
Kant decided to occupy the middle ground between empiricists (John Locke) and The proposition “I
rationalists (Rene Descartes). He believes that the mind is divided into three think therefore I
exist” verified the
faculties called perception (senses actions), understanding, and reasoning. To him, indubitable
time and space are the foundations of sensitivity and create sensory experiences. In existence of the
mind/self.
perception, the things we learn are direct and not analytic; they are based on our five
senses. We learn the figure of a square because we already experience to see a
square. Next, the faculty of understanding helps us to understand the truth about the John Lock – the
world; the mind categorizes the things that we have experienced. Example, we self was created
gradually by sense
understand things by comparing two or more things by categorization. The faculty experience
of reason creates pure concepts from learned things; these new concepts (e.g. the
“aha” moment or eureka) are not painted with sense experiences.
David Hume -
human identity or
We become aware of the phenomenon of the self through the faculties of sense self is a collection
experience, comprehension, and reasoning. To Kant, sense, experience, and of different
irregular
reasoning never conflict; in other words, intuition and concepts are important. He successions of
claims that "concepts without intuitions are empty, and intuitions without concepts perceptions or
apprehension that
are blind." may fade away.
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through the faculty
of sense
experiences,
understanding, and
reasoning we
awareness on the
phenomen of the
self.
According to Kant, consciousness about the self is formed by one's inner and outer senses. The
inner sense involves the psychological state or consciousness about the self, and the outer sense
covers one`s senses and the physical world e.g. we see our concrete and physical self in this
material world (or in time and space).
According to Kant, self-consciousness is divided into two parts:
Empirical consciousness is made up of two parts: self-awareness (a physical state) and a

psychological state (the inner self), but both are derived from our physical world experiences.
Here we cannot disregard our five senses.
Transcendental perception is the consciousness of oneself and one’s state via acts of perception.
Apperception is a way of learning new knowledge from previously learned knowledge. We can
refer it of self-reflection. This is crucial to a human`s consciousness and understanding of
himself or herself.
But the "thing-in-itself" of the self is not easy to know, for the self is not an object located in
one`s consciousness; the self is the subject or the one who thinks. "Thing-in-itself" means the
object of what they are, independent of observation. The self is not a kind of feature like a
physical thing in this physical world; it belongs to things that are beyond physical things; it is
metaphysical or transcendental.
It is problematic for any Kantian if we rely on his own principles, if we include the importance
of sense experience because the self is beyond sensible things. Through sense experience,
humans can acquire knowledge. But according to his own claims, we cannot have a clear concept
of the transcendental things (noumena); we can only grasp the phenomena (what we experience
and see is the middle ground between (what) our five senses (experiences) and the thing-in-
itself of a thing). In other words, we cannot grasp the 100% knowledge of all things, including
the existence of the self. We cannot have clear knowledge about this metaphysical self or the
transcendental self because we primarily rely on five senses (influence of John Locke) we are
limit to access/know the self. But we have some experiences about the existence of our physical
self even if the thing-in-itself of the self is impossible to grasp. It is important to understand that
there are other things that exists in this world that we cannot see, for example a mantis shrimp
has 10 or more eye receptors compare to human who have 3 eye receptors, so the mantis shrimp
can see the other existing colors in this world but a human being which is naturally have 3
receptors is limited to access the other colors in this world. Same as the existence of the self, we
cannot grasp the 100% knowledge about the nature of the self.

A. Choose the best answer
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1. Socrates says that the soul is immortal, it means_____________.
a. the soul is infinite in its existence b. the soul is finite in its existence
c, the soul is immaterial d. the soul is material
2. What is Socratic Method is all about____________.

a. questioning b. questioning, approval and disapproval of answers
c. answering the question d. it is about disapproval and approval of answers
3. No matter what happened, I will not cheat for it is against the school rules. Which of the soul
represents this?
a. rational soul b. appetitive soul
c. spirited soul d. appetitive and rational soul
4. Why the rational soul must lead the city?

a. because rational soul is found of pleasure b. because rational soul learned what is good and bad
c. because rational soul knows what is good and bad d. because they have reasoning
5. Why the spirited soul must take the position of overseer?

a. because spirited soul is found of pleasure b. because spirited soul learned what is good and bad
c. because spirited soul knows what is good and bad d. because they are courageous
6. The idea of St. Augustine about the soul is ___________.

a. philosophical b. theological
c. literal d. non literal
7. What is the relation of freedom to the construction of the self to St. Augustine?
a. freedom is inherent to human b. freedom is a gift of God
c. freedom is the reason why we can choose d. human ends depends on his/her preferences
8. Which of the statement truly describes res cogitans and res extensa.
a. res cogitans is automatic while res extensa has thinking
b. res cogitans and res extensa exist in all living things
c. res cogitans is the physical thing while res extensa is the thinking being
d. res extensa defines all the material things while res cogitans the thinking being
9. Which of the following demonstrate an example of knowledge based on Tabula Rasa Theory?
a. if A=B and B = C then A=C
b. infinitude of number
c. the degree of physical pain
d. the thinking being is me, therefore I exist
10 . Which of the following do not demonstrate a knowledge based on Reasoning?

a. if A=B and B = C then A=C
b. infinitude of number
c. the degree of physical pain
d. the thinking being is me, therefore I exist
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B. Answer the following question in essay form. (10 sentences for 10 points)
1. Compare the perspective of Socrates and Plato on human person.
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2. Compare the perspective of Rene Descartes and St. Augustine on human person.
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2. Compare the perspective of John Lock, David Hume and Immanuel Kant on human person.
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 SUMMARY
In our lesson, different philosophers provide a critical reflection and interpretation on the nature
of the self. According to Socrates, the eternal soul is the primary being that identifies a person, Plato
considered that the soul is divided into three kinds such as the rational soul, spirited soul, and appetitive
soul, and relates it with the three social classes such as the philosophers, kings, and ruler as the rational
person, the soldiers as the spirited soul and the peasant as the appetitive soul. St. Augustine considers that
the totality of the person is composed of body and soul while Rene Descartes considers that it is
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composed of mind and body. John Lock, David Hume, and Immanuel Kant provide empiricist's
perspectives on the nature of a human person. John Locke considers that the human person`s identity was
constructed by experiences, David Hume relies on the bundles of perception and intuition and Immanuel
Kant proposes that the identity of a person can be understood through transcendental apperception but we
there are such limitations because the things that are beyond the material world (noumenal world) are
considered blurred and incomprehensible.
 MODULE 2 APPLICATION
In essay form, answer the following questions.
1. How will you relate the saying of Socrates` claim “the unexamined life is not worthily living”
to the importance of knowing the self?
______________________________________________________________________________
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2. Give an example of a human action that describes the use of rationality. Explain your answer.
______________________________________________________________________________
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3. Give an example of an erroneous human action that describes an appetitive soul. Explain your
answer.
______________________________________________________________________________
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4. How will you apply in yourself who pursuing a goal in life the philosophies of St. Augustine
and Rene Descartes?
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5. What is the importance of sensory experiences in human development?

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 GROUP DISCUSSION
Group Activity
Research using the internet some philosophers, psychologists, or thinkers who provide a theory on
a human person. Using this thinker, construct a conceptual framework on the development of a person in
a flowchart and provide your explanation in essay form.
Rubric for Group Activity
Mechanics of the paper

Paper Size: Letter
Margins: 1 inch
Font Type: Courier New
Font size: 12
Spacing: 1.5
Possible Score per Category 5 points

28 | P a g e
 MODULE 2 POST ASSESTMENT
Choose the best answer:
11. To whom is this saying “The unexamined life is not worthily living”?
a. Socrates
b. Plato
c. Immanuel Kant
12. The soul according to Aristotle is ___________.
d. immaterial
e. divided into three parts
f. material
13. Plato refers the souls to the _____________.
d. social function
e. all the things around us
f. immaterial being
14. According to St. Augustine a human person is_________.
d. evil in nature
e. composed of the material body
f. is composed of body and soul
15. What is the meaning of Res Extensa?
d. Thinking thing
e. Material thing
f. The soul
16. Which of these does describe Tabula Rasa?
d. Knowledge is not inborn to human
e. Knowledge is permanent
f. Knowledge can be acquired using senses
17. What is the view of David Hume about the self?
d. The self has different characteristics
e. It is a bundle of perceptions
f. The self and soul are one
18. What is the use of transcendental apperception?
d. It serves as a bridge between mind and soul
e. It is an experience
f. It serves as a bridge between the mind and the world
19. What is Ego according to Sigmund Freud?
d. It seeks pleasure and avoids a pain
e. It is the mediator between the ego and superego
f. The one who possessed knowledge about morality
20. I act therefore I exist means______________.
d. Thinking is identity
e. Action is man`s identity
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f. Action is man`s existence

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 ASSIGNMENT
Create your own philosophical perspective on the development of a human person. 50 sentences –
50 points
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MY PHILOSOPHY ON HUMAN DEVELOPMENT
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Name:____________________________________________________________ Section__________
Course Packet:______ Professor/Instructor/tress:______________________
Course Title:_________________________________
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__ Yes
___ No

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state your
comment_____________________________________________________________________________
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suggestion or recommendation.
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Prelim - Module Packet #3
The Self from the views of Behaviourists and Neurologists

This module tackles the different interpretation of behaviourist such as the psychologist,
philosophers on human mind, philosophers on human behaviour and neuroscientists.
Compare and contrast how the self has been represented across different disciplines and
perspectives.



Duration

Delivery Mode:
Rubrics:
33 | P a g e
Introduction
THE SELF FROM BEHAVIOURISTS AND NEUROLOGISTS` PERSPECTIVES

The search for knowledge about the nature of the human person has been expanded
through the history of the human sciences and even into the natural sciences. Many other fields
of human sciences are based on the assumptions of ancient and medieval thinkers. Some
psychologists affirm and accept the emergence of different points and attributes in a human
person. Many behaviorists believe in the existence of the mind and body, but some of them have
also tried to eliminate the existence of the immaterial mind or soul. Let us look at the views of
the different behaviorists about the nature of a human person.
Before we proceed, answer this pre-assessment for background knowledge check.
MODULE 3 Pre Assessment

Choose the best answer.
1. Which of the following can recognize moral principles?
a. Id b. Ego c. Superego d. Ego and Superego
2. Conscience may emerge before, while doing and after the action. Which of the responses describes
this?
a. ego and superego b. id and ego
c. superego and id d. id, ego and superego
3. She loves to listen to good music. Which of the responses is this?

a. ego b. superego
34 | P a g e
c. id d. all of the above
4. Which of the following can we refer to a police officer?

a. id b. ego c. superego d. ego and superego
5. Which of the following person proposes the threefold human responses id, ego and superego?
a. Gilbert Ryle b. Sigmund Freud c. Maurice Ponty d. Churchland
6. The statement “I act therefore I exist” means _______________________.

a. My action comes from my thinking
b. My action is my identity
c. My action is a proof that I exist.
d. My action and my thinking and emotions describe my existence
7. Who claims this thinking “we can acquire a knowledge of the other mind through inferences”.
a. Gilbert Ryle b. Sigmund Freud c. Marice Ponty d. Churchland
8. Which stage this behavior describes? The child grabs the toy and put it in his mouth.
a. latency stage b. anal stage c. oral stage d. genital stage
9. Which of these describes eliminative materialism?

a. The self is composed of a material body and immaterial mind
b. The self is composed of immaterial substance
c. The mind/self is conscious of the existence of the self
d. The mental state is a brain state
10. What is the meaning of embodied subjectivity according to Ponty?

a. the body is also considered as a subject that contains in the self
b. the body and mind are separated entities
c. the idea about self is impossible
c. the consciousness is the real thing

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35 | P a g e
Lesson Proper
 REVIEW
We learned from our past lessons, especially from Plato, that there is a corresponding type
of soul (three partite soul) at each point of the wholeness of human existence. St. Augustine and
other medieval thinkers proposed that a person is made up of a body and a free soul. René
Descartes believes that the human being is made up of a body that is controlled by a mind.
This section of the lesson tackles some affirmations and counterarguments, especially in
the fields of philosophy of mind and natural sciences, on the existence of the immaterial mind.
Let us try to answer this exercise to give us an idea about our next topic

Put “M” if the type of consciousness is materialistic and “I" if the consciousness doesn’t need the five
senses
1. Jerk on the knee ________

2. Dream____________
3. Eureka Effect / Aha Moment ______
4. Hearing a song _______
5. Touching a rough surface ____
6. Phantom limb syndrome ______
7. Intuition or gut feeling _____
8. Sixth sense _______
9. Hallucination _____
10. Seeing an empty space ___
 PROCESSING
The human mind and human consciousness are still big puzzles in neuroscience and the philosophy
of mind. We are conscious of the things that are accessible through the touch of our five senses. But there
are some experiences or mental events that are not given by our five senses, like dreams, illusions,
hallucinations, and so forth. Some thinkers consider these experiences to be immaterial mental events.
But there are some scientists and thinkers who consider that these seemingly immaterial events also
36 | P a g e
emerge from physical events; they are events in our brain. So what is the true between these
claims? Is the mind an immaterial thing, or does it only emerge from the physical events in
our brain? This problematic question will be the central argument in our proceeding lesson.
DISCUSSION
THE SELF FOR THE BEHAVIORISTS
Sigmund Freud
Sigmund Freud's philosophy on self became a theory in psychology. To him the self/mind,
similar to Plato`s theory, is layered into three responses, they are the id, ego, and superego.
Id – is the libido or the instinct that seeks pleasure and avoids pain. This feature of self
doesn’t recognize morality or beliefs; pleasure is the most important to it e.g. sex, food, and
any kind of sensible pleasure.
Ego- is the mediator between the pleasure-oriented self and the reasoning of the superego it Sigmund Freud-
The self is layered
also maintains the balance between them. Ego sometimes acts like a policeman relying on into three
(what he or she learned from super ego) society`s law or rationalized moral laws. responses namely:
Superego- is the one who recognizes and creates moral principles. It collects norms, values, the id, ego and
superego.
and standards prescribed by society. The superego is our conscience that search and looks
on the ideal self. It has conscience that form guilt that emerged from any wrongdoings.
Superego has the concept of the ideal self that describes a picture of one`s self who obeys
or follows the ideal or good.
Freud First Model of the Mind/Self

Freud claims that the mind is divided into three mental processes namely: The
Freud First Model
conscious thoughts, these are the thoughts where the person is immediately aware, of the Mind/Self –
preconscious the thoughts where the person is not immediately aware but there exist conscious,
possibilities of awareness on these thoughts, and the unconscious these are the thoughts in preconscious and
the unconscious
the mind and is kept unconscious because of their content. In his book The Interpretation of
Dreams, he describes the differences and connections between manifest content and latent
content of a dream. Freud says that the manifest content of a dream can easily recall and Freud
Developmental
the latent content of this dream describes the unconscious or hidden meaning. This process Model
of mind became Freud's model on one`s thinking formation. (Handbook of Personality, Oral Stage
Anal Stage
2008, p. 64) Phallic Stage
Latency Stage
Freud Psychosexual Developmental Model Genital Stage
This model shows the effect of the development of one`s body to the development of
his/her mind or thinking.
Oral Stage- the child explores the world with his mouth it is also the state of dependency.
Anal Stage – this is toilet training and the formation of attitude toward order and disorder,
giving and grasping things.
Phallic Stage – is the discovery of genitals and identification of the bodies of other
persons, especially with the same sex person.
Latency Stage – from 7 to 19 years old the person's sexuality will develop gradually, the
sexual drive will undergo repression, this person will continue to know the significance of
the existence of other people including the cultural norms and beliefs of his/her society.
Genital Stage – the sexual drive will return in this stage but the person becomes matured in
handling this drive especially in relating with the other person. The superego in this stage
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learned a lot of things from his/her learning process. This person also learned the
knowledge about moral norms of the society or his/her religion and these are the reasons
for repression. (Handbook of Personality, 2008, p. 64)

Gilbert Ryle - a
person`s identity
Gilbert Ryle manifests in that
person`s actions or
In his claim, "I act therefore I exist," Gilbert Ryle counters René Descartes' a pattern of
philosophy. Ryle claims that when a man dies, his body and mind cease to exist and behavior or
tendency.
act. Near the beliefs of behaviorists, Ryle claims that the self is the behavior or
action of man, as opposed to René Descartes' belief that the true self is the mind
that controls the body. Ryle highlighted the problematic substance dualism of René
Descartes by asking about the existence of the immaterial mind in time and space.
He added the question, "If the immaterial mind and material body are different
substances, where is the point of meeting of these two kinds of substances?" Ryle
concluded that knowing oneself can be accomplished through inference from these
human actions. He also claims that a person`s identity manifests itself in a person`s
Paul Churchland
pattern of behavior, or tendency. and Patricia
Churchland - to
Paul Churchland and Patricia Churchland understand the
self/human, man
must study the
Paul Churchland and Patricia Churchland are both neuroscientists and neuro- brain and not only
the mind.
philosophers who introduced eliminative materialism. This idea considers that all mental
states are brain states. The works of the physical brain are the one who exists. The self is
the physical brain and it has connections of neurons that contain memory, emotions, and
Maurice Merleau
beliefs. And to understand the self/human, man must study the brain and not only the mind. Ponty - He
As opposed to folk psychology Churchland considers that all the mental dimensions of a claimed that the
person can be reducible to brain states similar to the processing of the electronic computing self is an embodied
subjectivity.
machine.
Maurice Merleau-Ponty
As a rebuke to the substance dualism of Rene Descartes, Maurice Merleau-Ponty

claims that the self is not a disembodied mind that can exist on its own. He claimed that the
self is an embodied subjectivity. Our body is considered a medium to experience the world.
The mind and the biological body have relations and connection. To him, the
self/consciousness/mind is both caused by perception and engagement of our living
physical body to the world. One cannot define himself or herself using reasoning alone.
We immediately perceive the existence of ourselves through lived experience of our living
body.
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Do the following in essay form (5 points for 5 sentences)
1. Connect the idea of superego with the genital stage of Freud developmental model.
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2. Explain the counter-argument of Gilbert Ryle on the claim of Rene Descartes “I think, therefore I
exists”
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3. What are the argument of Churchland in the ideas behind the immaterial mind proposed by St.
Agustine?
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4. What is the importance of the perceptions and engagement for Maurice Merleau – Ponty?
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 SUMMARY
39 | P a g e
Human beings primarily rely on consciousness for knowing and engaging with the world and
even for understanding their own existence. Freud considered that our "id" is a natural and
materialistic human response that describes the avoidance of pain and pursuance of what is
pleasurable. The ego and superego are the layers of the self that can distinguish between what is
moral and what is immoral. These variants of awareness or consciousness, such as the manifest
content and the latent content, are crucial for human mental development or maturity in order to
suppress the pleasure intended ("id"). Gilbert Ryle opens up an argument in order to stir the
beliefs of some folk psychologists, especially the claim of René Descartes that the thinking being
is the true person`s identity. Ryle considered that the identity of a person is inferential; in other
words, human identity cannot be seen in his or her thinking but in his or her actions and
behavior. Churchland offers a fierce assumption that eliminates the existence of the immaterial
mind by considering that the immaterial mental states are non-existent. Churchland proposes
eliminative materialism and considers that the identity of a person is the physical brain. Maurice
Merleau-Ponty scraped off the notion of substance dualism and considered that the self is an
embodied subjectivity; he says that we immediately perceive our existence as a living creature in
a society or community.
 MODULE 3 APPLICATION
40 | P a g e
Answer the following in essay form (10 sentences for 20 points)
1. Give an example of a manifestation of yourself, e.g. behavior or habit, and try to reveal the
latent meaning of this manifestation.
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2. Sometimes, you prefer to achieve a pleasurable thing in a challenging way, than the easy way.
Why?
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3. How will you apply this statement in your life? “Action is more real than thinking”
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By group, make a discussion about the concept of Freud on id and superego and write
down your discussion and conclusion in an essay form.

41 | P a g e
Guide Questions:
1. Is there an existence of dualism between id and superego? Explain your answer.
2. How will you relate the id and ego in the First Model of the self-proposed by Sigmund
Freud?
3. What are the conclusions that you can refer to the nature of a person in this analysis?

Paper Size: Letter
Margins: 1 inch
Font size: 12
Spacing: 1.5

Choose the best answer.
1. Which of the following can recognize moral principles?
a. Id b. Ego c. Superego d. Ego and Superego
2. Conscience may emerge before, while doing and after the action. Which of the responses describes
42 | P a g e
this?
a. ego and superego b. id and ego
c. superego and id d. id, ego and superego
3. She loves to listen to good music. Which of the responses is this?

a. ego b. superego
c. id d. all of the above
4. Which of the following can we refer to a police officer?

a. id b. ego c. superego d. ego and superego
5. Which of the following person proposes the threefold human responses id, ego, and superego?
a. Gilbert Ryle b. Sigmund Freud c. Maurice Ponty d. Churchland
6. The statement “I act therefore I exist” means _______________________.

a. My action comes from my thinking
b. My action is my identity
c. My action is a proof that I exist.
d. My action and my thinking and emotions describe my existence
7. Who claims this thinking “we can acquire a knowledge of the other mind through inferences”.
a. Gilbert Ryle b. Sigmund Freud c. Marice Ponty d. Churchland
8. Which stage this behavior describes? The child grabs the toy and he put it in his mouth.
a. latency stage b. anal stage c. oral stage d. genital stage
9. Which of these describes eliminative materialism?

a. The self is composed of a material body and immaterial mind
b. The self is composed of immaterial substance
c. The mind/self is conscious of the existence of the self
d. The mental state is a brain state
10. What is the meaning of embodied subjectivity according to Ponty?

a. the body is also considered as a subject that contains in the self
b. the body and mind are separated entities
c. the idea about self is impossible
c. the consciousness is the real thing

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43 | P a g e
 ASSIGNMENT
Make a reflection paper on this title
“Me as a Biological and a Moral Being”
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Name:___________________________ Section_____
Course Packet:___ Teacher:______________________
Course Title:_________________________________
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__ Yes
___ No

_____________________________________________________________________________________
________________________________________________________
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_____________________________________________________________________________________
_________
state your
comment_____________________________________________________________________________
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__________________
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Prelim – Module Packet 4

The Self in Sociology, Anthropology and Scientists
This module packet tackles the different perspective of social scientists about the nature of the
self or human person. It also includes some different ideas regarding the external influences in the
construction and development of a self.

1. Compare and contrast how the self has been represented across different disciplines and
perspectives.
2. Demonstrate critical and reflective thought in analysing the development of one`s self and identity by
developing a theory of the self.

46 | P a g e

Duration

Delivery Mode:
Rubrics:
Introduction
THE SELF FROM SOCIOLOGICAL AND ANTHROPOLOGICAL PERSPECTIVES
Society and human interaction contribute to the construction of the self because humans
live in a society and interact with other people. Adaptation is one of the characteristics of a living
thing, and from this feature, humans develop habitual responses to their surroundings that
enhance their behavior or thinking. Human interactions create a great influence on the
construction of a human person through symbols with meaning. And the exposure (or
experiences) to these meanings expressed by symbols can have an effect on one`s thinking and
personality. This section of the module also addresses the debate over the mind's independence
from the body and society.

Instructions: Write True if the statement is true otherwise write false if not true.
__________1. Studying the culture of a person is crucial in knowing this person.
__________2. Social institutions like school, church have no impact on man`s identity.
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__________3. Interactions between people have no impact on man`s identity.
__________4. Americans and Filipinos have different identities.
__________5. There is a possibility of change of identity
__________6. Culture is express in symbols.
__________7. Sometimes we are not aware about ourselves.
__________8. Mental representation of the self is transcendental.
__________9. According to Hubert Hermas from his “Dialogical Theory” the pronoun “I” refers
to the social function.
_________10. The self can become a thinking subject and the same time the object on the
thinking of this thinking being.
_________11. The real self is the image of a person where this person is comfortable.
_________12. The fake self is the true self according to Donald Winnicott.
_________13. Human agency includes the capability of human to think before he/she act.
_________14. Existential self is a ‘self’ concept that refers to ones awareness of his/her
existence and freedom
_________15. The ideal self is an image of a perfect human being a person tries to imitate.
_________16. The true self is not painted with external influences.
_________17. Cultural identity refers to the thinking of a group of people.
_________18. National identity is not connected with political ideologies.
_________19. Social interaction does not affect the construction of the self.
_________20. Relational self refers to the identity of a group of people.
Lesson Proper
 REVIEW
We learned from the previous lesson that knowledge about one's surroundings affects the
development of one`s identity. Recalling Freud`s developmental model, we learned that as the child
grows, he or she also starts to learn how to interact with his or her parents and other people in his or her
surroundings. Gilbert Ryle considers that human responses to the environment expressed in actions are
behaviors that describe one`s identity. In addition, Maurice Merleau-Ponty emphasizes the reality that
humans are thrown and locked into a society to live and actualize their existence. Recalling the factors
that affect the establishment of the self, we learned that social factors are also one of the external factors
that contribute to the development of a human person.
Before we proceed to our proper lesson answer this introductory activity.

Instructor/Professor:____________________________ Score:____________
Write “L” if the nature or characteristic came from learning, “A” if it is an adaptation, and “N” if it is
natural or inborn.
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_____1. Breathing
_____2. Political beliefs
_____3. A woman and mother
_____4. “Oppa” fashion
_____5. Mother language
_____6. Foreign language
_____7. Avoiding to touch hot surface
_____8 Teacher
_____9. Brown color of the skin Cultural
identity refers to
____10. Wearing face mask during Covid19 pandemic the thinking of a
group of people
e.g. beliefs like
political beliefs,
religion, customs,
etc.
National
Identity on the
other hand refers to
belongingness to a
nation or country.
 PROCESSING
A significant part in the formation of the self is played by society and its culture.
Additionally, it aids in the individual's awareness of their social standing, circumstance, or
situatedness. The natural or mechanical functioning (adaptation) of the living body is one
example of an attribute that is inherent in humans. Because of this, our body reacts to its
environment instinctively. This repetitive response occasionally develops into a habit, and Thomas Csordas
– the self-
if it does, it becomes a characteristic or behavior (see Gilbert Ryle). Similar to how embodiment can be
adaptation is important to a human as a living thing, a human being's body adjusts to the elaborated for the
study of the
climate or temperature of his or her environment, and the climate also affects their physical existence of the
appearance and how they behave (a cold place and a warm place affects the behavior of a self and his/her
culture.
person). Another example here is found in a person who lives in a foreign land and learned
its language, these examples show that adaptation provides an impact on a person`s identity
or behavior because of the immersion in a particular surrounding or environment.
DISCUSSION
Cultural Identity and National Identity
When we talk about the build-up of social and cultural identity, we are
automatically talking about the sociological aspect of the society and human being`s
interactions. Sociology studies society, its people, and their interactions. But the
main focus of sociology is on interactions. They search, assume, and predict any
effect that may emerge from these human interactions or social environment
immersion.
Cultural identity refers to the thinking of a group of people, generally a

community`s culture. For example, beliefs that form thinking, like political beliefs,
religion, customs, etc. In order to call it a culture they must be accepted by the whole
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community. Thinking and beliefs can also be seen in their arts and literature, like language,
clothing, preparation of foods, taste, and other folkways and so forth. Again, when these beliefs
or thinking are accepted by this group of people, they become their cultural identity. Culture
affects or influence one`s identity.
National identity, on the other hand, refers to a sense of belonging to a particular nation or
country. Society shapes a person through material culture like the flag, national anthem, etc., and
immaterial culture like law, norms, and political beliefs.
According to Brian Morris, interaction is happening in society: the self interacts with the cultural
environment mediated by social practices, then influence the self and in that event, a person may
have a concept about his or her of his social or national identity.
Individual Self, Relational Self, and Collective Self
Individual self is defined as one's awareness of one's own characteristics, states, and behavior.
The "relational self" is one`s knowledge of his relation to other people in society, and the
"collective self" is about the identity of a group of people or the identity of a community.
(Ronald M. Corpuz, 2019)
The Self as a product of Modern Society among other Construction
Thomas J. Csordas, in his essay, expands on the ideas of Merleau-Ponty`s "self as an embodied
subjectivity." It is not the central subject matter for anthropology, but the paradigm of
embodiment can be elaborated for the study of the existence of the self and his or her culture.
(Csordas, 1990) Culture cannot be separated from a person`s life, for culture is also considered
one of the influences on the construction of the self. Collective experiences (socialization)
through practicing beliefs and other kinds of social ideologies also influence the construction or
establishment of the self.
The Self and Person in Contemporary Anthropology
According to Geertz, the human being as a "homo sapiens" evolved from a primitive
background and made some advances. These advances are critically important:
There are physical evolution that are related to cultural development. The biological changes
happened in the central nervous system, especially in the brain is an example of physical
evolution. “The realization that human is still incomplete and unfinished animal who needed to
learn for the sake of a well function” (Geertz, 1973, p. 46) it refers to the incompleteness of
human knowledge, so the learning and research/discovery is endless.
Biologically, humans evolve through natural selection and the nature of being a living thing
depends on this. Human progress is psychologically facilitated through interaction with the
world/nature and other persons. On the other hand, the effect of the biological changes in the
brain at the same time as the improvement of learning creates a big impact on the creation and
50 | P a g e
establishment of culture. Culture, in its broadest sense, arose from human thought.
For example, the perfection of tools for hunting and the adaptation of hunting and
gathering, family organization, tribes’ formation, the discovery of fire, language,
ritual, and religious beliefs that everyone was meant to follow are proof that
humans evolve as time goes by. (Geertz, 1973, p. 48) Throughout human history,
man has been deeply ingrained in community culture for the sake of personal, Symbolic
Interactionism
cultural, and social development. focuses on the
micro-level of
human interactions
where the symbols
The Self from a Sociological Perspective are created and
communicated to
all the members of
G.H. Mead: George Herbert Mead founded interactionism in sociology. Symbolic the community to
Interactionism focuses on the micro-level of human interactions, where the symbols are direct their
created and communicated to all the members of the community to direct their behavior. behavior.
G.H. Mead
According to Mead, identity develops through putting the self in the role of others. He/she Through role-play
will see himself/herself through role-playing and reflect about this role. To Mead, the and reflection,
society is a big stage on which to play. In the first stage, the preparatory stage, the child he/she will see
himself/herself as
imitates what the elders do, and in the second stage, the play stage, in the child play, the an object to
child becomes aware of his role and relationship with the other playmates, for example, himself and it
includes the views
playing as a doctor or nurse, a teacher, or a father. In last stage, a grown-up person of others about
(professional or skilled person) is now in the game stage, where he will decide which role himself.
he wants to play, and in doing so, he will begin to see his or her "self" from the perspective
Chareles Horton-
of the other role players in society. (Ronald M. Corpuz, 2019) we view ourselves
The awareness of one's own existence as well as the existence of other people is critical for to the view of other
a person's development as well as the development of society. (Mead, 1934, p. 253) people
Brian Morris -
Awareness of one`s role and others' roles are crucial for forming one's own identity. It also The concept of
serve as a rule one's action or behavior. Through the higher level of communication, which ‘self-
is at the level of social organization, and through social roles, a person identity develop. representation’
comes from mental
representation.
Charles Horton – in his theory ‘looking at the mirror he said that we view ourselves to the
Anthony Wallace
view of other people but it will not stop here, the person who views himself (from the and Raymond
perspectives of another person) will try to improve his view of himself. Thus the view of Fogelson - , human
another person will help this person to rebuild himself. experience self-
identity struggles
because of the
Brian Morris – To Brian Morris, the self is a process of individual experience, and through differences
reflection, in those experiences, the person becomes aware of himself. The concept of ‘self- between the
person`s claim of
representation’ comes from mental representation ( or self-reflection). identity and what
the other people
ascribing to that
Anthony Wallace and Raymond Fogelson – to their theory, human experience self- person
identity struggles because of the differences between the person`s claim of identity and
what the other people ascribing to that person. This person is ready to defend his identity
for every wrong labeling that he received. When a problem arises in correcting one`s
identity, the best solution is to build a relationship with that person and educate him with
the right understanding of what human identity is and what identity he is supposed to
claim.
The subjectivity of the self and its independency from the Society
There are still argument relating to this problem in social interaction. Is the self is
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truly independent from the society or not? Let’s find out.
Hubert Hermans
Hubert Hermans -
In his “Dialogical
In his “Dialogical Self Theory”, he regarded the ‘self’ as the mind of society. In his Self Theory”, he
theory, he describes the multiplicity of the “I”. The internal ‘I’ refers to one`s functions regarded the ‘self’
as the mind of
(e.g. I am optimist etc.), the external ‘I’ is how he sees himself in different external factors society.
–relational factor (e.g. I am a son of a teacher, etc.). William James –
The Self as a Cognitive Construction he divided the
perception on self
Cognition refers to the process of knowing and understanding. It primarily started into two categories;
in senses, memory, processing or reasoning and evaluation. Since we are aware of the Me and I, he
claimed that man
existence of the self, our mind has the capacity to process these experiences. We can still has the capacity to
have at least concept or beliefs on the existence of ourselves by means of the processes become a thinking
made by our cognitive faculties. Let us study the proceeding social scientists on how they ‘Subject’ and to
become an ‘Object’
explain the possibility of the self to become the object of thinking. of his thinking at
the same time.
William James
William James
divides the self into
Perception is a human way in accessing the world through our senses and creates a three components:
representation of what we are aware of. In terms on the awareness of the existence of the 1. material self
consists of his
self, William James divided the perception on self into two categories; Me and I, he material body and
claimed that man has the capacity to become a thinking ‘Subject’ and to become an any material things
that he possessed 2.
‘Object’ of his thinking at the same time. The thinking being is aware of the thing external Spiritual Self is his
to him and to his existence. The ‘I’ got the awareness (I am aware of) about the thinking, different
surroundings and about himself/herself (awareness in the existence of the self), and has the beliefs, and
different emotions.
capacity to turn himself or herself into ‘Me’ and here he/she became an ‘object’ of his/her 3. Pure Ego is the
thinking and got a knowledge of himself/herself. one who is doing
William James divides the self into three components: 1. material self consists of his the puzzle and
recognizes,
material body and any material things that he possessed 2. Spiritual Self is his thinking, collects, and
different beliefs, and different emotions on these beliefs. 3. Pure Ego is the one who is synthesizes its own
doing the puzzle and recognizes, collects, and synthesizes its own possessed thoughts in a possessed thoughts
in a subjective
subjective manner it essential in human thinking they called it introspection. manner it essential
in human thinking
they called it
Carl Rogers introspection.
To him, a person is aware on his/her real self and ideal self. The real self is the
image of self that a person is comfortable, it is the true self that needs love, acceptance, and
care. On the other hand, the ideal self refers to an idea of a perfect person. This self is what
he wanted to be (because he or she is an ideal person) or a product of what the other person
expected on him.
‘Self’ concept to Rogers is a product of the interpersonal relationship of the person
interacting the society because of the expectations.
Existential Self: where a person realized that he exists separated from others in time and
free what he or she wanted to do.
Categorical Self: on the other hand, is a recognition that he is an object in the world.
Knowing this he will start to categorize himself in terms of different terms like age, gender,
sex, etc.
Three components of Self-Concept

1. Self-Esteem – is what one thinks of himself
52 | P a g e
2. Self-Image- the body image that affects inner personality and thinking e.g. physical Carl Roger - The
appearances real self is the
3. Ideal Self – the person he wanted to be. This idea changes during the process of maturity. image of self that a
person is
comfortable and
the ideal self refers
to an idea of a
perfect person
Donald Winnicott` True Self and False Self Donald

Winnicott- True
Self is your true
True Self is a person`s true identity not painted by the influence of parents or society. It is a identity not
person`s behaviors, likes and dislikes, inclinations, and preferences. They all came from painted by the
influence of
ones` freedom and own beliefs. False Self, on the other hand, refers to a fake self, the parents or society
‘wanna be me’ they are ideal and pseudo self. Once a person follows the rules and norms of False Self, on the
the community, the false self exists. When a person has the inclination to refuse or to follow other hand, refers
to a fake self, the
the rules and norms of the community he wanted to show his true self. ‘wanna be me’
they are ideal and
pseudo self
Albert Bandura`s Agentic Theory of the Self
Albert Bandura -
In Agentic Theory Bandura, he says that man has the capacity to think and plan, foresee man has the
capacity to think
some events and control his actions, he called it human agency. There are four core and plan, foresee
properties of the human agency they are the following: some events and
control his actions,
he called it human
Intentionality – is the capacity of the human person to think, plan, and create strategies. agency
Forethought – man has the capacity to foresee future events and in this way, he is able to put
his plan in the future.
Self-Reactiveness- refers to self-regulation, a person who has a plan and future vision needs
to examine ad regulate his action in accordance with the plan in order for the sake of
materialization of the vision.
Self-Reflection – is the examination of one`s actions or functions, he reflects in his pursuits
and the meaning of their actions.
Through these awareness in human agency, a human can reflect of his/her effectiveness or
the correctness of his actions in each property of human agency. On the other hand, if he or
she failed to do good thinking in each point, he or she is responsible for he or she is a
thinking and free being.
1. Give at least five social interactions that influences the construction of the self.
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53 | P a g e
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2. How the I becomes Me according to William James? 5 sentences 5 points
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3. Referring to Carl Rogers ideas, give five examples of your real self and its corresponding ideal self.
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4. Referring to the ideas of Donald Winnicott, why the false self is false self? 5 sentences for 5 points.
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54 | P a g e
 SUMMARY
Some thinkers may say that humans and society are inseparable things. Even if human minds create
culture and culture influence and form mind, the mind in its existence is free. The embodied body lives
his or her life freely in society through interactions that turned into experiences. Social interaction is
crucial for human development including the development of society`s culture, also between these
interaction cultures provide a major role for influencing the individual self. Inside this interaction, as
Mead claims, exists a stage play or role-play chose and performed by social participants and this role
describes their social identity. In this interaction, we also see ourselves in the view of other people as
Horton says. According to Brian Morris, we also see our identity through the mental representation or
reflection on our social experiences. Anthony Wallace and Raymond Fogelson stress the subjectivity that
existing in the human person by saying that some humans struggle because of the differences on his/her
self-view and the view of the other person of his/her self. Hermas considers the connection of mind and
society he said that the self is the mind of society. William James emphasizes the importance and
connection of duality in a human person by proposing the three components of the self-such as the
material, spiritual, and the intellectual nature of the self. Carl Roger, Donal Winiccot highlights the
freedom and independence of the mind from the culture. And lastly, Albert Bandura reminds us that
beyond the capacity and freedom of humans to separate themselves from the influence of society, we still
have the responsibility to think and reflect on the results of these preferred actions. To answer the
problematic question “is human dependent or independent to the society?”, society and its culture
including our social interaction may affect the establishment or development of the self, but because of
the human consciousness and freedom especially in “Agentic Theory” of Bandura, a human person can
separate himself or herself from the influence of the society`s culture and even in the causalities of social
interactions because he or she is free to decide. But since human is in a society with rules and regulation,
a free person is still responsible for his or her actions because he or she is conscious at that time he or she
implement his or her freewill.
55 | P a g e
 APPLICATION
Answer the following in essay form
1. Is the self is independent of society? Explain your answer 20 sentences 20 points?

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2. How will you explain this, “the subjectivity of the self against the labeling from another person”?
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56 | P a g e

Research some reports on a social experiment based on the decision-making of a person. Write in
an essay from the findings and write your own opinion about this research.

Paper Size: Letter
Margins: 1 inch
Font size: 12
Spacing: 1.5

57 | P a g e
Instructions: Write True if the statement is true otherwise write false if not true.
__________1. Studying the culture of a person is crucial in knowing this person.
__________2. Social institutions like school, church have no impact on man`s identity.
__________3. Interactions between people have no impact on man`s identity.
__________4. Americans and Filipinos have different identities.
__________5. There is a possibility of change of identity
__________6. Culture is express in symbols.
__________7. Sometimes we are not aware about ourselves.
__________8. Mental representation of the self is transcendental.
__________9. According to Hubert Hermas from his “Dialogical Theory” the pronoun “I” refers
to the social function.
_________10. The self can become a thinking subject and the same time the object on the
thinking of this thinking being.
_________11. The real self is the image of a person where this person is comfortable.
_________12. The fake self is the true self according to Donald Winnicott.
_________13. Human agency includes the capability of human to think before he/she act.
_________14. Existential self is a ‘self’ concept that refers to ones awareness of his/her
existence and freedom
_________15. The ideal self is an image of a perfect human being a person tries to imitate.
_________16. The true self is not painted with external influences.
_________17. Cultural identity refers to the thinking of a group of people.
_________18. National identity is not connected with political ideologies.
_________19. Social interaction does not affect the construction of the self.
_________20. Relational self refers to the identity of a group of people.

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 ASSIGNMENT
58 | P a g e
Instructor/Professor:____________________________ Score:_____________
Reflection Paper: Reflect on how the society influenced your identity.
Me and My society
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Name:___________________________ Section_____
59 | P a g e
Course Packet:___ Teacher:______________________
Course Title:_________________________________
Did you clarify the challenging areas on this module?
__ Yes
___ No

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state your
comment_____________________________________________________________________________
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References
60 | P a g e
Chaffee, J. (2014). The Philosophers` Ways, Thinking Critically about Profound Ideas, Fourth Edition.
United States of America: Pearson Education Limited.
Csordas, T. J. (1990). Embodiments a Paradigm for Anthropology. Academia.
Donn, L. (2021, August 4). China.mrdonn.org.html. Retrieved from China.mrdonn.org:
https://china.mrdonn.org/mulan.html
Geertz, C. (1973). The interpretation of Culture. United States of America: Basic Books.
Handbook of Personality. (2008). In O. P. John, Handbook of Personality Third Edition (p. 64). New
York: The Guilford Press.
Mead, G. H. (1934). Mind, Self and Society. United State of America: University of Chicago Press.
Rockol.com. (2021, August 4). Rockol.com. Retrieved from Rockol: https://www.rockol.com/uk/lyrics-
3107962/matthew-wilder-david-zippel-reflection-feat-christina-aguilera
Ronald M. Corpuz, R. S. (2019). Understanding the Self. In R. M. Corpuz, Understanding the Self.
Manila, Philippines: C and E Publishing.
61 | P a g e

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Learning Module

Understanding the Self

Course Code: UTS

Department: Arts and Sciences

Copyright © by Baliuag Polytechnic College

President of the School/institution: _________________________________

Learning Module Development Team

About the Author____________________________________

Mr. Jerry C. Timoteo, LPT is a graduate of Bachelor of

At the end the course, the student will be able to:

The Self from Various Perspectives

 Course Code: UTS

Learning Management System

Google Classroom Code: _______________

Assessment with Rubrics

Points Possible Score

Content – the essay contains rich ideas 15 x 2 30

SCHEDULE MAY CHANGE AND DEPENDS ON SITUATION

Asynchronous Instructions (Hybrid)

Preliminary Raw Grade Self-paced activities, Quizzes 30%

Submitted Documents 30%

Midterm Raw Grade Self-paced activities, Quizzes 30%

Submitted Documents 30%

Pre-final Raw Grade Self-paced activities, Quizzes 30%

Submitted Documents 30%

Final Raw Grade Self-paced activities, Quizzes 30%

Submitted Documents 30%

From To Grade Point

50.00% 69.99% 5.00

70.00% 74.99% 4.00

77.00% 80.99% 2.75

81.00% 83.99% 2.50

84.00% 86.99% 2.25

87.00% 89.99% 2.00

90.00% 92.99% 1.75

93.00% 95.99% 1.50

96.00% 98.99% 1.25

99.00% 100.00% 1.0

Module Packet Overview

Minimum Technical Skills Requirement

Learning Management System

Module 1 Pre Assessment

How I pray, that a time will come

They want a docile lamb

 MODULE 1 INTRODUCTORY ACTIVITY

Answer the following questions

2. Why is knowing and showing your true self important?

The pronouns Me, Myself and I

describing his or her identity or self.

 HEREDITY FACTOR – the biological process by which certain traits and

 MODULE 1 ENHANCEMENT ACTIVITY

Teacher`s feedback and comments:

Activity 1. Choose the best answer

_____ 1. Which of the following describes self-reflection?

Student`s Feedback Form

If yes, describe the approach of the teacher.

Prelim - Module Packet # 2

Module Packet Overview

Minimum Technical Skills Requirement

Learning Management System

THE SELF FROM PHILOSOPHICAL PERSPECTIVES

A Short History of Philosophy of Self

 MODULE 2 INTRODUCTORY ACTIVITY