Introduction to Understanding the Self
Unit 1. Social, Environmental, and other Life
Factors (S.E.L.F)
This unit introduces you to the journey of
understanding the self. This will highlight the
different factors (Social, Environmental,
Biological, and other life factors) that contribute
to the development of the Self.
Issues on Understanding the Self
o NATURE vs. NURTURE
o SELF vs. IDENTITY
o UNI vs. MULTIDIMENSIONALITIES
NATURE vs. NURTURE
While some insist that the self is predominantly a
product of natural processes to which people are
inherently predisposed, some argue that the self is
largely influenced and principally constructed by
one’s social environments.
NATURE
o Traits passed on from generation to
generation
o Blueprint of self and predisposition to certain
self-expressions
o Studies self structurally and functionally from
molecular to physiological level
o Genetics contributes information about the
self
o Primarily deals with heredity and
characterizations of organisms
NURTURE
o Self viewed as outcome of nurturing factors
in social context
o Provides insights on micro and macro level of
social life
o Emphasizes impact of group life and social
institutions on behavior and attitude
o Interchangeable use of self and identity in
literature
o Perceptions of self and identity influenced by
social interactions and group influences
While arguments about the
predominance of either nature or nurture are
still unresolved, we could settle for an eclectic
standpoint on this issue. We can safely assume
that our self is BOTH a product of NATURE and
NURTURE.
SELF vs. IDENTITY
o Some insist that the self is predominantly
influenced by natural processes and inherent
predispositions.
o Others argue that the self is largely
constructed by one's social environment.
o Self and identity are popular topics among
psychologists, sociologists, cultural
anthropologists, economists, and other social
scientists.
o The terms self and identity are often loosely
interchanged in literature, with a thin
conceptual and functional distinction
between the two.
o Many people perceive self and identity as
synonymous concepts.
SELF
Based on lexical definition, Self (noun) is
“the person that someone normally or truly is… or
the entire person of an individual”.
IDENTITY
Based on lexical definition, Identity
(noun, iden·ti·ty\ī-ˈden-tə-tē, ə-, -ˈde-nə-\)
referred to “the qualities, beliefs, etc., that make a
particular person or group different from others…
or the distinguishing character or personality of
an individual”
UNI vs. MULTIDIMENSIONALITIES of the Self
We are what we are right now not just because of
a single factor. We are developed by many
factors…
DIMENSIONALITIES OF THE SELF
Many people tend to provide Physical
Description…
Physical Appearance
o Refers to how we physically present
ourselves
o Can have practical implications in recall,
impression, and judgment
o Can be critical in certain contexts for
practical purposes
o Impacts how others perceive and interact
with us
Multidimensionality of the Self
Social Factor of the Self
o Significant people and social groups influence
sense of self
o Social factors are foundational to one's being
o Characteristics acquired from social groups
shape identity
o Identity includes uniqueness and similarities
with others
o Social interactions and group influences play
a crucial role in shaping self and identity
 Family
 Peer Groups
 Organizations
 And other significant people in a person’s
life (e.g., teacher, role-model, relatives,
etc.)
Environmental Factor of the Self
o Encompasses physical and communal
elements in surroundings
o Specific to geographic region or area
o Includes climate, landforms, societal
expectations, and norms
o Influences experiences, behaviors, and
perceptions
o Plays a role in shaping identity and self-
concept
For example:
A person who grew up in a city, where
competitiveness and resiliency are needed in order
to survive would tend to adapt in to that kind of
environment by consciously strengthening certain
traits and skills that will manifest competitiveness
(e.g., communicative, intellective, etc.). In the
process, the harnessed characteristics become an
integral part of one’s Self or Identity.
Hereditary Factor of the Self
o Biological process of passing down traits and
characteristics
o Considered a non-negotiable factor compared
to social and environmental influences
o Relatively fixed and permanent
o Individuals do not have a choice in inheriting
certain traits
o Plays a significant role in shaping being and
identity.
 Physical Attributes (e.g., height,
complexion, color of eyes, etc.)
 Some Cognitive Traits (e.g., I.Q)
 Some other Personal Characteristics
Person-Volition Factor of the Self
o Self-constructed Identity: Refers to the
inclination of a person to form a unique
identity
o Arises from individual mentality and
aggregated social-life experiences
o Can be viewed as deviant or non-conformist
by social scientists
o Not necessarily negative, as trend-setters,
discoverers, and inventors may fall into this
category
o Can result in unique contributions and
achievements
o Controversial factor of self or identity
o Influenced by individual characteristics and
social experiences
o Can lead to positive or negative outcomes
depending on societal norms and perceptions
Unit 2. What Philosophy Says About the Self
This unit highlights how classical and
modern philosophical models defined the Self,
the evolution of these philosophical frameworks
from ancient to contemporary times, and the
relevance of the philosophy of the self to how the
millennial generation define their own sense of
self.
The Philosophy of the Self
o Self defined as a unified being connected to
consciousness, awareness, and agency
o Different philosophers have proposed
specific characteristics of the Self
o Meanings of Self have transformed from
abstract concepts to explanations with
scientific evidence
o Ancient Greek aphorism "know thyself"
(γνῶθι σεαυτόν) as a philosophy of self
o Inscribed in the temple of Apollo at Delphi
o Traced back to ancient times
o Highlights the importance of self-awareness
and self-knowledge
o Forms the basis of understanding the self in
many philosophical and psychological
theories
 Socrates used the aphorism "know
thyself" as his guiding principle
 Socrates believed that the real self is the
psyche or soul, not the physical body
 Plato, Socrates' student, expounded on his
ideas of self in his dialogue Phaedrus
 Plato distinguished truth into the
metaphysical realm (mind) and the
physical world (body)
 Plato suggested that the human self is an
intellectual entity independent from the
physical world
 Plato categorized truth into "ontos"
(ideal) and "phenomena" (manifestation
of ideal)
 Aristotle, Plato's student, formalized
Plato's ideas and emphasized the co-
existence of essence and matter
 Aristotle referred to essence as "ideal"
and matter as "phenomena"
 Aristotle emphasized that essence
provides meaning and purpose to matter,
and matter provides substance and
solidity to essence.
Philosophy of the self has been defined
through two distinct philosophical lens:
 Empiricism - derives explanations of the
self from sensory and bodily responses.
We know things because we have
experienced it through our bodily senses.
 Rationalism - there is innate knowledge;
they differ in that they choose different
objects of innate knowledge. Rationalism
explains self from the standpoint of what
is “ideal” and the “truth”, not rooted in
what is felt by the senses nor our body.
o Socrates and Plato explained the Self from a
theoretical and logical orientation.
o Aristotle was an empiricist, deriving views of
the self from physical and scientific
underpinnings.
o St. Augustine adopted the views of Plato and
infused it into his religious philosophy.
o John Locke, David Hume, and Immanuel Kant
were empiricist philosophers.
o Rene Descartes was a dominant rational
philosopher during the Middle Ages.
o Among contemporary philosophers, the
majority are empiricists.
o Gilbert Ryle, Patricia Churchland, and
Maurice Merleau-Ponty have incorporated
biological and neuroscience in their
philosophies.

Unit 3. What Science Says About the Self
This unit discusses the different fields of
science and how they explain the concept of Self.
Natural science and social sciences encompass a
number of disciplines that have deliberated on
the nature of Self. Such discourses will be tackled
in this section.
The Science of the Self
o Science has focused on understanding world
phenomena and the evolution of human
beings.
o Science is defined as the systematic study of
the structure and behavior of the physical
and natural world through observation and
experiment.
o Scientific approaches to the study of the Self
can be categorized into physical sciences and
social sciences.
o Physical sciences focus on biological factors,
growth, maturational mechanisms, and
environmental influences related to human
development and the Self.
o Social sciences are concerned with
institutions, society, and interpersonal
relationships within society.
Biological Science
o Science has made significant advances in
explaining human beings from a biological
perspective.
o Aristotle and Charles Darwin are notable
figures who contributed to the scientific
understanding of human development,
individuality, and the Self.
o Genetics has been extensively studied to
understand how genes from both parents
contribute to the characteristics of offspring.
o The study of the human body from a physical
perspective has provided insights into
consciousness, which is considered a
fundamental core of the Self.
o Inner dynamics and environmental factors
play a role in shaping consciousness and the
sense of Self.
New breakthroughs in the understanding
of the self has resulted in the emergence of new
scientific fields of study: NEUROPHILOSOPHY and
PSYCHONEUROIMMUNOLOGY.
NEUROPHILOSOPHY
o Neurophilosophy is attributed to Paul and
Patricia Churchland.
o Neurophilosophy focuses on the association
of the brain and the mind.
o Understanding the brain's functions and
wave activity is crucial to understanding the
workings of the human mind.
o The Churchlands argue that philosophical Social Sciences
notions such as free will, common sense, and
o Physical science focuses on understanding
conscientiousness must be explained in the
the physical nature of people, while social
context of neuroscience.
science is concerned with human functioning
o Advances in neuroscience converge with how
in the context of society and social
people think, feel, and behave.
institutions.
o Our consciousness, worldviews, beliefs, and
o Psychology, sociology, anthropology, politics,
other human attributes are distinctly
and economics are some of the social
connected to our brain physiology and
sciences that contribute to the study of the
functioning in the context of the self.
self.
PSYCHONEUROIMMUNOLOGY o Psychology is the study of human behavior
and has contributed to the development of
o Psychoneuroimmunology draws assumptions
the science of self through various theoretical
from how our immune systems function,
perspectives and constructs.
similar to the shaping of self.
o Sociology studies collective behavior within
o Our immune system is designed to reject
society and examines how social institutions
foreign matter that can harm our bodies and
and relationships impact thoughts, feelings,
build up on existing molecules for a healthy
and behavior of individuals.
bodily system.
o Anthropology studies human beings and their
o Sometimes, foreign matter that enters our
ancestors in relation to physical
system can be helpful for our bodily
characteristics, environmental and social
maintenance and becomes a permanent
relations, and culture, providing insights into
fixture within the body.
developmental advancements of society and
o In the context of the self, individuals
their impact on the self.
capitalize on their innate attributes and are
o Political science focuses on the participation
likely to reject environmental factors seen as
of individuals in establishing a government
harmful to their body and well-being.
and making political choices, which can
o Discovering our self involves imbibe external
significantly shape one's selfhood.
experiences that are helpful to us and
o Economics is concerned with the production,
rejecting those that we do not like or derive
distribution, and consumption of goods and
pleasure from.
services, which shape our self through
valuation of products, services, and our
economic activities, influencing our value
system and sense of self.
 Unfolding the Biological Self
Unit 1. The Physical Dimension of the Self
This unit identifies and explains the
biological and environmental factors that shape
one’s physical self. It will also delve into socio-
cultural issues associated with
o Physical features are a crucial aspect of the
self and include one's face, bodily structure,
height, weight, and fitness.
o Physical competencies, valuation of physical
worth, and perception of beauty are
important factors to consider in shaping
one's physical self.
o Biological and environmental factors play a
role in shaping one's physical self.
o Issues related to physical health, hygiene,
nutrition, standards of beauty, and socio-
cultural factors are relevant in understanding
the physical self.
The Physical Self: The Biological Blue Print
o Questions about one's physical appearance
and attractiveness are part of the physical
self, which encompasses how one looks and
the impressions they make on others.
o The physical self includes not only what can
be seen externally, but also the biological and
chemical processes that occur beneath the
skin.
o Enhancing physical features may be a
consideration for some individuals in relation
to their physical self.
HEREDITY
The transmission of traits from one
generation to another.
CHROMOSOMES
These are a threadlike bodies in the
nucleus of the cell and the storage unit of genes.
Studies revealed that most human cells contain 46
chromosomes.
Autosomes. The 22 pairs of chromosomes.
Sex chromosomes. The 23rd pair of the
chromosomes which identifies the sex of an
individual. The 23rd pair could either be an XX or
an XY. The XX is for males while the XY is for
females.
Gene. This is the unit carrier of heredity. Genes
alone can determine the sex of the fertilized cell.
Genome. This is the collection of genetic
information.
DNA or deoxyribonucleic acid. This is a nucleus
acid that contains the genetic instructions
specifying the biological development of all
cellular forms of life.
• Genotype. This is the part (DNA
sequence) of the genetic makeup of a cell
which determines a specific
characteristic.
• Phenotype. This is the expression of our
genotype (e.g. hair color, weight, or the
presence or absence of a disease).
MATURATION
Known as the completion of growth of
genetic character
Maturation is known as the completion of
growth of genetic character within an organism
or the unfolding of an individual’s inherent traits
or potential. Maturation enables us to walk, run,
talk, and eventually, result in physical changes
that are evident in the adolescent stage.
The Physical Self: The Biological Blue Print
o Genetic information determines the extent of
our physical features.
o Environmental influences also shape our
physical self.
o Factors such as social networks, societal
expectations, and cultural practices impact
our physical self.
FAMILY
o Family forms a crucial foundation for our
development, including our physical self.
o Family influences how we take care of our
bodies.
o Nutrition and sustenance are initially
established by what is cooked in the home.
LARGE SOCIAL GROUPS
o As we grow older, we become more
conscious of our physical appearance.
o Comparison with peers becomes more
prominent during adolescence.
o Adolescents may engage in activities to make
themselves attractive and acceptable to
others.
o Body type is often influenced by
contemporary media standards.
o Thin bodies are portrayed as ideal for
women, and muscular bodies for men.
o Adolescents may engage in activities such as
healthy lifestyle, proper nutrition, and
exercise to achieve the ideal body type.
The Physical Self: Achieving Physical Well-being
o Taking care of ourselves and our body
involves various aspects.
o Healthy eating is important for overall health,
including skin, weight, and stamina.
o Embracing a healthy lifestyle by avoiding
unhealthy habits and engaging in physical
activities is beneficial.
o Maintaining proper hygiene is also essential
for feeling good about ourselves.
o Confidence in oneself and a positive outlook
on life contribute to optimal physical well-
being.
Unit 2. The Sexual Dimension of the Self
This unit will explain sexual
characteristics, attributes, and orientation of
adolescents and adults. Further, it will tackle
gender identity, sexual behavior and its
consequences, and managing sexual behavior.
o The sexual self is a crucial aspect of one's
identity, encompassing biological, physical,
emotional, and social domains.
o It is initially rooted in the distinguishing
physical attributes found in men and women,
such as the penis and vagina.
o Bodily transformations and development of
secondary sexual characteristics during
adolescence trigger physiological responses
and influence beliefs and behaviors
associated with sex.
o Adolescence is a stage where sexual curiosity
is often at its peak, with adolescents engaging
in sexual activity influenced by biological and
socio-cultural forces.
o The choices made during this stage can set
the tone for an individual's gender
orientation.
o It is important to be aware of one's sexuality,
thoughts, and behavior in order to make
responsible choices regarding one's sexual
self.
Sexual Self: The Biology of Sex
o Sexuality and gender orientation are
generally aligned at birth based on physical
features and genitals.
o Biological sex is the assignment given at birth
based on physical features, while gender
orientation is an identity that is learned and
embraced by the individual.
o Gender is a personal and social construct that
goes beyond biological domains.
o Gender encompasses socially created roles,
personality traits, attitudes, behaviors, and
values attributed to men and women.
o Gender is relational and refers to the
relationship between men and women,
including relative power and influence.
o Gender is anchored on societal beliefs and
norms, indicating that it is influenced by
social constructs.
ADOLESCENCE
o Physiological changes in the reproductive
system during adolescence can lead to sexual
urges, sensitivity to sexual stimuli, and sexual
arousal.
o Men may experience erection during arousal,
while women may experience vaginal
lubrication (wetness).
o Sexual arousal can be satisfied through
sexual intercourse, leading to ejaculation in
men and orgasm in women.
o The refractory period, or period of rest after
ejaculation, is typically longer in men, while
women may experience shorter refractory
periods and be capable of multiple orgasms.
o These bodily sensations are normal and part
of the sexual response cycle, which includes
excitement, plateau, orgasm, and resolution
phases.
o Adolescents may engage in sexual activities
to satisfy their sexual urges, which can vary
and may include watching and reading
pornographic materials, kissing and petting,
and masturbation.
o Masturbation is considered a healthy sexual
activity with potential health benefits,
including stress relief, improved sleep,
enhanced self-esteem, and positive body
image.
o Masturbation can also be seen as a safer
alternative to sexual intercourse, as it does
not carry the risk of pregnancy or sexually
transmitted diseases.
Sexual Self: Sexual Identity and Gender
Orientation
o Sexuality at birth is dependent on physical
features and genitals.
o Sexuality and gender orientation are often
aligned, but not always.
o Biological sex is assigned at birth based on
physical features.
o Gender is an identity learned and embraced
by individuals.
o Gender goes beyond biological domains and
is a personal and social construct.
o Gender includes socially created roles, traits,
attitudes, behaviors, and values for men and
women.
o Gender is relational, referring to the
relationship between men and women.
o Gender is anchored on societal beliefs and
norms.
GENDER ROLES
o Gender roles are societal expectations of how
men and women should act.
o Men are assumed to be strong and dominant,
while women are perceived to be submissive
and demure.
o Gender and biological sex are not always the
same.
o A person may have traits that do not align
with their biological sex.
o Sexual orientation can influence gender
expression.
o Sexual orientation manifests in relationships.
o Heterosexual refers to attraction to the
opposite sex.
o Homosexual refers to attraction to the same
sex.
Sexual Identity & Gender Orientation
o Sexual identity and gender orientation are
part of our concept of self.
o Sexuality is expressed through individuality
and is based on our perception of sexuality.
o Gender orientation and sexual identity are
social constructs.
o It is important to highlight responsible self-
expression in relation to gender and
sexuality.
o Our beliefs about sex, gender, and behavior
are shaped by our self-expression.
o Behavior, including sexual behavior, can have
consequences.
o It is important to understand the effects of
our actions and regulate our own behavior.
Sexual Self: The Consequences of Sexual Choice
o Sexual intercourse, also known as copulation,
involves the male organ (penis) entering the
female's reproductive tract (vagina).
o Teenage couples engaging in sexual
intercourse may be overwhelmed by
sensations during the act.
o Rationalization of the act often includes
claims of love and commitment.
o If the woman is fertile during intercourse,
pregnancy may occur and last approximately
nine months.
o Having a child is a big responsibility and
should not be a consequence of impulsive
actions.
Early Pregnancy
o Early pregnancy in adolescents can pose
physical risks such as miscarriage, emotional
stress, and health risks for both the mother
and the infant.
o Early pregnancy can result in disruptions to
an adolescent's development, including
dropping out of school, alienation, and other
similar challenges.
o Pregnancy affects not only females but also
males who may be burdened with the
responsibility of caring for a new child and
their partner, and may face similar problems
as their partner.
Sexually-Transmitted Diseases
o Sexual intercourse carries the risk of
acquiring sexually transmitted diseases
(STDs).
o STDs can have long-term consequences on
one's health, even though most of them can
be treated and cured.
o STDs are transmitted through exchange of
body fluids or genital contact.
o Common STDs include syphilis, gonorrhea,
chlamydia, and genital warts.
o Symptoms of STDs may include burning
sensation during urination, warts and sores
in the genital and mouth area, pus, abnormal
and smelly discharge, genital irritation, and
painful bowel movements.
o Treatment for STDs may involve medication
and in some cases, surgery.
o STDs can affect reproductive functions and,
in severe cases, may result in death.
Human Immunodeficiency Virus (HIV)
o Human Immunodeficiency Virus (HIV) is a
sexually transmitted virus that can also be
transmitted through other means such as
contact with infected blood, breast milk, and
during childbirth.
o HIV can be transmitted through anal, oral, or
vaginal sex with an infected person.
o If left untreated, HIV can progress to
Acquired Immunodeficiency Syndrome
(AIDS), which compromises the immune
system and puts the person at risk of illness
and death.
o In its early stages, HIV may not have any
noticeable symptoms.
o Symptoms of HIV may include fever, rashes,
and sores as the illness progresses.
o In the final stage of AIDS, a person may suffer
from a variety of illnesses, including
pneumonia and cancer.
o Currently, there is no known cure for HIV or
AIDS, although antiretroviral therapy (ART)
can help manage the virus and slow down the
progression of the disease. It is important to
practice safe sex and take preventive
measures to reduce the risk of HIV and other
sexually transmitted diseases. Regular testing
and seeking medical care if exposed to or
suspected of having HIV or other STDs is
crucial for early detection and management.
How does one acquire a sexually-transmitted
disease?
It is prevalent among individuals who
engage in unprotected sex with multiple
partners. Irresponsible sexual behavior often
results in dire consequences that have significant
impact on people’s lives and futures. Aside from
health risks associated with sexually transmitted
diseases, it may also ruin relationships, create a
negative stigma against people with STD, and
disrupt school and employment.
Thus, it is important that an adolescent
should make responsible decisions with regard
to their sexuality and sexual behavior.
Responsible sexual behavior entails the
following:
• Respect for one’s body. This would mean
taking care of one’s body and avoiding
activities that undermine one’s worth and
• Being future-oriented. Instead of focusing
respect.
• Maturity in thoughts and deeds. This
would refer to being objective, rational,
and calm, instead of being swept by one’s
emotions.
be grounded by his personal principles
and self-worth.
on the present, always weigh your actions
now with possible consequences in the
future. Sexual pleasure might be
overwhelming at the moment but always
focus on what it will entail in the future.

• Being guided by one’s personal beliefs and

core values. An adolescent should always
 Unfolding the Social Self
Unit 1. The Cultural Self
This unit introduces you the journey of
understanding the self. This will highlight the
different factors (Social, Environmental,
Biological, and other life factors) that contribute
to the development of self
o Development is influenced by membership to
social groups
o Social groups shape beliefs, values, and
behavior
o Family is an important social group at the
beginning of life
o Evaluation of self in the context of
contribution to society
o Quality of social relationships impacts
development
o Helping others can have a positive impact on
self and society
o Direct encounters with people can leave a
lasting impact on development
TABULARASA - Blank Slate- blankong bond
paper- knowledge –infants
FAMILY
o Family is the most pervasive and influential
social group
o Family impacts conceptions, values, habits,
and behavior
o Our worldviews and decision-making are
shaped by family
o Family plays a significant role in the
formation of beliefs and behaviors
o Family context has a lasting impact on
development and self-identity
SCHOOLS
o Schools are a significant part of our social self
o Exposure to more people and formal
standards in schools
o Expectations to meet criteria of achievement
in collaborative learning conditions
o Knowledge from mentors and socialization
skills from families applied in school
relationships
o Information from books, lectures, and
classmates assimilated and imbibed in self
COMMUNITIES
o Communities play a role in shaping our social
self
o Cultural beliefs and practices influenced by
communities and societies
o Values such as faith, respect, task persistence,
and love for country influenced by communal
settings
o Societal expectations impose values on
individuals
Bio ecological Systems Theory (Urie
Bronfenbrenner, 1935)
o Bronfenbrenner's Bio Ecological Systems of
Development explains social development
o It uses biological, environmental, and
ecological lenses
o Theory explains bidirectional influence
between individual and systems
o Five specific systems shape an individual's
progress in the theory. These are:
Microsystem
It refers to institutions and social groups
that the individual has direct contact and
interaction with, including families, peers,
schools, religious institutions, and the immediate
neighborhood.
Mesosystem
o The mesosystem refers to the
interconnections among aspects of the
microsystems that impact the individual
o Examples include parent-teacher
relationships, family and peer connections,
and similar interactions
o The focus of these relationships is on the
individual as a family member and as a
student
o The mesosystem plays a role in shaping the Individualism-Collectivism Model
individual's development by influencing the
(Hazel Rose Markus & Shinobu Kitayama, 1991)
interactions and relationships within the
microsystems o Bronfenbrenner's model explains variation in
Exosystem human behavior, social interaction, and
personality.
o The exosystem refers to a social setting that o The model further explains differences in
an individual has no direct interaction with people and/or groups.
but affects their development o Controversy of West vs. Rest in the study of
o Examples could include the work setting of culture.
parents, major company decisions, and job o Markus and Kitayama's study (1999)
loss suggests people from the West have
o Changes in the exosystem can have a individualistic (independent) culture.
significant impact on the child's development, o In individualistic culture, higher value is
even though the child does not directly placed on the needs and accomplishments of
interact with that setting the individual.
o This does not mean people from the West are
Macrosystem
"selfish," but that individual
o The macrosystem refers to the larger cultural accomplishments matter to them.
context in which the individual resides o Their growth is focused on self-improvement.
o Examples of macrosystem factors include
Individualistic Vs. Collectivistic
socioeconomic status, ethnicity, societal
values, cultural beliefs, and media content Individualistic Collectivistic
o Macrosystem influences shape the overall o Develop early o Learn to depend
cultural environment in which the individual independence on others
develops and can impact their beliefs, values, o Express yourself o Read nonverbal
and behaviors o Responsible for cues
o Macrosystem factors are typically beyond the self o Listen to authority
individual's immediate control but can have a o Live on one’s own o Be responsible for
o One’s own goals others
significant influence on their development
take priority o Personal goals
Chronosystem o Motivated by own secondary to goals
preferences, needs of the group
o The chronosystem in Bronfenbrenner's ,rights o Motivated by the
theory focuses on patterns of environmental o Tasks more norms of, and
events over time important than duties imposed by,
o It includes socio-historical events that impact relationships the group
the individual's development o Cognitive skills o Relationships
o Examples of chronosystem events include independent of more important
graduation from college, entering the social skills than tasks
workforce, and participating in social events o Social and
cognitive skills
like political rallies or elections
integrated
o The chronosystem influences the social self
by shaping the individual's experiences and
opportunities for social engagement
o Changes in the chronosystem can have a Unit 2. The Socio-Digital Self
significant impact on the individual's social
development and self-identity.
 This unit discusses the impact of social
media platforms and other digital landscapes on
self-representation. Also, the unit tackles some of
the issues on interpersonal relationships in
virtual communities.
o Technology has significantly changed our
way of socializing.
o Social media has emerged as an innovation
that has improved our socialization
processes.
o In the past, personal approach was needed to
talk to someone, but now social media allows
communication regardless of distance.
o Social media has made it easier to connect
with others, whether they are nearby or far
away.
Digital Identity
o Sociological perspectives emphasize the
concept of "role identities" which are the
characters and roles an individual adopts as a
member of a specific social position.
o The self is the hierarchical ordering of these
identities by salience, with greater
commitment to an identity resulting in
greater salience and impact on behavioral
choices.
o The internet, particularly social media, has
affected our identity as it allows for
disembodiment, where individuals can
separate themselves from their physical
bodies.
o Social media provides the opportunity to
adopt identities that may be independent of
one's physical self.
o This disembodiment can impact how
individuals perceive and construct their
identities in the online world, which may
influence their behavior and choices in online
interactions.
Online Disinhibition Effect (Suler, 2004)
o Online disinhibition is a phenomenon where
individuals tend to behave differently in
virtual spaces compared to face-to-face
interactions, expressing themselves more
openly and being less restrained.
o There are two categories of behavior that fall
under the online disinhibition effect: benign
disinhibition and toxic disinhibition.
o Benign disinhibition involves behaviors such
as increased self-disclosure and acts of
kindness or help towards others that may be
more pronounced in online interactions
compared to real-life interactions.
o Toxic disinhibition, on the other hand,
involves behaviors such as using rude
language, making threats, and engaging in
activities related to pornography, crime, and
violence online that individuals may not
engage in or express in real life.
o Online disinhibition can have both positive
(benign disinhibition) and negative (toxic
disinhibition) consequences on behavior in
online interactions, which may be influenced
by the anonymity and perceived lack of
consequences associated with online
interactions.
There are six factors that cause online
disinhibition, these are the following:
1. Dissociative Anonymity “You Don’t Know Me”
In virtual interactions, individuals can hide
their identity or create a separation between
their real self and virtual identity. This can lead
to a sense of protection and enable behaviors
that may not be exhibited offline, such as self-
disclosure or engaging in antisocial or harmful
behavior.
2. Invisibility “You Can’t See Me”
The virtual world provides a certain type of
invisibility, as individuals may not be physically
visible in online interactions, particularly when
communication is through text. This can give
individuals courage to engage in actions they
may not do offline and also allows for
misrepresentation, such as pretending to be
someone else.
3. Asynchronicity “See You Later”
 Online interactions are not always in real-
time, and posts or messages can be made and
responded to later. This can create a sense of
emotional detachment or escape, as individuals
can temporarily disconnect from the online
world to avoid negative posts or reactions, and
have time to think before reacting to others'
posts.
4. Solipsistic Introjection “It’s all in my Head”
When individuals do not know what a virtual
person looks or sounds like, they may assign
traits or characteristics to them, and interactions
with them may feel more imaginary. Reading
messages from others may also lead to
subvocalization, giving a perception of talking to
oneself.
5. Dissociative Imagination “It’s All a Game”
The virtual world can be seen as a separate
space with imaginary characters that are
disconnected from the real world. This can lead
to a sense of escapism and the belief that one can
adopt or shed certain characters by logging on or
off, treating virtual interactions more like a
game.
6. Minimized Status and Authority “Your Rules
Don’t Apply Here”
Online interactions may not display
traditional indicators of authority, such as
clothes, titles, or body gestures, which can lead
to a decreased sense of intimidation by authority
figures. This can result in individuals being more
willing to speak out or misbehave without fear of
disapproval or punishment from authority
figures.
Disinhibition and Personality
o Not every person exhibits online
disinhibition in the same way or to the same
level in virtual interactions.
o Personality can play a role in predisposing
individuals to be more disinhibited online.
o The intensity of a person's underlying
feelings, needs, and drives can affect
susceptibility to online disinhibition.
o Not all online disinhibitions are bad, but it is
important to create a digital footprint that is
worth looking at.
Managing Online Disinhibition
o Don’t post or send anything you would be
embarrassed for certain others to see.
o Do be careful about over-sharing.
o Don’t hang out with the “wrong crowd”
online.
o Don’t hang out with the “wrong crowd”
offline.
o Do consider your emotional state before
virtually posting or responding to anything.
o Do consider the reaction individuals are
expecting from toxic disinhibition.
o Do search for yourself online.
UNIT 3. The Material/Economic Self
This unit tackles about how we maintain
extensions of ourselves through our material
goods and maintenance of lifestyles, within the
context of what society values as needs and
wants and what do these material goods say
about ourselves and sense of self.
o Possessions reflect our identity and who we
are
o Our purchases are products that we see
ourselves in
o Knowing ourselves includes knowing our
wants and needs
o Dilemma between wants and needs
o Understanding the difference between wants
and needs is important before focusing on
material aspects of ourselves
Wants vs. Needs
o Wants are different from needs
o Needs are things we cannot live without
(food, shelter, clothing, water, air, medical
care, sex)
o Wants are things we like but not necessarily
need (new cellphone, new car, jewelries, etc.)
o Possessions reflect something about
ourselves
The Meaning of Things (Mihaly Csiksentmihalyi)
o Possessions reflect our personality and
identity
o Clothes, car, furnishings are expressions of
ourselves
o Objects are intimately related to the self
o Material things are product of our choices
and tell stories about ourselves
o Material environment can impact our lives
positively or negatively
o Possessions are connected to our current
identity and sense of purpose
Utility and Significance in Everyday Objects
(John Heskett)
o Utility and significance are two important
aspects of our material possessions
o Utility is about how things work and serve
practical purposes (e.g., kitchen knife as a
cutting tool)
o Significance is about the meaning and roles
assigned to objects (e.g., necklace as a symbol
of social status)
o Significance is more related to expression
and meaning, and can be culturally
determined
o Even small utilitarian objects can embody
values for some individuals
Semiotics: Objects as ‘signs’ (Roland Barthes)
o Roland Barthes is a French critical theorist
who studied the relationship between people
and objects
o Barthes popularized the field of semiology or
the study of objects as signs
o Barthes' observations were published in his
book "Mythologies" in 1957
o Barthes believed that objects can convey
subliminal messages and can be decoded to
understand their significance
o Barthes' work focused on analyzing everyday
objects and practices through the lens of
semiology.
 Unfolding the Mental Self
UNIT 1. Cognition, Memory, and Intelligence o Intelligence can be defined as an individual's
capacity for logic, understanding, self-
This unit discusses the nature of cognition
awareness, learning, planning, creativity, and
and metacognition, its underlying mechanisms,
problem-solving.
and how it contributes to one’s sense of self. This
o It involves the application of knowledge to
further tackles the mechanism of human
adjust to the environment and not just
memory and the different types of human
knowing, but also applying knowledge
intelligences
appropriately.
Cognition o Intelligence is often believed to be hereditary,
but environmental factors also play a role.
o Innate capabilities empower us to manage
o Intelligence is not limited to the school
ourselves in various settings and situations
context, but is relevant in various contexts
o Our senses play a crucial role in our early
and situations.
developmental milestones
o Intelligence is a critical construct in the study
o As we grow older, we transition from
of individual differences and has been a
sensory-based acquisition of knowledge to
popular focus of study throughout history.
more logical and abstract thinking
o There are various theories that have been
o Our environment, information analysis,
proposed to explain the nature of
choices, and behavior adapt as we mature
intelligence, from ancient times to the
and develop
present.
o School tasks are designed to correspond to
our mental level and developmental stage. The Multiple Intelligence model of
Howard Gardner has proposed eight (8) types of
Memory
human intelligence, as follows:
o Memory is composed of three levels: sensory
Intelligence Description
memory, short-term or working memory, and
Verbal-linguistic Ability to analyse
long-term memory information and
o Sensory memory allows us to perceive produce output that
information from the external environment involves oral and
through our senses written language.
o Sensory memory is short-lived, usually Logical-mathematical Ability to understand
lasting for half a second and answer
o Our mind filters and transfers only useful mathematical
information from sensory memory to short- equations
term memory Visual-spatial Ability to analyse
o Attention plays a critical role in the transfer graphical information
of information from sensory to working Musical Ability to produce and
memory make meaning of
different types of
o Working memory holds information that is
sound.
deemed useful for immediate use
Naturalistic Ability to identify and
o Working memory is an active process that distinguish aspects of
involves cognitive functions such as the natural world.
attention, perception, and processing of Bodily-kinesthetic Ability to use one’s
information. body to create
products or solve
Intelligence
problems.
 Interpersonal Ability to be sensitive UNIT 2. The Mechanism of Human Learning
of other people’s
thoughts and This unit provides an overview of
emotions. learning, the factors that contribute to the
Intrapersonal Ability for self- learning process, and how it shapes our
introspection individual self.
Aside from the Multiple Intelligence Learning
theory, another framework proposed is that of
Sternberg’s Triarchic Theory of intelligence. o Learning is a natural consequence of
According to Sternberg (1985), intelligence is cognition, memory, and intelligence, and is
defined as “a mental activity directed toward defined as a relatively permanent change in
purposive adaptation to, selection and shaping knowledge or behavior as a result of
of, real-world environments relevant to one’s experience.
life.” o Learning involves long-term change, is
attributed to the individual's memory or
Sternberg proposed three aspects of knowledge structure, and is based on
intelligence: componential, experiential, and personal experience in the environment.
contextual intelligence. According to the theory, o Transfer of knowledge to long-term memory,
intelligence is a function of how these three along with elaboration, rehearsal, and
aspects are interchangeably used by the practice, facilitates learning.
individual and up to what levels they are used.
o Self-efficacy, or the belief in one's ability to
Cog Alternative Description confidently learn and master a skill, is a
name crucial factor underlying learning and
Componential Analytical Includes performance.
abstract o High self-efficacy leads to engagement in
thinking & challenging tasks and resilience in the face of
logical setbacks, while low self-efficacy may result in
reasoning; avoidance of difficult tasks and low self-
verbal & esteem.
mathematical o The notion of self-efficacy and human agency
skills.
underlies the process of learning, as
Experiential Creative Divergent
individuals' beliefs about their own
thinking and
ability to deal capabilities can impact their motivation and
with novel approach to learning.
situations According to Bandura, self-efficacy can be
Contextual Practical Being “street developed by the following:
smart”; ability
to apply Mastery Experience Accomplishment of
knowledge to simple tasks that lead
the real world to more complex
and shape or tasks.
choose an Social modelling Observing an
environment. identifiable model
Both theories of multiple intelligence and who accomplishes the
triarchic theory explain the nature of task.
intelligence, and the personal and environmental Improving physical Being relaxed and
factors that shape it. and emotional states calm before pursuing
a challenging task.
 Verbal persuasion Providing motivation, structured curricula, and teacher
encouragement and performance rather than autonomous
feedback during the learning.
accomplishment of a o Deep learning involves knowledge
challenging task. construction, making meaningful
Apart from self-efficacy, human agency is connections, higher cognitive skills, intrinsic
another underlying principle in learning. People motivation, metacognition, and fosters
are not merely products of inner forces or discovery learning.
environments; they are self-regulating and
proactive. We influence our own environments
by our characteristics and behavior; we influence In adopting deep learning strategies, students
other people; and we influence social groups in can engage in the following habits:
achieving large-scale benefits.
o Taking down notes can help students
Intentionality Making an active reinforce the absorption of ideas and relate
decision to engage in
them to past information they have already
particular activities.
stored, aiding in the process of making
Forethought Anticipation of
meaningful connections.
outcomes and
consequences of o Asking questions during class fosters
particular actions. discussion, individual and group discovery,
Self-reactiveness Ability to construct and provides an opportunity for immediate
and regulate behavior feedback on the learning process.
appropriately. o Creating cognitive maps, or visual
Self-reflectiveness Reflection and representations of concepts and their
evaluation of one’s relationships, can help students link
thoughts and information together and construct personal
behavior. meaning, facilitating transfer to long-term
o In the learning process, students are equally memory.
accountable for their performance as their o Engaging in collaborative learning activities
teachers, and they have a responsibility to be with mentors and peers, such as study
engaged and involved in their own learning. groups, allows for conversation, idea
o Students are responsible for the level and exchange, debate, and peer evaluation, which
quality of their engagement in tasks given by can provide valuable feedback for personal
teachers, and they should anticipate learning.
outcomes based on their efforts. o Going beyond the mandatory course
o Students should evaluate the entire learning requirements, such as reading additional
process and gain valuable lessons from it. reference materials, watching relevant films,
o Students are considered agents of their own going on field trips, and seeking other
learning and are expected to invest in their learning opportunities, can greatly enhance
own learning cycle. the overall learning process and deepen
o Deep learning and surface learning are two understanding of the subject matter.
different approaches to learning that have
been studied in research.
o Surface learning focuses on absorption of
facts, rote memorization, extrinsic
 Unfolding the Emotional Self
UNIT 1. Human Emotions and Emotional
Intelligence
This unit will delve into understanding of
one’s emotional self through the lens of
emotional intelligence theories, particularly in
the aspects of emotional awareness and
emotional.
The Human Emotions
o Emotions are an important aspect of our self
o Emotions serve as a driving force in our
behaviors and decision-making
o Some people have difficulty defining and
controlling their emotions
o Emotions should not rule us, and individuals
have the capacity to manage them
o Emotions are defined as lower level
responses in the brain with biochemical
reactions in the body
o Emotions serve a critical survival function in
making us aware of threats from the
environment.
Emotions
“ the mental portrayal of what is going on
in your body when you have an emotion and is the
byproduct of your brain perceiving and assigning
meaning to the emotion” (Hampton, 2015).
Feelings
Thus, feelings are subjective experiences
that frame our interpretation of emotion. Feelings
are subjective since there are based on our beliefs
and past experiences. When we make a particular
decision, aside from using logic and reason in
deliberating about our choice, we ask ourselves
“how do I feel about making this decision? Does it
feel good? Does it feel right?”
Emotional Intelligence
o Emotional intelligence is an array of non-
cognitive abilities, competencies, and skills
that influence one's ability to cope with
environmental demands and pressures (Bar-
On, 1997).
o Emotional intelligence is the capacity to
reason about emotions and use them to
enhance thinking, including perceiving
emotions, accessing and generating emotions,
understanding emotions, and regulating
emotions for emotional and intellectual
growth (Mayer, Salovey, & Caruso, 2004).
o Emotional intelligence is the capacity for
recognizing our own emotions and the
emotions of others, motivating ourselves, and
effectively managing emotions in ourselves
and others (Goleman, 2005).
UNIT 2. Emotional Regulation
This unit continues discussion on the
emotional aspect of the Self, from emotional
intelligence to healthy emotional expression and
regulation. It will highlight practical applications
of emotional intelligence to one’s daily activities.
o Adolescence is a turbulent time of
development with biological, psychological,
and social changes.
o Emotional issues are prevalent during
adolescence due to fluctuating, rapidly
changing emotions.
o Millennial generation is known for being
inquisitive, active in learning, egocentric, and
disliking delay of gratification.
o Emotional regulation is important during
adolescence to develop emotional efficacy
and maturity.
o Meta-analytic research has identified ten
common strategies for emotional regulation.
o These strategies include rumination,
distraction, acceptance, problem solving,
behavioral avoidance, experiential avoidance,
expressive suppression, reappraisal,
mindfulness, and worry.
o The effectiveness of these strategies varies
depending on person characteristics, external
stimuli, emotional regulation goals, nature of
emotion, long-term goals, and cognitive
resources.
o Emotional regulation is individual and
context-dependent.
 However, there are common
characteristics shared by individual who have
achieved emotional maturity and efficacy. These
individual manifest the following qualities that
enable effective emotional regulation:
1. Self-control. Managing disruptive impulses.
2. Trustworthiness. Maintaining standards of
honesty and integrity.
3. Conscientiousness. Taking responsibility for
one’s performance.
4. Adaptability. Handling change with
flexibility.
5. Innovation. Being open to new ideas.
6. Empathy. Understanding other people and
putting yourself in their shoes.
o Emotional regulation is defined as processes
that help attain culturally appropriate or
functional emotional experiences.
o Culture plays an important role in our
emotional behavior.
o Emotional regulation needs to be
contextualized to fit the cultural context we
live in.
o In the Asian context, emotional regulation is
influenced by culturally valued relationship
frameworks.
o Emotional regulation ensures social
competence in various situations within
homes, school environments, and society.
o Observational learning and social
referencing, particularly within the family,
are primary ways to develop emotional
regulation abilities.