MODULE 3 Understanding The Self

Republic of the Philippines
PHILIPPINE STATE COLLEGE OF AERONAUTICS

INSTITUTE OF LIBERAL ARTS AND SCIENCES
Piccio Garden, Villamor, Pasay City
Institute of Liberal Arts and Sciences
Social Science Department Second Semester
A.Y 2020–2021
MODULE 3: Knowing Yourself

Learning Objective: The students will learn what is the meaning of Johari’s
Window. They will learn about their unknown self and what are their surface self. They
will learn what is their temperaments and they will also learn what to do to achieve
self-actualization.
1 | Page
Understanding The Self Module 3
Second Semester A.Y. 2020-2021
A.Y 2020–2021
MLO 1. Getting a grasp of what is the meaning of self

MLO 2. Self-realization of being a Filipino student
MLO 3. Explanation of Temperaments
Honesty Clause
“As members of the Academic Community, students are expected to
recognize and uphold standards of intellectual and academic integrity.
Philippine State College of Aeronautics assumes, as a basic and
minimum standard of conduct in academic matters, that students
should be honest and that they submit for credit only the products of
their own efforts.”
● Johari’s Window
A Johari window is a psychological tool created by Joseph Luft
and Harry Ingham in 1955. It’s a simple and useful tool for
understanding and training:
● self-awareness
● personal development
● improving communications
● interpersonal relationships
● group dynamics
● team development; and
● inter group relationships
It is one of the few tools out there that has an emphasis on “soft skills”
such as behavior, empathy, cooperation, inter group development and
interpersonal development. It’s a great model to use because of its
simplicity and also because it can be applied in a variety of situations
and environments.
In this example we are going to talk about how the Johari window
works with an individual within a team. In this instance there are two
2 | Page
A.Y 2020–2021
factors at work within the Johari window. The first factor is what you know about yourself. The second
factor relates to what other people know about you.
The model works using four area quadrants. Anything you know about yourself and are willing to share is
part of your open area. Individuals can build trust between themselves by disclosing information to others
and learning about others from the information they in turn disclose about themselves.
Any aspect that you do not know about yourself, but others within the group have become aware of, is in
your blind area. With the help of feedback from others you can become aware of some of your positive
and negative traits as perceived by others and overcome some of the personal issues that may be
inhibiting your personal or group dynamics within the team.
There are also aspects about yourself that you are aware of but might not want others to know, this
quadrant is known as your hidden area. This leaves just one area and is the area that is unknown to you
or anyone else – the unknown area.
The balance between the four quadrants can change. You might want to tell someone an aspect of your
life that you had previously kept hidden. For example, maybe you are not comfortable contributing ideas
in large groups. This would increase your open area and decrease your hidden area.
It is also possible to increase your open area by asking for feedback from people. When feedback is given
honestly to you it can reduce the size of your blind area. Maybe you interrupt people before they have
finished making their point which can cause frustration. Alternatively people may always want to talk to
you because you are a good listener. Sometimes you don’t realize these aspects of your character until it
is pointed out.
By working with others it is possible for you to discover

aspects that neither of you may never have appreciated
before.
Some examples of unknown factors can be as follows:
● an ability that is under-estimated or un-tried through

lack of opportunity, encouragement, confidence or
training
● a natural ability or aptitude that a person doesn't
realize they possess
3 | Page
A.Y 2020–2021
● a fear or aversion that a person does not know they have

● an unknown illness
● repressed or subconscious feeling
● conditioned behavior or attitudes from childhood
For example in an educational setting, a student’s contact with a tutor, may help them understand how
their experiences both in and outside of school can have an impact on their learning. This discovery about
themselves would reduce the size of their unknown area.
From a practical point of view in implementing the Johari window you need to look at two steps.
Step one:
The place to start in the Johari window is in the open area. Make some notes about yourself. Complete
the Self Awareness Diagnostic. What are your strengths and your weaknesses? What are you
comfortable with and willing to share with others? Try and be honest and clear about what you know
about yourself already.
Step two:
Involve other people and ask for feedback about yourself. Be prepared to seriously consider it. That
doesn’t mean that you have to do everything that’s suggested, but you should at least listen and think
about it. Then give the person who provided the feedback some acknowledgement or thanks for making
the effort. Depending on how confident you are you might prefer to do this as either a group exercise or
on a one to one basis. Remember that giving effective feedback is a skill and some people may be better
at it than others. When receiving feedback, be respectful, listen and reflect on what has been said. It may
be on receiving feedback you may want to explore it further that can lead to discovery about yourself.
The Johari window as a tool does have its drawbacks:
Some things are perhaps better not communicated with others.
People may pass on the information they received further than you
desire or use it in a negative way.
Some people or cultures have a very open and accepting approach to

feedback and some do not. People can take personal feedback
offensively so it’s important when facilitating to exercise caution and
start gradually.
4 | Page
A.Y 2020–2021
There are many ways to use the Johari model in learning and development. It very much depends on
what you want to achieve in your training or development activities? What are your intended outputs and
how will you measure that they have been achieved? How can the Johari Window theory and principles
are used to assist this.
Johari is a very elegant and potent model, and as with other powerful ideas, simply helping people to
understand is the most effective way to optimize the value to people. When people really understand it in
their own terms, it empowers them to use the thinking in their own way, and to incorporate the underlying
principles into their future thinking and behavior.
The Self Awareness Diagnostic is a great accompaniment to the Johari window model. It helps people to
explore the qualities that make them who they are. The simple online questionnaire provides instant
feedback to the participant that they can positively use in understanding their personal strengths and
weaknesses, what belongs in their open space. It can also objectively help the participant to start to
process some of those attributes that reside in their blind spot and can encourage discussion amongst the
group without being confrontational or causing contention.
● Self-Realization
⮚ Fulfillment by oneself of the possibilities of one's character or personality. is an expression
used in Western psychology, philosophy, and spirituality; and in Indian religions. In the
Western understanding it is the "fulfillment by oneself of the possibilities of one's character or
personality" In the Indian understanding, self-realization is liberating knowledge of the true
Self.
⮚ in psychology, a concept regarding the process by which an individual reaches his or her full
potential. It was originally introduced by Kurt Goldstein, a physician specializing in
neuroanatomy and psychiatry in the early half of the 20th century. As conceived by Goldstein,
self-actualization is the ultimate goal of all organisms. He saw all behaviors and drives
as manifestations of this overarching motivation. It was American psychologist Abraham H.
Maslow, however, who popularized self-actualization. He defined it more narrowly and
diverged from Goldstein in his conception of when and how self-actualization can emerge as
a motivator. Similar to Goldstein, Maslow saw self-actualization as the fulfillment of one’s
greatest potential. In his discussions of self-actualization, however, he was referring solely to
people, rather than all organisms. In addition, his theory asserts that the drive to self-actualize
will only emerge as a motivator once a variety of more basic needs are met.
● Maslow’s Hierarchy Of Needs
5 | Page
A.Y 2020–2021
⮚ Self-actualization is at the pinnacle of what Maslow defined as a hierarchy of human needs.

In this hierarchy, lower needs (described as "pre-potent" needs) typically must be met before
higher needs emerge. Physiological needs are the most primary in this hierarchy. Although
Maslow declined to make a list of physiological needs, citing the nearly endless contributors
to physical homeostasis, "food" was his prime example. Maslow suggested that if an
individual is starving or near starving, he or she is essentially defined by that hunger. In most
cases, an individual with extreme hunger will eschew higher needs, such as love and
belonging, to fulfill the body’s need for nourishment.
⮚ Once physiological needs are met, the next level of need—safety—immediately rises to
consciousness and begins to drive behavior. Thus, the need for food may be forgotten or
suddenly seem trivial compared with the need for physical protection, provided the individual
continues to have a steady food supply. This cycle of need, fulfillment, and forgetting occurs
at every stage of the hierarchy.
⮚ Maslow asserted that average adults in affluent, organized societies have few safety needs
under typical conditions. Most have little need to worry about physical attacks or fires, for
example. Thus, safety needs in these individuals are expressed in subtle ways, such as the
desire for savings accounts and steady jobs. However, Maslow noted that safety needs drive
individuals in less stable conditions, such as those living in low socioeconomic conditions or
under wartime conditions. He also suggested that certain mental health conditions reflect, in
part, safety needs. He argued that individuals with neurotic or compulsive tendencies are
psychologically similar to children in their sense of danger. However, although children truly
are dependent on others for safety, the neurotic individual only feels as if this is the case.
Likewise, just as children seek to avoid unpredictable events because of the danger they
might present, people with compulsive behaviors try to make the world orderly and
predictable to avoid perceived danger.
⮚ Love needs are next in Maslow’s hierarchy. These include friendship, family, and sexual love,
as well as the desire to be accepted by peer groups and to receive affection. To meet love
needs, individuals must be positioned to both give and receive love. Maslow, like many
theorists, psychologists, and psychiatrists, suggested that the failure to fulfill love needs is at
the root of much of modern psychopathology.
⮚ Near the top of Maslow’s hierarchy are esteem needs. These needs include the desire for
competence, high self-regard, respect, a sense of strength, and general self-worth. Maslow
noted that if these needs are not met, an individual either becomes deeply discouraged or
develops maladjusted methods for coping with feelings of inferiority and worthlessness. Only
6 | Page
A.Y 2020–2021
after these needs—physiological, safety, love, and esteem—are met can an individual begin
to be motivated by the need for self-actualization.
● Maslow’s Concept Of Self-Actualization

⮚ Maslow argued that, to be truly happy, painters need to paint, writers need to write, musicians
need to play. This is self-actualization. However, he also noted that even if all other needs are
met, self-actualization does not emerge as a motivator in all cases. When it does, it can take
many forms, depending on individual talents and values, for example. Often the urge is
creative, as in the case of artists or writers; however, it might also take the form of maximizing
the quality of one’s relationships or perfecting the physical form through athletics and good
health. Maslow noted that self-actualization is one of the least studied and understood needs,
because of its relative rarity. It is the exception rather than the rule, he stated, for an
individual’s other needs to be so sufficiently met that self-actualization can emerge as a
motivator.
⮚
⮚ However, there are numerous examples of individuals living in states of poverty, loneliness,
and low self-esteem who nonetheless seem to self-actualize through their work. Examples
include Vincent van Gogh, whose life and suicide suggest a deep well of unmet needs, and
Anne Frank, whose universally acclaimed diary was written in, and facilitated by, conditions of
extreme danger. Maslow’s theory is not insensible to these obvious exceptions. He noted that
in certain people the creative urge is so strong that it outweighs other needs, including those
considered to be pre-potent in most individuals. He did not go so far as to say that in some
cases self-actualization occurs because of hardship but admitted that it may occur despite
unmet needs. Questions remain, then, about individuals who seem to self-actualize in direct
response to need-threatening conditions.
o How can we achieve Self-Realization?

▪ So how do we achieve Self Realization? What helped the most was to Process
Emotions. Processing emotions involved being very honest about all that was going on
within, and where I was at. Things that one would normally repress, or shun were fully
honored and listened to. Anything that required attention was simply ‘sat with’, without
judgement or expectation. As all of the old repressed emotions were truly felt and
honored, more expansive states of consciousness simply unfolded naturally.
▪ The more that one sheds light and simple loving attention, on all the old blocks,
misunderstandings, and compressed emotions that are present within, the more that one
naturally lightens up. The more one lightens up, the more that all these mystic processes
7 | Page
A.Y 2020–2021
and subtle shifts simply occur for you. The lighter you are the more that you embody all
that you are really meant to be.
● Abraham Maslow ( 1908- 1970)

● “One’s only rival is one’s own potentialities. One’s
only failure is failing to live up to one’s own
possibilities. In this sense, every man can be a
king, and must therefore be treated like a king.”
● The Temperaments
1. Sanguine personality type is described primarily as being highly
talkative, enthusiastic, active, and social. Sanguines tend to be more extroverted and enjoy
being part of a crowd; they find that being social, outgoing, and charismatic is easy to
accomplish. Individuals with this personality have a hard time doing nothing and engage in
more risk seeking behavior.
2. Choleric individuals tend to be more extroverted. They are described as independent,

decisive, goal-oriented, and ambitious. These combined with their dominant, result-oriented
outlook make them natural leaders. In Greek, Medieval, and Renaissance thought, they were
also violent, vengeful, and short-tempered.
3. Melancholic individuals tend to be analytical and detail-oriented, and they are deep thinkers
and feelers. They are introverted and try to avoid being singled out in a crowd. A melancholic
personality leads to self-reliant individuals who are thoughtful, reserved, and often anxious.
They often strive for perfection within themselves and their surroundings, which leads to tidy
and detail-oriented behavior.
4. Phlegmatic individuals tend to be relaxed, peaceful, quiet, and easy-going. They are sympathetic
and care about others, yet they try to hide their emotions. Phlegmatic individuals are also good at
generalising ideas or problems to the world and making compromises.
8 | Page
A.Y 2020–2021
Learning Activity! Take the temperament test

and explain why you think that the result will
suit you.
https://openpsychometrics.org/tests/O4TS/
OUTPUT FOR MODULE 2
a. Read and Understand the Course Syllabus attached herewith.
b. Make your own Johari’s Window. You can ask your friends or family members what they see in you.
c. Present those statements using the MS Word with the following specifications:
i.Short Bond paper (8.5 by 11)

ii.Spacing is 1.5
iii.Font type is Arial
iv. Font size is 12
v. Margin is 1 inch on all sides
vi. Orientation is Portrait
vii. Your name appears at the bottom of the last page Left Justified using the pattern:
Surname, First Name – Course and Section
viii. In saving your file, follow the example:
UTS3-SINGAYAN, PETER MARK-(Course and Section)
Mode of submission will be on Google Classroom
References:
https://www.selfawareness.org.uk/news/understanding-the-johari-window-model#
:~:text=A%20Johari%20window%20is%20a%20psychological%20tool%20created,
understanding%20and%20training%3A%20self-awareness.%20personal%20devel
opment.%20improving%20communications.
https://www.yogapedia.com/definition/5840/self-realization
9 | Page
A.Y 2020–2021
https://andreaoneness.com/self-realization/
https://www.merriam-webster.com/dictionary/self-realization
https://en.wikipedia.org/wiki/Self-realization
https://www.britannica.com/science/self-actualization
https://en.wikipedia.org/wiki/Four_temperaments
http://www.thetransformedsoul.com/additional-studies/miscellaneous-studies/the
-four-human-temperaments
10 | Page

MODULE 3 Understanding The Self

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

MODULE 3 Understanding The Self

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

PHILIPPINE STATE COLLEGE OF AERONAUTICS

Institute of Liberal Arts and Sciences

Social Science Department Second Semester

MODULE 3: Knowing Yourself

Institute of Liberal Arts and Sciences

Social Science Department Second Semester

MLO 1. Getting a grasp of what is the meaning of self

Institute of Liberal Arts and Sciences

Social Science Department Second Semester

By working with others it is possible for you to discover

Some examples of unknown factors can be as follows:

● an ability that is under-estimated or un-tried through

Institute of Liberal Arts and Sciences

Social Science Department Second Semester

● a fear or aversion that a person does not know they have

The Johari window as a tool does have its drawbacks:

Some things are perhaps better not communicated with others.

Some people or cultures have a very open and accepting approach to

Institute of Liberal Arts and Sciences

Social Science Department Second Semester

Institute of Liberal Arts and Sciences

Social Science Department Second Semester

⮚ Self-actualization is at the pinnacle of what Maslow defined as a hierarchy of human needs.

Institute of Liberal Arts and Sciences

Social Science Department Second Semester

● Maslow’s Concept Of Self-Actualization

o How can we achieve Self-Realization?

Institute of Liberal Arts and Sciences

Social Science Department Second Semester

● Abraham Maslow ( 1908- 1970)

2. Choleric individuals tend to be more extroverted. They are described as independent,

Institute of Liberal Arts and Sciences

Social Science Department Second Semester

Learning Activity! Take the temperament test

a. Read and Understand the Course Syllabus attached herewith.

i.Short Bond paper (8.5 by 11)

UTS3-SINGAYAN, PETER MARK-(Course and Section)

Mode of submission will be on Google Classroom

Institute of Liberal Arts and Sciences

Social Science Department Second Semester

You might also like