GSELF Learning Packet Jan2022 ISO

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Saint Louis University Revision No. 01
Effectivity June 07, 2021
School of Teacher Education and Liberal Page 1 of 139
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MODULE IN
UNDERSTANDING THE SELF (GSELF)
DEPARTMENT OF PSYCHOLOGY
SCHOOL OF TEACHER EDUCATION AND LIBERAL ARTS

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.
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COURSE GUIDE
I. Course Title: Understanding the Self
II. Course Overview
A. Introduction
Dear learner,
Welcome to this General Education Course, Understanding The Self (GSELF). Have
you ever asked yourself the question, “Who am I?”. Do you understand why you do what
you do, and why you are how you are? Being in college is a new experience, where
life becomes more serious as you start preparing for your future career, as well as your
adult life. It is then a must that you begin to understand yourself and eventually get to
set your goals while ensuring a healthy well-being and self-esteem.
This course is given a 3-unit credit, and is intended to facilitate an exploration of the
issues and concerns regarding your sense of self to arrive at a better understanding of
yourself. Throughout the term, we shall guide you in integrating personal and
academic experiences that will allow you to appreciate yourselves and others. The course
shall deal with the nature of identity, as well as factors that affect the development
and maintenance of personal identity. It also intends to enable the self to attain a better
quality of life.
There are three modules in this course, each with a set of topics that will facilitate
your understanding of the self. As you go through the different modules, self-reflection as
well as reflection on your life experiences will be of big help for you to understand
and relate with the topics. You may find that some topics are very relevant to your life as
a learner, son/daughter, or friend. Feel free to express your thoughts and emotions
through the journal entries that you will be assigned to do. Know that your instructor is
always willing to assist and guide you throughout your journey in this course. We hope
you enjoy the topics in this course, gain insight and knowledge about yourself. As you
go along each module and unit, there will be some “Reflection” activities and
“Exercises”. These will not be scored, but will help you understand the topic, and more
importantly yourself better.
Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.2
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Watch out for these signs, usually placed at the end of the topic, although not all
topics will require either an assignment or a journal entry. Remember, these are scored,
so take note of these so as not to miss any required task:
SUMMATIVE ASSESSMENTS
Enjoy the course and the semester!
B. Course Learning Outcomes
At the end of the term, you are expected to use the topics for you to:
1.interpret the human experience from various perspectives;

2.integrate the various aspects of the self and identity;
3.explain the factors that influence the development of one’s self and identity;
4. assess one’s values, choices, roles, and priorities in relation with others
and the expectations of the larger community;
5. recognize the connectedness of one’s personhood to the welfare of the
society in co-existence and solidarity;
6.explain the value of the complexity of the human condition;
7. examine the contemporary world from both Philippine and global
perspectives;
8. practice the values of integrity and humility necessary for sustaining
responsibility for one’s actions;
9.organize one’s self for lifelong learning; and
10. apply one’s knowledge, skills, and values for responsible and productive
living.
C. Module and Unit Topics
There are three major parts in this course, which will be subdivided in
the following modular topics.
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A. Knowing the Self which seeks to understand the concept of the self from
various disciplinal perspectives – philosophy, sociology, anthropology and
psychology; East and West Traditional Thoughts – to provide answers to essential
questions such as “What is the Self?” and “Is there even such a construct as
the self?”
B. Unpacking the Self that shall explore some of the various aspects that
make up the self, such as physical, sexual, material, digital, political, and spiritual
self.
C. Managing the Self is the final part of the course that shall explore on
identifying areas of concern for learners like you. It shall delve into topics such as
goal-setting, stress management and other in-trend ways of managing the self.
To be able to achieve the course learning outcomes at the end of
the First Semester, the following will be covered:
MIDTERMS
MODULE I. KNOWING THE SELF: The Self from Various Perspectives
This module discusses the different representations and conceptualizations

of the self from various perspectives. It examines the factors and influences that
shape one’s self. It shall also challenge you to evaluate your sense of self using
these various perspectives as you represent yourself in many areas of your life
experiences.
UNIT 1: Philosophical Perspectives of the Self.
This unit discusses and examines the philosophical perspectives of the self
by early to modern philosophers such as Socrates, Plato, St. Augustine,
Descartes, Locke, Hume, Kant, Freud, Ryle, Churchland and Merleau-Ponty.
UNIT 2: Sociological Perspectives of the Self
This unit discusses how society functions and becomes an influence in the
development of the self. The perspectives of the self by Mead and Cooley, as
a product of modern society will be explored.
UNIT 3: The Self in Contemporary Anthropology
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This unit will delve into analyzing the cultural influences to the development
of the self. This unit will help you analyze the impact of one’s culture to personal
identity. This topic examines the nature of the Filipino self and will cover the
influences of Covar, and Salazar. Triandis’ sampling of the self, depending on the
type of society and culture that one is exposed to will also be examined. This
part is an integration of the sociological and anthropological perspectives.
Before moving to Unit 4, we will look into Western and Eastern

philosophies to differentiate between Individualistic and Collectivistic cultures.
UNIT 4: Psychological Perspectives of the Self
This unit will look into the concept of the ME-self and I-self as proposed by
James, the REAL and IDEAL self by Horney and Rogers, the Self as Proactive and
Agentic by Bandura and the Self as being composed of five trait factors by Costa
and McRae.
MODULE II. UNPACKING THE SELF
This module explores the different dimensions of the self and identity,
the different factors and influences in the development of the self and the
integration of these different aspects of the self into a whole.
UNIT 1: The Physical Self
This unit aims to discuss the self and personal identity as impacted by the
body. It shall provide an opportunity for you to reflect on how culture
and society, and possibly genes, have shaped the way you look into your body
image and develop your self-esteem.
UNIT 2: The Sexual Self
This unit shall examine the nature of sexual self and the aspects of human
sexuality. In addition, the module will provide an understanding of the basic
biology of sexual behavior and the human sexual response. It shall also challenge
you to have a critical analysis of your sexual behavior as it can impact your
relationship with yourself and others by examining how sexualization can have a
major impact on how one understands the self.
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FINALS
UNIT 3: The Material/Economic Self
This unit will delve into the role of material possessions as they contribute to
the definition of the self and how consumer culture contributes to your sense of
self and identity. Reflective guide questions will facilitate your understanding of
your economic self.
UNIT 4: The Political Self
This unit will inspect how political ideologies can influence the sense of self.
It also intends to develop a Filipino identity considering one’s values, traits,
institutional/community traditions.
UNIT 5: The Digital Self
This unit shall discuss the sense of online self and the presentation as well as
impression management of the online self. A critical analysis of the sense of self in
the digital world is explored in this module. It shall challenge you to examine the
boundaries of your online self: public versus private; personal/individual versus
social digital identity; and your gender and sexuality online.
UNIT 6: The Spiritual Self.
This unit of the Unpacking the Self shall explore the practice of religion and
spirituality in defining the sense of self. It shall also examine the functions of rituals,
ceremonies, culture and traditional traits in shaping one’s spiritual self. At the end
of the module, it shall move you to look into your personal ways of
discovering meaning in your life. The topics in this module shall include the
concept of spirituality, Viktor Frankl’s Search for Meaning, and Carl Jung’s
Archetypes.
MODULE III. MANAGING AND CARING FOR THE SELF
This module examines ways to manage and care for the self and identify
conditions conducive to the healthy development of the self.
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UNIT 1: Martin Seligman’s PERMA Model in Managing the Self
This unit will probe on the well-being theory as it impacts one’s pursuits
to happiness. It will goad you to reflect on ways to establish positive
relationships, developing positive emotions, finding meaning and
engagements and celebrating your achievements.
UNIT 2: Grit and Growth Model
This unit shall discuss the concept of Grit and the components and
factors that describe a gritty individual. The module seeks to inspire you to
demonstrate and apply grit in different areas of your life amidst experiences of
failure, adversities and other forms of challenges.
UNIT 3: Goal-Setting Theory
A discussion on strategies to plan and work on achieving personal goals

that pave the way for success shall be the focal point of the last module for the
Short Term period. It shall explore goal-setting theories that can provide
practical ways for you to set, maintain, pursue, and attain goals.
III. Course Study Guide
The key to successfully achieve our intentions for this course is your
participation as demonstrated by the following:
a. Participate in the class/course activities that require your feedback and
response to show your understanding and application of the various
discussions in this course.
b. Complete journal entries that will show your engagement and personal
reflections in the process of scientific thought and mindful learning.
Develop a scholarly final requirement paper that integrates your
progressive learning about this course.
To be on track on the course, the following classroom rules are to be observed.
1. Manage your learning time.

It is advisable to be conscious of the time of our class; post the time and
day of our class schedule on your calendar and place it in a conspicuous
area
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so that you can always be reminded of it. Follow the schedule of course
activities and remind yourself of deadlines. Be guided by our class calendar
in the Google Classroom.
2. Focus your
attention.
Read and understand every part of the module. Modules are prepared
for you to learn diligently, intelligently and independently. Please note that
due to problems on erratic internet connections, concerns on internet
accessibility, and to cooperate with the government in observing community
quarantine protocols, this online course will be delivered asynchronously.
 Asynchronous Online Learning means that our coursework will be

delivered via web, email and message boards. It also means that
lecture will not be done synchronously, where discussions will happen
in real-time and require instant messaging and interactions. One
benefit to asynchronous learning is that you are able to pace yourself.
3. Use Google Classroom.

Our course discussions will be in this virtual learning environment.
 This would mean that in order to access learning modules,
announcements and classwork instructions in the google
classroom, you are required to use your official SLU Gmail addresses.
 To activate your SLU Gmail:
Default username: (your SLU ID Number)@slu.edu.ph

Default password: user!SLU ID Number
THEN Change the default password to your preference.
 Because we will be utilizing the Google Classroom, kindly use

recent and appropriate ID Photo Profile page and official name for
proper identification. Do not make use of a photoshopped photo.
No heavy make-up.
4. Be on track.
Keep abreast of important announcements, discussions and other class
activities by logging in to our google classroom at least thrice a week (if you
can log in daily, do so).
 When there are concerns, queries and points to raise, do not hesitate
to post messages on the comment box that allows everyone to
see
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and comment in return, or send me a private message in our

google classroom or my email address.
 Read all instructions and lessons first before posting questions so as
not to overload our message stream with queries which are
already answered by the lecture and activity instructions.
 When posting any information, query, response or feedback, be polite
and respectful. Rude comments or remarks that may be construed as
personal attacks are not allowed and shall not be
entertained. Likewise, before posting anything, think first before
clicking the send/post button.
 You are responsible for any and all course materials, announcements,
and/or handouts. Find and exchange contact with at least two
classmates if you are unable to access the materials and
announcements posted.
 It is also your responsibility to contact me if you are unable to submit
your assignments on time, unable to take quizzes, and all other forms
of assessment on our course or for any help necessary.
5. Do your best.
We hope that you will not procrastinate. Remember the deadlines when
to turn in your assignments, journal entries and other requirements.
Remember, in order to appreciate this course and not to feel short-
changed, your participation is critical to the success of your learning.
6. Motivate yourself.
You are free to browse and read different materials even prior to doing
the tasks in each unit of the module. However, you need to ensure that you
will not miss any part of the learning module of our course.
7. Academic Integrity must be upheld.

When doing assignments, it is expected that such work has been
scholarly prepared and well thought-of. Do not plagiarize and do not patch
write (the act of making small changes and substitutions to copied source
materials). Our course, GSELF is experiential and personal in nature.
Hence, your personal analysis is deemed necessary.
8. Work Independently.
Lastly, you are the learner, hence, your active engagement in our Distant
Learning Mode for this course and your honest preparation and the
writing of your own course assignments/requirements are indications
of your
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commitment to uphold your values of competence, creativity, social

involvement and Christian spirit as a Louisian.
III. Study Schedule
Schedule Topic Learning Activities

Outcomes
MODULE I KNOWING THE SELF
Unit 1 Philosophical Perspectives
WEEK 1 1. Discuss the different Engage: “Who am I?”
representations and Explore: Interpreting quotes about
conceptualizations of the self from philosophers
the self from the Explain:
philosophical Philosophical perspectives:
perspectives. a. Ancient and Medieval
b. Modern
2. Evaluate how the self has c. Contemporary
been represented from Elaborate: Sense experience -
the philosophical What I saw, What I heard,
discipline and What I tasted, What I learned;
perspective. My
personal story about the struggle
3. Examine how one’s among Plato’s 3 aspects of the
philosophy influence, Psyche
and Evaluate: Assessing the self in
shape the self. connection to a philosophy
4. Demonstrate critical and

reflective thought by
developing a theory of
the self from a
philosophical standpoint.
Unit 2 Sociological Perspectives
WEEK 2 1. Discuss the different Engage: How is my self shaped by
representations and the society I am in?
conceptualizations of the Explore: How one's "Social Mirrors"
self from sociological have contributed to the
perspectives. development of his
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self-concept
2. Evaluate how the self Explain:
has Sociological Theories of:
been represented by a. Emile Durkheim
the sociological b. Charles Cooley
discipline and c. George Mead
perspective. Elaborate: Integrate the above
theories and the concepts from
3. Examine how society the article of Clemen Aquino
influence and shape in the context of Filipino
the self. socialization.
Evaluate: self-identity from
4. Demonstrate critical and a sociological standpoint
the self from a sociological
standpoint.
Unit 3 Anthropological Perspectives
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WEEK 2 1. Discuss the different Engage: My Cultural Favorites

representations and Explore: Dyad/Triad/Group
conceptualizations of the discussions centering on
self from the similarities/differences of self-
anthropological representations and
perspective. conceptualizations across culture
Explain:
2. Evaluate how the self has a. Prospero Covar’s
been represented by the perspective
anthropological discipline b. Zeus Salazar’s perspective
and perspective. c. Triandis’ study
Elaborate: Individualistic and
3. Examine how culture Collectivistic Cultures; Eastern
influences and shapes Perspectives
the Evaluate: Reflect on how the self is
self. embedded in one's culture
4. Demonstrate critical
and reflective thought by
the self from an
anthropological
standpoint.
Unit 4 Psychological Perspectives
WEEK 3 1. Discuss the different Engage: Are you for real? Are
representations and you true to yourself?
conceptualizations of Explore: Discover the proactive
the self from the and agentic self.
psychological Explain:
perspectives. Theories of:
a. William James
2. Evaluate how the self b. Karen Horney
has been represented c. Carl Rogers
by the psychological d. Albert Bandura
discipline and Elaborate: Real vs Ideal Self
perspectives. Evaluate: Summative Assessment:
Albert Bandura’s Core Features of
3. Examine the
Human Agency
psychological factors,
and
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forces that shape the self.
4. Demonstrate critical and

the
self from a psychological
standpoint.
MODULE II UNPACKING THE SELF
Unit 1 The Physical Self
WEEK 3 1. Explore the Engage: “How many ‘like this’
different aspects of do you have?”
self and identity. Explore: Quickie Survey: “What do
men and women find
2. Demonstrate critical, attractive?” Explain:
reflective thought in a. Body Image
integrating the various b. Cultural and Media
aspects of self and Influences on Beauty
identity. Elaborate: Examining what parts
of the body continue to
3. Identify the develop through the ages;
different forces Integrate conceptions of beauty
and institutions that and self esteem by answering
impact the development and reflecting on the Body
of Esteem and Self-esteem Scale.
various Evaluate: Letter to my 14-year old
aspects of self and self
identity.
4. Examine one’s self against

the different aspects of
self.
5. Explain how the

different aspects of the
self will be valuable in
the
different roles they play.
Unit 2 The Sexual Self
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WEEK 4 1. Explore the Engage: Gender Lightbulb

different aspects of exercise for acknowledging and
self and identity. challenging gender stereotypes.
Explore: The Gender Bread Person
2. Demonstrate critical, Explain:
reflective thought in a. Sexual Health
integrating the various b. Sexuality
aspects of self and c. Sexualization
identity. Elaborate: Sexual Health: Myth or
Fact?
3. Identify the different forces Evaluate: Quickie survey: In what
and institutions that impact particular order do you intend to
the development of experience falling in love, getting
various married, having sex and having
aspects of self and children? - coded as LMSC;
identity. Reflect on how you can achieve
Mature Human Sexuality
4.Examine one’s self against
the different aspects of the
self.
5. Explain how the

different aspects of the
self will be valuable in
the different roles they
play.
WEEK 4 Midterm Exam
Unit 3 The Material Self
WEEK 5 1. Explore the Engage: Classify needs and
different aspects of wants after coming up with a
self and identity. shopping list after Community
Quarantine. Explore: Statistics on
2. Demonstrate critical, Filipino consumer behavior
reflective thought in Explain:
integrating the various a. Possessions as
aspects of self and Extension of the Self
identity. b. Consumer
Psychology
3. Identify the c. Needs and Wants;
different forces Budgeting
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and institutions that Elaborate: Why are we

impact attached to objects?
the development of Evaluate: 30-year strategic
various aspects of self and financial plan after graduation.
identity.

self.
5. Explain how the different

aspects of the self will
be valuable in the
different
roles they play.
Unit 4 The Political Self
WEEK 5 1. Explore the Engage: Taking a Stand Exercise
different aspects of Explore: Facts about Politics
self and identity. Explain:
a. Developing a Filipino
2. Demonstrate critical, Identity, Values, and
reflective thought in Traits
integrating the various b. Community and
aspects of self and Institutional Factors
identity. Elaborate: Reflect on how
political issues affect the self
3. Identify the Evaluate: Journal entry on political
different forces and social issues developing one's
and institutions that patriotism
impact
the development of
various aspects of self and
identity.

self.

aspects of the self will be
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valuable in the different

roles they play.
Unit 5 The Digital Self
WEEK 5 1. Explore the Engage: “Who are you online?”;
different aspects of Identify one's reason for the
self and identity. choice of Social media profile
pictures.
2. Demonstrate critical, Explore: Pros and cons of online
reflective thought in interaction
integrating the various Explain:
aspects of self and identity. a. Online Identity
b. Impression Management
3. Identify the Elaborate: “What do my posts
different forces online say about my self?”
and institutions that Evaluate: Similarities and
impact the development differences of one’s Digital self
of vs. Real self
various
aspects of self and
identity.

self.
Explain how the different

roles they play.
Unit 6 The Spiritual Self
WEEK 6 1. Explore the Engage: How important is
different aspects of spirituality to your life now?
self and identity. Explore: Viktor Frankl’s Search
for Meaning
2. Demonstrate critical, Explain:
reflective thought in a. Spirituality vs Religion
integrating the b. Viktor Frankl’s Search for
various aspects of self Meaning
and c. Carl Jung’s Archetypes
identity.
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3. Identify the Elaborate: My

different forces Strongest Archetype
and institutions that Evaluate: In what ways can I find
impact meaning in my life?
the development of
various aspects of self and
identity.

self.

roles they play.
MODULE III MANAGING AND CARING FOR THE SELF
Unit 1 Martin Seligman’s PERMA Model
WEEK 6 1. Explain the theoretical Engage: Gratitude Exercise
underpinnings on how to Explore: PERMA Scale
manage and care for Explain:
different aspects of the a. PERMA Model
self b. Positive Psychology
Elaborate: Gratitude and Well-
2. Identify conditions being
which are conducive for Evaluate: My Character Strengths
the development and
improvement of the self.
3. Create an action plan on

how the acquired
knowledge and skills may
be used for improving
one’s
self and functioning for a
better quality of life.
4. Evaluate the potential

effectiveness and
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efficiency of the
action plan.
Unit 2 Grit and Growth Model
WEEK 7 1. Explain the theoretical Engage: How come people of the
underpinnings on how to same intelligence differ with
manage and care for the regards to their achievements?
different aspects of the Why are some more
self. successful than others? What
could be the factors affecting
2. Identify conditions this difference?
which are conducive for Explore: The Grit Scale
the development and Explain:
improvement of the self. a. Psychological Assets of
Gritty People
3. Create an action plan on b. Growth vs. Fixed
how the acquired Mindset Elaborate: Reflection
knowledge and skills may on how to be more gritty
be used for improving Evaluate: Assess and transform
one’s one’s fixed mindset statements
self and functioning for a
better quality of life.

effectiveness and
efficiency of the
action plan.
Unit 3 Goal-Setting Theory
WEEK 7 1. Explain the theoretical Engage: “What if I do not set
underpinnings on how to goals?”; Listen to an
manage and care for inspirational story on setting
different aspects of the targets,
self e.g., Howard Hill the archer
Explore: Identify the different
Identify conditions which skills, talents or resources they
are conducive for the have not yet fully utilized on
development and current area of concern (e.g.,
improvement of the time management).
self. Explain:
a. Goal setting theories
3. Create an action plan on
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how the acquired b. How can we Best Achieve

knowledge and skills may Goals We Have Set?
be used for improving Elaborate: Goal-setting - My
one’s self and functioning Hierarchy of Goals and how I
for a better quality of life plan to achieve them
Evaluate: Hierarchy of goals
effectiveness and
efficiency of the
action plan.
WEEK 7 Final Exams
IV.Evaluation
Grades are earned. Your grade is determined by your participation and

performance on the various learning assessments in the course, whether it is done
individually or as a group.
To pass this course, you must:

1. Read all course readings and answer the assessment quizzes and reflection
guide exercises
2. Participate in the asynchronous online discussions.
3. Turn in (submit) required assignments and journal entries on or before the
deadline.
4. Take the Midterm and Final Examination
Formative Assessment (Ungraded)

You are required to answer pre-assessment quizzes (diagnostics) and self-
assessment activities as these will provide me a feedback of your understanding
of the course. These will not be graded, but instead are designed as review
management tools to prepare you for graded quizzes and examinations. It will
also provide you information on the progress of your learning and the areas in
which you need to improve on in order for me to assist and reinforce.
Evaluative Assessment Activities (Graded Activities)
 Graded quizzes per term shall be done.

 Assignments shall be accomplished.
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 Journal Entries shall be graded.

 Midterm and Final examinations shall be conducted.
V. Technological Tools
To be able to accomplish all the tasks in this course, you will be needing the
following software applications: Word Processing, Presentation, Publication
and Spreadsheet. You will find this embedded in your Gmail. All materials and
activities will be facilitated through the Google Suite Application available for
you as subscribed by Saint Louis University.
Grading System
Midterm Grade
Journals & Assignment = 25%
Quizzes = 25%
Midterm Exam = 50%
Tentative Final Grade

Journals & Assignment = 25%
Quizzes = 25%
Final Exam = 50%
Final Grade
50% MG + 50% TFG = 100%
VI.Contact Information of the Facilitator
My contact information is solely for academic and pertinent information

only. Thus, you are asked to kindly keep this information confidential. Do not share
these to others.
For your inquiries, please be guided by the following:

*You may consult me anytime from 9:00am to 5:00pm,
Monday to Friday, by sending me an e-mail to . Should your message
not be answered right away, please just wait. I will address your concern as soon
as I am able to.
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*For concerns and consultations sent beyond 5:00pm and on days not
specified above, they will be attended to the following work day.
DEPARTMENT CONTACT NOS.:

STELA DEAN'S OFFICE CONTACT NOS.: 0938-757-7842 OR 0953-134-9220
Prepared by:
The Psychology Department
ASSIGNMENT GUIDE
The Journal Entries in Understanding the Self are designed for the engagement
and reflection of the student-learner. These are important supplementary learning
aids to the modules sent to you.
Accomplishing these journals are vital in the process of exploration, discovery,
and true understanding of YOUR self. There are prompts in your modules to
indicate these journal entries you need to do.
MODULE 1. Knowing the Self
***JOURNAL ENTRY #1: “I act therefore, I am.” (MIDTERMS)
Inventory of my 24 hours
 Make an honest inventory of how you spent your typical 24 hours in the
last week or so
 Tabular format: start from the moment you woke up until you sleep at
night Column 1 : time or time duration
Column 2: activity/ies
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 Make a short reflection on how your dominant activities shape your

emotions, thoughts, perspectives and how you see yourself. Be sure
to incorporate concepts that your learned from the Philosophical
Perspectives.
***JOURNAL ENTRY #2: My weakest link, Vicarious Solutions (MIDTERMS)
 Determine any facet of your skill set which is concerning you lately
(e.g., resolving a conflict, playing the guitar, quadratic equations, etc.)
 Utilizing Albert Bandura’s concept on utilizing Vicarious experiences to
develop self-efficacy, look for any material on the internet that suggests a
plausible solution to your area of weakness. Screen capture the material or
part of it.
 Make a 5-sentence reflection about the suggested solution.
MODULE 2. Unpacking the Self
***JOURNAL ENTRY # 3: Taking care of the Vessel (FINALS)
 Cut and paste any specific material from the internet on how you can
make your “vessel” beautiful.
 Examples: treating acne; diet plan; exercise plan; treating a bad body
smell, cost of dental procedures, etc.
 Make a 10-sentence reflection integrating what you learned from the
Module II – Unpacking the Self
***JOURNAL ENTRY # 4: “Finding Joy” (FINALS)

 Define what makes you joyful.
 You can do a 1-minute video, a poem or a song (original or otherwise); or
cut and paste an image/picture of it/him/her/them.
 Reflect on how it deepens meaning in your life. (5 to 10 sentences)
Each journal entry is given 10 points, and your output shall be evaluated using this
rubric:
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Rubric for Grading Journal Entry
CRITERIA Strong (3 points) Satisfactory (2 points) Weak (1 point)
Purpose Introduces and presents Introduces and Introduces and presents

reflections and learnings presents reflections the reflections poorly;
effectively and clearly; adequately purpose is generally
unclear
Strong (4 points) Satisfactory (3-2 points) Weak (1 point)
Cohesion The writer shows clear The writer shows Writing is incoherent and
and Insight evidence of having evidence of having shows little or no insight;
understood and read, understood, and there is no evidence that
synthesized course correctly applied the the writer has
concepts into their course concepts to understood course
personal reflection; the their personal reflection concepts
application of concepts to
the assigned topic is
exceptional
Strong (3 points) Satisfactory (2 points) Weak (1 point)
Creativity The writer offered an The paper offered The paper was not
imaginative new insight or an imaginative idea complete and offered
a very interesting idea no new information or
new insight
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Assignments are designed to assess how you are

able to summarize, integrate, and apply the
concepts and insights you have learner.
MODULE 1. Knowing the Self
Assignment #1: Integrative Output of the SELF
I. Output : A short reflective integration of concepts from Module 1, including

Journal Entries 1 and 2.
II. Rationale : The rationale behind the assignment is for you
demonstrate how you are able to apply the different disciplinal
perspectives in understanding and appreciating YOUR self.
III. Specific Guidelines:
A. Go over the lessons and concepts from Module 1 and two journal
entries. Reflect on how much you have discovered about the SELF since
you started this course.
B. Explain in not more than 200 words, how the different disciplinal
perspectives have contributed to your understanding of your self.
C. This integrative assignment should not exceed 1 short bond paper. If

encoded, you must use Century Gothic/Times New Roman/Arial font
size 12, single space, 1 inch margin on all sides. Handwritten output
is also acceptable as long as your penmanship is clear and
legible.
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IV. Evaluation Tool
Critical Thinking 5 4 3 2
Rich in content; Plenty Substantial Lacks

information; information;
Clear and information;
Evidence of Little
Insightful;
Evidence of evidence of
Was able to evaluations and synthesis and
clearly evaluations
evaluate and synthesis of evaluation
previous and
synthesis of previous
synthesize discussions discussions and
previous and real life previous real life
discussions situations; discussions situations;
and real life and real-life
Conclusions Almost all
situations;
were conclusions
situations; Most
Relevant were too
drawn, but conclusions vague
connections some were too were too
and vague vague
conclusion
s were
drawn.
Personal 5 4 3 2
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Reflections Conveys strong Evidence of Ample Little or no

personal evidence of evidence of
evidence of experience. personal personal
reflection
Displays connection connection
on own
growth and
work. experience. experience.
awareness
Displays
through few Displays Growth and
significant realizations, personal
personal growth and awareness
inferences and were not
growth and
awareness evident in the
examples.
awareness through
Synthesizes output. Vague
through general
real-life
realizations, realizations and
experience, realizations,
inferences and previous inferences were
learning and inferences and
concrete future made. Little
examples. examples. Little
expectations. or no
Synthesizes evidence of evidence of
personal
experience, synthesis of synthesis of
previous personal
personal experience
learning and and
experience
future
and previous previous
expectations
learning. Not learning.
.
much
thought
Integration of 5 4 3 2
Knowledge
Concepts are Applied concepts To a certain Does not
extent, there demonstrate
integrated into learned in the is application that the author
course. Some of concepts has fully
the
of the learned in the understood and
writer’s/present
er’s own conclusions, course. applied concepts
insights. The however, are not
learned in the
supported in the
writer provides course.
body of the
concluding paper.
remarks
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that show
analysis
and synthesis of
ideas.
MODULE 2. Unpacking the Self

Assignment #2: A Worthy Louisian Missionary Professional
I. Output : An integration of the concepts and insights from Module 2, and Journal
Entries 3 and 4.
II. Rationale : The rationale behind the assignment is for you demonstrate how
you are able to apply what your learned from “Unpacking the Self” to your life
as a Future Louisian Missionary Professional
A. Go over the concepts and lessons from Module 2 as well as your journal
entries and reflect on how you can make use of these to transform you
into the Louisian Missionary Professional in your chosen field.
B. In bullet form, explain in two to three sentences how the insights from
the different dimensions of the self will be used in your future
profession.
C. Template:
 Physical Self -
 Material/Economic Self -
 Political Self -
 Digital Self -
 Spiritual Self -
D. Take note that your output must show the appropriate and concrete
ways you can use the insights to be a worthy Louisian professional
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(doctor, engineer, lawyer, entrepreneur, accountant, educator, nurse,

etc)
E. This integrative assignment should not exceed 1 short bond paper. If

encoded, you must use Century Gothic font size 12, single space, 1 inch
margin on all sides. Handwritten output is also acceptable as long as
your penmanship is clear and legible.
IV. Evaluation Tool
Personal 9-10 7-8 6-5 4

Reflections
Conveys strong Evidence of Ample Little or no

evidence of personal evidence of evidence of
reflection experience. personal personal
on own Displays connection
work. growth and experience. connection
Displays awareness Displays experience.
significant through few personal
personal realizations, growth and Growth and
growth and inferences and awareness
awareness examples. through awareness
through Synthesizes general were not
realizations, real-life realizations, evident in the
inferences and experience, inferences and output. Vague
concrete previous examples. Little
examples. learning and evidence of realizations and
Synthesizes future synthesis of
personal expectations. personal inferences were
experience, experience made. Little
previous and previous or no
learning and learning. Not
evidence of
future much
expectations thought synthesis of
. personal
experience
and
previous
learning.
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Integration of 5 4 3 2
Knowledge
Concepts are Applied concepts To a certain Does not
integrated into learned in the extent, there demonstrate
the course. Some is application that the author
writer’s/present of the of concepts has fully
er’s own conclusions, learned in the understood and
insights. The however, are not course. applied concepts
writer provides supported
concluding learned in the
remarks course.
that show
analysis
and synthesis of
ideas.
IMPORTANT! SUMMATIVE ASSESSMENTS

The Summative Assessments for Understanding the Self are found in separate
Word Document or PDF files. (please see attachments A, B, C, and D)
These are designed to evaluate how much you have understood the lessons
and how capable you are in applying the concepts and insights learned in our
course.
Accomplishing these summative assessments (quizzes & examinations) are
important for the completion of this course.
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GSELF
COURSE LEARNING OUTCOMES

At the end of the module, you should be
able to:
1. Interpret the human experience from
various perspectives;
2. Integrate the various aspects of the
self and identity;
3. Explain the factors that influence the
development of one’s self and identity;
4. Assess one’s values, choices, roles,
and priorities in relation with others and
the expectations of the larger
community;
5. Recognize the connectedness of
one’s personhood to the welfare of
the society in co-existence and
solidarity;
6. Explain the value of the complexity of
the human condition;
7. Examine the contemporary world from
both Philippine and global
UNDERSTANDING THE perspectives;
8. Practice the values of integrity and
SELF humility necessary for sustaining
responsibility for one’s actions;
9. Organize one’s self for lifelong learning;
and
10. Apply ones knowledge, skills, and
values for responsible and productive
living.
Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.
30
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Table of Contents
OVERVIEW
Module I. KNOWING THE SELF 40
Unit 1: The Philosophical Perspectives of the Self 40
Unit 2: Sociological Perspectives 51
Unit 3: Anthropological Perspectives 58
Unit 4: Psychological Perspectives 67
Module II. UNPACKING THE SELF 74
Unit 1: THE PHYSICAL SELF 74
Unit 2: THE SEXUAL SELF 84
Unit 3: THE MATERIAL SELF 95
Unit 4: THE POLITICAL SELF 100
Unit 5: THE DIGITAL SELF 104
Unit 6: THE SPIRITUAL SELF 111
Module III. MANAGING AND CARING FOR THE SELF 117
Unit 1: Martin Seligman’s PERMA Model 117
Unit 2: Grit and Growth Mindset 125
Unit 3: Goal-Setting 131

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OVERVIEW
Module I. KNOWING THE SELF

This module shall discuss the different representations and conceptualizations
of the self from various perspectives. It will examine the factors and influences that
shape one’s self. It shall also challenge you to evaluate your sense of self using these
various perspectives as you represent yourself in many areas of your life experiences.
Unit 1: Philosophical Perspectives of the Self

Topic Learning Outcomes:
1. Discuss the different representations and conceptualizations of the self from the
philosophical perspectives;
2. Evaluate how the self has been represented from the philosophical discipline
and perspective;
3. Examine how one’s philosophy influence, and shape the self; and
4. Demonstrate critical and reflective thought by developing a theory of the self
from a philosophical standpoint.
Engage: “Who am I?”

Explore: Interpreting quotes about the self from philosophers
Explain:
Philosophical perspectives:
a. Ancient and Medieval
b. Modern
c. Contemporary
Elaborate: Exercise on sense experience - What I saw, What I heard, What I tasted,
What I learned; My personal story about the struggle among Plato’s 3 aspects of the
Psyche
Evaluate: Assessing the self in connection to a philosophy
Unit 2: Sociological Perspectives

1. Discuss the different representations and conceptualizations of the self from
sociological perspectives;
2. Evaluate how the self has been represented by the sociological discipline and
perspective;
3. Examine how society influence and shape the self; and
4. Demonstrate critical and reflective thought by developing a theory of the self from a
sociological standpoint.
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Engage: How is my self shaped by the society I am in?

Explore: How one's "Social Mirrors" have contributed to the development of his self-
concept
Explain:
Sociological Theories of:
a. Emile Durkheim
b. Charles Cooley
c. George Mead
Elaborate: Integrate the above theories and the concepts from the article of
Clemen Aquino in the context of Filipino socialization.
Evaluate: Construct a concept map of the self- identity from a sociological standpoint
Unit 3: Anthropological Perspectives

anthropological and cultural perspectives;
2. Evaluate how the self has been represented by the anthropological discipline and
diverse worldview perspectives;
3. Examine how culture influences and shapes the self; and
4. Demonstrate critical and reflective thought by developing a theory of the self from an
anthropological-cultural standpoint.
Engage: My Cultural Favorites

Explore: Dyad/Triad/Group discussions centering on similarities/differences of self-
representations and conceptualizations across culture
Explain:
a. Prospero Covar’s perspective
b. Zeus Salazar’s perspective
c. Triandis’ study
Elaborate: Individualistic and Collectivistic Cultures; Eastern perspectives
Evaluate: Reflect on how the self is embedded in one's culture
Unit 4: Psychological Perspectives

psychological perspectives;
2. Evaluate how the self has been represented by the psychological discipline and
perspectives;
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3. Examine the psychological factors, and forces that shape the self; and
4. Demonstrate critical and reflective thought by developing a theory of the self from a
psychological standpoint.
Engage: Are you for real? Are you true to

yourself? Explore: Discover the proactive and
agentic self. Explain:
Theories of:
a. William James
b. Karen Horney
c. Carl Rogers
d. Albert Bandura
Elaborate: Real vs Ideal Self
Evaluate: Summative Assessment: Albert Bandura’s Core Features of Human Agency
Module II. UNPACKING THE SELF

This module shall explore the different aspects of the self and identity, the
different factors and influences in the development of the self and the integration of these
different aspects of the self into a whole.

1. Explore the different aspects of self and identity;
2. Demonstrate critical, reflective thought in integrating the various aspects of self and
identity;
3. Identify the different forces and institutions that impact the development of
various aspects of self and identity;
4. Examine one’s self against the different aspects of self; and
5. Explain how the different aspects of the self will be valuable in the different roles they
play.
Unit 1: The Physical Self
Engage: “How many ‘like this’ do you have?”
Explore: Quickie Survey: “What do men and women find attractive?”
Explain:
a. Body Image
b. Cultural and Media Influences on Beauty
Elaborate: Examining what parts of the body continue to develop through the ages;
Integrate conceptions of beauty and self-esteem by answering and reflecting
on the Body Esteem and Self-esteem Scale.
Evaluate: Letter to my 14-year old Self
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Unit 2: The Sexual Self

Engage: Gender Lightbulb exercise for acknowledging and challenging gender
stereotypes.
Explore: The Gender Bread Person
Explain:
a. Sexual Health
b. Sexuality
c. Sexualization
Elaborate: Sexual Health: Myth or Fact?
Evaluate: Quickie survey: In what particular order do you intend to experience falling in
love, getting married, having sex and having children? - coded as LMSC; Reflect on how
you can achieve Mature Human Sexuality
Unit 3: The Material/Economic Self

Engage: Classify needs and wants after coming up with a shopping list after
Community Quarantine.
Explore: Statistics on Filipino consumer behavior
Explain:
a. Possessions as Extension of the Self
b. Consumer Psychology
c. Needs and Wants; Budgeting
Elaborate: Why are we attached to objects?
Evaluate: My 30-year Material/Economic Self goal plan after graduation.
Unit 4: The Political Self

Engage: Taking a Stand Exercise
Explore: Facts about Politics
Explain:
a. Developing a Filipino Identity, Values, and Traits
b. Community and Institutional
Factors Elaborate: Reflect on how political issues affect
the self Evaluate: Journal entry on political and social issues
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Unit 5: The Digital Self

Engage: “Who are you online?” Identify one's reason for the choice of Social media
profile pictures.
Explore: Pros and cons of online interaction
Explain:
a. Online Identity
b. Impression Management
Elaborate: “What do my posts online say about myself?”
Evaluate: Similarities and differences of one’s Digital self vs. Real self
Unit 6: The Spiritual Self

Engage: How important is spirituality to your life
now? Explore: Viktor Frankl’s Search for Meaning
Explain:
a. Spirituality vs Religion
b. Viktor Frankl’s Search for Meaning
c. Carl Jung’s Archetypes
Elaborate: Journal Entry: My Strongest Archetype
Evaluate: In what ways can I find meaning in my life?
Module III. MANAGING AND CARING FOR THE SELF

This module shall examine ways to manage and care for the self and identify

1. Explain the theoretical underpinnings on how to manage and care for different
aspects of the self;
2. Identify conditions which are conducive for the development and improvement of
the self;
3. Create an action plan on how the acquired knowledge and skills may be used for
improving one’s self and functioning for a better quality of life; and
4. Evaluate the potential effectiveness and efficiency of the action plan.
Unit 1: Martin Seligman’s PERMA Model in Managing the Self
Engage: Gratitude Exercise

Explore: PERMA Scale
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Explain:
a. PERMA Model
b. Positive Psychology
Elaborate: Gratitude and Well-being
Evaluate: My Character Strengths
Unit 2: Grit and Growth Model

Engage: How come people of the same intelligence differ with regards to their
achievements?
Why are some more successful than others? What could be the factors
affecting
this difference?
Explore: The Grit Scale

Explain:
a. Psychological Assets of Gritty People
b. Growth vs. Fixed Mindset
Elaborate: Journal Entry: How can I be grittier?
Evaluate: Assess and transform one’s fixed mindset statements
Unit 3: Goal-Setting Theory

Engage: “What if I do not set goals?”; Listen to an inspirational story on setting targets,
e.g., Howard Hill the archer
Explore: Identify the different skills, talents or resources they have not yet fully
utilized on current area of concern (e.g., time management).
Explain:
a. Goal setting theories
b. How can we Best Achieve Goals We Have Set?
Elaborate: Journal Entry: Goal-setting: My Hierarchy of Goals and how I plan to achieve
them.
Evaluate: Hierarchy of goals
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References:
A. Main Reference/s:
Chafee, J. (2013) Who are you? Consciousness, Identity and the Self. In the
Philosopher's Way: Thinking Critically about Profound Ideas. Pearson. 106 — 169.
Villafuerte, S., Quillope, A., Tunac R., and Borja, E. (2018). Understanding the Self.
Nieme Publishing House Co. Ltd., Rm. 413 Villasi Mansion, N. Domingo St., Brgy.
Kunlaran, Cubao, Quezon City, Philippines.
B. Journals:
Aquino, C. (2004). Mula sa Kinaroroonan: "Kapwa, Kapatiran" and "Bayan" in Philippine
Social Science, Asian Journal of Social Science, 32 (1), 105-139.
Belk (2013). Extended Self in a Digital World. Journal of Consumer Research. 40. 3. 477 —
500. “Comprehensive List of LGBTQ and Vocabulary Definitions.” It’s Pronounced
Metrosexual, 12 Nov. 2016.
Covar, Prospero. "Kaalamang Bayang Dalumat ng Pagkataong Pilipino." Sa kanyang
Larangan: Seminal Essays on Philippine Culture. Maynila: NCCA, 1998. mp. 9- 19.
Ellison et. Al. (2006). Managing Impressions online: Self presentation processes in the online
dating environment. Journal of Computer Mediated Communication. 11. 415
— 441. Doi: 10.1114.1083-6101.2006.00020x
Gillian, R. (2006) The Evolutionary Psychology of Facial Beauty. Annual Review of
Psychology. 57, 199-226.
Gonzales & Hancock (2010). Mirror, Mirror on my FB Wall: Effects of Exposure to FB on self-
esteem. Cyberpsychology, Behaviour and Social Networking. Doi:
10.1089/cyber.2009.0411 (For the topic, Unpacking The Self - The Digital Self) Harter,
S. (1996). Historical Roots of Contemporary Issues Involving the Self Concept. In
Bracken (ed)
Heyman, J., & Ariely, D. (2004). Effort for Payment. A Tale of Two Markets. SAGE Journal
Human Reproduction Programme, World Health Organization, 2006
McLeod, B. (1984). “In the Wake of Disaster”, Psychology Today, 18(October), 54-57.
“Sexual Orientation & Gender Identity.” Unitarian Universalist Association, 12 Nov.
2016.
Triandis (1989). The self and social behavior in differing cultural contexts. Psychol.Rev. 96.3.
506520. ” Understanding Gender.” Gender Spectrum, 12 Nov. 2016.
Zimmerman, B. (2002). Becoming Learner: Self-Regulated Overview. Theory into Practice,
41(2), 64-70. Doi:10.1207/s15430421tip4102_2
C. Books:
Bandura, A. (1999). Social Cognitive Theory of Personality. In Pervin and John (eds)
Handbook of Personality Theory and Research. 2™ ed. Guilford Press 134 — 194.
(For the topic, The Self from Various Perspectives - The Self in Western and
Oriental/Eastern Thought) De Mello, M. (2014). Beautiful Bodies. Body Studies:
An Introduction. Routledge.
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Diokno, MS (1997). Becoming a Filipino Citizen. In Perspectives on Citizenship and

Democracy. UP Third World Studies Center. 17 — 38 (For the topic, Unpacking the
Self - The Political Self)
Duckworth, A. (2016). Grit: The power of passion and perseverance. New York, NY, US:
Scribner/Simon & Schuster.
Dweck, C. (2008) Mindset: the new psychology of success New York: Ballantine Books.
Frankl, V. (1959) Man’s Search for Meaning: An Introduction to Logotherapy.
Especially Part 2: Basic Concepts of Logotherapy. 149-210. (For the topic, Unpacking
the Self –
The Spiritual Self)
Geertz, C. (1973). The Impact of the Concept of Culture and the Concept of Man. 33
— 54 and Person, Time and Conduct in Bali. 360 — 411. In The Interpretation of
Culture. Basic Books. (For the topic, The Self from Various Perspectives -
Anthropology)
Goffman, E. (1961) Asylums, New York: Doubleday. (1971), Relations in Public:
Microstudies of the Public Order, New York: Basic Books.
Johnson, T. (1985) The Western Concept of Self. In Marsella (ed.) Culture and Self:
Asian and Western Perspectives. Tavistock Publications. 91-138 (For the topic, The Self
from Various Perspectives - The Self in Western and Oriental/Eastern Thought)
Locke, E. (2002). Setting Goals for Life and Happiness. In Snyder & Lopez (eds.)
Handbook of Positive Psychology. Oxford University Press. 299 — 312. (For the
topic, Managing and Caring for the Self)
Neudorf, A. Smets, K. Political Socialization and the Making of Citizens
https://www.oxfordhandbooks.com 2017
Walther (2007). Selective self-presentation in computer mediated communication:
Hyperpersonal dimensions of technology, language and cognition. Computers
in Human Behavior. 23. 2538 — 2557.
Villafuerte, S. Quillope, A. Tunac, R. Borja, E. Understanding the Self, NIEME Publishing
House Inc., Quezon City 2018
Ziatcita, F. (1997). Barriers and Bridges to a Democratic Culture. In Perspectives on
Citizenship and Democracy. UP TWSC. 39 — 68 (For the topic, Unpacking the Self
- The Political Self)
D. Electronic References
Love and Relationships Inventory
http://wendyfry.com/wpcontent/uploads/2014/08/Love-and-Relationship-
Inventory1.pdf Myths and facts about sexual health at
http://www.pbs.org/inthemix/educators/lessons/sex1/myths.html
Nielsen (2016). ‘Filipino Consumers Are Most Optimistic in the World in Q2 2016’, 2
August. Retrieved from
http://www.nielsen.com/ph/en/insights/news/2016/filiinoconsumers-aremost-
optimistic-in-the-world-in-q2-2016.html/
Piff, P., et.al. (2012) Higher Social Class Predicts Increased Unethical Behavior. National
Academy of Sciences. Retrieved from http://www.pnas.org/content/109/11/4086.full
Rosenberg, M. (1965). Rosenberg Self-esteem Scale. Society and the adolescent
selfimage. Princeton, NJ: Princeton
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Tan, Michael article at http://pcij.org/stories/stress-and-the-filipino/

The genderbread person at https://www.genderbread.org/
UniversityPress.http://fetzer.org/sites/default/files/images/stories/pdf/selfmeasures/Self_
M easures_for_Self-Esteem_ROSENBERG_SELF-ESTEEM.pdf
https://www.wattpad.com/19719649-philippine-history-filipino-traits-and-
characteristics https://utsged101portfolio.wordpress.com/section-1-the-political-
self-developing-activecitizenship/
Module I. KNOWING THE SELF

This module discusses the different representations and conceptualizations of the
self from various perspectives. It examines the factors and influences that shape one’s
self. It shall also challenge you to evaluate your sense of self using these various
perspectives as you represent yourself in many areas of your life experiences.
Unit 1: PHILOSOPHICAL PERSPECTIVES OF THE SELF

This unit discusses and examines the philosophical perspectives of the self by
early to modern philosophers such as Socrates, Plato, St. Augustine, Descartes, Locke,
Hume, Kant, Freud, Ryle, Churchland and Merleau-Ponty.
ENGAGE
WHO AM I?
-I am a highly ambitious person with big dreams for my future. I love my parents and
siblings a lot. I want to become a successful man one day. And I believe I am an
empathetic person. I like reading books in my free time.
EXPLORE
You have probably heard of different sayings and quotes. Try to

interpret what the following philosophical sayings mean:
“It is not enough to have a good mind; the main thing is to use it
well.” “But only he who, himself enlightened, is not afraid of
shadows.” “Know Thyself.”
“Personal Identity depends on Consciousness not on Substance”.
To understand these sayings, and more importantly yourself better, let us
discuss the different philosophical perspectives.
EXPLAIN
*What is Philosophy?
-Simply a search for a general understanding of values and reality. A theory underlying or
regarding a sphere of activity or thought.
*How is Philosophy relevant in understanding the self?
-It can give self-knowledge and a sense of direction in life.
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In this unit, we will look at and understand three groups of philosophical

perspectives, namely: Ancient and Medieval, Modern, and Contemporary.
ANCIENT AND MEDIEVAL PHILOSOPHIES

Ancient and Medieval Philosophies view and understand the self as a
perfection of the soul via self-examination and self-control. These philosophies
include the perspectives of Socrates, Plato, and St. Augustine.
Ancient Greek philosophers believed that the soul is the essence of man.
The soul or “psyche” was also regarded as the self. The famous statement,
“Know Thyself” presents a requirement in terms of knowing oneself, and that is
to know the limits of oneself, such that knowing one’s strengths should be
balanced with also knowing one’s weaknesses. To know oneself is to do so in
self-moderation, with prudence and good judgment.
SOCRATES
“The unexamined life is not worth living.”
To know and understand oneself, one should live

an “examined” life. Living an examined life means:
• having self-knowledge
• being dignified with values and integrity
• having and applying wisdom
• recognizing ignorance
To live an examined life also maintains that one should recognize and
acknowledge that there are things one does not know; that there are things
about the self and about life that still needs to be discovered; that life is a
never- ending search for answers. To this, Socrates stated: “To know, is to know
that you know nothing. That is the meaning of true knowledge.”
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PLATO
“Human behavior flows from three main
sources: desire, emotion, and knowledge.”
According to Plato, the examination of the self is a

unique experience; it differs from person to person, as
one gets to discover things about him/herself. This
experience then leads to better understanding of the
psyche.
Plato proposed three elements of the psyche: the appetitive, the spirited,
and the mind. These three elements either work together or go against each
other, resulting in a person’s behavior.
The appetitive consists of one’s pleasures, desires, physical satisfactions,
and comforts. It basically holds all those relevant to sustaining a comfortable
environment. An example of this is wanting to sleep in despite having classes, or
enjoying ice cream on a hot, sunny day.
The spirited is the motivated element, which fights back to ensure that
the appetitive is controlled. For instance, telling oneself that education should be
prioritized, it is not good to be lazy, and one should wake up and get ready for
school.
The mind is the most superior element of the psyche, which controls how
the self is expressed. To do this, it controls the appetitive and spirited elements,
thus striking a balance between the two and resulting in more realistic behavior.
To illustrate, perhaps acknowledging that one is still tired and sleepy, but also
realizing the fact that one needs to attend classes, thus, he/she goes to class
and then makes it a point to take a nap afterwards.
Understanding how these three elements work then leads to understanding

of the self, as one sees how behavior results, and determines how to balance
the calls of each element.
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ST. AUGUSTINE
“This is the very perfection of man; to find out his
own imperfections.”
St. Augustine considered himself a sinner. He

acknowledged that he had committed bad deeds,
and resolved to change and be a better person.
For St. Augustine, the self develops through self-
presentation and self-realization. One must present
him/herself, accepting who he/she is - strengths, weaknesses, and discerning
what changes to make to be a better individual.
St. Augustine’s perspective centers on religious conviction and belief as

he believed that to be a better person, one should turn to his/her religious
beliefs as this would serve as a guide towards better understanding of oneself.
In doing so, the end goal - happiness in and through God - would be
achieved.
MODERN PHILOSOPHIES
Modern philosophical perspectives view the self as a dialectic synthesis

between Rationalism and Empiricism, that is, having different points of view but
coming to a resolution. Rationalism deals with thinking and innate ideas, and
regards reason as the main source of knowledge. Empiricism, on the other hand,
has to do with sense experience where knowledge is based on how one
observes and perceives his/her experiences.
To understand the self then implies the use of both reason and
experience, as such, there is a dialectic synthesis.
RENE DESCARTES
“I think, therefore I am.”
Rene Descartes is a pioneer or Rationalism. To

understand the self, the rational method should be carried
out, where the self exists as one makes use of rational
thought, or to put it simply, when one thinks. Descartes’
concept of Methodic Doubt states that everything must
be subjected to doubt or that everything
should be questioned. It is a way of searching for certainty by systematically and
tentatively doubting everything. When one applies Methodic Doubt, he/she uses
rational thinking, thus, the self exists. For instance, one may question why he is
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not good in singing. Instead of simply accepting this as a fact, he reasons out
why he is not good at such, and in doing so, enables his “self” to exist.
Human rationality, according to Descartes, is the primary condition for the

existence of the self. Human beings need to reason in order to:
• evaluate thoughts
• evaluate actions
• establish firm foundations or bases
• protect oneself
• build knowledge
Descartes says, “It is not enough to have a good mind; the main thing is to
use it well.”
JOHN LOCKE
“No man’s knowledge here can go beyond his experience.”
John Locke was an advocate of Empiricism. His concept

of “tabula rasa” explains how the self-starts out as an
empty space. This empty space is then filled with the
experiences one has each and every day, where such
experiences are necessary for sense data - what one sees,
hears, smells, tastes, touches. These sense data are then
perceived or given meaning, and so the empty space is
filled with
knowledge of the self. Locke highlighted the capability of man to learn from
experience, and process different perceptions skillfully to form more complex
ideas. From this stems one’s knowledge and understanding of the self. In short,
experience comes before knowledge. For example, to know how one would
behave when a course has been failed, one should first experience failing a
course. From here, one can observe him/herself in terms of his/her behaviors so
there would then be knowledge and understanding of how the self-reacts
towards failure.
ELABORATE
Sense Experience
Sit down, keep quiet, and let your senses work. List down what you see,
hear, smell, taste, and touch. Not all of these may be applicable, but try to have
as much sense data as possible. Then reflect on what you learned through your
sense experience.
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What I saw:
What I heard:
What I smelled:
What I tasted:
What I learned (your insight here must incorporate the ideas of Locke and Kant):
DAVID HUME
“There is no self.”
Perhaps the most different perspective in terms of the

existence of the self would be that of David Hume. He
proposed the idea that the self does not exist. This is because
the idea of the self is merely derived from impressions.
These impressions may be subjective, temporary, and prejudicial. They do not
persist.
For example, upon asking a person, “Who are you?”, the person can say,
“I am David, a Psychology student, 65 kilograms in weight, and a good singer.
This information, however, can change. One’s physical characteristics,
educational pursuits, and even basic information like one’s name and address
can change. The self, then, cannot exist if information about it is temporary.
Even everyday decisions can change.
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IMMANUEL KANT
“If man makes himself a worm, he must not complain when he
is trodden on.”
Immanuel Kant synthesized the rationalist and

empiricist views. He proposed that the self is always
transcendental. The self is outside the body and outside
the qualities of the body. Ideas are perceived by the self,
and they connect the self and the world. Accordingly,
rationality unifies and makes sense of the perceptions we
have in our experiences.
Rationality enables sensible ideas about ourselves and our world. Thus, the
saying above explains that in a way, how we see ourselves is also how
others would see us.
CONTEMPORARY PHILOSOPHIES
The Contemporary philosophical perspectives present a wide variety of theories

that could be used in understanding the self. Much of these is more relatable and
relevant in today’s world.
SIGMUND FREUD
Sigmund Freud contended that the self is the “I”
that constitutes both mental and physical actions, with
the “I” being a product of multiple interacting processes.
When we say, for instance, “I am a Louisian”, it is one’s
self being expressed.
The statement involving one’s thoughts, feelings,
and actions.
Freud introduced two models to enable

the understanding of the self:
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Topographical Model
There are things about the self that one knows and is aware of, and at the
same time, there are those that one does not know and is unaware of. For
instance, you know that you are enrolled in this subject, but you do not know if
you will pass the subject.
This model explains how the “I“ is both conscious and unconscious.
Freud’s Iceberg Theory illustrates this.
At the conscious level, one is aware of thoughts, feelings, and

perceptions. These are easily identified and known by the person. The
subconscious level consists of those that one is able to easily remember and
bring into awareness, such as usual memories and stored knowledge. The
unconscious level, on the other hand, houses those that one has either repressed
or forgotten. it consists of those which are unacceptable, undesirable, or painful.
Freud stated that to come to a complete understanding and awareness of the
self, the contents of the unconscious should be made conscious, where
recognition and acceptance of all experiences are present.
What are those things that you are aware of? What are those things that
you have tried to forget? How do these contribute to who you are and how
you understand yourself?
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Structural Model
Freud’s structural model looks into the structures of personality or the self, as
Freud proposed. The three structures are the id, ego, and superego.
The ID is the primitive or instinctive component, which consists of one’s

primal urges and wants. In children, the id is most dominant, as the other
structures have not yet been developed. The EGO is the reality principle, and
balances the id and superego. The SUPEREGO synthesizes the values and
morals of society, and includes one’s conscience.
In summary, Freud’s perspective explains that to understand the self,

one needs to be aware of both the conscious and the unconscious, and
integrate the id, ego, and superego.
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GILBERT RYLE
“I act, therefore I am.”
Gilbert Ryle stated that the self may be understood based

on the external manifestations - actions, language, expressions
– of a person. Here, physical actions or behaviors are
dispositions of the self.
To illustrate: You are known to be a very responsible student because it is

seen in the way you act, wherein you are observed to be always on time, listen
intently to your Professor, and get good scores.
***REFLECTION:
“You are what you do.” What does this statement mean for you? Do you agree
or disagree with it? Why?
***JOURNAL ENTRY #1: “I act therefore, I am.” (MIDTERMS)
Inventory of my 24 hours
 Make an honest inventory of how you spent your typical 24 hours in the
last week or so
 Tabular format: start from the moment you woke up until you sleep at
night Column 1 : time or time duration
Column 2: activity/ies
 Make a short reflection on how your dominant activities shape your
emotions, thoughts, perspectives and how you see yourself. Be sure
to incorporate concepts that your learned from the Philosophical
Perspectives.
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MAURICE MERLEAU-PONTY
“I live in my body.”
Maurice Merleau-Ponty developed a

phenomenological view of the self/ A phenomenological
rhythm explains the perception of the self, and this involves
three dimensions. The first is the empiricist view, followed by
the idealist-intellectual alternative, and lastly, the synthesis
of both views. Merleau proposed that perception is a
causal process, meaning, one’s perceptions are caused by
the intricate experiences of the self, and intellectually
processed
while making a distinction between truthful and illusory perceptions.
Merleau-Ponty’s concept of “lived body” refers to an entity that can

never be objectified or known in a completely objective sort of way. The “I” is
a single integrated entity; a blending of mental, physical, and emotional -
structured around a core identity: the self.
PAUL and PATRICIA CHURCHLAND

“Brains are not magical; they are causal machines.”
The Churchlands brought neuroscience into the fore of

understanding the self. Their concept of “Eliminative
Materialism” explains how mental concepts are mistaken
and do not adequately allow people to know about what
is going on with themselves.
As such, these should be abandoned, and focus

should be on brain processes instead. Thus, to understand the self, one
should go for Magnetic Resonance Imaging (MRI) or Computed
Tomography (CT) Scans, to have a view of the brain’s present condition.
References:
Chafee, J. (2013) Who are you? Consciousness, Identity and the Self. In the Philosopher's
Way: Thinking Critically about Profound Ideas. Pearson. 106 — 169.
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Unit 2: SOCIOLOGICAL PERSPECTIVES OF THE SELF

This unit discusses how society functions and becomes an influence in the
development of the self. Sociology is among the disciplines contributory to the
understanding of who we are in relation to ourselves, others, and to social systems. The
perspectives of the self by Mead and Cooley, as a product of modern society, will be
explored.
ENGAGE
To have a feel of what will be covered in this unit, take some time to reflect
on the following:
What social influences have contributed to the formation of
yourself /identity?
- Social institutions such as media, education, the government,
family, and religion all have a significant impact on all person's
identities. They help us to shape how we view ourselves.
What “social mirrors” were most reflective of your self-concept

today?
- For today? Being a sensible and empathetic person I am also
dependable for my family, friends, and anyone around me. If I
can stand for other people, I can also do the same for myself.
The person that you can rely on most of the time is yourself.
Who are the significant others that helped shape your values
and perspectives?
- I would my family, friends and some other people have shaped my values
and perspectives, looking at how I was raised by my parents, the
environment that I grew up with identities the values instilled. Looking back,
I can see how I failed on how I wanted to be and served as a lesson on
managing it.
What are the Filipino socialization contexts that are most relevant?
- For me, it's the "Pakikipagkapwa". Social interactions among Filipino
influence one's identity formation and development. We are often labeled by
others in any particular ways in terms of what we see and hear.
EXPLORE
In order to understand the succeeding theories, let us look into the different
sociological perspectives.
SOCIOLOGICAL PARADIGM FOCUS
Structural Functionalism How each part of the society functions
together to contribute to the whole
Conflict Theory How inequalities contribute to social

differences and perpetuate differences
in power
Symbolic interactionism One-to-one interactions and communications
EXPLAIN
Now, let’s look into the different sociological perspectives of the self.
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EMILE DURKHEIM: SOCIAL INTEGRATION and MORAL INDIVIDUATION

“To love society is to love something beyond us
and something in ourselves.” (Emile Durkheim)
Before we were born, there are already societal influences on us

that shape our life and personalities. While alive, the societal influences
continue to have an impact on us, and even beyond our lifetime.
Durkheim has worked on a lot of theories to emphasize this. Some of his
works include how people get to live together peaceably and in organized
manner (Division of
Labor), how culture, roles and norms bind people together in synchronized
behaviors, feelings and thoughts (Social Integration), how the rights and dignity
of the individual are based on the principles of equality and Justice (Moral
Individualism). Such theories shall anchor the structuralist and functionalist
perspective in answering the question “Who am I” in the social context.
Durkheim proposed that the task of sociology is to analyze social facts.

Social Facts – conditions and circumstances external to the individual that,
nevertheless, determine the individual’s course of action. Durkheim argued that
social facts can be ascertained by using collective data such as marriage and
divorces rates. This means that through systematic collection of data, the
patterns behind and within an individual behavior can be uncovered.
Another example of social fact can be exemplified in this instance: When you
fulfill your obligation as a son/daughter, student, brother/sister, or citizen, you
perform duties which are defined, externally to yourself and your actions, in
law and in custom. This means that even if you “do these things” (do your tasks
in school, do your duties as a son or daughter) because it conforms to your
sentiments and feel their reality subjectively, such reality is still objective. We
did not create these realities (duties and responsibilities of a child or citizen);
we merely inherited them through our education (formal and informal). That, or
rather, these realities, are social facts.
***REFLECTION:
What are the prevailing social facts of your time? What do these collective
data “say” about your possible patterns of behavior? What can you say for
instance, about the fact that more young people prefer not to ‘get married”,
and less want to have children of their own compared to the previous
generation?
Durkheim emphasized that the society is not a result or an aftereffect of
individual conduct; rather, it (society) exists prior to, and thus, shapes
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individual action. In other words, individual lines of conduct are the

outgrowth of social arrangements.
Social Integration is the degree to which an individual is connected to the

society. Social Integration results from a collective consciousness or a shared
way of understanding and behaving in the world in terms of norms, beliefs, and
values. Those who have weak social connections are more prone to self-
destructive behaviors, or deviancy, because they are unable to balance their
desires with what is considered appropriate by the society. People who are able
to form strong social ties have a deeper sense of belonging, form more
cohesive groups and are able to reduce conflicts. It is synonymous with Social
Solidarity. Social solidarity described the social ties that bind a group of people
together such as kinship, shared location, or religion.
Moral Individualism – the doctrine that rationality leaves room for the
individualities of personalities of subjects to express themselves in the moral
realm in an autonomous choice between idealism and fulfilment-maximization. It
involves a morality of cooperation and a profound respect for humanity. It is not
the glorification of the self, “but of the individual in general” (Durkheim, 1898).
Moral Individualism and the experience of the SACRED

Moral individualism, “is a religion in which man is at once the worshiper and
the god” (Durkheim [1898]1973:46). The “sacred” dimension of the modern
individual finds its expression in the unique respect granted to him and in the
protection of his rights. But there is no such thing as inherent rights and liberties.
Modern society has “consecrated,” him, granted him rights, and made him
“worthy of respect” ([1906]1953b:72, [1906]1953a:58). Each individual embodies
the universal values of humanity, each individual consciousness carries
“something divine” and it is “marked with a character which renders it sacred and
inviolable to others” ([1898]1973:52). Durkheim is optimistic that moral individualism
will become the “moral catechism” and the source of a new morality. He claims
that the “cult of the individual” has become one of the most distinctive
characteristic of modernity, and that it is replacing all other religions.
Moral individualism has to be distinguished from the “utilitarian egoism of
Spencer and of the economists.” It involves a morality of cooperation and a
profound respect for humanity. It is not the “glorification” of the self, “but of the
individual in general” (Durkheim [1898]1973:44, 48). At its “most abstract level,”
scholars have noted, it refers to humanity in general rather than to individuals of
any particular nation-state (Giddens 1986:21). It stresses “freedom and dignity, not
happiness, as highest social ends” (Terrier 2006:294).
***REFLECTION:
What do you think about Moral Individualism?
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How do you feel about Durkheim’s view on Moral Individualism?
The foregoing, illustrates how such concepts as simple as norms, roles and
culture in the society in which one belongs determines to a great and profound
extent to which the self is embedded in the society – that the self is not just a
construct accorded with an identity all its own. To be, the self has to be defined
also in its social dimension. Think for example how such concepts profoundly
affect gender norms, family dynamics, religion and politics and our day-to-day
interactions. Even the field of psychology acknowledges that in solitude or
amongst others, an individual’s thoughts, behaviors, perceptions and emotions
are affected by his imagined or real influence coming from other people.
The next sociological theories define the self along the symbolic
interactionism paradigm.
CHARLES HORTON COOLEY: THE LOOKING GLASS SELF
Self-concept is formed through our impressions on

how other people see us.
Cooley proposed that one’s self grows out of
one’s social interactions with others. The degree of
personal insecurity displayed in social situations is
determined by what one believes other people think of
him/her. Simply put, the “Self” is how we believe others
see us.
The process:
1. We imagine how we present ourselves to others
2. We imagine how others evaluate us
3. Finally develop some sort of feeling about ourselves such as respect
or shame as a result of these impressions
Critical Evaluation:
What if we imagine wrongly? What if there are
varied and contradictory mirror reflections?
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The LABELING BIAS
This occurs when we are labeled, and others’ views

and expectations of us are affected by that labeling. For
instance, your professor hears your classmates call you
“matalino”, you are labeled as “yung matalino”. Your
professor might then have higher expectations from you
wherein he may expect you to have the highest scores in
class.
SELF-LABELING
This occurs when we are repeatedly labeled and evaluated by others, and
we adopt other’s labels explicitly into our self-concept
This may lead to internalized prejudice, when individuals turn prejudice

directed toward them by others onto themselves. They may tend to view
themselves more negatively, thus, also affecting their self-esteem.
On the other hand, positive reclaiming may also take place when labels
are used by society to describe people negatively. Those who are negatively
labeled may claim these labels more positively to feel better about themselves.
To illustrate: After labeling, minority group members evaluated the labels (e.g.
“queer”, “torpe”, “lost”) less negatively, and reported feeling more powerful.
GEORGE HERBERT MEAD: STAGES OF THE SELF

According to Mead, the conception one holds about
the self in one’s mind emerges from social interaction with
others. The self is neither present at birth nor at the
beginning of social interaction. It is constructed and re-
constructed in the process of social experience.
Two components of the self:
1. “Me” - objective element; represents the expectations and

2. attitudes of others (the “generalized other”) organized into the social
self; the internalized generalized other becomes the instrument upon
which society has control over the actions of its individual members
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3. “I” - subjective element; the response to the “me”or the person’s

individuality, e.g., The “I” can decide to cross the street on a red light
as he sees that there is no approaching car or a traffic police
The stream of thought between the knower (“I”) and the known (“Me”) is
the essence of the development of identity as influenced by the social context.
STAGES BY WHICH THE SELF EMERGES:
1. PREPARATORY STAGE (1-3 years old)

children merely imitate the people around
•
them
• then they understand the symbols (gestures,
language, and objects that form the basis for
their capacity to communicate with people
around them
• as a result they become aware of roles that
people play in their immediate environment
2. PLAY STAGE (4-7 years old)
 as a result of the above stage, they now do
pretend play of different characters or roles (Role
playing)
 they become more aware of social relationships; they
can mentally assume the perspective of another
and respond from that imagined viewpoint (Role
taking)
3. GAME STAGE (8-9)

• begins to consider several actual
tasks and relationships
simultaneously
• grasp not only their social
position but also those of others
around them
• perspective taking becomes less
egocentric as they begin to
understand and accept that many people have
different perspectives and develops greater concern
about the reactions of others
***REFLECTION:
Did you ever insist on what you want without taking the
perspective of others? What does it mean to develop a consideration
of
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the generalized other? Who are the significant others who have helped
shape your perspectives?
ELABORATE
How do we integrate the theories we discussed in the context of Filipino

socialization? Let’s look at a synthesis of an article by Clemen Aquino.
An article written by Clemen Aquino of the Department of Social

Sciences
in the University of the Philippines, “Mula sa Kinaroroonan: Kapwa, Kapatiran and
Bayan in Philippine Social Science”, articulates on the relevant concepts of
“kapwa”, “mag-anak”, “kapatiran” on ugnayan (relations) in Philippine society.
Salient points of the article:

• Santiago’s early studies show kapwa and pakikipagkapwa as the
broad basis of social interaction among Filipinos. The kapwa does not
discriminate between the “ibang tao” and “di ibang tao.” In kapwa,
self- identity is part of one’s perception of others, so there is a unity or
integral relation of the sarili (self) to ibang tao (others).
• The concept of mag-anak is embedded in Filipino relationships. It does
not only refer to the nuclear family (father, mother, children) but
encompasses the extended family, hence, an older woman in the
community is called “Aunty” even if not a kin by consanguinity.
• Kapatiran is reflected in religious and other organizations. The strong
bond of ingroup relations determines ugnayan and pakikipag-ugnayan
within the group as compared to how they interact with those who are
not part of the kapatiran.
References:
Aquino, C. (2004). Mula sa Kinaroroonan: "Kapwa, Kapatiran" and "Bayan" in Philippine
Social Science, Asian Journal of Social Science, 32 (1), 105-139.
Chafee, J. (2013) Who are you? Consciousness, Identity and the Self. In the Philosopher's Way:
Thinking Critically about Profound Ideas. Pearson. 106 — 169.
Cristi, Marcela (2012). Durkheim on Moral Individualism, Social Justice, and Rights: A gendered
Construction of Rights. Canadian Journal of Sociology, 37 (4), 409 - 438
Introduction to Sociology (2013), Openstax College, Rice University, 6100 Main Street,
Houston, Texas.
Villafuerte, S., Quillope, A., Tunac R., and Borja, E. (2018). Understanding the Self. Nieme
Publishing House Co. Ltd., Rm. 413 Villasi Mansion, N. Domingo St., Brgy. Kunlaran, Cubao,
Quezon City, Philippines
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Unit 3: ANTHROPOLOGICAL PERSPECTIVES OF THE SELF

This unit delves into analyzing the cultural influences to the development of the
self. This unit will help you analyze the impact of one’s culture to personal identity. This
topic examines the nature of the Filipino self and will cover the influences of Covar, and
Salazar. Triandis’ sampling of the self is also examined here, looking into the type of
society and culture that one is exposed to. This part is an integration of the
sociological and anthropological perspectives.
ENGAGE
My Cultural Favorites
Use ONE SHORT BOND Paper
Come up with a creative depiction of the following:
*Your favorite family tradition/ritual,
*Your favorite “ulam”/viand (and who cooks it best),
*Your most frequently uttered expression in your native dialect (no holds barred.
be honest! 😉)
*Give a short explanation for why each of these are your favorites?
You may draw, or may use of clip art, or pictures. You may accomplish this hand
drawn or digitally made.
Be original! you have your own unique cultural identity and experiences.
EXPLORE
Think of your friends. Think of people you have met. Do you have the same culture
as they? How do they represent their cultures? Is it through the clothes they wear? Is it
how they speak? Do they have behaviors different from those in your culture?
You probably see that there are similarities and differences between and among
cultures. We represent our culture in different ways. In this unit, we get to understand
more about the Filipino self.
Anthropology is the study of human beings in aspects ranging from biology to the
features of society and culture. In relation to the self, the anthropological perspective
looks into how the self is influenced by culture. In this unit, we are going to discuss
three key people: Zeus Salazar, Prospero Covar, and Harry Triandis. The latter part of
the unit will present a contrast of the Western and Eastern perspectives on the self,
as well as the Individualistic and Collectivistic cultures differ in understanding and
viewing the self.
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EXPLAIN
Are you ready to learn more? Let’s look into some anthropological perspectives
of the self.
ZEUS SALAZAR
According to Salazar, our reality is rooted in society and
learning. Language is needed in order for us to articulate this
reality. We get to know what is happening in our society
through language. Similarly, we learn about our culture from
our family through language. As such, language is also
considered as the primary vehicle in understanding ourselves.
PANTAYONG PANANAW
This is Salazar’s perspective. According to him, a pantayo is a self-

subsisted ideological circle consisting of active subjects. For instance, we
Filipinos
are a pantayo because we are a group of people who have a
particular set of beliefs and practices.
Pantayong pananaw is a from-us-for-us perspective. It is any social

collectivity which possesses a relatively unified and internally
articulated linguistic-cultural structure of communication and
interaction and/or a sense of oneness of purpose and existence.
Going back to our previous example, we FIlipinos have our own
language which we use to understand what is happening around us.
We have qualities, values, knowledge, attitudes, behaviors, and experiences
which are unique to Filipinos. Our beliefs, practices, and other things which make
us Filipinos came from the Filipino people, for the Filipino people.
PROSPERO COVAR
Prospero Covar makes use of dynamic dualism, or a
pairing of concepts, in order to understand the Filipino
personality. Loob is paired with labas while budhi is paired with
kaluluwa.
He likened the body to a banga. Ang nilalaman ng banga ay

ang kalinangan at pagkatao ng Pilipino. This banga is a
container which has a labas, loob, and lalim.According to
Covar, metaphors involving the labas, loob, and lalim are used in order to
understand the laman or the pagkataong Pilipino.
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Labas Loob
Ulo Utak
Dibdib Puso
Tiyan Bituka
Sikmura Atay
Lalim: Budhi
Kaluluwa
Labas matigas ang ulo masuwaying
bukas ang palad mapagbigay
Loob malambot ang puso maawain
halang ang bituka masama
Lalim maitim ang budhi
halang ang kaluluwa
Aspects of Culture:
1. Likas: This includes the biological and natural aspects of culture.

2. Likha: This includes the artificial and man-made aspects of culture.
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REFLECTION: Who is a Filipino? What makes Filipinos different from other races or
nationalities? A person whose nationality and/or citizenship is Filipino is
considered a Filipino. But, what makes Filipinos unique? Is it their skin color? Or
their way of living? Or because of their personality? What makes you a
FILIPINO?
***EXERCISE: Identify at least five typical personality characteristics that you

know:
1. Generosity
2. Loyalty
3. Kindness
4. Integrity
5. Sincerity
HARRY TRIANDIS
In his article “The Self and Social Behavior in Differing Cultural Context”,
Harry Triandis discussed several aspects of the self, each of which become more
prominent or are sampled in a specific type of culture.
ASPECTS OF THE SELF:
1. Private Self: This includes your understanding of yourself.

2. Public Self: This covers how you are perceived by
other people in general.
3. Collective Self: This refers to your sense of belonging to a
social group such as your family, friends, religious affiliation,
nation, and other groups you might belong to.
TYPES OF CULTURE:
1. Individualistic vs. Collectivistic: In individualistic cultures, emphasis is

placed on the individualistic self. In contrast, collectivistic cultures give
importance to being an active player in society. You will gain a
deeper understanding of this in unit 5.
2. Tight vs. Loose: A tight culture is rigid in requiring that members

behave according to the norms. In comparison, a loose culture has a
high tolerance for deviation from norms.
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3. Simple vs. Complex: In a simple culture, there is a common way of

living. On the other hand, a complex culture has several ways of life.
The following table depicts which self is sampled in a particular type of

culture.
Private Self Public Self Collective Self
Individualistic ✓
Collectivistic ✓
Tight ✓
Loose ✓
Simple ✓
Complex ✓
Western Thought vis-a-vis Eastern Thought
Western Thought
Western or eastern labels imply not only geographical locations but also
ways of thinking and behaving. Central to the western traditions is their idea of
the psyche which is their model of the soul. Likewise, western thought believes
in the duality of body and the soul which means that these two are separate
entities. According to Plato, the soul inhabited the world of ideas, while the body
descended to the world of the sensible. And, Aristotle formulated his
Hylemorphic Theory wherein the human person is composed of matter or the
body and form or the soul. Matter is changeable while the form remains.
Centuries later, Rene Descartes shared this dualistic view. The body gathers
information through the senses while it is the reason that processes all
information and makes sense with experiences of the body. Furthermore, he
believed that the body and soul is fused in the pineal gland.
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The western concept of the self is very much anchored on the

individuality of the psyche. The individual self is always in a struggle to
reconcile the connection between the ideal self and the limited self. Hence,
the understanding of the self is a lifetime effort for selfperfection. The
development of the self from conception to death is given importance in this
western way of thinking. The purpose of the self is to live the ideals of the soul.
This selfperfection is called by the Greeks as arete - the ultimate goodness,
perfection, or excellence (Villafuerte, S. L., Quillope, A. F., Tunac, R. C., Borja, E.
I., 2018).
Eastern Thought
The easterners or Orientals have no issue on dualism. They see the self as
one entity. The body and soul is always one self. Below are some eastern
philosophies to help you understand more the eastern way of thinking.
Hinduism - this is a polytheistic religion from India. According to

the Advaita monistic doctrine the atman is the true self because
it is unchanging and it is identical to Brahman, the only one
reality.We can realize true selfhood when we surrender to the
all- embracing Brahman (Ho, D. n.d.).
Buddhism - another religion that originated from India. Although

some people claim that
Buddhism is not a religion but a way of life. The tenets of
Buddhism is based on the teaching of a man named Siddhartha
Gautama who is known as the “Buddha” or “enlightened
one”. Buddhism claims that there is no self because it is
considered as nothing but an evolution and transformation of
inner consciousness. There is no permanent self to talk about
because everything is changing (Ho, D. n.d.).
Confucian Philosophy - the chinese philosopher Confucius

ascertained Chinese civilization by establishing social order.
He believed that the society has primacy over the individual
person. The self is a person within the society who exhibits
refinement and compassion. The ideal person for Confucius is the junzi which is
translated as a gentleman or superior man. The junzi is the new self formed in
the right education under the virtuous teacher as the role model. Central in the
educational formation of junzi: (1) humanistic learning, (2) refined
personal manners, and (3) the capacity to govern the community wisely and
with compassion. The junzi brings to life the virtues of the ancestors to the new
order of the society. The self is the transmitter of the ancient virtues to the new
world. Confucian philosophy has two important concepts. First is Li which
originally means sacrifice but later it is better understood as a refined manner
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of spiritual rituals and sacrifices, and protocols in honoring the ancestors. The
virtuous self must be able to practice the correct customary procedures and
protocols governing all of life. Second is Ren – the character of the self that
sincerely shows compassion for others (Villafuerte et al, 2018).
Taoism - represents the Chinese counterculture. The good life for

the Taoists is the simple life, spontaneous, in harmony with nature,
unencumbered by social regulation, and free from the desire to
achieve social ascendancy. Taoists are champions of
individuality and individual freedom. Taoism disavows a hierarchical view of
the self, society, or cosmos. The self is not an extension of, and not defined by
social relationships. The self is but one of the countless manifestations of the
Tao. It is an extension of the cosmos. The Tao De Ching speaks of knowing
others as being wise, and of knowing oneself as being enlightened. This
implies a differentiation between the self and others. In Taoism, selflessness is
the philosophical attitude of being identified with the Tao – an attitude that
leads to acceptance of both life and death. It encompasses both tranquility
and activity. When selflessness is attained, the distinction between “I” and
“other” disappears (Ho, D. n.d.).
African Ubuntu Philosophy - this is from the Ubuntu

(humanness) philosophy of Africa. A Zulu proverb says “a
person is a person through other persons”. Thus, we are all
brothers and sisters and people need reconciliation with
others to realize this philosophy (Nabudere, D. W., n.d.).
Judeo-Christian Philosophies - emphasized the unity of a

nation – the chosen people of God. This is basically a
communal perspective of the self shared by eastern
traditions.
Islamic traditions - Islam shares similar perspective with

Judeo-Christian Philosophies by believing in the importance
of community over the individual. Also, it highlights the
oneness of Allah and the inclusivity of Islam as a religion.
The Eastern philosophy is more attuned to the collective dimension of the

self, compared to the Western individualistic ideals of the self.
The table below gives a summary of the differences between individualism and
collectivism.
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INDIVIDUALISM COLLECTIVISM
“I” identity; Promotes individual Each person is an active player and does what is best
goals for the society
Individual rights are most important The rights of others supersede those of the individual
Independence is valued Working with others is the norm
Rules promote unity and selflessness

Rules attempt to ensure self-
importance
Relying on others is seen as Cooperating and supporting each other is desirable

shameful
THE SOCIAL CONSTRUCTION OF THE SELF IN WESTERN THOUGHT
Characteristics of the Western social construct of the self:
1. Individualistic Self - the individualistic self is an autonomous self and the

goal of the person is to achieve the goals set by himself/herself.
2. Self-Sufficiency - the self is seen as capable of meeting its need without
external assistance.
3. Rational Self - the self is constantly rational and reasonable. It relies on
logic and reason to understand the world.
THE SELF AS EMBEDDED IN RELATIONSHIPS AND THROUGH SPIRITUAL

DEVELOPMENT IN CONFUCIAN THOUGHT – EASTERN CONSTRUCT
1. The Eastern construct is primarily viewed as collectivistic and is always

grounded on nature.
2. Eastern traditions are firmly based on how the self relates with others, to the
Divine being, and with nature.
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In conclusion, the eastern traditions are known for their communal and
spiritual constructs. On the other hand, the western traditions developed a
construct of being individualistic, self-reliant, rational, and scientific.
*** REFLECTION: What aspects of yourself and personal identity are

from the “west”? what parts are from the “east” What makes you a
FILIPINO? (Ilocano? Kapampangan? Bicolano? Korean? Chinese?
American?- depends on your alliance or affinity)
References:
Covar, Prospero. "Kaalamang Bayang Dalumat ng Pagkataong Pilipino." Sa kanyang
Larangan: Seminal Essays on Philippine Culture. Maynila: NCCA, 1998. mp. 9- 19.
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Salvacion, V., Quillope, A., Tunac R., and Borja, E. (2018). Understanding the Self.
Triandis (1989). The self and social behavior in differing cultural contexts. Psychol.Rev. 96.3. 506-
520.
Unit 4: PSYCHOLOGICAL PERSPECTIVES OF THE SELF

This unit aims to discuss how the self is defined and understood in the
psychological perspective. The action and make-up of man is heavily influenced by
numerous factors - heredity, environment and their psychological makeup.
In this unit, we are going to discuss five people: William James, Karen Horney,
Carl Rogers, and Albert Bandura.
ENGAGE and EXPLORE
By now, you probably have a more comprehensive answer to the question

“Who am I?”. This time, reflect on your answer to these questions:
ARE YOU FOR REAL? ARE YOU TRUE TO YOURSELF?
What can you do to either maintain or ensure this? How would being real
and true to yourself affect your future as a professional? As a husband/wife? As
a father or mother?
EXPLAIN
To enable further understanding about yourself, let’s take a look at several

psychological perspectives. Try and see which is most relevant to how you
understand and know yourself.
WILLIAM JAMES
According to William James, the self is both the “knower”
and the “known”. It is partly object and partly subject. It is
divided into the me-self and the I-self.
ME-SELF
- this is the empirical self
- the object of a thought
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3 Dimensions of Me-self:
1. Material Self - pertains to the things you own
2. Social Self - significant interpersonal relations
3. Spiritual Self - one’s personality, character and defining values
I- SELF
- “pure ego” - provides the thread of continuity between our past,
present, and future selves
- this component of the self is consciousness itself
- self-awareness (the act of thinking about ourselves)
- referred to as the soul (or mind)
- involves subjective experiential features such as life history
and experience
3 Dimensions of I-self:
1. Individual Self
2. Relational Self
3. Collective Self
KAREN HORNEY
“To search for truth about the self is as valuable as to
search for truth in other areas of life”
According to Horney, the foundation of a healthy
development stems from our childhood experiences.
People need to meet certain conditions to grow. Parents
need to provide feelings of safety and security to the child in
order for them to become psychologically healthy individuals.
Unfortunately, parents may fail to provide such conditions

at some point. Parents are not perfect, after all. Parents’ inability, unwillingness
or indifference may interfere with their capacity to provide safety and security to
the child. As a result, the child will develop basic hostility - anger/aggression -
towards the parents. However, such feelings are unacceptable and are
repressed. These feelings of unexpressed hostility would result in the child
developing basic anxiety
- a feeling of inadequacy and helplessness in a perceived hostile world.
The presence of basic anxiety can lead to the development of what

Horney calls the Idealized Self - an overly positive, and perfect image of the self.
Idealized self contains numerous beliefs including: (1) they are better than
others, (2) the world owes them, and (3) they should be perfect, should be the
best, etc.
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HORNEY’S THEORY OF THE SELF
IDEALIZED SELF
- an imaginary picture of the self as the possessor of unlimited powers
and superlative qualities
- developed when people feel inferior and have the need to be loved
- one’s view of perfection
ACTUALIZED SELF
- the person one is in everyday life
- the person one actually is regardless of other people’s perceptions
- often despised because it fails to fulfill the requirement of the idealized image
DESPISED SELF
- negative view of the self
- based on the lack of love and acceptance by others
- consists of feelings of inferiority and shortcomings
- the feeling that one is hated; it is assumed that it is one’s true self is the one
hated
REAL SELF
- revealed only as a person begins to shed the various techniques developed to
deal with basic anxiety
- a “force” that impels growth and self-realization
- the inner core of personality, one’s potential - the need to be who one truly is
***REFLECTION: Is having an idealized self - good or bad? Why?

There’s nothing wrong with wanting to be perfect. However, we have to
accept that we cannot be perfect. We can be better, but NOT perfect.
Basic hostility, basic anxiety and the idealized self are said to be normal
since the precipitating factor (parents’ failure to provide safety and security) is a
reality. Again, parents are not perfect. They will always have their shortcomings.
However, one’s Idealized self becomes unhealthy if it is already incongruent
with one’s Real self - who you really are, including your strengths, weaknesses
and imperfections. If there is a huge gap between your idealized self and real
self, this leads to neurotic behaviors.
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CARL ROGERS
According to Carl Rogers, there are two types of
tendencies: Formative and Actualizing.
1. FORMATIVE TENDENCY: The ability to grow from simple to

complex organisms
2. ACTUALIZING TENDENCY: The ability to reach one’s fullest
potential
Experiences can help us grow and develop. That is why Carl Rogers gave
emphasis on the subjective experience of a person. As the individual goes
through life experiences, he/she becomes a separate individual from others. This
is the SELF or SELF-CONCEPT defined by the words I, my, myself and me.
Similar to Horney, the self is also divided into two: Real self and Ideal self.
REAL SELF (Self-concept): Refers to the aspects of one’s being and experiences
that are perceived in awareness.
IDEAL SELF: This pertains to who you want to become in the future.
According to Rogers, everyone has an ideal self and it is perfectly

“healthy” to have one - unlike for Horney’s concept of Idealized Self-image.
The Real self and Ideal self should overlap and co-occur in order for us to
become “psychologically healthy individuals”. Problems and difficulties may
arise once there is little to no overlap between the two.
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REQUIREMENTS FOR THE IDEAL SELF AND REAL SELF TO OVERLAP:
1. Congruence/Genuineness - being real; accepting the self
2. Empathy -ability to recognize and understand others’ feelings
3. Unconditional Positive Regard -no conditions of worth; unconditional

acceptance
ELABORATE
Before we continue with more psychological perspectives, take a break and do
this activity:
Real Self VS Ideal Self
Reflect using the idea of the Real VS Ideal Self by Carl Rogers
In a one short bond paper, identify the similarities and/or difference between your Real
self and Ideal self through a venn diagram.
For example, in terms of physical characteristics: real - short, dark, thin; ideal - tall, fair,
with curves.
Look into your real and ideal selves for the following: physical characteristics, talent/skill,
career goal, social life, and achievements.
You have the freedom to use words or pictures to depict your real vs ideal self.
Ready for more? Let’s continue.
THE SELF AS PROACTIVE AND AGENTIC
PROACTIVE
- acting in advance of a future situation, rather than just reacting
- taking control and making things happen rather than just adjusting to a
situation or waiting for something to happen
AGENTIC
- self-organizing, proactive, self-reflective and self-regulating as times change -
agentic perspective states that we are NOT merely reactive organisms shaped
by environmental forces or driven by inner impulses
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ALBERT BANDURA
HUMAN AGENCY: Essence of humanness; People are
self- regulating, proactive, self-organizing and self-
reflective. In addition, people have the power to influence
their own actions and produce the desired consequences.
CORE FEATURES OF HUMAN AGENCY:
1. Intentionality
- This pertains to the idea that people are
continually changing their plans and are aware of
the consequences of their actions.
2. Forethought
- This pertains to the idea that people are able to anticipate the
possible outcomes of their actions and select behaviors that will produce
the desired outcome.
3. Self-reactiveness
- This pertains to the ability to motivate themselves and regulate
their actions.
4. Self-reflectiveness
- This pertains to the idea that people have the ability to examine
themselves.
SELF-EFFICACY: Feelings of adequacy, efficiency and competence in coping

with life.
HIGH LEVELS: Belief that they can deal effectively with events and situations
LOW LEVELS: Belief that they are unable to exercise control over events and
situations
Sources of Self-efficacy:
1. Performance Attainment ü Previous successful attempts and experiences

provide clear indications of one’s level of mastery and competence.
ü Prior achievements demonstrate our capabilities and may
increase one’s level of self-efficacy.
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2. Vicarious Experience ü Observing and witnessing others perform successfully

strengthen self-efficacy, particularly if the people being observed are similar in
abilities.
3. Verbal Persuasions ü Verbal feedback and encouraging words may help

strengthen levels of selfefficacy. ü The “WHO” is also an important factor.
4. Physiological and Emotional Arousal ü The more composed we are, the greater
one’s self-efficacy is.
***JOURNAL ENTRY #2: My weakest link, Vicarious Solutions

(MIDTERMS)
 Determine any facet of your skill set which is concerning you lately
(e.g., resolving a conflict, playing the guitar, quadratic equations, etc.)
 Utilizing Albert Bandura’s concept on utilizing Vicarious experiences to
develop self-efficacy, look for any material on the internet that suggests a
plausible solution to your area of weakness. Screen capture the material or
part of it.
 Make a 5-sentence reflection about the suggested solution.
EVALUATE
IMPORTANT! SUMMATIVE ASSESSMENT: You may now take you MIDTERM QUIZ
(please see attachment A)
Assignment #1: Integrative Output of the SELF

I. Output : A short reflective integration of concepts from
Module 1, including Journal Entries 1 and 2.
II. Rationale : The rationale behind the assignment is for you
demonstrate how you are able to apply the different disciplinal
perspectives in understanding and appreciating YOUR self.
A. Go over the lessons and concepts from Module 1 and two journal
entries. Reflect on how much you have discovered about the SELF
since you started this course.
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B. Explain in not more than 200 words, how the different disciplinal
perspectives have contributed to your understanding of your self.
C. This integrative assignment should not exceed 1 short bond paper.

If encoded, you must use Century Gothic/Times New Roman/Arial
font size 12, single space, 1 inch margin on all sides. Handwritten
output is also acceptable as long as your penmanship is clear
and legible.
IV. The Rubrics for the Evaluation of this assignment is found in

the assignment guide.
References:
Bandura, A. (1999). Social Cognitive Theory of Personality. In Pervin and John (eds)
Handbook of Personality Theory and Research. 2™ ed. Guilford Press 134 — 194. (For
the topic, The Self from Various Perspectives - The Self in Western and Oriental/Eastern
Thought)
Module II. UNPACKING THE SELF
This module explores the different dimensions of the self and identity, the
different factors and influences in the development of the self and the integration of
these different aspects of the self into a whole.
UNIT 1: THE PHYSICAL SELF

This unit aims to discuss the self and personal identity as impacted by the body. It
shall provide an opportunity for you to reflect on how culture and society, and possibly
genes, have shaped the way you look into your body image and develop your self-
esteem.
ENGAGE
Let’s play a guessing game. Write down 10 numbers below that pertain to how
many of a certain body part you have. Easy enough? Here’s the catch; You won’t
know
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the body part until later on and that is why you have to be careful in guessing what each
number pertains to.
How many like this do you have? Indicate any number of your choice for each item.
1. Eye 2. Mouth 3. Ears 4. Neck 5. Chest6. Tooth7. Finger8. Hand9. Knee10. Head
The body parts will be revealed later on.
EXPLORE
What physical features are you attracted to? What is it about these
characteristics that you find attractive? List them below.
Let us go back to the first activity and reveal the body part for each number. Try to check
where you guessed right.
1. Toes 2. Legs 3. Armpits 4. Head 5. Hair 6. Eyelashes

7. Nose 8. Ears 9. Teeth 10. Moles
Imagine yourself having the number of body parts that you guessed. Let us say you
answered having 30 moles, only 2 teeth, and one strand of hair. You will probably
think that you look silly or weird. Unfortunately, for some individuals, this is their reality.
In local television programs, individuals with these physical characteristics are often
featured. What if this was also your reality? How would you feel about your body
then? All these questions about how individuals perceive and feel about their body
relates to the concept of Body Image.
Property of and for EXPLAIN

the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
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Let’s learn more about the Physical Self.
• WHAT IS BODY IMAGE?

• Body Image is an individual’s mental representation of his/her own
body.
• Body image influences self-esteem There are two types of body
• image:
1. Internal/ Personal - Person’s perception of the level of
attractiveness of his own body; produces either satisfying or
unsatisfying results
2. External/ Social - Sense of how other people view our bodies
What if you don’t like the way you look? That is called Body Image
Dissatisfaction.
Body Image Dissatisfaction occurs when there is a discrepancy
• between actual (i.e. what you really look like) and ideal body
image
(i.e. what you want to look like)
• WHAT IS BEAUTY?
There are two general types of BEAUTY:
1. External Beauty
- Physical characteristics of a person
- Usually what is considered as pleasant to the aesthetic senses
2. Inner Beauty
• Pertains to the inner qualities of a person
WHAT IS CONSIDERED BEAUTIFUL/HANDSOME?

What do you think is more attractive? Put an X mark on your answer.
X
Common physical features Striking physical features
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According to a study conducted by Gillian Rhodes

(2006), the correct answer to the question is common
facial features. The results of her study showed that
averageness, rather than distinctiveness, was
correlated with facial attractiveness. This means that
the more common the facial features of a person, the
more attractive that person is to others. Rhodes
explained that averageness makes a person’s face more
familiar. Striking and unusual features often make
people appear strange.
WHY DOES BEAUTY MATTER?

• Aesthetic Capital refers to the privileges and wealth people receive
from aesthetic traits such as their face, hair, body, clothes, grooming
habits and other markers of beauty
• Samantha Lovascio – aesthetic traits impact our lives in matters of
modest importance (e.g. friend selection) up to matters of great
importance (e.g. career mobility). This advertisement
depicts this concept of aesthetic
capital.
• HOW DOES CULTURE INLUENCE OUR

PERCEPTION OF BEAUTY?
“All cultures everywhere have
attempted to change their body in an
attempt to meet their cultural
standards of beauty, as well as their
religious and/or social obligations” – De
Mello
• According to De Mello (2014) people
seek to conform to certain standards
of beauty through the following:
1. Body Adornment - Practice of
physically enhancing the body
by temporary means such as
styling and decorating
2. Body Modification - Temporary or

permanent physical alteration of
the body through means such as
surgery, tattooing, piercing and the
like
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• De Mello explains that the Culture of Physical Improvement is what

necessitates these behaviors.
This culture pertains to the belief of people that all bodily processes
should be under our control. Additionally, this culture also trains us to be
ashamed of body parts that refuse to comply with the cultural ideal.
• e.g. A Filipina with a morena complexion becomes self-conscious when

seeing advertisements of whitening products; An elderly man
saying “pasensya na mga anak, matanda na kasi” to the people behind
him since he cannot walk any faster; A child who is disabled feels
discouraged in his P.E class since he is left out in the activities.
ELABORATE
Before we discuss further, try to answer this questionnaire. Please be
assured that your responses and results will be kept confidential and will solely
be used for the purpose of this subject matter.
Encircle the number that corresponds to More More

Mostly Mostly True
how true or false the statements apply False false true than
false true
to you than true false
1. I feel confident when doing

1 2 3 4 5 6
coordinated movements.
2. I am a physically strong person. 1 2 3 4 5 6
3. I am quite good at bending, twisting
1 2 3 4 5 6
and turning my body.
4. I can run a long way without stopping. 1 2 3 4 5 6
5. Overall, most things I do turn out well. 1 2 3 4 5 6
6. I usually catch whatever illness (flu,
1 2 3 4 5 6
virus, cold, etc.) is going around.
7. Controlling movements of my body
1 2 3 4 5 6
comes easily to me.
8. I often do exercise or activities
1 2 3 4 5 6
that make me breathe hard.
9. My waist is too large. 1 2 3 4 5 6
10. I am good at most sports 1 2 3 4 5 6
11. Physically, I am happy with myself.
1 2 3 4 5 6
12. I have a nice looking face. 1 2 3 4 5 6
13. I have a lot of power in my body. 1 2 3 4 5 6
14. My body is flexible. 1 2 3 4 5 6
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15. I am sick so often that I cannot do

1 2 3 4 5 6
all the things I want to do.
16. I am good at
1 2 3 4 5 6
coordinated movements.
17. I have too much fat on my body. 1 2 3 4 5 6
18. I am better looking than most of
1 2 3 4 5 6
my friends
19. I can perform movements smoothly
1 2 3 4 5 6
in most physical activities.
20. I do physically active things (e.g. jog,
dance, bicycle, aerobics, gym, swim) at 1 2 3 4 5 6
least three times a week.
21. I am overweight. 1 2 3 4 5 6
22. I have good sports skills 1 2 3 4 5 6
23. Physically, I feel good about myself. 1 2 3 4 5 6
24. Overall, I am no good. 1 2 3 4 5 6
25. I get sick a lot. 1 2 3 4 5 6
26. I find my body handles coordinated
1 2 3 4 5 6
movements with ease
27. I do lots of sports, dance, gym, or
1 2 3 4 5 6
other physical activities.
28. I am good looking 1 2 3 4 5 6
29. I could do well in a test of strength.
1 2 3 4 5 6
30. I can be physically active for a long
1 2 3 4 5 6
period of time without getting tired.
31. Most things I do, I do well. 1 2 3 4 5 6
32. When I get sick, it takes me a long
1 2 3 4 5 6
time to get better.
33. I do sports, exercise, dance or other
1 2 3 4 5 6
physical activities almost every day.
34. I play sports well. 1 2 3 4 5 6
35. I feel good about who I am physically 1 2 3 4 5 6
36. I think I would perform well on a test
1 2 3 4 5 6
measuring flexibility.
37. I am good at endurance activities like
distance running, aerobics, bicycling, 1 2 3 4 5 6
swimming, or cross-country, skiing
38. Overall, I have a lot to be proud of. 1 2 3 4 5 6

39. I have to go to the doctor because of
illness more than most people my age. 1 2 3 4 5 6
40. Nothing I ever do seems to turn out

1 2 3 4 5 6
right.
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Try to score your response. Follow the instructions to do so carefully.
How to score:
1. The first column indicates the 11 scales or factors measured by this
questionnaire. Read their descriptions. Take note of the second column
that contains the items that are included in each scale.
2. Following the items in the second column, record your responses on the third
column. For items with an asterisk (*), your score for that item should be
recorded in reverse (e.g. You encircled 1 for item no. 9, you will record 6, You
encircled 5 for item no. 1, you will record 5, and so on)
3. On the fourth column, sum up the responses that you recorded on the
third column.
4. After computing the sum, divide this number by the number of items included
in the scale.
Scales Items Your Responses Total Score
Health – Not getting sick often, getting well 6*, 15*,

quickly 25*, 32*, 22/5 4.4
4+6+4+4+4=
39* =
Coordination – Being good at

coordinated movements, smooth physical 1, 7, 16, 19, 20/5 4
6+6+6+1+1=
movements 26 =
Activity – Being physically active, doing lots of 8, 20, 27, 33 18/4

physical activity 5+1+6+6= = 4.5
Body Fat – Not being overweight, not being 18/3

too fat 9*, 17*, 21* 6+6+6= = 6
Sport – Being good at sports, being athletic, 11/2

having good sports skills 10, 22 5+6= = 5.5
Global Physical – Feeling positive about one’s 16/3

physical self 11, 23, 35 4+6+6= = 5.3
Appearance – Being good looking, having a 12, 18, 28, 22/4

nice face 34 5+6+6+5= = 5.5
Strength – Being strong, having a powerful 16/3

body and lots of muscles 2, 13, 29 6+5+5= = 5.3
Flexibility – Being able to bend and turn your 4/3

body easily in different directions 3, 14, 36 1+1+2= = 1.3
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Endurance – Being able to run a long way

without stopping, not tiring when 8/3 2.6
4, 30, 37 1+1+6=
exercising hard =
Global Esteem – Overall positive feeling about 5, 24*, 31, 25/5

the self 38, 40* 6+4+6+5+3= = 5
Rank your scores and focus on the top and bottom scales on your ranking.
Did you expect to score high in these scales? Which results were unexpected?
Whether your scores are high or low on the scales, culture has likely
influenced these results. For some people, they score low on certain scales
due to what is called as Body Shame.
WHAT IS BODY SHAME?
• Lelwica clarifies that Body Shame is not a natural

response to being fat, physically impaired,
chronically sick, or old.
• It is a culturally conditioned response to a
commerciallyfabricated fantasy of
physical perfection.
• Some of the things that determine whether a
person feels ashamed of their body are the
following:
a. Popular or ‘Pop’ Culture
• A culture that is widely accepted
and patronized by the public
• Usually influences people to patronize
products endorsed by popular celebrities or products that are ‘on
trend’.
b. Media
• People that are given the most exposure are usually attractive
celebrities and models that create ideals
for men and women to admire
and emulate.
• The constant exposure
pressures individuals to conform
to these expectations
c. Hyper-mediated Society
• Presence of advertisements representing
appropriate body or skin types
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• People internalize ideals presented and either attempt to conform or

resist
HOW DO ALL THESE AFFECT PEOPLE?

Self-esteem is a person’s overall sense of self-
worth or personal value. In relation to the concepts of
body image and body image dissatisfaction, the way
people perceive and feel about their body
significantly affects their self-esteem.
• Usually people who are dissatisfied with their bodies
and perceive their physical selves as far from dominant
cultural ideals, they report having lower self-esteem.
• Puberty also plays a role in body image. Children who
develop too fast (‘Tweeners’) or too slow (‘Late
Bloomers’) may experience an increase or decrease in
their self-esteem.
Go back to your results on the questionnaire earlier and

focus on the Global Esteem Scale. This scale gives you
an idea of your level of self-esteem.
HOW CAN PEOPLE DEVELOP POSITIVE BODY IMAGE?
Here are a few tips to help you develop a positive body image:
1. Understand that healthy and attractive bodies come in many shapes
and sizes. 2. Physical appearance says very little about our character or
value as a person 3. Try to practice self-acceptance.
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EVALUATE
What particular concept/s presented in this Unit struck you most? Why? How can
you use what you learned to better relate to your own self as well as to others?
***JOURNAL ENTRY # 3: Taking care of the Vessel (FINALS)
 Cut and paste any specific material from the internet on how
you can make your “vessel” beautiful.
 Examples: treating acne; diet plan; exercise plan; treating a bad body
smell, cost of dental procedures, etc.
 Make a 10-sentence reflection integrating what you learned from the
Module II – Unpacking the Self
References:
De Mello, M. (2014). Beautiful Bodies. Body Studies: An Introduction. Routledge.
Gillian, R. (2006) The Evolutionary Psychology of Facial Beauty. Annual Review of Psychology.
57, 199-226.
Rosenberg, M. (1965). Rosenberg Self-esteem Scale. Society and the adolescent selfimage.
Princeton, NJ: Princeton
Salvacion, V., Quillope, A., Tunac R., and Borja, E. (2018). Understanding the Self. Nieme
Publishing House Co. Ltd., Rm. 413 Villasi Mansion, N. Domingo St., Brgy. Kunlaran,
Cubao, Quezon City, Philippines.
UniversityPress.http://fetzer.org/sites/default/files/images/stories/pdf/selfmeasures/Self_
Measures_for_Self-Esteem_ROSENBERG_SELF-ESTEEM.pdf
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UNIT 2: THE SEXUAL SELF

This unit shall examine the nature of sexual self and the aspects of human
sexuality. In addition, the module will provide an understanding of the basic biology of
sexual behavior and the human sexual response. It shall also challenge you to have a
critical analysis of your sexual behavior as it can impact your relationship with yourself
and others by examining how sexualization can have a major impact on how one
understands the self.
ENGAGE
Have you ever wondered why certain individuals seem to feel, think and act differently
from what is expected of a male or a female? Take a look at the illustration
below. Are you able to define or describe these illustrations of persons?
EXPLORE
Sexual orientation and gender are immensely complex and the various
terminologies related to them can be very confusing. Below is a complete list of
definitions to help provide a clear understanding of the terms.
Sex: refers to the biological characteristics that define humans as female or
male. While these sets of biological characteristics are not mutually exclusive,
as there are individuals who possess both, they tend to differentiate humans
as males and females. In general use in many languages, the term sex is often
used to mean “sexual activity”, but for technical purposes in the context of
sexuality and sexual health discussions, the above definition is preferred.
Gender: A complex interrelationship between an individual’s biological gender,
gender identity, and gender expression.
· Biological sex: Refers to the biological anatomy that is assigned at
birth and determines whether an individual is male (has a penis), female
(has a vagina), or intersex.
· Cisgender: an individual who’s sexual orientation, gender
orientation/expression matches their biological sex assigned at birth.
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· Gender Identity: The sense of “being” a specific gender such as man,

woman, genderqueer, agender, etc.
· Gender Expression: The many ways in which an individual
manifests femininity, masculinity, neither or both such as behavior
speech, sexual preferences, clothing, etc.
· Gender Fluid: A person who is able
to manifest and adapt to various
genders.
· Gender Binary: The belief that
there are only two genders: male and
female.
· Gender Non-Conforming (GNC): A
person whose presentation of their
gender does not match the
expectations associated with that
gender.
· Gender Normative/ Gender Straight:
An individual whose biological sex
matches their gender identity and
expression. Also known as cisgender.
· Gender Role: Expectations, rules,
behaviors, and roles given to males and
females by society, such as masculine
traits for males and feminine traits for
females.
· Gender Queer: An individual whose
identity is outside what is generally
accepted as part of the gender
binary. They tend to view the dominant
beliefs about sex, gender, and desire
determined by society as problematic.
· Gender Variant: A person who does
not conform to the gender
expectations of society by either
choice or nature (e.g. transgender,
transsexual, intersex, gender-queer,
cross-dresser, etc.).
· Transgender: An individual who presents themself and lives as a
gender that does not corresponds with the sex they were assigned at birth.
Transman: A label used by female-to-male transgender or transsexual
individuals who indicate that they are male while still asserting their birth
sex.
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Transwoman: A label used by male-to-female transgender or

transsexual individuals who indicate that they are female while still
asserting their birth sex.
Sexual Orientation: How one feels drawn to other people in sexual or romantic
ways; A person’s romantic, sexual, emotional or spiritual attraction to others
based on gender (This does NOT define their sexual preference).
Asexual: The low level/ lack of sexual attraction to others and/or the lack of
interest/desire for sex and sexual partners.
Bisexual: An individual who is sexually, emotionally and/or physically attracted
to both men and women.
Demisexual: An individual who does not feel sexual attraction until they have
formed a strong emotional connection with a partner (usually within a romantic
relationship).
Gay: The term used to describe the emotional, physical, and/ or sexual
attraction between members of the same gender. Usually used to describe
identified men who are attracted to other identified men.
Heterosexual: An individual who is attracted emotionally, physically, and/or
sexually to members of the opposite sex.
Homosexual: A person who is emotionally, physically, and/or sexually attracted
to members of the same sex or gender.
Lesbian: A term used to describe identified women who are attracted
emotionally, physically, and sexually to other identified women.
Metrosexual: A heterosexual man who spends more time, energy and money on
his appearance than what is considered gender normative.
MSM/WSW: Stands for men “who have sex with men” and “women who have
sex with women” in a way of differentiating sexual behaviors from sexual
identities.
Mx: Alternative prefix for individuals who do not identify with either Mr. or Ms.
Pansexual: An individual who is attracted physically, emotionally and sexually to
all gender identities and expressions.
Sexual Preference: The types of sexual stimulation, gratification, and intercourse
that an individual likes to receive and participate in.
Sensuality: the attractiveness, love, relationships, and enjoyment of the world
through the five senses
SOGIE is an acronym that is mostly used to understand human sexuality
S exual
O rientation
G ender
I dentity
E xpression
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EXPLAIN
So many terms to understand and remember, right? Be ready for more. All
of these is part of your journey towards understanding your Sexual Self.
OTHER TERMINOLOGIES:
Fluid(ity): Term used to describe an identity that shifts or changes over time
(man and woman, bi and straight, etc.).
Heteronormativity: The belief by people and/or institutions that everyone is

heterosexual and that heterosexuality is superior to all other sexualities.
Heterosexism: The behavior that gives preferential treatment to heterosexual

individuals.
Homophobia: The fear, intolerance, resentment, discomfort, or hatred towards

members of the LGBTQ community.
Intersex: An individual who is born with a combination of male and female

gonads, hormones, internal sex organs, and genitals.
LGBTQ/GSM/DSG: stands for Lesbian, Gay, Bi, Transgender, and Queer/ Gender
Sexual Minorities/ Diverse Genders and Sexualities.
***EXERCISE:
Now, try to check your knowledge. For each of the following
people, identify the sexual orientation based on the information provided.
For each person, briefly make note of your reasons for your decision.
1. A man who has self-identified as gay since his teens, who has had two
brief sexual relationships with women, and who has been involved with
his current (male) partner for 3 years.
-Bisexual
2. A woman who has had a number of intimate sexual relationships with
women and expresses little interest in pursuing relationships with men.
-Lesbian
3. A man who has had several intimate relationships with both women and
men, though he generally prefers the company of men.
-Gay
4. A man who is strongly attracted to both men and women although all of
his sexual relationships have been with women.
- Fluid(ity)
5. A woman who has self-identified as heterosexual throughout her life and
finds herself attracted to a new female co-worker.
-Homosexual
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6. A man whose male partner died of AIDS ten years ago and is currently
married to a bisexual woman.
-Pansexual
7. A woman who self-identified as a lesbian, is active in the women’s
movement and gay rights groups, and is happily married to a man.
- Heteronormativity
8. A woman who had a brief sexual relationship with her college roommate
20 years ago but since then has had several intimate relationships with
men.
-Heterosexual
9. A woman who psychologically, emotionally, and socially prefers the
company of women over men but whose sexual experiences have
been exclusively with men.
-Fluid(ity)
10. A recently divorced woman who had been married to a man for
19 years and is now living with her female partner.
-Demisexual
How did you fare? Now, note that it is extremely important to respect an
individual’s self-identification. A person should never assume another person’s
identification based on behavior and appearances. If you are ever unsure
about a person’s identity, we recommend asking the individual how they self-
identify (in a respectful manner) as well as by which pronouns they prefer to be
called. Always make sure to respect their choices.
Sexuality: “…a central aspect of being human throughout life encompasses sex,
gender identities and roles, sexual orientation, eroticism, pleasure, intimacy and
reproduction. Sexuality is experienced and expressed in thoughts, fantasies,
desires, beliefs, attitudes, values, behaviors, practices, roles and relationships.
While sexuality can include all of these dimensions, not all of them are always
experienced or expressed. Sexuality is influenced by the interaction of biological,
psychological, social, economic, political, cultural, legal, historical, religious and
spiritual factors.” (WHO, 2006a)
***Short Activity: In what particular order do you intend to experience the
following?
GETTING MARRIED
FALLING IN LOVE
HAVING SEX HAVING SEX
FALLING IN LOVE GETTING MARRIED
HAVING CHILDREN HAVING CHILDREN
THE CIRCLES OF SEXUALITY IS A HOLISTIC MODEL OF SEXUALITY created by Dennis

Dailey
The circles of sexuality break sexuality down into five components:
Sensuality, intimacy, identity, reproduction and sexual health, and sexualization.
All of them are interconnected, and our values influence how you perceive
each circle. Let’s go into a SENSUALITY
By answering the questions below, you can think about your own sensuality:
· Do I find myself attractive?
-Yes, very attractive It is normal for me a young man. Rating myself physically
attractive than strangers rate me.
· What about myself do I find attractive?

- Being a gentleman, with a sense of humor.
· What do I find attractive in other people?

-Sense of humor for sure and a good financial responsibility.
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· Do I like my body?
- Oh yeah. I love my body; I surround myself with joy. Centering yourself means
loving your body and being thankful to your body too.
· How aware am I of how my body feels (Pain, pleasure, comfort,

discomfort, etc.)?
- Not that much aware but I understand my emotions. I think much
about my thought processes. What your emotions are that's the way
the body feels too.
· What do I enjoy about my body (physically, emotionally, visually)?

- Specifically emotionally, because they are then expressed, experienced, and
stored within my body and mind.
· How much pleasure, sexual and non-sexual, do I allow, reject, or seek?

-Not that much, I don’t want to be selfish too much pleasure leads you that and
not to be successful in life.
Pleasure can be sight, touch, taste, hearing, and smell; Taking

a bath, eating something you like, hiking for a view. How openly do I
accept touch from others?
- a touch on the shoulder, hugging,
cuddling, kissing · What are my fantasies?
Body image, our ability to allow ourselves pleasure, our need to be
touched, and fantasizing all are part of the sensuality circle. We can feel
attracted to someone’s sense of humor, intelligence, charisma, or kindness, and
whether it is sexual or non-sexual, it is still part of sensuality.
An issue discussed in the unit on physical self is the media’s depiction of
beauty and how it pressures us to compare our bodies to an impossible to
obtain perception of “beauty”. These depictions push us further away from
accepting our bodies, and we make alterations to appeal to other people’s
sensuality!
INTIMACY
While sensuality includes physical closeness to others, intimacy is about our
emotional closeness. Again, this can be sexual or non-sexual.
How easy is it for you to be emotionally vulnerable to others?
Intimacy is caring about or liking someone, trusting, being able to self-disclose
and sharing your inner world. Taking risks in relationships by being emotionally
vulnerable and expressing our needs, wants, desires, and feelings, creates
intimacy.
IDENTITY
Who are you? Identity is not just about whether we are male, female, or
intersex. That identity is attributed to our biological sex. There’s also our gender
identity, which can be the same as our biological sex, or totally different. Our
gender identity is how we feel about ourselves as a man, woman, agender (no
gender), gender fluid (changing and moving between genders) or non-binary
(not specifically male or female) person.
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Our gender roles are established by society, so what our gender is expected to
do in one culture will be different in another culture. Traditionally people think
of gender roles as male or female, and even more traditionally as the woman
being the caregiver and the man being the breadwinner. Thankfully, as society
evolves, so do these roles.
Our sexual orientation, as gay, straight, lesbian, bi, asexual, or queer, whether
or not their sexual behavior (who they engage in sexual activities with) reflects
that, is also a part of one’s identity.
REPRODUCTION AND SEXUAL HEALTH
Here we get to what everyone thinks about when we talk about sexuality! Yes,
the actual act of creating a human being when that strongest, fastest sperm
fertilizes an egg in the uterus.
The sexual response cycle refers to the sequence of physical and emotional
changes that occur as a person becomes sexually aroused and participates in
sexually stimulating activities, including intercourse and masturbation. Knowing
how your body responds during each phase of the cycle can enhance your
relationship and help you pinpoint the cause of any sexual problems.
What Are the Phases of the Sexual Response Cycle?
The sexual response cycle has four phases: excitement, plateau, orgasm, and
resolution. Both men and women experience these phases, although the timing
usually is different. For example, it is unlikely that both partners will reach orgasm
at the same time. In addition, the intensity of the response and the time spent in
each phase varies from person to person. Understanding these differences may
help partners better understand one another's bodies and responses, and
enhance the sexual experience.
Phase 1: Excitement
General characteristics of the excitement phase, which can last from a few
minutes to several hours, include the following:
ü Muscle tension increases.
ü Heart rate quickens and breathing is accelerated. ü Skin may
become flushed (blotches of redness appear on the chest and
back). ü Nipples become hardened or erect.
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ü Blood flow to the genitals increases, resulting in swelling of the woman's

clitoris and labia minora (inner lips), and erection of the man's penis. ü
Vaginal lubrication begins. ü The woman's breasts become fuller and the
vaginal walls begin to swell.
ü The man's testicles swell, his scrotum tightens, and he begins secreting a
lubricating liquid.
Phase 2: Plateau
General characteristics of the plateau phase, which extends to the brink of
orgasm, include the following:
ü The changes begun in phase 1 are intensified.
ü The vagina continues to swell from increased blood flow, and the vaginal
walls turn a dark purple.
ü The woman's clitoris becomes highly sensitive (may even be painful to
touch) and retracts under the clitoral hood to avoid direct stimulation
from the penis. ü The man's testicles tighten. ü Breathing, heart rate,
and blood pressure continue to increase. ü Muscle spasms may begin in
the feet, face, and hands. ü Muscle tension increases.
Phase 3: Orgasm
The orgasm is the climax of the sexual response cycle. It is the shortest of the
phases and generally lasts only a few seconds. General characteristics of this
phase include the following:
ü Involuntary muscle contractions begin.
ü Blood pressure, heart rate, and breathing are at their highest rates,
with a rapid intake of oxygen. ü Muscles in the feet spasm. ü There is a
sudden, forceful release of sexual tension.
ü In women, the muscles of the vagina contract. The uterus also undergoes
rhythmic contractions.
ü In men, rhythmic contractions of the muscles at the base of the penis
result in the ejaculation of semen. ü A rash, or "sex flush" may appear
over the entire body.
Phase 4: Resolution
During resolution, the body slowly returns to its normal level of functioning, and
swelled and erect body parts return to their previous size and color. This phase
is marked by a general sense of well-being, enhanced intimacy and, often,
fatigue. Some women are capable of a rapid return to the orgasm phase with
further sexual stimulation and may experience multiple orgasms. Men need
recovery time after orgasm, called a refractory period, during which they
cannot reach orgasm again. The duration of the refractory period varies among
men and usually lengthens with advancing age.
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There is a Psychological Counterpart for the different phases of the Sexual

Response Cycle (David Reed):
1. Seduction: learning how to attract someone sexually, this is equivalent to

the excitement phase
2. Sensation: enhancement of sexual excitement by the senses, this is
equivalent to the plateau phase
3. Surrender: allowing passion to be expressed, this is equivalent to the
orgasm phase
4. Reflection: meaning is brought to the sexual experience; this is equivalent

to the resolution phase.
Sex is not merely a physical release of tension. There are accompanying
psychological effects and consequences to the sexual act. Mature human
sexuality needs to incorporate these aspects of the sexual experience.
The reproduction and sexual health circle also includes our knowledge and
attitudes about sexual health: contraceptives, sexually transmitted infections
(STIs), the development of a baby in the uterus, and our general sexual health.
Oh yes, let’s not forget oral sex, intercourse and any sexual activity.
SEXUALIZATION
When we objectify people or objects as sexual (take a banana, for instance)

rather than see them for what they are, that is sexualization.
It is also the use of one’s sexuality to control, influence, or manipulate others.
Flirting is an example of a behavior that can either be sexualization or an
interaction with someone you have a trusting relationship with. When flirting is
used to control, manipulate, or influence someone negatively, it is considered
sexualization. If it’s part of foreplay or your relationship with someone, then it’s
just flirting.
Other aspects that play into the sexualization category are using sex as
punishment (usually withholding it), sexual assault, and sexual harassment.
Think of situations that you and other persons your age and gender, may
encounter as a form of sexualization.
THE CHEMISTRY OF LUST, LOVE, AND ATTACHMENT:

Love is an amazing feeling. It is a special state of mind that can make you feel,
both, incredibly happy and incredibly sad. The intertwined thoughts and
emotions can change your behavior and your life when you are in love. There is
chemistry in love, and many hormones involved.
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Most people think of love as something abstract. Something that exists only in
spirit or as an idea. However, many physical processes that go on inside our
bodies are responsible for that feeling we call love.
There are chemicals in your brain that influence all phases of love, such as
attraction, lust, and attachment. These are hormones and neurotransmitters with
important roles in many bodily functions.
• Lust: driven by sex hormones
• Attraction: person starts to feel love, some people are love-struck and
can’t think of anything else
• Attachment: bond helping a couple take their relationship to the next
level; it is future-oriented
In what particular order do you intend to experience falling in love, getting
married, having sex and having children?
Needs satisfied by sex:
*Biological *Psychological *Social *Existential
SEATWORK: ***Think of examples where sex can satisfy each of the
biological, psychological, social and existential needs of humans.
ELABORATE
How would you fare in the Sexual Health Myths?
• The only way you can contract an STD is by having unsafe sex with
more than one person
• You can’t get an STI if your partner is a virgin
• You’re a prude if you want to wait until you’re older
• Movies and TV portray sex as it really is
• You can’t get pregnant the first time you have sex
• A girl can’t get pregnant if she’s menstruating
• Oral sex is not sex
• Girls never pressure guys to have sex
• If you really loved him or her, you’d want to sleep with them
• Having sex makes you more matured and an adult
Remember, it is important that Consent should be given when deciding to
engage in sexual intercourse. Consent has to be:
1. explicit
2. change of mind is possible
3. slowing things down or stopping is okay
4. affected by drink and drugs
Reflect on how you can achieve a state of Mature Human Sexuality.
EVALUATE
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Letter to my 14 year old self
On a short bond paper, write a letter to your 14-year old self about the
insights you learned about the physical & sexual self. Do not go beyond 300
words for your letter.
Make sure your letter is PERSONAL. It would be best to really think back on who
you were at 14, and then tell your 14 year old self what the 18/19-year old YOU
today, knows about the physical & sexual self, and how these lessons and
insights might be of help to your 14-year old self.
References:
“Comprehensive List of LGBTQ and Vocabulary Definitions.” It’s Pronounced Metrosexual,

12 Nov. 2016.
Human Reproduction Programme, World Health Organization, 2006

Love and Relationships Inventory
http://wendyfry.com/wpcontent/uploads/2014/08/Love-and-Relationship-
Inventory1.pdf
Myths and facts about sexual health at

http://www.pbs.org/inthemix/educators/lessons/sex1/myths.html
“Sexual Orientation & Gender Identity.” Unitarian Universalist Association, 12 Nov. 2016.
The genderbread person at https://www.genderbread.org/ ”Understanding Gender.”
Gender Spectrum, 12 Nov. 2016.

IMPORTANT! SUMMATIVE ASSESSMENT – You may now take

your Midterm Examination (see Attachment B)
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UNIT 3: THE MATERIAL SELF
This unit will delve into the role of material possessions as they contribute to the
definition of the self and how consumer culture contributes to your sense of self and
identity. Reflective guide questions will facilitate your understanding of your economic
self.
“A man’s self is the sum total of all that he can call his” – William
James
ENGAGE
DID YOU KNOW?

• In the Philippines, shopping malls outnumber parks and there are
approximately 153 malls in the National Capital Region alone.
• In the second quarter of 2016, Filipinos were deemed to be the world’s most
confident consumers (Nielsen, 2016).
• 86% of Filipinos are willing to pay extra for products and services that come
from companies committed to positive social and environmental impact.
• According to the Philippine Statistics Authority (2015), Filipino households
spend the most on food and non-alcoholic beverages, miscellaneous
goods and services, and utility fees. On the other hand, Filipino
households spend the least on health, communication and recreation and
culture.
• Nescafe, Lucky Me, and Surf are among the top brands whose products
are most frequently purchased by Filipino consumers for the home.
•
EXPLORE
Make a shopping list of items that you would like to purchase.
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Beside the items that you listed down, write N if it is a ‘need’ and W if it is
a ‘want’. What did you observe while classifying the items on your shopping list?
-I’ve noticed that I have more needs to buy than what I want to buy.
EXPLAIN
Needs, wants, money, budget…what does these have to do with the Material
Self? Read on and see.
WHAT IS THE MATERIAL SELF?
• The Material Self includes all the

physical elements that reflect who a
person is (e.g. possessions, cars, home,
body, clothes, immediate family)
• The more people invest themselves
in objects, the more attached they
inevitably are to them.
• Money can powerfully influence the
thoughts and actions of individuals
in ways that they are often not aware
of,
no matter what their economic circumstances.
HOW DOES MONEY CHANGE PEOPLE?
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1. Social and Business Value: Motivations For Completing A Given Task (Heyman &
Ariely, 2004)
a. Social Value
• When people recognize the social value of a task, they think that it
is a worthy investment of their time, that it is part of social duty,
and they are often happy to help out
• When money is involved, people think less of social value and more
of business value
b. Business Value
• People that focus on the business value of a task often demand for
compensation before or after they have engaged in it.
E.g. When taking care of the elderly or young relatives,
some people do it voluntarily (social value) while some ask to
be compensated (business value).
2. Self-sufficiency and Service

• Money-conscious individuals typically strive to be more self-sufficient
or independent than those who do not prioritize money
3. Self-view
• The amount that people earn could have an effect on how they
view themselves
• Class Essentialism is the belief
that differences between classes
are based upon identity and
genetics, rather than
circumstance
• Wealthy people are more likely
to believe that they were entitled
to wealth based upon their
personal circumstances and
actions, whereas poor people tend to believe that anyone can
be rich and anyone can be poor.
4. Ethics
• Those who perceive themselves to be in a higher
class are the most likely to engage in unethical
behavior • According to Piff (2012), Self-interest
Maximization is the idea that suggests those
that have the most money or occupy higher
classes are more likely to according ask “What’s in
it for me?”
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5. Addiction
• Addiction is brought about by a
positive response from a certain type
of behavior
• Behavioral or Process Addiction
occurs when there is compulsive
behavior motivated by a process that
leads to a seemingly positive
outcome (not an addictive
substance).
E.g. Earning can become ‘addictive’ since obtaining money or

seeing a large number one’s savings account can cause a
chemical reaction in the brain that result to positive feelings.
WHAT ARE THE ROLES OF CONSUMER CULTURE ON OUR SENSE OF SELF?
A. Possessions and the Extended Self:

• Since possessions are viewed as part of the self, unintentionally
losing these possessions are regarded as a loss or lessening of the
self
Here are some research findings and articles that expound on possessions
and the self:
a. Goffman (1961) described this

point in that there is a deliberate
lessening of the self that is
maintained in some institutions
(metal hospitals, homes for the
aged, prisons etc.). When people
go to these places, they become
deprived of personal possessions
and adapt to standardized ‘identity kits’ (e.g. same uniforms, haircuts).
There is an elimination of one’s uniqueness and a traumatic lessening of
the sense of self.
b. According to Rosenblatt, Walsh, and Jackson

(1976), the non-voluntary loss of possessions through theft or casualty
may diminish the sense of self. Possessions have sentimental value and
people experience grief and mourning following the loss of these
possessions.
E.g. When you lose your umbrella/bag/phone, you cry and say
“Sayang! Pinagipunan ko yun at matagal na sa akin”.
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c. McLeod (1984) claims that feelings of loss of a part

of the self are experienced by victims of natural
disasters or casualty. They undergo the process of
grief or DABDA (denial, anger, bargaining,
depression, and acceptance).
Juliet Schor (1998) studied the connection

d.
between wealth and well-being. There is what she
termed a “Cycle of Work and Spend” wherein
people work more to buy more and the income
one earns
determines the level of consumption
which becomes a reward for working hard.
ELABORATE
Before proceeding to the next topic, view the video entitled ‘Why are we
attached to objects?’ if you are able to. It gives a concise summary of
why possessions become so important to people.
WHAT ARE SPECIAL CASES OF THE EXTENDED SELF?
1. Collections
• “I shop, therefore I am;
I have, therefore I am”
• Modern humans
assemble collections of
non-necessities for
distinction and self-
definition (e.g. cars, shoes)
• Collections may be security blankets for adults
2. Pets
• Representatives of the self and given characteristics of people
• Some pets are regarded as family members and become surrogate
parents for children and surrogate children for adults.
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3. Body Parts
• Cathexis is defined as charging an object, activity or an idea
with emotional energy.
• When a body part is more highly cathected, there is greater use of
grooming products to care for this part of the body
• Women generally groom and tend to cathect body parts to a
greater degree than men and that such cathexis reflects self-
acceptance.
• The body is more likely and more strongly cathected as
compared to other objects since it is permanent.
***My Material Self: In a one page, short bond paper, draw or paste pictures of
your most prized possessions and/or collections.
Below these pictures, come up with a 100 word reflection on your material self,
incorporating the insights from the topics about the material self.
References:
Heyman, J., & Ariely, D. (2004). Effort for Payment. A Tale of Two Markets. SAGE Journal
Nielsen (2016). ‘Filipino Consumers Are Most Optimistic in the World in Q2 2016’, 2 August.
Retrieved from http://www.nielsen.com/ph/en/insights/news/2016/filiinoconsumers-
are-most-optimistic-in-the-world-in-q2-2016.html/
Piff, P., et.al. (2012) Higher Social Class Predicts Increased Unethical Behavior. National
Academy of Sciences. Retrieved from http://www.pnas.org/content/109/11/4086.full
House Inc., Quezon City
UNIT 4: THE POLITICAL SELF
In this unit, we will discuss the nature of politics, elements of active citizenship, and
how they shape one’s political self. It details how one can become actively involved in
political and communal affairs, and how they are significant to the shaping of the self.
ENGAGE
Reflect on each of the issues presented, and identify if you are for it or against it.
What is your stand on the following? Why?
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SAME SEX MARRIAGE

EXTRAJUDICIAL KILLINGS
HUSBANDS STAYING HOME DOING HOUSE CHORES
ANTI-TERRORISM BILL
DIVORCE
***EXERCISE:
As a human being, you have rights. As a Filipino, you have rights. What are
these?
List as many as you are aware of:
POLITICS, CITIZENSHIP AND THE SELF
· As members of the society, people are naturally obligated to participate

in a political system as social citizens. Politics refers to the actions or
activities concerned with achieving and using power in a nation or society.
It is also defined as the ways that power is shared in an organization and
the ways it is affected by personal relationships between people who work
together.
· As Aristotle stated, “man is, by nature, a political animal.” This is
because man is a social being and that people naturally drawn to various
political involvements in order to satisfy their social needs.
EXPLORE
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Here are some facts about “Politics”. Read and understand each of them.
Politics as imbibed by man implies several things:

· Politics is concerned with power. Power inequalities can be observed
within societies. The one who holds power holds influence.
· Politics functions based on a particular social economic and cultural
context. The nature of politics and political systems is dependent on the
culture of the state. Political claims made by advocates are influenced
by their geographical location and ideology.
· The political is also personal. One’s personal choices reflect his/her
personal politics; both are indistinguishable.
· Politics goes hand in hand with the society. Politics pervades the
structure of society, and thus influences inhabitants in their beliefs, ethics,
and behavior.
· However, the political self is not only shaped by one’s political affiliation
or beliefs. One’s sense of accountability should be manifested in promoting
certain advocacies through healthy political engagement. This is aligned
with the concept of active citizenship.
EXPLAIN
Are you now more aware of your Political Self? Let’s learn more about it.
ACTIVE CITIZENSHIP
· Active citizenship refers to the structured forms of engagement with
political processes and everyday forms of participation in society. It is also
defined as the process of sharing decisions which affect one’s life and the
life of a community in which one lives. Participation is the fundamental
right of citizenship.
· Active citizenship is anchored on one’s cognitive and behavioral
engagement to participate in formal and informal political activities.
Different people manifest different levels of active citizenship; some
they take a more active approach in making their voices heard.
· Active citizenship is a practice of democracy. Democracy should not
only be thought of as a form of government. It is a communal system
that allows volitional freedom of citizens to make informed choices that
allow them to be heard.
· Active citizenship is a social construct. It fosters social relatedness
and belongingness.
· The most important goal of active citizenship is to instill change
and influence society at large.
· Active citizenship is also associated with the “sense of community.”
People, including adolescents, participate in communal activities because
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it gives a sense of belonging in a particular group. Active citizenship may

facilitate ethnic pride and provide a voice to the woes of their social
group.
· For the younger generation, active citizenship can contribute to their
social development. Engaging in such activities can also enhance
efficacy and competence of the younger generation, as they are
considered to be the “future leaders” of the society. The participation of
the youth in nation- building activities enhances their value orientation and
fosters integrity, compassion, and the sense of justice, which are crucial
to the holistic development of a citizen of a nation.
· Active citizenship helps an individual embrace their individuality through
the choices they make and the behavior they manifest. The political self is
a result of various personal and environmental factors that impact the
individual. The participation of the youth in political discourse and social
activities can result in cultural and political paradigm shifts that may be
felt even by future generations.
During the Enhanced Community Quarantine period, as a result of the
Covid-19 pandemic, so many social, economic, and political issues filled the
local and international news. Many people were affected by the pandemic,
losing jobs and businesses, the lack of basic services, and, to a certain extent,
suppression of basic human rights. You probably experienced any one of these
and you might have started to take a position on these issues.
REFLECTION: Choose five (5) major social, economic and political issues that have
greatly affected you. On a short bond paper, come up with a creative depiction of
these through a collage, a poem, a drawing (hand drawn or digital), and incorporate
in your output how these have impacted you as a student/Louisian/citizen.
ELABORATE
As the pandemic worsens, people become even more involved in the

issues. In fact, they might have started to raise their voice through many
ways. The social media is the most accessible and practical form for people to
express their stand on these issues. How did you express your position on the
issues that have affected you?
Such positions are inherent among all people because we put

importance to our own values. We will certainly defend our positions because
these are based on our values that we hold dear. These values are dear to us
because they could have been passed on from our elders and which we will
be passing on to the future generations.
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We have a set of values that we learn from our interactions with our
families and the society we live in. We use these values to understand and
rationalize the various issues that affect us. In so doing, we get to demonstrate
our Political Self.
References:
Diokno, MS (1997). Becoming a Filipino Citizen. In Perspectives on Citizenship and
Democracy. UP Third World Studies Center. 17 — 38 (For the topic, Unpacking the Self -
The
Political Self)
Neudorf, A. Smets, K. Political Socialization and the Making of
Citizens https://www.oxfordhandbooks.com 2017
Salvacion, V., Quillope, A., Tunac R., and Borja, E. (2018). Understanding the Self. Nieme
Publishing House Co. Ltd., Rm. 413 Villasi Mansion, N. Domingo St., Brgy. Kunlaran,
Cubao, Quezon City, Philippines.
Ziatcita, F. (1997). Barriers and Bridges to a Democratic Culture. In Perspectives on
Citizenship and Democracy. UP TWSC. 39 — 68 (For the topic, Unpacking the Self -
The
Political Self)
https://utsged101portfolio.wordpress.com/section-1-the-political-selfdeveloping-active-
citizenship/
UNIT 5: THE DIGITAL SELF
This unit shall discuss the sense of online self and the presentation as well as
impression management of the online self. A critical analysis of the sense of self in the
digital world is explored in this module. It shall challenge you to examine the boundaries
of your online self: public versus private; personal/individual versus social digital identity;
and your gender and sexuality online.
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“Privacy is not an option, and it shouldn’t be the price we accept

for just getting on the internet.”
-Gary Kovacs
ENGAGE
***“Who are you Online?”

What is your current profile picture on Facebook? Instagram? Twitter? Other
social media platforms? Why did you choose these pictures?
EXPLORE
***EXERCISE:
enumerate some pros/advantages and cons/disadvantages of online

interaction.
EXPLAIN
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So far, you have come to know and understand more about your physical,
sexual, material, and political selves. What about your Digital Self? How
important is this? Read on to understand.
ONLINE IDENTITY and the Self in Cyberspace
In this day and age, different information that was once inaccessible are
now within reach or can be accessed with a single ‘click’. Apart from
accessible information, people continued to develop systems intended to
bring people closer together through the different social media platforms where
people could interact with each other as made possible by the internet and
the world wide web. With the rise of these platforms, people could now easily
express themselves through online interactions, may it be as simple as sharing
your basic information, to expressing your likes or dislikes, hobbies, interests,
relationship status, and the like. All of these, when taken together, is the aspect
of the self known as the ‘digital self’.
Online Identity constitutes the sum of your characteristics and

interactions online. The different websites you access obtain a subset of
information you share, thus, having different pictures of who you are. In the
same manner, you may express yourself differently in the different websites or
social media platforms you access. The different representations of your identity
seen and expressed online are also known as your partial identities. These
identities are not full and true pictures of who you really are and do not
include how you react in particular situations.
IMPRESSION MANAGEMENT and Selective Self-Presentation
Have you ever changed the way you are behaving in a particular
situation because you know you are being watched? The same can be
said in terms of how you present yourself online. Our behaviors change
if we notice that we are being watched and observed, and the way we
present ourselves changes depending on who we are interacting with.
In a digital world where one’s self-concept may be greatly influenced by the
“likes”, “reacts” and “comments” that one gets, people try to express
themselves in a manner by which one can elicit positive reactions from
others, or one may be perceived as likable. This is what we term as
impression management.
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Impression management may involve limiting the personal information we

provide to present ourselves in a way that is acceptable to others. Some may
even carefully choose which parts of their real world will be shown or
represented in the online world to create an identity defined by the few
chosen and curated events in one’s life. For example, one may post only travel
photos or videos and may already give the impression that he or she is
already living a good life, but who knows what happens behind shooting
those videos and editing some photos? How is this person like in some other
aspects of his/her life?
IMPACT OF ONLINE INTERACTIONS TO THE SELF
According to Kraut, within the first two years people first accessed the internet,
their level of happiness decreased. The use of digital technology and online
interactions seem to replace or limit physical or face-to-face interactions,
thus drawing people away from more genuine encounters and meaningful
connections with others. As people create their different online personas, this
may result in feelings of jealousy and envy towards the seemingly perfect lives
of other people.
Our online interactions or internet use in general has both positive and
negative impacts. Its value in ease of communication has been emphasized
in the earlier parts of this unit. Apart from making communication more
accessible, online interactions may likewise empower individuals to change
themselves and their communities. Through responsible use of and participation
in social media, essential information may be obtained or used to our advantage
like keeping up to date with current events and political issues. It may facilitate
the expression of opinions and lobbying of concerns or needs, such as in the case
of online petitions aiming to promote different advocacies or to lobby
grievances to concerned authorities. However, online interactions also have a
fair share of negative consequences on the self. As everyone could create
and distribute content all over the internet, anyone could be a target of
identity theft, like you. Anyone could be a victim of false information, and
the most rampant today, fake news. That is why fact checking is emphasized
today more than ever. The risk of developing poor social skills, internet
addictive behaviors and low self-esteem come with prolonged and
irresponsible internet use. Last but not the least, it is common knowledge
that here in the Philippines, we have the R.A. 10175 (Cybercrime
Prevention Act of 2012) primarily aimed to protect internet users from
several legal offenses committed online or through a computer system like
cyberbullying, cybersex, child pornography, identity theft, illegal access to data
and libel.
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EXTENDED SELF in a Digital World (Belk)
1. Dematerialization: Now that we are in the digital age, things that were
formerly tangible have become invisible and immaterial. To research, we
browse the internet more, and fewer and fewer people visit libraries to get
a hold of books. Photos, videos and music now have what we call as “soft
copies”.
2. Reembodiment: As people interact behind their own screens, people

are now more free to create new constructions and definitions of the
self. On the internet, people have the liberty to “reembody”
themselves through the creation of avatars, characters or “hero” in
online games, photoshopped photos, dating site profiles, among others.
3. Sharing: Through the internet, people can now easily and freely access
and share information, movies, photos, music, and the like. A simple tap
on your digital device allows you to share to the world wide web a
photo of yourself, the food you eat, the places you go to, etc. You can
create your own blog and share your innermost thoughts, or create your
own Youtube channel to share whichever content you choose, may it
be your cooking skills, makeup skills, lifestyle, travels, online gaming, and a
whole lot more.
4. Co-construction of the Self: Our online interactions allow us to give

and receive comments on the posts or contents shared by other
people thereby facilitating the construction of our individual self and our
extended self (the self shared online). This is also known as the
“collaborative self”. We continually develop or work on ourselves through
the help of our online interactions.
SETTING BOUNDARIES to your Online Self
Now that much has been said about the digital self and online interactions, it
is of equal importance to know how to protect yourself from digital offenses
and harm. Here are some tips you can observe:
• Stick to safer sites. If a website is not secure or appears to be
suspicious, leave immediately.
• Guard your passwords. Avoid using your basic information as your

passwords. Strong passwords often include both UPPERCASE
and lowercase letters, numbers, symbols, and special characters.
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• Be choosy about your online friends. Avoid adding or accepting as

friends/contacts those individuals whom you do not know
personally. Remember that these people will see the things you
share. If you do not trust them with your shared content, decline.
• Remember that anything you put online or post on a site is there

FOREVER even if you try to delete it. If you do not want it to be
available on the internet forever, do not post or upload it. You
might want to ask yourself first, “Is this really worth sharing or
is this something I might regret in the future?”
• Do not be mean or embarrass other people online. Remember that

you may be criminally liable when you do online acts that
directly or indirectly harm other people. When you see
something wrong, there are better ways to approach your
concern than being mean or embarrassing others. Be a
responsible internet consumer.
• Limit what you share. Again, everything you share on the internet
stays there forever. Avoid oversharing, especially those which you
think are things that can be used against you, or worse, used to
blackmail you. Is it helpful? Does it really concern others? Think
before you click.
Above everything, always remember to use the internet responsibly, and

know that digital devices and the internet were only created by humans, not the
other way around
ELABORATE
Review your previous online posts across the different social media
platforms you use. After which, answer this question: “What do my posts online
say about myself?”
EVALUATE
***EXERCISE:
In the given table below, list some similarities and differences between your
Digital Self and Real Self.
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Similarities Differences
References:
Belk (2013). Extended Self in a Digital World. Journal of Consumer Research. 40. 3. 477 —
500.
Ellison et. Al. (2006). Managing Impressions online: Self presentation processes in the online
dating environment. Journal of Computer Mediated Communication. 11. 415 — 441.
Doi: 10.1114.1083-6101.2006.00020x
Gonzales & Hancock (2010). Mirror, Mirror on my FB Wall: Effects of Exposure to FB on
self- esteem. Cyberpsychology, Behaviour and Social Networking. Doi:
10.1089/cyber.2009.0411 (For the topic, Unpacking The Self - The Digital Self) Harter, S.
(1996). Historical Roots of Contemporary Issues Involving the Self Concept. In
Bracken (ed)
Villafuerte, S., Quillope, A., Tunac R., and Borja, E. (2018). Understanding the Self.
Walther (2007). Selective self-presentation in computer mediated communication:
Hyperpersonal dimensions of technology, language and cognition. Computers in
Human Behavior. 23. 2538 — 2557.
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UNIT 6: THE SPIRITUAL SELF

This unit of the Unpacking the Self shall explore the practice of religion and
spirituality in defining the sense of self. It shall also examine the functions of rituals,
ceremonies, culture and traditional traits in shaping one’s spiritual self. At the end of the
module, it shall move you to look into your personal ways of discovering meaning in your
life. The topics in this module shall include the concept of spirituality, Viktor Frankl’s
Search for Meaning, and Carl Jung’s Archetypes.
ENGAGE
***REFLECTION: How important is SPIRITUALITY in your life right now?
EXPLORE
To understand the Spiritual Self, we will be looking into Viktor Frankl’s Search for
Meaning. Before we discuss that, think about the following and give at least one (1)
answer for each:
The experience I value most in my life is…

The most important value for me is…
One way for me to be creative is…

let my mind wander in the world be
more curious.
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EXPLAIN
The Spiritual Self is said to be the subjective and most intimate dimension of the
self. It is experienced and understood by the person him/herself, and it would be
difficult to explain this experience to others. The Spiritual Self is who we are at
our core. The spirit and the soul are sometimes seen as one and the same. The
concept of the soul is the non-physical aspect of the person that manifests
consciousness, thought, feeling, and will. It is the person’s moral and emotional
nature, where one’s most private thoughts and feelings are kept. Oftentimes,
people perceive spirituality and religion to be the same. There is, however, a
difference between the two.
SPIRITUALITY is said to be a way of seeking and expressing the meaning and

purpose of one’s life. It speaks of the quality of one’s relationships with others
and with the Divine. It embraces all faiths and social and political ideologies.
Spirituality reflects great refinement or a high level of Christian maturity and
concern with, as well as direct and personal connection with the Divine or
Sacred.
RELIGION, on the other hand, is the belief in and worship of a personal God or
gods. It is referred to as a set of beliefs, feelings, dogmas, and practices that
define the relationship between human beings and the Sacred.
VIKTOR EMIL FRANKL: Finding and Creating Meaning
A pioneer of Existentialism, Frankl stressed that

“meaning is something to discover rather than to invent”.
His concept of EXISTENTIAL VACUUM explains how one may
find that life is empty, meaningless, or aimless. Because of
this, one may fill his/her life with pleasure, which is
oftentimes destructive.
For instance, because Bill has been working at his job for several years,
doing the same thing everyday, he sees his life as boring, with no goals and
hopes for a better life anytime soon. He then starts joining his old friends,
gambling and drinking, which makes him think that his life is now more exciting.
He fails to see, however, how destructive it could be to his job, his family, and
himself in general.
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WAYS OF DISCOVERING MEANING IN LIFE
Frankl proposed three ways of discovering meaning in life:
1) EXPERIENTIAL VALUES - experiencing something or someone we value; the most

important experiential value could be the love we feel towards others – our family,
friends, and other significant people.
2) ATTITUDINAL VALUES – involves practicing virtues and values such as compassion,

courage, a good sense of humor, humility, etc. For Frankl, the most famous
example is achieving meaning by way of suffering, where the ultimate goal is self-
transcendence.
3) CREATIVE VALUES - becoming involved in projects, and the creativity and

passion involved in art, music, writing, and work.
CARL JUNG
Jung’s concept of the COLLECTIVE UNCONSCIOUS refers to a

structural layer of the human psyche containing inherited
elements. It contains the whole spiritual heritage of mankind’s
evolution, born anew in the brain structure of every individual.
The Collective Unconscious also contains ARCHETYPES. These are

fundamental personalities and roles that we draw from to develop our own
unique personality.
The most famous archetypes are:
1) Anima and Animus

The “anima/animus” is the mirror image
of our biological sex, that is, the
unconscious feminine side in males and the
masculine tendencies in women.
Each sex manifests attitudes and
behavior of the other by virtue of centuries
of living together. The psyche of a woman
contains masculine aspects (the animus
archetype), and the psyche of a man contains feminine aspects (the anima
archetype).
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2) Hero
The character that displays courage and will for self-sacrifice.
3) Shadow
This is the animal side of our personality (like the id in
Freud). It is the source of both our creative and destructive
energies. In line with evolutionary theory, it may be that
Jung’s archetypes reflect predispositions that once had
survival value.
4) Persona
The persona (or mask) is the outward face we present to the
world. It conceals our real self and Jung describes it as the
“conformity” archetype. This is the public face or role a person
presents to others as someone different to who we really are (like
an actor).
5) Wise Old Man/Woman

The archetype of meaning and wisdom, symbolizing human
being’s pre-existing knowledge of the mysteries of life; kind and
wise, and offers guidance.
6) The Good Mother

This archetype reflects maternal solitude and sympathy, any
helpful instinct or impulse, and all that cherishes and sustains,
and fosters growth and fertility.
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For Jung, man’s goal is to achieve INDIVIDUATION, which involves an

increasing awareness of one’s unique psychological reality, including personal
strengths and limitations, and at the same time a deeper appreciation of
humanity in general. It refers to the process through which a person achieves a
sense of individuality separate from the identities of others and begins to
consciously exist as a human in the world. The goal of the individuation process
is the synthesis of
ELABORATE
the self.
***JOURNAL ENTRY # 4: “Finding Joy” (FINALS)

 Define what makes you joyful.
 You can do a 1-minute video, a poem or a song (original or otherwise); or
cut and paste an image/picture of it/him/her/them.
 Reflect on how it deepens meaning in your life. (5 to 10 sentences)
EVALUATE
***REFLECTION: In what ways can you find meaning in your life?
IMPORTANT! SUMMATIVE ASSESSMENT: You may now take your

FINALS QUIZ (please refer to Attachment C)
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Assignment #2: A Worthy Louisian Missionary Professional
I. Output : An integration of the concepts and insights from Module 2, and

Journal Entries 3 and 4.
II. Rationale : The rationale behind the assignment is for you demonstrate
how you are able to apply what your learned from “Unpacking the Self”
to your life as a Future Louisian Missionary Professional
A. Go over the concepts and lessons from Module 2 as well as your
journal entries and reflect on how you can make use of these to
transform you into the Louisian Missionary Professional in your
chosen field.
B. In bullet form, explain in two to three sentences how the insights
from the different dimensions of the self will be used in your
future profession.
C. Template:
 Physical Self -
 Material/Economic Self -
 Political Self -
 Digital Self -
 Spiritual Self -
D. Take note that your output must show the appropriate and
concrete ways you can use the insights to be a worthy Louisian
professional (doctor, engineer, lawyer, entrepreneur, accountant,
educator, nurse, etc)
E. This integrative assignment should not exceed 1 short bond paper.
If encoded, you must use Century Gothic font size 12, single
space, 1 inch margin on all sides. Handwritten output is also
acceptable as long as your penmanship is clear and legible.
IV. The scoring rubric is found in the assignment guide.
References:
https://www.simplypsychology.org/carl-jung.html
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MODULE III. MANAGING AND CARING FOR THE SELF

This module examines ways to manage and care for the self and identify
UNIT 1: MARTIN SELIGMAN’S PERMA MODEL IN MANAGING THE SELF

This unit will probe on the well-being theory as it impacts one’s pursuits to
happiness. It will goad you to reflect on ways to establish positive relationships,
developing positive emotions, finding meaning and engagements and celebrating your
achievements.
ENGAGE
***EXERCISE:
List 5 things (object, person, experience, event, etc.) you are grateful for at this
very moment, and beside each state why you are grateful:
1. FAMILY; is the one that give us hope, I appreciate that I’m not alone.
2. GOODHEALTH; I am thankful that I have a good health because I did quit my bad habits.
3. EDUCATION; Good education is essential for a well-run society that’s why I am grateful to the facts,
skills and ideas that I have been learned.
4. HOME; is a center for our family, it keeps us warm, dry and safe. This is where everyone comes
together.
5. TEACHERS; As they say, they are our second parents. You ain’t be grateful with good education
without them. They are inspirational and selfless, always shows us the right way.
EXPLORE
***EXERCISE:
Read each word, and rate how important this is for you, with 4 being the highest
and 1 being the lowest.
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4 3 2 1
VERY IMPORTANT FOR NOT SO DEFINITELY NOT

IMPORTANT FOR ME IMPORTANT FOR IMPORTANT FOR
ME ME ME
MY FRIENDS
PRAYER
School of Teacher Education and Liberal Arts Page 118 of 139
HELPING OTHERS
MY HOBBIES
VOLUNTEERING
MY RELATIVES
MY FAITH
COMUNICATION
HOPE
SUCCESS
MAKING FRIENDS
MY TALENTS
TIME WITH LOVED

ONES
LOVE
BEING GRATEFUL
WINNING
BEING OPTIMISTIC
LEARNING NEW
THINGS
“ME” TIME
CONNECTION WITH
GOD
MY GOALS
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When we reach the discussion on the PERMA Model, you will understand this
exercise more, and get to identify the factor in which the word is related. You
would also be able to gauge which of the 5 factors is of importance to you.
EXPLAIN
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POSITIVE PSYCHOLOGY
Positive psychology is the study of happiness, flourishing, and what makes life
worth living. Positive psychology has spurred research in a variety of areas, such
as happiness, optimism, self- esteem, well-being, motivation, flow, strengths and
virtues, hope, resilience, mindfulness, and positive thinking. Specifically, it
focuses on three areas of positive experiences: the past (well-being and
satisfaction) the present (happiness and flow) and the future (hope and
optimism).
Martin Seligman, one of the proponents of Positive Psychology, developed a five

core element of psychological well-being and happiness, called the PERMA
Model. Seligman believes that these five elements can help people work
towards a life of fulfillment, happiness, and meaning. It is anchored on the Well-
Being Theory which emphasizes the goal of reaching well-being. The five factors
of well-being are (P)ositive emotion, (E)ngagement, (R)elationships, (M)eaning
and purpose, and (A)ccomplishment (PERMA). Here, character strengths are
relevant in order to maximize well-being obtained from each factor. Maximum
well-being leads to a state of flourishing, which is described as a state of
thriving, of being full of vitality, and prospering as individuals and as a group.
POSITIVE EMOTION
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Positive Emotion is about experiencing happiness, optimism, joy, zest,

amusement, hope, interest, love, gratitude, compassion, kindness, pride, and
savoring good times. It does not, however,
only mean the ability to smile, but rather
focuses more on the ability to be optimistic.
It entails looking at the past, present, and
future with a more positive attitude. Having
a positive perspective sparks our creativity
and enables us to be open to new
possibilities. It also helps our relationships,
our work/studies, and basically inspires us to
carry on with life. Part of our capacity to
experience positive emotions is genetic, and there are indeed people who are
what we term, “masayahin”, but all of us have the ability to purposefully
experience more positive emotion.
How can you build positive emotions? You may want to try some of these:
 Keep a gratitude journal: Everyday, write down 5 things you are grateful for. It
may be a person, object, pet, experience, event, your own physical
characteristics, talents, etc.
 Do random acts of kindness: It could be as simple as picking up litter and
throwing it in the right place, letting someone go ahead of you in a queue,
sending a thank you message, etc. A simple act of kindness goes a long way.
 Spend time with people who matter: Despite your busy schedule, set some time
to catch up with family, friends, people you have not spoken to for a while. Do this
without the distraction of your cellphone/gadget.
 Surround yourself with “real” friends: Doing so enables you to build a resilience
circle, where friends can energize and make you feel renewed during down times.
What else can you do?
ENGAGEMENT AND FLOW
Engagement refers to “being one” with a certain activity, that you lose track of
time because of being absorbed in it. It is about doing things you enjoy, things
that make you a better person, things that promote good. Being engaged in
these activities leads us to be so focused that time seems to stop – what is
referred to as “flow”. According to Professor Mihaly Csikszentmihalyi, the leading
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researcher in the field, flow is experienced when our greatest strengths

correspond to the challenges we face. Engagement and flow is about using
our strengths to meet challenges, and we get to achieve flow when we have
the combination of a challenging situation and the opportunity to use our skills
and strengths.
To achieve engagement and flow, It is first

important and meaningful to find an activity
that we can be totally and blissfully
engaged in. These activities differ from
person to person, and depends on interests,
talents, and resources. We have to find what
fits us, and leads us into the state of flow. It
may be sports, music, cooking, creative
hobbies, etc.
Do you want to achieve engagement and

flow? Try these:
 Identify your strengths: What are you good at? Where do you excel? In what
instances do people compliment you?
 Be mindful: Practice mindfulness techniques that can help you be in the moment
and limit distractions so you can fully focus on what you are doing.
 Savor the moment: Be aware of your thoughts, notice how you are feeling, and
take note of your bodily sensations and reactions.
 Have a “buddy”: Sometimes, it helps to have someone who shares the same
interests as you. This can motivate you, as well as provide necessary feedback
for you to improve and develop in a particular skill or task.
What activity engages you?
RELATIONSHIPS
As humans, we are “social beings”. We constantly build connections with others

and establish positive relationships with our family, friends, classmates, and
others. This is significant and relevant to be able to spread and receive love and
joy. Building relationships with others enable us to feel loved, supported, and
valued. Our well-being is positively affected when we have good relationships
with people. In this day and age where technology has become a big part of
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our lives, relationships can be maintained more easily with the many
applications and platforms that enable us to communicate with each other,
no matter the distance.
How can you build good relationships? Consider these:
 Re-establish relationships with people you have lost touch with: Think of those
you have not spoken to in a while, and find ways to reach out to them.
 Give time: Create time to see (or call, text, message) friends to maintain
your current relationships.
 Show positivity: People enjoy being around those who are happy, optimistic, and
hopeful.
 Develop your listening skills: When talking
to someone, make an effort to really listen
to, and not just hear, what the person is
saying. Make it about them, and not always
about you.
When was the last time you talked with

your parents?
MEANING
Meaning is about belonging to and serving something you think is better than
the self. It is feeling and knowing the value of what we are doing, and is an
intrinsic human quality. This means that to find meaning, we need to be able to
feel a sense of fulfillment and satisfaction. Having meaning in life is also
relevant to having and feeling a sense of purpose. This experience is different
for each and every person. It is dependent on what we are passionate about.
Meaningful experiences can be created each time you choose to make an
experience meaningful. Even negative experiences can be meaningful, when
we learn from them. Furthermore, having connections with something bigger is
an effective barrier against stress, depression, and anxiety.
How can you build meaning in your life?
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 Discover meaning: Go back to our

discussion on Frankl’s ways to discover
meaning. Which of these have you
already done?
 Find your passion: What interests you and
makes you happy? What do you enjoy
doing that makes you a better person, and
helps others as well?
 Reflect on your values: What do you value in
life? How are these reflected in the things
you do?
 Do something for someone: Make it a habit
to be selfless, and do something to make
someone feel good.
How do you make your experiences meaningful?
ACCOMPLISHMENTS
Accomplishment is a positive experience. It is the sense of satisfaction at

the end of a process. When we work towards our goals and are able to achieve
them, the end result would be the feeling of being “accomplished”.
Accomplishments give meaning to all performed tasks, as well as to all realistic
goals set. When we experience a sense of accomplishment, it means that we
have worked towards and reached our goals. It means we have overcome
barriers and surpassed challenges. This contributes much to our well-being, and
we are able to say with confidence and pride, “I did it…I did it well!”.
How can you feel a sense of accomplishment? Let’s take a look at these:
 Set goals: Set goals that are SMART

(specific, measurable, attainable, realistic, time
bound) as these are more likely to be achieved.
 Celebrate success: No matter how “small”
the achievement, celebrate it and savor it. It is a
positive experience which should not be taken for
granted. Reward yourself for all your successes.
 Be patient and persevere: Remember that there
is a right time for everything, and you will “get
there” soon enough. In the meantime, keep going
and keep trying.
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What was your most recent accomplishment?
ELABORATE
***REFLECTION:
Refer back to your answers in the Engage section of this unit. You listed 5
things you are grateful for today, and the reasons for these. Now, reflect on
how being grateful makes you feel. Do you feel good about yourself? Are you
happy? Motivated? Inspired?
Being grateful for the blessings we receive, even the little ones, indeed
make us feel good about ourselves. What are your thoughts on this?
-It feels more positive, it increases my self-esteem, enhances positive

emotions and makes me more optimistic. Very deep happiness. And feeling
about myself makes me proud in life. Thoughts that at times, gratitude turns
what we have into enough.
EVALUATE
Here is a checklist of character strengths. Place a check mark before the word
that you believe is reflective of the character strength you possess. Be honest.
√ Appreciation of beauty and excellence √ Gratitude

√ Bravery √ Honesty
√ Curiosity √ Humility
√ Creativity Humor
Fairness √ Kindness
Forgiveness Leadership
√ Love Love of Learning
Judgment (critical thinking) √ Hope
√ Perseverance Prudence
Self-Regulation √ Social Intelligence
√ Sense of Purpose Teamwork
√ Zest
Look at the character strengths you checked. Look at those you did not check.
Would you like to develop these? Why or why not?
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References:
Seligman, M. & Czikszentmihalyi (2014). Flow and the foundations of positive

psychology, 279-298.
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Seligman, M. (2012). Flourish: A visionary new understanding of happiness and well-being.

Simon and Schuster.
https://positivepsychology.com/perma-model/
https://www.learning-theories.com/positive-psychology-perma-theory-seligman.html
http://iwenhappinesslessons.com/the-perma-model-the-scientific-theory-of-happiness/
https://www.wellbeingandresilience.com/sites/swrc5/media/pdf/permaandcentreoverview.pdf
https://positivechangeguru.com/the-perma-model/
UNIT 2: GRIT AND GROWTH MINDSET

This unit shall discuss the concept of Grit and the components and factors that
describe a gritty individual. The module seeks to inspire you to demonstrate and apply
grit in different areas of your life amidst experiences of failure, adversities and other
forms of challenges.
ENGAGE
To get a feel of this topic, ponder on the following questions:
1. Have you heard of the following people: Efren Penaflorida (a Filipino teacher
and development worker who made it to be a CNN hero of the year 2009);
Jeff Bezos (CEO of Amazon, a multinational technology company for e-
commerce and other areas)? And of course you know Bill Gates (a college
drop-out but turned out to be a co-founder of Microsoft Corporation)…..What
is common among these people?
-No, never heard of them, but the common among these people are
strategy in life.
2. How come people of the same intelligence differ with regards to their
achievements?
-First of there is no stupid people in the world, all people have the
fair knowledge, strategy making smart goals put through
achievements.
3. Why are some more successful than others? What could be the factors
affecting this difference?
-Specifically, that what this unit discussing now the grit passion
and long term goals with a growth mindset.
Now think of a successful person you have been rooting on lately (i.e., Jack Ma)
Then identify the valuable character traits you think that person possesses that
contributed greatly to his success.
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EXPLORE
Rate the following items using the scale below. Answer honestly based on your
experience and perceptions. There are no right or wrong answers.
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5 = Very much like me 2 = Not much like

me 4 = Mostly like me 1 = Not like me at all
3 = Somewhat like me
1. New ideas and projects sometimes distract me from previous ones.

2. Setbacks don’t discourage me.
3. I have been obsessed with a certain idea or project for a short time but later
lost interest.
4. I am a hard worker.
5. I often set a goal but later choose to pursue a different one.
6. When I get bored at something I have difficulty changing trajectory.
7. I finish whatever I begin.
8. I am diligent.
Scoring:
*For questions 2, 4, 7 and 8 assign the following points: 5 = Very much like me; 4 =
Mostly like me; 3 = Somewhat like me; 2 = Not much like me; 1 = Not like me at all
*For questions 1, 3, 5 and 6 assign the following points: 1 = Very much like me; 2 =
Mostly like me; 3 = Somewhat like me; 4 = Not much like me; 5 = Not like me at all
*Add up all the points and divide by 8.
*maximum score on this scale is 5
*lowest score on this scale is 1
Interpretation: That is the measure of your capacity for GRIT! Read on and find
out if you have what it takes to be like the role model you have described in the
Engage section above.
Now, let us have a better understanding of what makes people have that GRIT
in them!
EXPLAIN
GRIT: WHEN TOUGHNESS IS WELLNESS
What is grit?
• working strenuously toward challenges,
• maintaining effort and interest over years despite failure, adversity, and
plateaus in progress
• approaches achievement as a marathon
• advantage is STAMINA
• disappointment or boredom may lead most people to change trajectory
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• the gritty individual stays the course (Duckworth et al, 2007).
What are the psychological assets of gritty people?

1. Interest: passion begins with intrinsically enjoying what you do
Interests are not discovered through introspection. You have to find out what
you are interested in or develop an interest in an otherwise uninteresting task.
What is important is you find out the “why” in doing so. Interests also thrive
when there are encouraging supporters even if it is just working alongside
people who are also busy doing their own tasks.
2. Practice: daily discipline of trying to do things better than you did yesterday
Before you start giving up on a difficult task, ask yourself how much time you
have devoted to actually work on it, and how much time are you planning
to work on it again. Look at the requirements of Deliberate Practice below:
 Clearly defined stretch goal.
 Full concentration and effort
 Immediate and informative feedback
 Repetition with reflection and refinement
3. Purpose: Have the conviction that your work matters.
4. Hope: learn to keep going even when things are difficult
“Fall seven, rise eight.” So the saying goes. If you cannot work on a textual
lesson, find another way of learning it by googling a related video clip tutorial.
Sometimes, engaging our other senses (if not visual, make it auditory, etc.) to
learn a subject matter can make us more hopeful because we find results in
other venues of learning.
THE GROWTH MINDSET
Property of and for the e xclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or trans nical, mitting in any form or by any
means, electronic, mecha photocopying, recording, or otherwise of any part of this document, without the prior written permission of
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GRIT AND MEANTAL HEALTH
Research findings show:

 Increased self-control, better mental well-being, life satisfaction, feelings of
worth, resilience and growth mindset and lower levels of perceived stress were
associated with higher levels of grit. In addition, grittier individuals believe that
their skills and abilities will improve with hard work. (Kannangara, et al., 2018)
 Lower grit levels were found among University students with self-reported
anxiety and depression. (Tuckwiller & Dardick, 2018)
 Gritty individuals: “life is meaningful”
Maintain perseverance and passion in order to achieve their long-term goals.
(Masumari, et al., 2018)
ELABORATE
After reading through the above lecture, an important consideration would be

on how you can be grittier.
***Exercise: I have grit!
Go back to the beginning activity of this unit. Fill in the last box to determine
how you can maximize your grit assets. Identifying probable setbacks in the 2nd
box.
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But i can definitely come close by:

because:
A. Interest: Pursue my interests. Find something
I may not be * This is too
that fascinates me.
(Jack Ma) hard.
B. Practice: Practicing, Get a little bit better every day.
* I can’t do this.
C. Purpose: Connecting to a higher purpose. .
* I give up
D. Hope: Cultivate hope.
DEVELOPING GRIT
1. Positive self-talk (Fixed Mindset vs. Growth Mindset)

- “I am not good at this.” “I am not good at this yet. But I will learn.”
- “This is too hard.” “This will require effort and finding a great strategy.”
- “I won’t try because I might fail.” “If I fail, I can try again and improve in the
process.” “I am brave enough to try.”
- “I can’t do this.” “I need some feedback and help from others.”
- “I give up.” “I will succeed if I put forth effort.”
2. Positive attitude and persistence

3. Start solving smaller problems first
4. Reward yourself for hard work and delayed gratification
5. Acknowledge and work on your strengths.
6. Strive to improve specific weaknesses.
7. Know the “why’s” before the “what” of a particular task.
8. Always remember that even if there are setbacks, these shouldn’t stop
you from trying again.
PropertyEVALUATE
of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
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MY GROWTH MINDSET STATEMENTS: I can change my mindset with my words

(provide alternative statements on the second column)
FIXED MINDSET GROWTH MINDSET

Just for this one, I’m poor of some
1. I am great at this. many things. I need to wander more.
to be great at all.
I need more challenges to make it

2. This is too easy. hard for me.
But I do have knowledge like them.

3. I am not as smart as others. I need to study more often.
But this can be a great source of my

4. Failure limits my abilities. motivation
It’s not enough for me I need to

5. I stick to what I know. stick to others knowledge to learn
other things
Right or Wrong this would improve

6. I am right, you are wrong. me growing up myself.
You can do all, have patience.

7. What can I do? This all I’ve got! Tomorrow you would have it all.
Need to study hard for this one to

8. This subject is really difficult. make it easy for me.
I’m sure I have talent, one thing to

9. I do not have talent in (e.g., do is figure it out what it is.
cooking)!
Even though it goes like that I’ll
10. That is how it goes with (e.g.,
push myself to the limit. To my
poor people) like me. success.
References:
Duckworth, A. L., & Kelly, D. R. (2007). Grit: Perseverance and Passion for Long-Term Goals.
Journal of Personality and Social Psychology, 1087-1101.
Duckworth, A., & Quinn, P. (2009). Development and validation of the Short Grit Scale
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(GritS). Journal of Personality Assessment, 166-174.
Joelson, R. B. (2017, April 20). Hardiness and Grit. Retrieved from Psychology Today:
https://www.psychologytoday.com/us/blog/moments-matter/201704/hardiness-and-
grit
Kannangara, C. S., Allen, R. E., Waugh, G., Nahar, N., Khan, S. Z., Rogerson, S., & Carson, J.
(2018). All That Glitters Is Not Grit: Three Studies of Grit University Students. Frontiers in
Psychology, 1-14.
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UNIT 3: GOAL-SETTING
A discussion on strategies to plan and work on achieving personal goals that
pave the way for success shall be the focal point of the last module for the Short
Term period. It shall explore goal-setting theories that can provide practical
ways for you to set, maintain, pursue, and attain goals.
ENGAGE
Once there was a man named Howard Hill. He was a very famous archer. With
a single arrow he can kill a buffalo. He can send his first arrow and it can kill a
moving target – a Bengal tiger, straight out.
If he has a target. His first arrow can hit the target bull’s eye! No practice
needed. And he can send a second arrow and split into two the first arrow.
Now you might be thinking, “Wow! That is great talent! No one can beat
Howard Hill.” But I tell you, you can! And you think again…”How can I? I have
not even touched a bow and arrow my whole life?” You see, you can. Yes
you. For that, you would need a big handkerchief to blindfold Howard Hill. Make
him turn around three times before you start the contest and for sure you will
beat Howard Hill because he would not know which direction he is facing and
you can.
Silly as it goes, here is the most important point of the story: IF HOWARD HILL
CANNOT HIT A TARGET HE COULD NOT SEE, HOW CAN YOU HIT A TARGET YOU
DO NOT HAVE?
(Adapted from the speeches of Zig Ziglar)
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EXPLORE
How do I usually spend my 24 hours?
“I don’t have time!” This a common utterance for us these days. Part of the
success in targeting goals is the utilization of resources. One of them is time. In
the activity sheet below make an inventory of your 24 hours by identifying
activities that you do the whole day from the time you wake up until you turn in
to sleep at night. Approximate the time duration for each activity then proceed
with the task as instructed.
Activity/Task Time # of Mark with asterisk if it is a

duration minutes leisure activity, number sign (#)
if it is school tasks or relevant
academic tasks, mark Ro if it is
an essential routine
Ro
Wake up 5am
Morning prayer and 40 5 – 6:00 am Ro

minutes meditation. 1 hour
Brush my teeth and

bathroom essentials
6 – 6:50 50 mins Ro
am
Cook and eat breakfast 6:50 – 7:20am 30 mins Ro
Social 7:20 – 8:00am 40 mins *

networking/virtual
socialization
check google 8:00-1:00pm 5 hours #

classroom and
do assigned asks
Cook and eat for lunch 1 – 2:00pm 1 hour Ro
Afternoon Sleep and wake up 2– 4:00 pm 2 hours *

Then chill about an hour
Making The house chores 4 – 6:00pm 2 hours Ro
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Watch TV 6 – 7:30pm 1 hour and *
30 mins
Cook and eat dinner 7:30 – 8:30 1 hour Ro
Wash face then tooth 8:30 – 30 mins Ro

brush 9:00pm
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Next: Add the total number of minutes you spend for LEISURE (*)
Add the total number of minutes you spend for academics (#)
How much time do you spend for leisure?

-In about 4 hours.
How much time do you spend for your academic responsibilities?

-In about 5 hours
You see, the total number of hours we spend for a task is the MEASURE OF OUR
COMMITMENT for it. Imagine a girl asking her boyfriend “Tayo pa ba?” when
they do not spend time together anymore to go out, talk, for messages and so
on. Imagine if your course subjects will ask you that if you do not spend as
much time in reviewing, doing assignments or projects, etc. “Tayo pa ba?”
If the answer is a resounding NO or a weak YES, rewrite your time inventory by

re- allocating greater time for your main goals.
The utilization of resources to do a task is of prime importance in targeting
our goals bull’s eye!
Now think of other resources you need for this goal other than time. Think
360 degrees and list those resources around the identified goal
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My resources:
SETTING A GOAL
BE OPTIMIZED
STAY RESILIENT
TO PASS
THIS
SUBJECT
PAY ATTENTION EXECUTE
AND
PARTICIPATE
FORMULATE
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Success is not only dependent on what we know. Execution is. So get to know
more about goal setting and proceed to the evaluation exercise at the end of
this unit.
EXPLAIN
Let’s look into what goals are and how we can achieve them.
A goal is a target or objective of a motivated and directed chain of behaviors

(Coon, 2001). Without goals, one’s behaviors would be random and tasks that
need to be accomplished may not be done well or not done at all. If a
person is goal directed, he recognizes the presence of tasks (needs) that
need to be accomplished, experiences tension or drive that directs and
maintains his actions towards such goals. Locke and Latham’s extensive studies
on different types of goals across a wide variety of subjects show that there are
basic principles in goal setting that increase the probability of success.
BASIC PRINCIPLES
1. CLARITY
Clear goals identify specifically measurable tasks to be accomplished, the
standards of efficient work and definite completion dates. There is less ambiguity
on expectations of what is to be achieved and how accomplishments are
rewarded. The SMART (specific, measurable, attainable, realistic and time-
bound) goals mnemonic by Blanchard and Johnson is very useful in goal setting.
Clarity will also specify the concrete steps, the basic actions, toward the goal
hence making the goal closer to reality than simply eyeing it. Hence it becomes
an action rather than just a vision. Practitioners term it as the key results under
each objective or goal. Wanting to graduate (goal) has to be concretized in
daily school tasks; Daily school requirements (finishing a paper) has to be
concretized into smaller concrete tasks of reading background data, watching
video clips, and listing down key points you need to cover before you get to
finally write that paper. When you divide up the long term goal into
manageable short term goals, what was initially daunting becomes more
achievable. You would find yourself flying and skipping through hurdles that you
initially perceived as insurmountable.
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2. CHALLENGE
The level of difficulty of a goal determines the motivation in maintaining effort in
doing a task. Too easy goals may not be deemed as important while too difficult
goals may not give immediate feedback of accomplishment.
3. COMMITMENT
The degree to which one is engaged in the task from start to finish can be
measured by the time and effort all throughout. Commitment may be
dependent on factors such as task difficulty, incentives and teamwork.
4. FEEDBACK
This provides opportunities to clarify expectations, adjust goal, adjust difficulty,
and
gain recognition. This can also be a time to adjust resources. Feedback can
come from others or it can be measured against the progress of work as
specified in the first principle.
5. TASK COMPLEXITY
Difficult tasks can be given longer deadlines and divided into achievable
batches.
People working on it should have the basic know-how and the availability of
coaching when needed.
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ELABORATE
HIERARCHY OF GOALS
Low level goals are the day-to-day actions like jogging, checking messages,
reading, etc. Check out if they are means to an end of a higher level goal
such as passing this subject.
Mid-level goals like putting in hours for work are less abstract because they lead
the person to a higher goal in the hierarchy.
Top-level goals are the ultimate goals that will drive every action at lower levels.
If an activity does not fit strongly within an ultimate goal it can be removed
from the person’s repertoire of daily activities. Or the time allotted for them can
be reduced. The greater the time spent for them, the greater the likelihood that
the person is engaging in a lot of time wasters.
EVALUATE
Goals are important, but theories also stress the importance of the process and means by
which they are realized. Concretize the principles above on this journal exercise.
Personal Reflection: My Hierarchy of Goals
Utilizing the model below, or an adaptation of it, write down

your hierarchy of goals for an ultimate goal in your life, e.g., being
happy and content or having a meaningful and well-balanced life.
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Take not of how the hierarchy should progress from highly specific to
the general goal on the top level.
References:
Villafuerte, S. Quillope, A. Tunac, R. Borja, E. Understanding the Self, NIEME Publishing House Inc.,
Quezon City 2018
http://growing resilient.com/home/activities/goal-pyramid
https://www.google.com/amp/www.meetconstance.com
========================================================================
IMPORTANT! SUMMATIVE ASSESSMENT – you may now take

your Final Examination (please refer to Attachment D)
========================================================
PREPARED BY: THE PSYCHOLOGY DEPARTMENT

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UNDERSTANDING THE SELF (GSELF)

SCHOOL OF TEACHER EDUCATION AND LIBERAL ARTS

I. Course Title: Understanding the Self

II. Course Overview

Enjoy the course and the semester!

B. Course Learning Outcomes

1.interpret the human experience from various perspectives;

C. Module and Unit Topics

MODULE I. KNOWING THE SELF: The Self from Various Perspectives

This module discusses the different representations and conceptualizations

UNIT 1: Philosophical Perspectives of the Self.

UNIT 2: Sociological Perspectives of the Self

Before moving to Unit 4, we will look into Western and Eastern

UNIT 4: Psychological Perspectives of the Self

MODULE II. UNPACKING THE SELF

UNIT 1: The Physical Self

UNIT 2: The Sexual Self

UNIT 3: The Material/Economic Self

UNIT 4: The Political Self

UNIT 5: The Digital Self

UNIT 6: The Spiritual Self.

MODULE III. MANAGING AND CARING FOR THE SELF

UNIT 1: Martin Seligman’s PERMA Model in Managing the Self

UNIT 2: Grit and Growth Model

UNIT 3: Goal-Setting Theory

A discussion on strategies to plan and work on achieving personal goals

III. Course Study Guide

To be on track on the course, the following classroom rules are to be observed.

1. Manage your learning time.

 Asynchronous Online Learning means that our coursework will be

3. Use Google Classroom.

Default username: (your SLU ID Number)@slu.edu.ph

THEN Change the default password to your preference.

 Because we will be utilizing the Google Classroom, kindly use

and comment in return, or send me a private message in our

7. Academic Integrity must be upheld.

commitment to uphold your values of competence, creativity, social

III. Study Schedule

Schedule Topic Learning Activities

4. Demonstrate critical and

WEEK 2 1. Discuss the different Engage: My Cultural Favorites

forces that shape the self.

4. Demonstrate critical and

4. Examine one’s self against

5. Explain how the

WEEK 4 1. Explore the Engage: Gender Lightbulb

5. Explain how the

and institutions that Elaborate: Why are we

4. Examine one’s self against

5. Explain how the different

4. Examine one’s self against

5. Explain how the different

valuable in the different

4. Examine one’s self against

Explain how the different

3. Identify the Elaborate: My

4. Examine one’s self against