Republic of the Philippines

CAVITE STATE UNIVERSITY

Carmona Campus
Market Road, Carmona, Cavite
(046) 487-6328/cvsu.carmonacampus@gmail.com
www.cvsu.edu.ph

G N E D 0 8 – U N D E R S T A N D I N G T H E S E L F CHAPTER I:

THE SELF IN THE VARIOUS PERSPECTIVES

Introduction:
The self could be viewed in various perspectives. The fact that self is defined in different ways is an
implication of how significant the self is. It is as important as human existence for it lies in your
understanding of the context of the “self” that you will be able to explore more about your being.

Imagine that you are about to go on a trip to a place which you just know by name, yet you do not
have the complete idea of what it really looks like, and how it feels like to be there. Everyone could be
familiar with the basic details about this particular place, where it exactly is and the other features that
you can find in it, but it will still be different if you will be able to be there yourself. This is how we can
compare the context of the self, a place which everybody knows but not totally explored by many.

As you go along with this chapter, certain perspectives and concepts regarding the self will be
introduced to you, some might be the same things that you have in mind but without the usage of the
proper terminologies. It is then that you will realize that you have already been adapting to such
concepts, it is just that you were not aware of it. Know that as you explore your “self”, you will get to
recognize the various concepts and perspectives in the lens of known individuals and their ideologies.

Learning Objectives:
It is our goal that at the end of the chapter, you will be able to:
1. discuss the different representations and conceptualizations of the self from various disciplinal
perspective;

2. examine the different influences, factors, and forces that shape the self; 3. compare and
contrast how the self has been represented across the different disciplines and
perspectives; and

1
Prepared by: Leonard V. Paunil
4. demonstrate critical and reflective thought in analyzing the development of one’s self and
identity by developing a theory of the self.

Instruction to the Student:

Before you proceed to the lesson proper, please perform the activity below without consulting any text or
source. Give yourself 15 minutes to finish.

PRE-TEST ACTIVITY:
How much do you know about yourself?
Answer the following questions based on your personal concept of the self:
1. How do you see the “self” in a general point of view?
The term "self" refers to how we see, think about, and assess ourselves. It is a belief about
ourselves that includes our characteristics, how we view ourselves in the mirror, and who or
what we consider ourselves to be..____________

2. Do you think you can separate personal “self” to the other selves? Why? Certainly not. As
a human body has many organs and systems that work together to form a whole system and
an organism, so does our Self. This other element of ourselves functions as the construction
material that assembles the personal Self to create the Whole. We will not have a distinct self
without these building pieces that make it what it is.

3. What are your thoughts about the various perspectives of the self?

It is, in my opinion, a method of perceiving, seeing, or understanding oneself from many

perspectives or viewpoints. It allows us to properly comprehend anything from different
perspectives since we cannot fully grasp something till we look at it from the other side. For
example, a nine on one side may appear to be a six on the other.

You may now proceed with the lesson proper. Find a conducive place for reading and have fun
while learning about philosophical perspectives of the self.

2
Prepared by: Leonard V. Paunil

LESSON PROPER:
I. Philosophical Perspectives of the Self
When humanity began trying to explain the nature and origin of the universe through reasoning
and observation, instead of through poetry and mythology, it is said that humanity was taking the first
step in the development of philosophy (Ramos, 2004). The word Philosophy came from the two
Greek words: philos and sophia, which are defined as love and wisdom, thus the term literally means
love of wisdom. The term was first used by Pythagoras who, in humility, refused to call himself a
wiseman (the way how other ancient philosophers were addressed) but rather chose to be called a
lover of wisdom and coined the term philosopher.

* (Philosophy - Philos (love) & sophia (wisdom). which means Love of Wisdom and was coined by
Pythagoras) *

Great thinkers have provided rational explanation to man’s existence and numerous questions
regarding the essence and purpose of life were explored in various ways. These endeavors have led to
the fact that there is no single answer to such queries. The vast concepts that the field of philosophy
has regarding the self will show you a deeper understanding of your being.

The Philosophical perspective of the self will allow you to understand and explore the self both
as an idea and a being. Several philosophers have expressed their ideas about the self in different
approaches and in different periods.

Ancient Philosophers
Socrates
Most ancient philosophers focused on the questions revolving around the concepts of existence
and origin. Other Greek thinkers like Thales, Pythagoras, Parmenides, Heraclitus, Empedocles were
concerned about explaining what the world is really made up of, what the world is so, and what
explains the changes that they observed around them. Then there came Socrates who concerned
himself with a different question, which is the self.

There are notable ideas that Socrates imparted with his students, which was presented through
the dialogues of Plato, according to Socrates, “an unexamined life is not worth living”. There comes
the importance of the “nosce te ipsum – know thyself” which expounds one’s idea of the self and
served as a central tenet of a philosopher’s task – to know oneself.

A person’s life should be well-viewed not just by others but of himself/herself, in order to,
discover one’s deeper value. Socrates believe in the dualistic idea of human having a body
(imperfect and temporary aspect) and a soul (perfect and permanent aspect) which creates the
self.

3
Plato (Aristocles)
 Taking off from his teacher’s ideologies, Plato supported the idea of dualistic perspective of the
body and soul. He added that there are three components of the soul: the rational (intellect) soul, the
spirited (emotions) soul, and appetitive (desires) soul. For Plato, the deeper emphasis on the soul is
knowing one’s self. Justice is obtained only by human person when there is a harmonious relationship
between these three components.

The rational soul describes your reasoning and guides how you use your intellect to facilitate
everything that you do as a person. The spirited soul on the other hand is the component of the soul
where emotions are observed and governed. The appetitive soul is in charge of your desires, regarding
the things that give you pleasure, an aspect which should always be kept in control.

See Plato’s Allegory of the cave for explorative ideas:

https://faculty.washington.edu/smcohen/320/cave.htm#:~:text=In%20the%20allegory%2C%2 0Plato
%20likens,along%20which%20puppeteers%20can%20walk.

Aristotle
Apart from his teacher’s idea of the body and soul, Aristotle believes in the concept of
communion between the body and soul (monism – a philosophical doctrine which attributes oneness or
singleness to a concept; such as the body and soul being one).

“A soul, Aristotle says, is “the actuality of a body that has life,” where life means the
capacity for self-sustenance, growth, and reproduction. If one regards a living substance as a
composite of matter and form, then the soul is the form of a natural—or, as Aristotle sometimes
says, organic—body” – britannica.com

Remember that the soul is the concept that carries the idea of the “self” where one could not
exist without having a soul, and that the soul also represents the mind. Aristotle, also with the concept
of virtue from Plato (the harmonious relationship among the three components of the self will yield to a
person’s soul becoming just and virtuous), expresses that once a person live a virtuous life with proper
reason then he/she will achieve eudaimonia – often related to happiness but of a more objective and
definitive state (higher than subjective happiness); best translations are human flourishing, prosperity
and blessedness.

In the concept of eudaimonia, you might think that eudaimonia means being happy –
which you think is your supreme goal in life. Happiness is subjective specially if it is being
referred to in a hedonistic point of view where you pursue things that you find pleasurable.
Eudaimonia on the other hand, represents an objective state of

4
Prepared by: Leonard V. Paunil
happiness where you may experience joy brought about by living a virtuous life – that is living a
life with guiding values in the path of righteousness.

Medieval Philosophy
The Medieval period in Philosophy is marked with the idea of God’s existence (or non existence
for some). Christianity was starting to flourish, and the known doctors of the church used philosophy
and reason to describe and discuss the existence of a Sumum Bonum or the Highest being (being
referred to as God).
St. Augustine of Hippo
Drawn from Plato’s idea of the soul and the concept behind allegory of the cave, Augustine
believes that the man in this world is imperfect and that he/she can find his/her perfection through
being with the Divine. The fulfillment of the self is achieved when man’s life is lived in communion with
God’s will (as taught in the Christian doctrines), beyond the physical realm (the physical world) – the
soul will transcend after death.

In this context, the self, according to Augustine is subject to flaws and yet could be reconciled
with what we ought to be as we live our lives in accordance with the divine teachings and belief in the
Highest Being.

St. Thomas Aquinas

Adapting from Aristotle’s concept of hylomorphism (hyle – matter; common stuff that makes up
everything and morphe – form; essence of a substance) – it is what makes it what it is. As expanded
by Thomas Aquinas, a person’s being (existence) is not complete without its essence – body is not
complete without the soul, thus making it one.

Man, then, in reference to his/her “self” is described as a being with essence. It is your essence
(purpose) that makes you different from any other being. The individuality of the self and its universal
concept of existence makes man different from any other being. Say for example, a table even it was
made as a table will not become a worthy table unless it is used as a table. In this sense, you get to
understand the role of essence as a vital aspect to fulfill one’s being (existence).

Modern Philosophy
The focal ideology during this period emphasizes the truth of existence, determining what is
true and what is not.

5
Prepared by: Leonard V. Paunil
Rene Descartes
Descartes is known as the Father of Modern Philosophy; he believes that reason is the key to
knowing and learning what is true and existent. According to Descartes, there are so much things that
a person can be doubtful about. With the presence of tis doubt lies the possibility of certain things
becoming flawed and unreal thus making it false and not true – whatever is not true could also not be
real. Therefore, he proposes that the only thing that you cannot doubt is the existence of the self. Even
when you try to doubt your own existence, the mere fact that you are doing so is the proof of the
doubting self and thus proving your capability to think which is not to be doubted – cogito ergo sum. I
think, therefor I am (exist).

The fact that you realized your capability to rationalize and that this is something that cannot be
doubted, assures the reality of your existence. In Descartes view, the bod is nothing else but a
machine that does the bidding of the mind. It is our mind that makes us who we are.

David Hume
He is an empiricist (Empiricism – the school of thought that espouses the idea that knowledge
can only be possible of it is sensed and experienced) and believes that self is not an entity over and
beyond the physical body. Hume believes that self is nothing else but a bundle of impressions.
 As he presented, there are two categories of experience: impressions and ideas. Impressions
are the basic objects of our experiences and sensation. You get to learn things by directly experiencing
things and objects and perceive their sensation. Like when you ride a bicycle on a down hill slope, you
will then feel the sensation of such experience and thus gaining knowledge about it. Ideas on the other
hand, are copies of impression but not as since they are concepts of perceived experiences. Taking off
from the same example if you only think of yourself riding a bicycle on a downhill slope, but have never
been tried, it remains as an idea – imagining how it feels like when you do certain things.

The self then is composed of varied experiences that are either concrete impressions or mere
ideas.

Immanuel Kant
For Immanuel Kant, the self is not just facilitated and composed of experience. Though he
acknowledges the role of perception and experience, this seems incomplete for him since experiences
are not just randomly happening in one’s life. To Immanuel Kant, there is a necessary aspect that
organizes the experiences and our impressions of the world which he called the apparatuses of the
mind.

6
Prepared by: Leonard V. Paunil
Without the self, one cannot organize the different impressions that one gets in relation to
his/her own existence. Kant suggests that the self is an actively engaged intelligence in man that
synthesizes all knowledge and experiences. This emphasizes the importance of the self as seat of
knowledge acquisition for all human person.

Gilbert Ryle
Gilbert Ryle denies the concept of an internal, non-physical self (pertaining to the soul), yet he
even roots on the idea of the soul (from the body and soul ideas). Rather, he emphasizes the behavior
of the person in his/her daily life.

For Ryle, the self is something that you cannot find as specific as what you expect it to be. He
suggests that the “self” is not an entity that you can locate and analyze but simply the convenient name
that people use to refer to all the behaviors that people make. This does not mean that Ryle openly
denies the existence of the self but rather, he emphasizes the importance of behavior as a more
definitive aspect of one’s identity.

Merleau-Ponty
Merleau-Ponty is as phenomenologist (Phenomenology is the study of structures of
consciousness as experienced from the firs-person point of view) who asserts that mind-body
bifurcation (dividing into two) is a futile endeavor and invalid problem. He emphasizes the inseparability
of the mind and body. According to him, all experiences are embodied.

In this sense, looking into the phenomenological perspectives that delves on first-hand
experiences, you will see that the concrete form of experience is through embodiment which primary
principle holds that experiences register in the body, brain, and mind – when you experience
something, that is the chance for you to know that it is real.
II. Sociological Perspectives of the Self
After establishing an understanding of how the body and soul was contextualized and used by
philosophers to define their ideas of the self, a new perspective and various concepts and paradigms
will be suggested for you to understand the self in another point of view.

A long time of fruitful debate regarding the body and soul (which eventually became mind) has
passed, and great minds has started to divert their attention of reasoning into a more inclusive aspect
of the self, which is the external world. While the components of the self is being acknowledge, a new
perspective has formed, an approach which sees the relationship of man to his/her external world (the
society) to develop the “self”.

The Self and the Society

7
Prepared by: Leonard V. Paunil
Looking back to your old photos, you will see how much you have grown and memories that are
tag along on every occasion and every stage of our life. You have gone through various stages which
defined a certain moment in your life, as an infant, a toddler, a preschooler, a grade school, an
adolescent, and now a young adult (probably some are in the stage of adolescence). But so much to
say about our physical development, one thing that you might look into consideration, is how you
developed your capability to interact and relate yourself with others and the entire community. You
have been in various social institutions that support your growth and development, probably institutions
that basically made you as who you are.

In the Sociological perspective, you will learn to understand how the society shapes man’s
“self” through interactions as one specific component of being in the society. The environment (aside
from genetic factors) influences everything that a person is as regards to his/her participation in the
society. The individual’s “self” is never independent and capable of standing on its own, it needs
stimulation in order to for her/him to become functional. The interactions that we established and the
environment that we are in, are key factors that define our sociological being.

There are different social institutions that create the larger society and are considered as the
primary institutions (where you get to learn and developed most of your skills):

1. Family
2. Education
3. Economic
4. Religion
5. State
The Family as it is always defined, is the basic unit of the society. This is the first institution that
you got involved in, literally because this is where you are born to. Basic values and principles are
taught in the family. Recognizing specific roles and simple ideologies, the things we believe in, and
your first successes and failures, all these started in the family. This is where you shape your primary
identity as a person coming from your primary caregivers (parents especially the mother) and your
siblings, for some including the other relatives.

As you grow much older, you become more capable of establishing more interactions as you go
along with your peers – individuals who become important members and participants of your social
circle. This growth necessitates cognitive development in a form of systematize instructions through
Educational Institutions. This is where you see a wider aspect of interaction where you learn to
categorize the individuals around you according to their roles and the level and quality of interaction
that you established with them. This is also where you learn more complex faculties of knowledge and
learned a more systematized context of language and communication.

8
Prepared by: Leonard V. Paunil
As you go through with your life, you get to develop an idea regarding basic needs and
commodities, that there is a certain system that governs trade, production and consumption which
require certain denomination – that nothing is free. You now get to understand the basic idea of
Economy, as a necessary sector and social institutions that supplies sustainability to the community.
You also to understand that your purchasing power is dependent to your socio economic status, which
is limited by your personal and familial financial status. Such will then make a certain difference in your
lifestyle, perspectives, and other aspects of the society dependent to one’s economic condition.

Religion as a primary social institution, on the other hand, supports the primary belief system
that we learned and value from within the family. Our religious affiliation, sometimes by default, is
dependent to that of our family’s. You learn and accept the teachings and principles that are rooted
from your family’s religious perspectives. As you grow, you learn religious independence and subscribe
to teachings and beliefs not because they are what your family believes but because you understand
them as a grown-up individual who is capable of a deeper understanding.

Finally, the State, which is represented by the Government, is the larger community of diverse
beliefs and principles but is governed by a single constitution, where everyone is subject to it. A society
needs an established institution which organizes and oversees the function and conduct of every
member, through this, the societal institutions are expected to perform their functions as prescribed by
existing rules. The law that governs the people is in accordance with the highest moral standards for
the welfare of the people. With this, you are bounded to the existing rules which draw lines to
distinguish what is and what is not acceptable as one exercises her/his freedom.

Ecological Systems Theory

You will be able to understand more about the relationship of the self and the society through
the Ecological Systems theory presented by Urie Bronfenbrenner which focuses on the quality and
context of the child’s environment as regards to his/her relationship to it. There are Five systems that
the theory identifies:

Microsystem – the smallest and most immediate environment in which the child lives in (e.g.
home, peer groups, school, community).

Mesosystem – relationships between microsystems (e.g. the Family and School).

Exosystem – relationships that may exist between two or more settings, one of which may not
contain the developing child but may indirectly affect him/her.

9
Prepared by: Leonard V. Paunil
 Macrosystem – the largest system that contains all the distant people and places that
significantly affecting the child (Cultural patterns and values, dominant beliefs and ideas,
political and economic system)

Chronosystem – the transitions and shifts in one’s lifespan. May also be a socio historical
context that may influence a person.

This theory originally intends to describe how the various systems, as described by
Bronfenbrenner, could affect a child’s development. Every relationship in these systems contributes to
how a child grows in several aspects in his/her life. In a sociological point of view, you can refer to this
theory to emphasize the impact of the interaction that a person, starting as a child, has established with
the various institutions that he/she belongs to. In this regard, you will be able to see that who and what
the person could become, is essentially a contribution of various individuals surrounding a person – at
least in a sociological point of view.

Please see visit these links as supplementary to Ecological System Theory:

https://www.youtube.com/watch?v=aSfPSLBw-Nc

https://www.youtube.com/watch?v=HV4E05BnoI8
The Looking-Glass Self
Another theory that you can refer to, to describe the development of the self and self
understanding of an individual is the Looking-Glass self. As quoted by Cooley’s theory:

“The looking-glass self describes the process wherein individuals base their sense of
self on how they believe others view them. Using social interaction as a type of “mirror,” people
use the judgments they receive from others to measure their own worth, values, and behavior.
In this way, society and individuals are not separate, but rather two complementary aspects of
the same phenomenon” (Cooley, 1902).

Charles Horton Cooley described this idea to emphasize the role of the society to how man
perceives himself/herself. Based on this concept, you see yourselves in a way you think others see
you. You believe that you are who you think you are based on other persons’ view of you. For
example, you believe that you are a kind person because others see you as kind. Therefore, the
reactions and interaction of the person towards us serve as a reflection of who we are.

There are three main concepts that could help you understand the looking glass self: 1.)
imagination of our appearance to the other persons; 2.) imagination

10
Prepared by: Leonard V. Paunil
of the persons’ judgement to that appearance; and 3.) some sort of self-feeling (retrieved from
onlinelibrary.wiley.com). All these create a basis of how you think other individuals view you and thus
leading to identifying yourself as such.

If you will try to analyze the concept presented in this theory, you may be able to answer the
question why there are people who believe that they are what others perceive them to be – because
their attitude is mirrored by how the people around a certain person react to what he/she shows them.
For example, a teacher who assumes that he/she is a terror one since all students around him/her
shows that he/she is. Also, a jester in a group who believes that he/she is fun to be with since her/his
peers appear to enjoy her/his humor.

Analysis
The sociological perspective provides as an understanding of how others and the social
institutions we belong to, could affect the way we see ourselves. When you now try to explore a deeper
essence of your being, as member of the society, you may want to start referring to your family and
immediate surroundings. On the other hand, in reference to the macrosystem, there are still things that
are no longer within the scope of our control, yet evidently shows how vast their impacts are to the
society and everyone in it. As students, and members of this generation, you are somewhat expected
to play your roles in this society, which could lead to a possible outcome – either you change the
society or be changed by the society.

Exercise No. 1
As an exercise for the Sociological perspectives and to assess your personal awareness regarding the
issues surrounding the society that could eventually affect you as a person, please write an essay in
response to the posted question:

What do you think is the societal issue that we face today that could change the course
of our society? How do you say so? ______________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

11
Prepared by: Leonard V. Paunil
III. ANTHROPOLOGICAL PERSPECTIVES OF THE SELF
When you try to think of how human beings, as primitive people, started their way of life in order
to survive, you will realize the vast array of evolutions that humanity has undergone – from the stone
age to the fourth industrial revolution. This might make you think how far we have gone through in
order to achieve this kind of life that we enjoy today.

Despite this, every individual still appears to be different not just in an individual point of view
but also in an ethnic sense. In every region, certain sets of characteristics, belief, attitudes, and
traditions have become references to every person to grow and develop in the society. Taking off from
the sociological perspectives of the self, this point of view presents us a deeper essence of interaction
which is rooted in the being of a human person as a subject of anthropology.

Anthropology
- “the science of humanity,” which studies human beings in aspects ranging from the biology
 and evolutionary history of Homo sapiens to the features of society and culture that
decisively distinguish humans from other animal species. (www.britannica.com)

- is the study of what makes us human. Anthropologists take a broad approach to

understanding the many different aspects of the human experience, which we call holism.
They consider the past, through archaeology, to see how human groups lived hundreds or
thousands of years ago and what was important to them. (www.americananthro.org)

The self is described in the anthropological perspectives through the context of how the culture,
history, and other aspects that make us human beings create an idea of developing the “self”.
Many important aspects in human’s life (entire existence) create the entity of the human being
all throughout the evolution processes; from the development and growth of civilizations to the
current society.

Culture
- It is that complex whole which includes knowledge belief, art, law, morals custom and other
capabilities and habit acquired by man as a member of society. (Edward Taylor)

- It is the complex whole that consists of all the ways we think and do and everything we have as
member of society. (Robert Bierstadt)

12
Prepared by: Leonard V. Paunil
- The realm of styles of values of emotional attachments of intellectual adventures. (MacIver and
Page)

- Therefore, culture define as the sum total of behavior traits which a person, comes to acquire
through instruction and learning.

Culture and the Self

Culture is dynamic, and thus it changes through time as people within the society adopt various
cultural patterns from different places and societies. There is always the possibility of incorporating a
particular culture to the other. With this idea, we can say that it is always adopted by people and that it
could always evolved or followed conservatively.

In our discussion in the sociological perspectives of the self, we described the role of culture in
developing social structures and patterns in the society, where the family could be the primary agent of
incorporating culture to every individual, thus developing the self. This is when the process of a.)
enculturation comes in – a process by which a person adopts behavior patterns of the culture he lives
in.

As we go along in our life, we get to develop and become part of larger social environment and
thus learning other individuals’ cultures and beliefs. There is always a tendency for everyone to learn
and even adopt other cultures; thus recognizing the process of b.) acculturation – occurs when a
group comes into contact with another, c.) assimilation – occurs when individuals do not wish to
maintain their cultural identity and seek daily interaction with the dominant culture, and d.) integration
– occurs when there is both an interest to maintain the culture of origin while being open to interactions
with the dominant cultural group (e.g. an Ilocano choosing to live in the Tagalog Region).
Culture and Personality Approach
Ruth Benedict is one of the Anthropologists who emphasize on the idea of culture as a
relevant factor that develop the personality: “Her well-known contribution was to the configurationalist
approach to Culture and Personality. Like Boas, she believed that culture was the product of human
choices rather than cultural determinism.” (retrieved from https://anthropology.ua.edu/theory/culture-
and-personality)

This point of Benedict lead to the National Characteristics – refers to perception that each
culture has a modal personality type, and that most members share aspect of this (e.g. – Filipinos have
hiya, utang na loob, and pakikisama).

With the study conducted by Benedict among the Mexicans, two dominant
characteristics were found to describe their characteristics: Dionysians (YOLO mentality) and
Apollonian (law-abiding, creativity).

13
Prepared by: Leonard V. Paunil
The identity of the individual could vary on how a certain collective identity could somewhat
describe a person. We develop a certain understanding of attributing characteristics to a group as they
share the same dominant and observable characteristics.

The Filipino Characteristics

There are many characteristics that could be attributed to Filipinos with respect to their
way of life and collective attitudes that make Filipinos known globally. But in this module, few
noticeable Filipino characteristics and attitudes will be presented for the sake of emphasis to
Filipino culture and way of life.

Filipinos are known to be respectful and hospitable. With the culturally influenced
respect to elders, every Filipino child has adopted the idea that using “po” and “opo” is how, not
just children, everyone should communicate with others especially to the elders – something
that we have learned and adopted in the family (for some, even when you grew up abroad). As
to hospitality, foreign individuals would say that Filipino hospitality is incomparable, especially
when it comes to other nationalities. Just imagine how much effort we exert just so we can
make sure that our visitors will feel comfortable with as hosts. Though due to poverty, there are
perceivable setbacks that we encounter. On the other hand, the too much effort that we exert to
express our hospitality to other nationalities could also be a reflection of our feelings of
becoming inferior – historically referring to a number of colonizers that took over the country in
a long period of time. Nonetheless, these characteristics are evident among most Filipinos.

Other characteristics and attitude that could be attributed to us, are our concepts of
pakikisama, utang-na-loob, and hiya. The Filipino idea of pakikisama shows us how we put
importance on camaraderie and peer relationship (even relationship with others in general).
Establishing a good relationship with others (or the kapwa) could always put us on more solid
social relationship. However, the pakikisama is often abused with the idea of conformity – doing
things just because others are. We sometimes have the tendency to just do what our peers (or
others) say that we must do otherwise our relationships with the could compromised. Doing
 things in the idea of “sa ngalan ng pakikisama” is oftentimes marked by bad influences and
habits – too much drinking, marijuana, cutting-classes, and other things related to these.

The concept of the utang-na-loob is something that does not have a direct translation in
other countries. Its concept is embedded in the Filipino Family culture, where we put value (of
great importance) to the things that a person (especially a family member or a relative) has
given to us or efforts that are exerted in response to our needs. By this value, we look forward
to paying back (utang as debt) to these people in any possible way we can. Though this may
seem noble, others have grown

14
Prepared by: Leonard V. Paunil
exhausted to this idea due to the emotional abuse that being “walang utang-na-loob” entails
when we fail to fulfill our underlying duties attached to this kind of debt – something that has
been creating a toxic environment in the family and with others.

Hiya, though oftentimes translated in English as shyness or timid (as to mahiyain), has
more to it – the inner sense of pride and dignity. Filipinos often describe a shameful act as
kawalan ng kahihiyan (sa sarili) especially when it is directed towards our name. For example,
parents who are more concerned about what other people will say about their daughter who just
got pregnant, who is not wedded to a husband, or even having a homosexual child – they often
refer to this situation as blemish to their names and pride expressed through – “nakakahiya sa
mga kapitbahay, ano nalang ang sasabihin” or “di ka na nahiya, ano nalang ihaharap ko sa
mga kaibigan ko”. But this Filipino attitude is not at all negative since it also depicst a person’s
self-image and pride – being able to control one’s urge because of hiya somewhat notes a more
positive approach to this concept.

These are some Filipino characteristics and attitudes that are attributed to us and thus
serve as reference to our identity in terms of our ethnicity and nationality. This gives as the idea
that as individuals, we share collective identity with the culture where we are in.

Analysis
Culture is a dynamic element that could somewhat shape the humanity, while history describes
the track of our existence as to how certain beliefs, traditions, and customs came about. With this in
mind, you may be able to realize how some ways that are adopted by our family, peers, and other
individuals around us, can describe our being as regards to our cultural origin so to speak. Though
individual differences vary from person to person, this perspective guides you to see humanity’s
identity with respect to the quality of the society where one belongs.

IV. PSYCHOLOGICAL PERSPECTIVES OF THE SELF

Every time you go to the mall, you can always expect that you will be encountering numerous
people, with different attitudes and reactions towards several things that are happening around you.
Simultaneously, everyone is doing their own tasks in a given time in the same area where you are –
not mindful if they are being observed, watched, or analyzed (well because we do not normally do that
on a daily basis). In this instance, one curious mind

15
Prepared by: Leonard V. Paunil
might think of the reasons why they are doing what they do at that given time – you might also
probably come up with ideas depending on their actions, not necessarily judging them but trying to
assess their identity based on what you perceive at that moment.

In this case, you do not assess people as who they really are, but just merely creating an idea
of their identity based on their actions – and in a deeper sense, what cause them to act that way. For
example, you are in the department store section and you saw a guy in the cashier who appears to be
annoyed to a sales associate who failed to deliver the correct item that the guy asked for and that he
demands to talk to the manager while others are being held in line. The guy seems to be, as we say,
financially capable – with which he may be perceived to be arrogant and privileged, yet how can we
say that he really is what we perceive him to be at that moment?

As you continue with this module, putting the guy on the cashier in mind, there are suggested
perspectives (in theory and idea) that could somewhat provide you with possible answers to the
question posted, in a psychological sense. Note that there are numerous theories that are relevant to
describing one’s personality in the psychological perspective yet the topics here are those that are
somewhat intended to describe the “self”.

Psychology
Psychology, to put it simply, is the study of human behavior and the factors that affect it. The
psychological perspective of the self presents you the idea of describing the self and its development
through various theories of personality that constitute the identity and being of an individual.

Psychology and the Self

One important aspect that you must always look into the psychological perspectives is the role
of behavior. The way you behave can somewhat describe you as a person, and the factors that affect
this behavior are also essential things to consider. We develop and describe our personality in different
ways, as described in this lesson. As you go on with the topics and theories, try to reflect and recall
your own self and behavior, something that you can use in your sharing of insights and discussion.

Psychoanalytic Theory – Sigmund Freud

Personality is internal, innate, implicitly genetic/biological, and relatively permanent.
Emphasizes the unconscious and the importance of early childhood experiences. What makes your
personality different from others - Freud’s search for the answers to this led him to the discovery that
the clues to understanding the uniqueness of an individual’s personality are found in infancy and
childhood. The personality that you live with today, the one that charms

16
Prepared by: Leonard V. Paunil
in order to get you dates, makes lists and never gets anything done, makes sure that your locker is not
a mess was molded in your earliest days.

According to Freud you were a final product by the time you hit puberty and that your unique
character and quirks are the products of how your personality develops during childhood. As a child
and even as a teenager, you go through a series of stages in which you grow and mature.
 Psychosexual Stages of Development
A. Oral Stage – focus is on the mouth which is used for many purposes, the most important
aspect for survival and sustenance (infancy to 18 months). One of the first objects out
there that provides and infant with oral satisfaction is his mother’s breast. The mother’s
breast is a main source of connection and satisfaction.

Eventually all infants must be weaned from their mother’s breast. Weaning presents the
infant with his first conflict between his desire and reality. If the infant fails to wean, or is
weaned harshly or incompletely, he will become fixated at the oral stage. The child will
develop an oral character in which he/she will feel dominated by feelings of dependency
and hopelessness. As we successfully overcome the challenge of weaning and gaining
control over our ability to satisfy our oral desires, we move to the next stage of
development.

You may find yourself preoccupied with oral things, like talking, eating, smoking,
and drinking. In extreme occurrences, one might develop binge eating habit or
inclination to fellatio experiences. You will never outgrow the need for constant oral
stimulation.

B. Anal Stage – coincides with toilet training, anus as the erogenous zone (18 months to 3
years). All babies have to grow up some time, and when they do, they graduate to the
erogenous focus of the anal stage.

Freud emphasized the control over defecating as the pleasure center from 18
months to 3 years old. The central conflict for toddlers if control. Kids in this stage want
the ability to poop whenever they want and wherever they want. Like in their pants! But
the reality that they have to hold it in.

Some of your adult characteristics may be the consequence of how your parents
handled your toilet training. Your creativity and productivity are indicators of how well
you have successfully navigated the anal stage. If your messy, sloppy or careless, it
speaks of an expulsive rebellion against parental control. If your withholding, obstinate,
and obsessed with neatness, you have learned control in reaction to your toilet training
experience. Maturity and

17
Prepared by: Leonard V. Paunil
success in the anal stage result in your ability to control yourself. So, let go, but make
sure you’re in the right place and the right time.

C. Phallic Stage – genitals (specifically the tip of the penis and the clitoris) as erogenous
zone. Associated with the Oedipus Complex (males) and Electra complex (females).
Also, origin of attitude towards body and sexuality; gender orientation (3 to 6 years).

The child in this stage is focused on the stimulation of the genitals. In the Phallic
stage, gratification begins with autoeroticism. That means masturbation. But our need for
satisfaction soon turns to our parents, typically the parent of the opposite sex. As this
happens, we find ourselves in one of Freud’s most controversial and strange
 contributions to the study of personality, the Oedipus complex (Electra Complex among
women).

Freud observed that children in the phallic stage of personality shifted from self-
gratification to seeking gratification from their opposite sex parent. There is one problem
the parent of the same sex. And a resentment or childhood hate sometimes grows
towards that parent of the same sex.

D. Latency Stage – stage wherein children repress sexual interests and focus energy
towards school, friendship, and relationship with tother peers (7 to prepuberty). During
this stage, no new significant conflicts or impulses are assumed to arise. This lasts from
about 7 years to puberty. The primary personality development during this time is that of
the superego.

Things cool down, so to speak. There is no rivalry with the opposite sex parent.
There is no battle for control over satisfaction. It is a time for a basic social exploration
like making friends and forming little social cliques.

E. Genital Stage – re-wakening of sexual interest and development of secondary sexual

characteristics; erogenous zones are penis and vagina (puberty onwards).

During this time, the person directs sexual impulses toward someone of the
opposite sex. Adolescence brings about a reawakening of Oedipal or Electra conflicts
and a reworking of earlier childhood identifications. The child is now open to learning
how to engage in mutually satisfying sexual relationships.

Keep In mind that Freud never stated that all people reach this point of full
maturity. This point is more like an ideal, something to strive for, a lifelong project. But if
somebody doesn't make it, he/she could easily fall back into

18
Prepared by: Leonard V. Paunil
selfish phallicism. This seems to conjure up images of the selfish lover who doesn't care
about the pleasure of the other partner.

Additional concepts from Freud’s description of personality: Levels of

Consciousness

A. Conscious – the aspects that we are aware of

B. Sub-conscious – the things that we can recall and recover from our memories C.
Unconscious – the underlying and unknown components of our mind where our desires
are; aspects that somewhat describe the reason for our behavior

Structures of Personality
A. Id – the pleasure principle – oriented towards gratification and pleasure; hence
focuses on tension (energy build-up) reduction

B. Ego – reality principle – negotiates between id and external environment;

distinguishes between mental image and reality.
 C. Superego – morality principle – represents society and its rules.
Anxiety – unpleasant feeling accompanied by physical sensations which serve as warnings
against impending danger.

Defense Mechanisms – universal unconscious efforts to deny, distort. Or falsify reality in

order to get away from the things that cause us anxiety

A. Denial – directly denying a situation, feelings, and circumstances that may cause
anxiety.

B. Repression – it operates by forcing all threatening feelings into unconscious. C.

Reaction formation – the repressed impulse becomes conscious by adopting a disguise
which is directly opposite to its original form.

D. Projection – the attribution of an unwanted/unacceptable impulse provoking too much

anxiety to an external object

E. Displacement – unacceptable urges are redirected into a variety of objects or people,

often those that are considered as inferior to us.

F. Regression – a reversion to an earlier stage or level of development as a result of

stress or anxiety.

G. Rationalization – an explanation we conceive as to why we should or should not feel a

particular way or take credit for our behaviors. It is what we tell ourselves to make
ourselves feel better about something.

H. Identification – trying to become someone else to deal with one’s anxiety. I.

Compensation (Substitution) – trying to make up for some areas in which a lack is
perceived in some areas and becoming superior in that area.

19
Prepared by: Leonard V. Paunil
J. Sublimation – turning socially unacceptable urges into socially acceptable behavior.

Theory of the Self – William James

“I” – Self – The “I” describes the identity of the individual as he/she is. It is characterized as
what the person thinks and knows about himself/herself. “Me” – Self – The “Me” is described in three
components – the Material, Social, and Spiritual Self.

Material Self - The material aspect encompasses every material thing that a person
values and desires. This material attachments describe the identity of an individual.

Social Self – the component that describes the role and identity of the person in the
society. The social, self shows that a certain role and identity could be taken based on
who and where the person is in a given situation in the society.

Spiritual Self – a component of the “me” self that is founded on one’s moral aptitude and
understanding, thus will always remain the same in all situations. This also describes
the core beliefs of an individual.

Please also see: https://sites.google.com/site/psychologyofpersonalityperiod8/home/self

 theories/james-personality-theory

Carl Jung
Jung’s perspective of the unconscious is much different from Freud’s, he sees it as the
storehouse of repressed memories specific to the individual and our ancestral past. See:
https://www.simplypsychology.org/carl-jung.html

Ego – is defined as the conscious mind. According to Jung, the ego represents the conscious
mind as it comprises the thoughts, memories, and emotions a person is aware of. The ego is
largely responsible for feelings of identity and continuity.

Personal unconscious - Anything that is not presently conscious but can be put to
consciousness. It includes both memories that are easily recalled and those that have been
repressed for some reason.

Collective unconscious - The reservoir of our experiences as a species, a kind of knowledge we

are all born with (the collective memories of the entire human race). We are not directly
conscious of it, but it influences all our experiences and behaviors.

20
Prepared by: Leonard V. Paunil
According to Jung, this is who so many cultures have the same symbols
recurring in their myths, religion, art, and dreams. The common symbols are referred to
as archetypes.

The four major Archetypes

Persona – is the identity/personality that one takes, it is also considered as the mask
that we wear as we face the society.

Anima/Animus – the anima is the female characteristics that are present among the
males and the animus is the presence of male characteristics among females.

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.

Self - the self which provides a sense of unity in experience. For Jung, the ultimate aim
of every individual is to achieve a state of selfhood.

Albert Bandura
Proactive and Agentic Self
“We humans plan things intentionally or we do things intentionally, with doing this we wait for
possible outcomes. We make our plans, actions, and decision with the basis of our intention in life. We
as humans are interested in different things, we make our self-interested in the things we do therefore
acting with our intentions. Forethought, on the other hand enables us to anticipate the consequences
of the things we do. We expect different expectations therefore we likely think better before we do or
make decisions in the future. Self reactiveness involves making choices. We make different choices
and we, make choices after thinking about the consequences. Self-reflectiveness gives us the ability
to reflect on our decisions, choices and consequences.”

from: https://thealywayfaring.wordpress.com/2018/10/31/the-self-as-proactive-and-agentic/
 In the perspective of Bandura as to how he defines the self, the proactive and agentic self,
defines the human person as the primary doer of actions in term of letting things happen and react on it
outcomes, as human person, we are the ones who make things happen based on how we intend them
to be. We become agents of ourselves, thus giving us opportunities to reflect upon our actions and
anticipate their outcomes and the effects of these outcomes to our being.

21
Prepared by: Leonard V. Paunil
Multiple Selves vs Unified Self - David Lester
Multiple Selves – The construction of multiple selves varies across different roles and
relationships.

Unified Self – integration of the selves into one

Based on the provided definition of the multiple selves and unified self, we understand that the
idea of David Lester emphasizes the struggle of constructing and taking various roles and identity and
the importance of incorporating these identities into a single self that describes an individual.

See: https://journals.sagepub.com/doi/full/10.2466/02.09.28.CP.1.5
This theory poses an idea of a person’s struggle to come up with a singular self that fits to all
his/her relationships and roles in the environment where he/she is. Though this does not necessarily
imply that having multiple selves compromises the real identity of the person. If we will refer to William
Jame’s theory, the social self is the identity that we variedly present depending on given
circumstances.

True Self and False Self – Donald Winnicott

“While the true self is represented by our real feelings and desires, while the false self is a side
of us that has changed its behavior, repressed feelings and pushed needs aside in order to survive”. -
https://growththruchange.com/2018/03/06/really-true-self-vs-false-self/

The function of the false self is to hide and protect the true self for two possible reasons; 1.) for
social acceptance and 2.) for pretending to be able to fit in a particular social group. See:
https://www.theschooloflife.com/thebookoflife/the-true-and-the-false-self/

This definition of the self describes the importance of how an individual recognizes the
necessity to express a version of the self to be able to cope, comprehend, and thrive in a particular
social environment. It is essential for a person to recognize his/her capability to adopt to certain
circumstances to fit in for self-development and gratification.

Analysis
In the field of psychology, you will be presented with various theories and concepts that would
define the personality. The few concepts that are presented in this module give you some insight as to
the various focuses of how the personality – in this instance, the self – is being perceived.

Going back to the guy on the cashier in the department store, you have probably realized at this
time that we cannot just come up with a single possible answer to why he does

22
Prepared by: Leonard V. Paunil
that. Though in general we can argue that what he has acted would appear to be rude for others with
respect to the idea that everyone around him would have the same concerns and conditions as he is.
In this sense, being able to assess individuals around you, means you are capable of doing the same
to you and to others. If we consider the behavioral pattern presented by a single person, much mor that
we are expected to do the same to others. This provides us a better understanding of how we must be
treating other individuals as regards to how the various factors that have molded their being.

As this module ends, it is expected that you have obtained a wider understanding as to how the
“self” is perceived in different point of views. The philosophical perspective enables us to rationalize the
context of the self, based on rational principles that could describe the human’s essence and being.
While the sociological and anthropological perspectives make us see the deeper relationship of history
and culture to the development of the environment that eventually affect the growth and development
of an individual as she/he communicates and interacts in her/his given social environment. Lastly, the
psychological perspective provides us the need to understand the underlying factors that could affect
the development of someone’s personality, behavior, attitudes, and characteristics towards certain
circumstances and persons around him/her.

While you continue to explore your personal self and the “self” through this course, you are
encouraged to keep in mind importance of being able to consider and see things in different point of
views.

ACTIVITY 1
This activity intends to assess your understanding of the concepts that are presented in this
module. By completing this activity, you are expected to manifest the objectives that are presented in
the beginning of this module.

Chapter Summary
Make a summary of the Various Perspectives of the Self where every perspective should
express how the “self” is being defined. Refrain from making an outline of all the topics that are in the
module but rather, make use of all the ideas presented in order to come up with a creative output of
how every perspective is different from each other as one views the self. Please refer to the guide at
the end of this module as regards to how your outputs will be submitted.

23
Prepared by: Leonard V. Paunil
Your output could be done in any form except a word file outline. It is expected that you will
explore your creativity in doing this output.

Rubrics:

Components Description Highest Lowest

Score Score

Content All topics are included, and the focal 40 30

points were emphasized and explained

Organization The topics are organized properly, and 30 20

 the discussions are brief and clear

Creativity and The output is done creatively and that 20 15

Concept the form does not compromise the
content and output quality

Originality The activity is not directly copied from 10 5

other resources

Total 100 70

Analyze your understanding:

This activity intends to give you an overall self-analysis of your understanding of the presented
concepts, even prior to this course. Note that this activity is for your personal assessment. You are
encouraged to do this activity for your own reference. This is not included in the activities hat you have
to submit.

What are the concepts about the self that you think you have already been adapting prior to this
lesson?

Concept Perspectives Explain briefly

24
Prepared by: Leonard V. Paunil
References:
Alata, Caslib, Serafica & Pawilen (2018). Understanding the self (First Edition). Rex Bookstore Manila,
Philippines.

Ariola, M.M. (2012) Sociology and Anthropology with Family Planning, 61 Murall St.,
Intramuros, Manila: Purely Books Trading & Publishing Corp.

Coloma, T. M. et.al. (2012) Essentials of Sociology and Anthropology: An Interactive Study, Quezon
City: C & E Publishing, Inc.
 Feldman, R.S. (2008) Understanding Psychology (8th Edition), 1221 Avenue of the
Americas, New York City: The McGraw-Hill Companies, Inc.

Gazzingan, L. B et. al. (2018) Understanding the Self, Sucat, Muntinlupa City: Panday-
Lahi Publishing House, Inc.

Kahayon, A. H. & Aquino G. V. (1999) General Psychology (4th ed.), Mandaluyong City,
Metro Manila: National Bookstore

Kottak, (2012) Mirror for Humanity, Printed in the Philippines: The McGraw-Hill Companies, Inc.

Larsen, R. J. & Buss, D. M. (2010) Personality Psychology: Domains of Knowledge about Human
Nature (4th ed.), 1221 Avenue of the Americas, New York City: The McGraw Hill Companies,
Inc.

Leaño, R. & Corpuz, R. (2012) Society and Culture with Family Planning: A Modular
Approach, Quezon City: C & E Publishing, Inc.

Montemayor, F. (1995) Introduction to Philosophy: Through the Philosophy of Man,

(revised ed.) Mandaluyong City, Philippines: National Book Store.

Palispis, E.S. & Sampa, E.M. (2015) Introduction to Sociology and Anthropology (3 rd Ed.), 856
Nicanor Reyes St., Sampaloc, Manila: Rex Bookstore, Inc.

Ramos, C. C. (2004) Introduction to Philosophy, Sampaloc, Manila, Philippines: Rex

Book Store, Inc..

Rathus, S. (2014). Psychology (3rd ed.). Singapore:Cengage Learning

Siringan, H. (2011) Philosophy and Human Person, Quezon City, Philippines: C & E
Publishing Inc.

West, D. (2010) Continental Philosophy: An Introduction, (2nd ed.) Cambridge, United

Kingdom: Polity Press

25
Prepared by: Leonard V. Paunil
Zimbardo, P. & Johnson, R. (2014). Psychology:core concepts (7th ed.). Singapore:
Pearson Education

EVALUATION OF THE MODULE:

Please click this link for the evaluation of the provided learning materials:
https://forms.gle/71A1vfq9mA7ZNMGS7

Note that this link will only be available after Week 8.

“In whatever we do, we do not do it alone.
Our actions are reflections of who we are and where we are from”. - pau
26
Prepared by: Leonard V. Paunil