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MODULE 1

THE SELF FROM VARIOUS


PERSPECTIVES

Lesson 1 Philosophical Perspective


Lesson 2 Sociological Perspective
Lesson 3 Anthropological Perspective
Lesson 4 Psychological Perspective
Eastern and Western
Lesson 5
Thought
MODULE 1
THE SELF FROM VARIOUS PERSPECTIVES

INTRODUCTION

This module focuses on the self from different views, including,


philosophy, sociology, anthropology, and psychology, as well as the eastern and
western thoughts in order to answer the challenging but crucial question "What
is the self?" "And, among other things, the question of "Is there such a thing as
the self?" ”.

OBJECTIVES

After studying this module, you should be able to:


1. Discuss the different representations and conceptualizations of the self
from the various disciplinary perspectives.
2. Compare and contrast how the self has been represented across the
disciplines and perspectives.
3. Examine the different influences, factors, and forces that shape the self.
4. Demonstrate critical and reflective thought in analyzing the
development of one’s self and identity.

DIRECTIONS/ MODULE ORGANIZER

There are five lessons in this first module. Carefully read every lesson
then answer the exercises or activities to determine how much you have
benefited or learned from each. Work on these exercises carefully and submit
your output to your instructor.

If you encounter difficult circumstances like you can't understand the


instructions of an exercise or you can't comprehend a part of a lesson, you can
contact your instructor immediately. Please be reminded that you need to be
respectful in contacting your instructor like considering the time of
communication.

Good luck and enjoy reading!

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Lesson 1
Philosophical Perspective

Learning about oneself is a very interesting topic. However the question,


“WHO AM I?” is difficult to answer? Even in near death we still quest to answer,
“Who we really are?”

Understanding yourself through questioning.

First, write down in the box question you want to ask about the
self/yourself.

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According to JOHN RUSKIN (a social thinker), there are three types of


questions that were asked endlessly:
1. Who Am I? (Identity)
2. Where do I come from? (Source)
3. Where am I going? (Directions)

And these are answered in three different ways:


1. Judeau-Christian Theological Approach
2. Philosophical Approach
3. Scientific Approach

Understanding the Self from the PHILOSOPHICAL PERSPECTIVE

What is Philosophy?
Meaning taken from different dictionaries,

(1) The original meaning of the word philosophy comes from the Greek roots
philo- meaning “love” and -sophos, or “wisdom.” When someone studies
philosophy they want to understand how and why people do certain
things and how to live a good life. In other words, they want to know the
meaning of life. Add the suffix -er to philosophy, and you get a word for
someone whose job it is to think these big thoughts. (Vocabulary.com
Dictionary)

(2) particular system of beliefs, values, and principles (Cambridge


Dictionary)

(3) a search for a general understanding of values and reality by chiefly


speculative rather than observational means (Merriam Webster)

The Self from the Perspective of Different Philosophers

(1) SOCRATES
“AN UNEXAMINED LIFE IS
NOT WORTH LIVING”
(Ang Buhay na hindi sinisiyasat
ay walang halaga)

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Who is Socrates?
 He was an ancient Greek philosopher, one of the three greatest
figures of the ancient period of Western philosophy (the others
were Plato and Aristotle),
 Lived in Athens in the 5th century BCE.
 He was the first Greek philosopher to seriously explore questions
of ethics.

Aims:
His primary goal is to achieve genuine self- knowledge, and for him
this is the key to understand the nature of human being, even if it
often turns out to be negative in character.

Nature of Human Being:


 Understanding oneself begins with the self through meditation
 To know your self is to be able to discover what is right and
wrong.
 The act of evil comes from ignorance of the good - rooted in
the weakness of the “will” (will) to pursue what is good.

(2) PLATO
“Never discourage anyone who
continually makes progress, no matter
how slow”
(Huwag mong bigyan ng panghihina ang
isang taong naghahahangad mapaunlad ang
sarili kahit ginagawa niya ito ng mabagal.)

Who is Plato?
 Lived in 427 BC
 Came from aristocrat family
 His parents were Ariston and Perictione

Plato’s Approaches to Modern Psychology


 He laid out the dualistic view of man; a body and a soul.
 Paved the way for self-realization through human
understanding.
 Man is known for his action which is based on the action of
the soul - man and his soul.
 Developed three elements of active principles of the soul:
(a) Rational judgment of good

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(b) Multitude of appetites for gratification which maybe in


opposition of 1
(c) “Spirit” or higher “ideal emotion” which manifested itself
as resentment against wrongs by others and tended to
assist the rational part when it was in conflict with the
appetitive part.
(correlated to id, ego, and super-ego in modern
Psychology)

(3) AUGUSTINE OF HIPPO

Who is Augustine of Hippo?


 born November 13, 354, Tagaste, Numidia, Africa
 died August 28, 430
 he is formally recognized as a doctor of the church in the
Catholic

Some of his principles:


 Faith is more important than knowledge
 The value of knowledge is based on its ability to bring us closer
to understanding God, ourselves, and our souls.

Philosophical views:
 Augustine believed in a hierarchy of existence, where some
things merely exist, some exist and live, and others exist, live,
and have reason.
 One of the distinguishing characteristics of humanity is the
soul, which is separate from and higher on the hierarchical
structure than the human body.
 He believed that the story of creation in Genesis was a
metaphorical rather than a literal recount of the time and
order of events, and he argued that the second coming of
Christ would be a spiritual ruling rather than a literal one.

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Approaches to Modern Psychology


 Dualistic view of man: body and soul relationship (not as
separate as Plato’s)
 The soul has three faculties: the mind, the mind and the free
will.
 The free will is the way to choose between good and evil.
 Agustin also made the point that understanding various drives
can be considered healthy for the soul (Spiritual Health)
 Points out that, “therapy” is for the betterment of our
spiritual health.

(4) RENE DESCARTES

Who is Rene Descartes?


 (1596 – 1650) is widely regarded as the father of modern
western philosophy.
 Like Plato, he also believes that body and soul are
different, however he questioned how this two
interconnects.

He outlined four main rules for himself in his thinking:


 Never accept anything except clear and distinct ideas.
 Divide each problem into as many parts are needed to solve it.
 Order your thoughts from the simple to the complex.
 Always check thoroughly for oversights.

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He argued that, if someone was wondering whether or not he existed, then


the very act of thinking was, in and of itself, proof that he did in fact
exist: the famous “Je pense, donc je suis” (“I think, therefore I am”) - the
similar statement in Latin, “Cogito ergo sum” is found in his later
“Principles of Philosophy”. It is worth mentioning here that, by
“thinking”, Descartes did not just mean conceptual thought, but all forms
of consciousness, experience, and feelings.

(5) JOHN LOCKE

Another famous principle of Locke was “Tabula Rasa”. He believed that


individuals are born without built-in mental content and that therefore all
knowledge comes from experience or perception.

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(6). DAVID HUME

(He was convinced that the only way to improve philosophy was to make the
investigation of human nature central—and empirical.)

(7) IMMANUEL KANT

Who is Immanuel Kant?


 Immanuel Kant (1724–1804) is the central figure in modern
philosophy.
 He synthesized early modern rationalism and empiricism, set the
terms for much of nineteenth and twentieth century philosophy,
and continues to exercise a significant influence today in
metaphysics, epistemology, ethics, political philosophy,
aesthetics, and other fields.

His Philosophy:
 He argues that the human understanding is the source of the
general laws of nature that structure all our experience; and that
human reason gives itself the moral law, which is our basis for
belief in God, freedom, and immortality.
 Scientific knowledge, morality, and religious belief are mutually
consistent and secure because they all rest on the same

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foundation of human autonomy, which is also the final end of


nature according to the teleological worldview of reflecting
judgment that Kant introduces to unify the theoretical and
practical parts of his philosophical system.

(8) GILBERT RYLE

Who is Gilbert Ryle?


 He was born on Aug. 19, 1900, in Brighton,
 The son of a prosperous doctor.
 He was educated at Brighton College and then entered Queen’s
College, Oxford.

Views about the Self:


 The official doctrine, according to Ryle, is derived from the influential
thinking of Rene Descartes and contends that every human being has
both a physical body and a non-physical mind which are ordinarily
“harnessed together” while we are alive.
 The minds are not in space, their operations are not subject to
mechanical laws, and the processes of the mind are not accessible to
other people—it’s career is private. Only I am able to perceive and
experience the states and processes of my own mind.

(9) PATRICIA CHURCHLAND

THE MIND IS JUST THE


BRAIN

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 Neuro-philosopher Patricia Churchland argues our self is our brain.


 That the more we know about the brain, the clearer it becomes that
the brain is each of us. That there is no “mind” beyond the brain. No
“self” beyond it. No soul, she says.

LEARNING ACTIVITY

1. What is your personal take or understanding on the different


philosophical perspectives of the philosophers discussed? (Highlight
what you like most)

2. What is also your own philosophical view and what made you come up
with that belief?

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Lesson 2
Sociological Perspective

The Sociological Perspective

The sociological perspective is an approach to understanding human


behavior by placing it within its broader social context. C. Wright Mills referred
to the sociological perspective as the intersection of biography (the individual)
and history (social factors that influence the individual).

The Self as Influenced by Different Social Factors:

A. Parenting Styles
Four Types of Parenting Styles
(a) Authoritarian Parenting - This type of parenting enforces firm limits
and controls on the child, allows very little verbal exchange. This
parent may also hit the child, enforce rules rigidly but not explain
them, and show anger toward their children.

Children of the authoritarian parents are often:


 Unhappy
 Fearful
 Anxious about comparing themselves with others.
 Fail to initiate activity
 Have weak communication skills

(b) Authoritative Parenting - Encourages children to be independent but


still provides limits and controls on their actions. Authoritative
parents show pleasure and support for their children’s constructive
behavior.

Children of authoritative parents are often:


 Cheerful
 Self-controlled and self-reliant
 Friendly with peers
 Cooperate with adults
 Cope well in stress

(c) Neglectful Parenting - A style in which the parent is very much


uninvolved in the child’s life. Children, whose parents are neglectful,

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develop an understanding that other aspects of their parent’s lives


are more important than they are.

Children of neglectful parents often:


 Tend to be socially incompetent
 Have poor self-control
 Don’t handle independence well
 Have low self esteem
 Are immature
 In adolescence, show patterns of truancy and delinquency

(d) Indulgent/Nondirective/Permissive Parenting - Style of parenting in


which parents are highly involved with their children, but have few
controls or demands on them. The parents allow their children to do
what they want.
The result is that the children never learn to control their own
behavior, and always expect to get their own way.

Children of indulgent parents often:


 Have difficulty controlling their behavior
 Are not popular with peers
 Have little respect for others
 Are aggressive, domineering, or non-compliant (uncooperative)

B. Peer Groups

Peer group – group of people of about the same age or maturity level.

 One of the important functions of a child’s peer group is to provide them


with information and comparison about the world outside of their
family.

 Research has shown that good peer relations can be necessary for normal
social development.

 Children who are withdrawn and rejected by their peers and feeling
lonely are at risk of depression. Children who are aggressive with their
peers are at risk of developing a number of problems, including
delinquency (anti-social) and dropping out of school (Santrock, 2002).

Need for peer groups in late childhood and adolescence

 Teenagers (adolescents aged between 13 to 19 years old), want to be


with people their own age – their peers.

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 They spend more time with their peers, with less parental supervision.
With their peers, teenagers can be both connected and independent, as
they break away from their parent’s images of them and begin to
develop identities of their own.

 While the families help adolescents to feel proud and confident of their
unique traits, backgrounds, and abilities, peers are often more accepting
of the feelings, thoughts, and actions associated with the adolescent’s
search for self-identity.

Peer Group Pressure


 Peer group pressure is the influence of peers to conform (be similar) to
the peer group’s expectations and values.
 A large amount of peer conformity consists of the need to be involved in
the peer world such as wearing similar clothes, hairstyles, etc.
 Conforming (complying) to peer group pressure brings the rewards of
being accepted and valued by their peers, which is very important to
individuals during late childhood and adolescence.

Positive Peer Group Pressure


 At its best, peer pressure can activate an adolescent’s energy, motivate
for success, and encourages them to conform to healthy behavior.

 Peers can and do act as positive role models, do demonstrate


appropriate social behaviors. Peers often to, and accept and understand
the frustrations, challenges, and concerns associated with being an
adolescent.

Negative Peer Group Pressure


 The need for acceptance, approval, and belonging is especially
important during the adolescent years.

 Those who feel isolated or rejected by their peers or family are more
likely to engage in risky (dangerous or bad) behaviors in order to fit in
with the group.

 In such situations, peer pressure can impair good judgment and


encourage risk-taking behavior, drawing an adolescent away from the
family and positive influences, and into dangerous activities.

Peer groups can influence its members, only if a member has the ff.
needs or fears:
 A compulsive need for acceptance
 A strong need for an identity
 They agree with the options of others they admire

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 They internalize peer labeling to become a self-fulfilling prophecy


 They don’t want to be left out
 They don’t want to lose their friends
 They are afraid that their peers will tease them and say bad things
about them

C. Mass Media

Mass media includes all the many different ways (or mediums) that
information can be received.
Examples:
 the internet
 CDs/DVDs
 Newspaper, magazines
 Television. Movies
 Cellphones, tablets, desktops
 FM radios

Positive Influences of Mass Media


 Enhancing cognitive skills
 Increasing knowledge
 Modeling social conduct
 Promoting physical well-being
 Providing opportunities to develop technology skills

Negative effects of mass media


 Mass media teaches children social norms and even influences how they
perceive gender roles
 Making violence normal
 Risky sexual behavior
 Controls and constructs the images that are seen
 Deal health issues
 Making everything commercial

Television

 Few developments in society in the second half of the twentieth century


had a greater impact on children than television. Many children spend
more time in front of the TV than they do with their parents.

 Television is the most influential of the mass media that affect children.

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Negative effects of Television Violence

What are the effects of television violence on children’s aggressive


behavior? When children grow up, can television violence increase the
possibility that they will violently attack someone?

 A large number of research studies have been conducted to try and


answer these questions, and many experts argue that television violence
can induce aggression.

Critical Viewing Skills

Children need to be taught critical viewing skills to balance the harmful


effects of television violence.
Examples of critical viewing skills
1. How television is not like real life
2. Why is it bad to imitate TV violence
3. What are the effects of watching too much television

Characteristics of children that may be more easily affected by violence on


television (Canadian Pediatric Society)
 Children from immigrant groups
 Emotionally disturbed children
 Children with learning disabilities
 Children in families with distress
 Children who are abused by their parents

The Development of Social-Self Based From Mead’s Theory

George Herbert Mead (1863–1931) was born in South Hadley,


Massachusetts to a successfully middle-class and intellectual
family. His father, Hiram, was a pastor and a chair of theology at
Oberlin College and his mother, Elizabeth, served as president of
Mount Holyoke College for several years. Throughout his career,
Mead was most concerned with theorizing how the mind and the
self arise out of social interaction and experience. He was a strong
critic of psychological behaviorism, a highly individualistic
understanding of human behavior prominent at the time, and
advocated a social behaviorism that took human responses to
social objects like gestures, language, and other symbolic
phenomena as hugely important to understanding human thought
and action in the world.

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“We divide ourselves up in all sorts of different selves


concerning our acquaintances. We discuss politics with one and
religion with another. There are all sorts of different selves
answering to all sorts of different social reactions. It is the
social process itself responsible for the appearance of the self;
it is not there as a self apart from this type of experience.
Multiple personalities are in a certain sense normal, as I have
just pointed out,” MEAD

An Overview of the Components of Mead’s Theoretical System

Mead's beliefs are summarized in Figure above, which shows how he


incorporated information from the biological individual, as well as covert and
overt behavior, micro and macro society, and larger environmental systems.
The order in which Mead grouped the components of his theory is indicated by
the superscripts in the diagram. An individual (a) is born into social and
physical environments (b, c, and d) and acquires a complex repertoire of covert
and overt behavior (h) from those environments (e, f, and g) that influences
and shapes I j, and k) micro and macro society (b and c) and the broader
environmental systems (b and c) (d). All of the system's components can

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interact and experience dynamic changes because the model has many,
interrelated, and perceived status parts.

The Structure of the Self


Mead’s theory was based on this structure theme, “The individual
possesses a self only in relation to the selves of other members of his social
group; and the structure of his self expresses or reflects the general behavior
pattern of this social group to which he belongs, just as does the structure of
the self of every other individual belonging to this social group”.

Every individual’s socialization structures the mind into two


complementary was resulting to two social traits which are:
(a) common traits that are shared to others
(b) unique, personal traits that make the person a distinctive individual

THE “I’ AND THE ‘ME”

Mead divided the self into two distinctive parts: the “I” and the “me.”
The “I” is the subject; the “me” is the object. The “I” is the self that acts;
the “me” is the self that we see as an object when we observe our self from
the role of the other.

Distinction of the “I” and “Me” Self


“I” “Me”
 We can never observe the part  We can brought “Me” into
of our self called “I”. awareness”
 The “I” is the source of  The “me” is the vehicle of
spontaneity and innovative self-regulation and social
actions’ control.
 The “I” is creative  The “me” sets limits and
imposes structure based on
social values.

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LEARNING ACTIVITY

Below is a classic OPM song of Freddie Aguilar, what reflection can you
infer on understanding the self in a sociological perspective?

ANAK (by: Freddie Aguilar)


Nung isilang ka sa mundong Ngayon nga ay malaki ka Nagdaan pa ang mga
ito na araw
Laking tuwa ng magulang Nais mo’ng maging At ang landas mo'y
mo Malaya maligaw
At ang kamay nila Di man sila payag Ikaw ay nalulong
Ang iyong ilaw Walang magagawa Sa másama bisyo

At ang nanay at tatay mo'y Ikaw nga ay biglang At ang una mong
Di malaman ang gagawin nagbago nilapitan
Minamasdan Nagging matigas ang Ang iyong inang
Pati pagtulog mo iyong ulo lumuluha
At ang payo nila’y At ang tanong nila
At sa gabi'y napupuyat ang Sinuway mo ANAK
iyong nanay Ba’t ka nagkaganyan?
Sa pagtimpla ng gatas mo Di mo man lang inisip na
At sa umaga nama'y kalong ang At ang iyong mata'y
ka ng iyong Kanilang ginagawa'y para biglang lumuha
Amang tuwang-tuwa sa yo' sa yo Ng di mo napapasin
Pagka't ang nais mo'y Pagsisisi at sa isip mo't
másunod nalaman
Ang layaw mo dimo sila Mong ika’y nagkamali
pinapansin

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Lesson 3
Anthropological Perspective

What is Anthropological Perspective of the Self?

The Origin of Self explores the role that selfhood plays in defining human
society. It considers the genetic and cultural origins of self, the role
that self plays in socialization and language, and the types of self we
generate in our individual journeys to and through adulthood. Edwardes
argues that other awareness is a relatively early evolutionary
development, present throughout the primate clade and perhaps beyond, but
self-awareness is a product of the sharing of social models, something only
humans appear to do. The self of whom we are aware is not something innate
within us, it is a model of our self-produced as a response to the models
offered to us by other people. Edwardes proposes that human construction of
selfhood involves seven different types of self. All but one of them are
internally generated models, and the only non- model, the actual self, is
completely hidden from conscious awareness. We rely on others to tell us
about our self, and even to let us know we are a self.

Self as Embedded in Culture

Self-concept refers to all understanding and knowledge of oneself.


The components of self-concepts include: psychological, physical and social
attitudes, ideas and beliefs that one has. The most influence in terms of self-
concept is family’s history, basically referring to the culture one has been
brought up in, and the experiences he or she has undergone.

Various studies have been carried out concerning the impact


culture may have towards self-concept. One such study was carried out
by Erdman (2006) using American and Chinese students, requesting them to
recall memories and events of their early years of childhood. In his study,
Erdman found out that early childhood memories were a big part of self-
concept. The findings demonstrated that different cultural memories are
brought about by early childhood years and persist into adulthood. The
differences are formed both in the extended cultural contexts which defines
the meaning of the self and the immediate family environment. In conclusion,
culture has such a greater influence on an individual’s life contributing
majorly to the self-concept of an individual. The influence might either be
negative or positive depending on the type of culture that one has been

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brought up in. It is important that individuals study and appreciate their


culture and its contribution in shaping their individual personalities.

Culture is the set of unwritten norms of conduct that guide the behavior of a
group.

Edward Taylor- defined the culture that it is a complex whole which


includes knowledge, belief, art, morals, law, customs, and any other
capabilities and habits acquired by man.

Material and Non-Material Culture

Sociologists describe two interrelated aspects of human culture:


the physical objects of the culture and the ideas associated with these
objects.

Material culture refers to the physical objects, resources, and spaces


that people use to define their culture. These include homes,
neighborhoods, cities, schools, churches, synagogues, temples, mosques,
offices, factories and plants, tools, means of production, goods and
products, stores, and so forth. All of these physical aspects of a culture help to
define its members' behaviors and perceptions. For example, technology is a
vital aspect of material culture in today's Filipino Society. Students in
highly urbanized cities must learn to use computers to survive in college
and business, in contrast to young adults in the ethnic societies who
must learn to build weapons and hunt.

Non‐material culture refers to the nonphysical ideas that people have


about their culture, including beliefs, values, rules, norms, morals,
language, organizations, and institutions. For instance, the non‐material
cultural concept of religion consists of a set of ideas and beliefs about God,
worship, morals, and ethics. These beliefs, then, determine how the culture
responds to its religious topics, issues, and events.

When considering non‐material culture, sociologists refer to several


processes that a culture uses to shape its members' thoughts, feelings, and
behaviors. Four of the most important of these are symbols, language, values,
and norms.

Two Anthropological Perspectives of the Self

1. Egocentric- a concept of the self where the self is seen as an


autonomous and distinct individual.

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2. Socio-centric- according to this view, there is no intrinsic self that can


possess enduring qualities.

Three-Phased Rite of Passage by Arnold Van Gennep

1. Separation Phase- in this phase, people detach from their


former identity to another.
2. Liminality Phase- in this phase, a person transitions from one
identity to another.
2. Incorporation Phase- in this phase, the change in one's status
is officially incorporated.
Anthony Wallace and Raymond Fogelson- coined the term "identity struggles"

Identity Struggles- a term coined by Wallace and Fogelson to characterize


interaction in which there is a discrepancy between the identity a person
claims to possess and the identity attributed to that person by other.

Self-identification- in order to attain this, individuals have to overcome


many obstacles.

Katherine Ewing- formulated the "Illusion of Wholeness" Illusion of Wholeness-


implies that the cohesiveness and continuity of self are only illusory.

Cultural Differences- exists when groups of people assign different meanings


to different life events and things.

Key Terms

Social Identities- people construct their self-identity from the similarities


and differences in characteristics among individuals.

Example: You have categorized yourself as a student, the chances are you
will adopt the identity of a student and begin to act in the ways you
believe students act (and conform to the norms of the group).

Family Membership- the most significant feature to determine a person's


social
identity.

Example: A person’s social identity can be determined based on the


influence of his/her family background (history, status, traits, or even
resources).

Language- viewed as an essential for the maintenance of group identity.

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Example: As people become members of a social group and learn to


share that group's identity, they need to adapt to the group’s language.

Religious Affiliation- an important marker for group identity in a given society.

Example: In a predominantly Catholic country, the majority of


Filipinos qualify themselves as members of the Roman Catholic Church.

Name- an important device to individualize a person and legitimize him


or her as a member of a social group.

Example: When you were born, you were given a name documented
through a birth certificate to legalize your birth.

LEARNING ACTIVITY

MY FAMILY ORIGIN
Trace the origin of your family by creating a family tree and create a
presentation show casing the culture of your family.

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Lesson 4
Psychological Perspective

Meaning of Self (as a psychological construct)


 Self refers to the phenomena that involve the capacity for reflexive
consciousness.
 Psychological apparatus that allows organisms to think consciously
about themselves.
 The mental capacity allows an animal to take itself as the object of
its attention and think consciously about itself.
 The self involves one of three basic psychological processes:
attention, cognition, and regulation

The I and the ME Self

The self has a unique quality, a quality we will refer to as a reflexive


property. Consider the statement “I see Pat.” The self is implicated in this
statement by the use of the personal pronoun I. I am doing the seeing. Now
consider the statement “I see me.” Here, the self is implicated in two ways. I
am still the one doing the seeing, and the thing I am seeing is ME. In more
formal terms, we can say that people are able to take themselves as an object
of their own attention. They look back on themselves, much as when they see
their reflection in a mirror (hence the use of the word reflexive).

William James (1890) was one of the first psychologists to recognize this
duality. He recommended using different terms, the I and the ME, as a means
of distinguishing between these two aspects of the self. Following his
suggestion, we will use the term I to refer to that aspect of self that is actively
perceiving, thinking, or in our example above, seeing. We will use the term ME
to refer to that aspect of self that is an object of our attention, thought, or
perception. When I say “I see Pat,” only the I is implicated. When I say “I see
me,” both uses of the term are implicated. I am doing the seeing, and what I
see is me.

Defined in this manner, it might seem as if the I is synonymous with all


basic psychological processes (e.g., perception, sensation, thought). This is not
really so. It is not these processes, per se, but our subjective awareness of
them that comprises the I. The I refers to our awareness that we are thinking

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or our awareness that we are perceiving, rather than to the physical or


psychical processes themselves.

The ME is also very much a subjective, psychological phenomenon. As we


use the term, the ME refers to people’s ideas about who they are and what
they are like. For example, I think I am athletic and I think I am impatient.
Psychologists call these beliefs self-referent thoughts. Self-referent thoughts
are simply thoughts that refer to oneself. They are people’s ideas about what
they are like. A variety of terms have been used to refer to these beliefs,
including self-views, self-images, identities, and self-conceptions. For our
purposes, these terms are interchangeable; they all refer to people’s ideas
about who they are or what they are like. In addition to having thoughts about
themselves, people also have feelings toward themselves. I may like myself as
a person or feel bad about my perceived impatience. These are both examples
of self-referent feelings—feelings that refer to oneself.

Psychologists generally use different terms to refer to these two aspects


of the ME. The term self-concept refers to the way people characteristically
think about themselves; the term self-esteem refers to the way people
characteristically feel about themselves. The term self is used more broadly. It
refers not only to how we think and feel about ourselves, but also to processes
we earlier identified as being aspects of the I (e.g., our awareness of our
thinking and perceiving). Although the I and the ME are both important aspects
of the self, psychologists are most concerned with understanding the nature of
the ME. They focus on how people think and feel about themselves, and how
these thoughts and feelings develop and affect other aspects of psychological
life. Philosophers, on the other hand, tend to be more concerned with
understanding the nature of the I. They have sought to understand that aspect
of self that seems to directly experience the world. We will have an
opportunity to consider both approaches, but we will devote most of our
attention to understanding the nature of the ME.

Self-Psychology and Personality

A focus on the way people think and feel about themselves distinguishes
self-psychology from other areas of psychology. One of these areas is
personality psychology. Self-psychology is concerned with subjective
experience (with what people think they are like); personality psychology is
more concerned with objective experience (with what people are actually
like).

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To illustrate this distinction, let’s reconsider my belief that I’m athletic.


This is a self-referent thought—a belief I hold about what I am like. Whether or
not I am athletic is an entirely different matter. Unfortunately, thinking I’m
athletic doesn’t necessarily make it so. If you saw me on a tennis court, you
might not agree. The larger point here is that self-psychology is concerned with
our picture of the self—our ideas about what we are like (Rosenberg, 1979). But
our pictures may not be entirely accurate; they may not capture what we are
really like.

Personality psychology as the study of what people are actually like.


Rather than focusing on people’s ideas about themselves—which is the domain
of self-psychology—personality psychology is concerned with what people are
really like. It would not be uncommon, for example, to hear someone say “Jack
is an extrovert” or “Jill is conscientious.” These phrases suggest that we are
referring to what the person is truly like, not simply to what the person thinks
he or she is like. Having said this, it should be noted that the distinction
between self-psychology and personality psychology blurs. There are at least
four reasons for this (McCrae & Costa, 1988).

(1). What We Really are Influences How We Think About Ourselves

Aspects of personality affect our thoughts about ourselves. In


theory, people are free to think whatever they want about
themselves. But in reality, people’s ideas about what they are like
are usually at least loosely tied to objective criteria. People with
low intelligence—a personality characteristic—are unlikely to regard
themselves as brilliant. It can happen, but it’s unlikely. Similarly,
people who are seven feet tall are unlikely to think of themselves
as short. Again, it can happen, but it’s unlikely. These examples
show that although no one is born with a conception of the self as
unintelligent or tall, people are born with certain physical and
psychological characteristics that influence how they think about
themselves.

This is not to say that our thoughts about ourselves are identical
with what we are actually like. All of us know people who think
they are smarter than they are (or at least smarter than we think
they are). We’ve also met people who strike us as obnoxious yet
regard themselves as the greatest thing since sliced bread.
Throughout this we will see that although people’s views of

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themselves are influenced by what they are really like, they are not
faithful representations of their true characteristics. Most people
think of themselves in overly positive terms—as somewhat better
than what they are really like.

(2) What We Really are Influences How We Feel About Ourselves

Another way in which self-psychology and personality are related is


that personality affects how we feel about ourselves. Some
important aspects of personality are inherited. For example,
temperament refers to a person’s general activity level and usual
mood. This is an inheritable characteristic: From the moment they
are born, some infants are more emotionally distressed than are
other infants (Kagan, 1989). This personality variable influences
self-esteem. People who are prone to experience negative
emotions tend to feel more negatively about themselves (Watson &
Clark, 1984). After all, it’s hard to feel good about yourself when
you’re agitated or sad all the time. In this manner, a personality
variable, temperament, can influence self-esteem.

(3) Self Is One Aspect of Personality

A third intersection between self-psychology and personality is that


people’s thoughts and feelings about themselves are one aspect of
their personality. For example, some people think of themselves as
attractive; other people think of themselves as unattractive.
Although these thoughts don’t tell us whether these people really
are attractive or not, it is still the case that the people differ with
respect to what they think they are like. These individual
differences can be treated as personality variables.

We can also distinguish people according to how they feel about


themselves. This is self-esteem research. Self-esteem research
divides people into two categories: Those who feel good about
themselves are designated as having high self-esteem; those who
do not feel as good about themselves are designated as having low
self-esteem. In this manner, individual differences in how people
feel about themselves are treated as personality variables.

When we treat self-referent thoughts and feelings as individual


difference variables, we are treating the self as one aspect of

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personality. In this sense, personality is a broader term that refers


to the entire psychological nature of the individual (McCrae &
Costa, 1988). Self-referent thoughts and feelings are a subset of
personality.

The Filipinos Self-representation (Dr. Madelene Sta Maria, DLSU)

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Implication of the Study to the Quality of Life of a Person

 The Representations give us an idea of the criteria used by the self


in judging which behaviors are important to social failure or to social
success. Whereas Ang Taong Simple, Ang Taong May Malasakit, and
Ang Taong Matapat may represent behaviors that maintain and
develop good relations with others, help the individual obtain
his/her goals, and prevent the individual from being socially
isolated.
 Ang Taong Tago ang Kalooban and Ang Taong Hayag ang Kalooban
are mostly associated with behaviors that are seen to be aggressive,
that prevent others to understand the individual, and that show
vulnerability on the part of the individual. The use of these criteria
exemplify the value placed by the individual on adjusting to one's
relationships with others - a value in collectivist cultures and
expressed in an interdependent construal of the self.

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LEARNING ACTIVITY

Make a digital collage representing your Filipino representation of


the self. Then, discuss the meaning of the pictures you included in your
collage.

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Lesson 5
Eastern and Western Thought

Eastern – also called Oriental; represents Asia

Western - represents Europe and Northern America

The Concept of Self in Eastern Philosophy

(1) Confucianism. The concept of self, according to Confucianism, is related to


the social aspect of human existence. The self is conceived as a “relational
self” – “one which is intensely aware of the social presence of other human
beings”. In this way, the individual self is dependent on all other-selves. The
self is thus an obedient self, which follows the appeals of social requirements,
rather than its own needs and desires. The ideal self, according to this
doctrine, can be achieved through the harmonization of one’s everyday
communication with other individuals in society at large.

(2) Taoism. Taoism accentuates the falsehood of language, way before the
philosophy of linguistic analysis and the deconstruction of Jacques Derrida. The
so-called “Tao”, the essence of life and the universe, or the Way, cannot be
described by human language. That is why paradoxes, contradictions,
anecdotes, metaphors and aphorisms are used. Tao is ineffable. According to
the doctrine of Taoism, “the self is but one of the countless manifestations of
the Tao. It is an extension of the cosmos”. Taoism, in its idiosyncratic style of
exposition, describes the self in the following way: “The perfect man has no
self; the spiritual man has no achievement; the true sage has no name”. The
ideal of Taoism, therefore, is the achievement of a lack of self or
“selflessness”.

(3) Buddhism. The doctrine of anatman (Sanskrit: Annatta in Pali) is the core
teaching of Buddhism. According to this doctrine there is no “self” in the sense
of a permanent, integral, autonomous being within an individual existence.
What we think of as ourselves, the ‘me’ the inhabitants of our body is just as
an ephemeral experience. The ultimate goal is NIRVANA (enlightenment). The
English word of enlightenment sometimes refers to heightened intellect and
reason. The original Buddhists used the word bodhi, which means “awakened”
the word Buddha is derived from bodhi and means ‘the awakened one’.

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The Comparison of Western and Eastern Concepts of Self

WESTERN EASTERN

Duality – you are distinct from other Other persons are part of your self
persons

Talk about their personal attributes Talk about their social roles

Highlights personal achievements Keeps a low profile and avoid


boastfulness

Individualistic – focus on the person Collectivistic – group and social


relations are more important

Values competition Values cooperation

Values equality Values hierarchy

From the lens of Collectivist and Individualistic Cultures

Geographic clusters:

1. Individualism may be found in Anglo countries, Germanic Europe, and


Nordic Europe.
2. Geographic clusters for collectivism are often located in Arab countries,
Latin America, Confucian Asia, Southern Asia, and Sub-Saharan Africa.
Individualist— The individual identifies primarily with self, with the needs of
the individual being satisfied before those of the group. Looking after and
taking care of oneself, being self-sufficient, guarantees the well-being of the
group. Independence and self-reliance are greatly stressed and valued. In
general, people tend to distance themselves psychologically and emotionally
from each other. One may choose to join groups, but group membership is not
essential to one’s identity or success. Individualist characteristics are often
associated with men and people in urban settings.

Collectivist— One’s identity is, in large part, a function of one’s membership


and role in a group, e.g., the family or work team. The survival and success of
the group ensures the well-being of the individual, so that by considering the
needs and feelings of others, one protects oneself. Harmony and the
interdependence of group members are stressed and valued. Group members
are relatively close psychologically and emotionally, but distant toward non-

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group members. Collectivist characteristics are often associated with women


and people in rural settings.

LEARNING ACTIVITY

Identify if the given statement represents and Individualist Self or


Collectivist Self.
1. I'd rather depend on myself than others.
2. It is my duty to take care of my family, even when 1 have to sacrifice
what I want.
3. I rely on myself most of the time; I rarely rely on others.
4. Parents and children must stay together as much as possible.
5. I often do "my own thing."
6. Family members should stick together, no matter what sacrifices are
required.
7. My personal identity, independent of others, is very important to me.
8. It is important to me that I respect the decisions made by my groups.

MODULE SUMMARY

In module I, you have learned about the different views of the self
including, philosophy, sociology, anthropology, and psychology, as well as the
eastern and western thoughts in order to reflect on the concept of the self.

Congratulations! You have just studied module I. now you are ready to
evaluate how much you have benefited from your reading by answering the
summative test. Good Luck!!!

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SUMMATIVE TEST

Based from the different perspectives presented in the module, make your
own representation of yourself by creating your personal identity. You can
draw, make a digital avatar, create a poem, an essay, or any ways that you
want to show on how you describe yourself from 5 different perspectives.

Scoring Rubrics
CATEGORY 4 3 2 1 Score
Student tries
to apply
Student
Student applies design
applies design
design principles principles
principles
(such as unity, (such as unity,
(such as unity, The student does
contrast, contrast,
contrast, not appear to be
balance, balance,
balance, able to apply most
Design/Composition movement, movement,
movement, design principles
direction, direction,
direction, to his/her own
emphasis, and emphasis, and
emphasis, and work.
center of center of
center of
interest) with interest) but
interest) with
great skill. the overall
fair skill.
result is not
pleasing.
Class time was
used wisely.
Much time and Class time was Class time was
effort went into used wisely. not always Class time was not
the planning and Student could used wisely, used wisely and
Time/Effort design of the have put in but student the student put in
mask. It is clear more time did do some no additional
the student and effort at additional effort.
worked at home home. work at home.
as well as at
school.
Student can Student can
Student can
accurately accurately Student cannot
accurately name
name name 3 accurately name 3
5 perspectives
4perspectives perspectives perspectives being
being studied
being studied and describe studied OR cannot
Knowledge Gained and describe how
and describe how 2-3 of describe how
- Technique these 5
how these 4 these characteristics
characteristics
characteristics characteristics relate to his/her
are used in
are used in are used in own
his/her own
his/her own his/her own work/presentation
presentation.
presentation presentation
The student The student The student used
The student used
used 4 or used 3 or less than 3
5 or more
more sources more sources sources of
Sources of sources of
of inspiration of inspiration inspiration
Inspiration inspiration and
and cited and cited AND/OR and did
cited them
them them not cite them
correctly.
correctly. correctly. correctly.

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CATEGORY 4 3 2 1 Score
Student has
Student has taken the Student has
taken the technique copied some
technique being being studied painting from
studied and and has used the source Student has not
applied it in a source material. made much
Creativity way that is material as a There is little attempt to meet
totally his/her starting place. evidence of the requirements
own. The The student\'s creativity, but of the assignment.
student\'s personality the student
personality/voice comes through has done the
comes through. in parts of the assignment.
presentation

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