Gen 002 Sas

PHINMA Education Network
Syllabus
PEN Code: GEN 002 Number of Hours: 60 Hours

PEN Subject Title: Understanding the Self Prerequisite: None
A. Subject Description:
The course deals with the nature of identity, as well as the factors and forces that affect the development and
maintenance of personal identity. It aims to grapple, firstly, with the perennial question of “Who am I?” which will
lead to a perplexing question of “Who are you?” and finally to the question, “Who are we?” Additionally, it will
tackle related issues that are most critical for the young.
This course is intended to facilitate the exploration of the issues and concerns regarding the self and identity to
arrive at a better understanding of oneself. It strives to meet this goal by stressing the integration of the personal
with the academic – contextualizing matters discussed in the classroom and in the everyday experiences of
students – making for better learning, generating a new appreciation for the learning process, and developing a
more critical and reflective attitude while enabling them to manage and improve their selves to attain a better
quality of life.
B. Learning Outcomes At the end of the course, the students should be able to
“Who am I?”
1. Discuss the different representations and conceptualizations of the self from various disciplinal
perspectives
2. Compare and contrast how the self has been represented across different 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 by
developing a theory of the self
“Who are you? Who are we?”
5. Demonstrate critical, reflective thought in integrating the various aspects of self and identity
Managing and Caring for the Self
6. Develop a personal plan for a better self
C. Subject Outline and Time Allotment:

Main Topic # Topics/Activities Schedule
Lesson 0 Orientation Day 1 and 2
1 From the Perspective of Philosophy Day 3
2 From the Perspective of Sociology Day 4
3 From the Perspective of Anthropology Day 5
4 From the Perspective of Psychology by William James Day 6
5 From the Perspective of Psychology ….. self as pro-active and agentic Day 7
6 The Western thought of Self Day 8
7 The Eastern/Oriental thought of Self Day 9
FIRST PERIODIC EXAMINATION DAY 10
10 Material and Economic Self / DAY 13
11 Spiritual Self DAY 14
12 The Sexual Self (Development of secondary sex characteristics) DAY 15
13 The Sexual Self (Basic biology of sexual behavior) Day 16
14 The Sexual Self (Psychological Aspect) DAY 17
SECOND PERIODIC EXAM DAY 18
1
Healthy interaction with others
(1) The SELF and family
15 DAY 19
(2) The SELF and friends
(3) The SELF and “strangers”
16 The Political Self (The SELF as a member of the community) DAY 20
17 The Political Self (The SELF during the Martial Law) DAY 21
18 The Digital Self (Self and netizen; Identity theft and cybercrimes) DAY 22
19 Personal freedom and Responsibility DAY 23
20 Self-knowledge and Self-mastery DAY24
21 Person with Mission and Setting Goals for Success DAY 25
THIRD PERIODIC EXAMINATION DAY 26
D. References:
E. Grading System:
The Final Grade is computed as follows:
FG =(0.33×P1) + (0.33×P2) + (0.34×P3)
Where:
• FG refers to the Final Grade
• P1 refers to the First Period Grade
• P2 refers to the Second Period Grade
• P3 refers to the Third Period Grade
The 1st Periodical Grade is computed as follows:

1st PG = 30% Quizzes + 30% Comprehensive Portfolio + 40% Periodical Exam
The 2nd Periodical Grade is computed as follows:

2nd PG = 30% Quizzes + 30% Comprehensive Portfolio + 40% Periodical Exam
The 3rd Periodical Grade is computed as follows:

3rd PG = 30% Quizzes + 30% Comprehensive Portfolio + 40% Periodical Exam
F. Contact Information
Name of Instructor:
Email Address:
Consultation Time and
Venue:
Dean’s Name and Signature
2
GEN 002 Understanding the Self (UTS)
Student Activity Sheet Lesson #1
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
Lesson title: From the Perspective of Philosophy Materials:

White Board Marker, White Board,
Lesson Objectives: At the end of the lesson, students will: TV/Projector, Internet Connection
1. Learn different views of Philosophers and
Reference/s :
2. Apply their learning into their everyday life.
http://www.sparknotes.com/philosophy/a
ugustine/section1.rhtml
https://www.tes.com/lessons/CMfHIsTp2
XFD6w/compare-and-contrast
In order to have an idea about different Philosophers, try to think of ways of life that you believe and follow
as part of your principles in life.
A. LESSON PREVIEW/REVIEW
1) Good day my dear students. How are you? Are you feeling alright? Make yourself comfortable so that
learning will sink in.
Have you heard the name Aristotle, Socrates or Plato?
What do you remember about them?
Do you still remember some Philosophers views, kindly share it in the class.
What do you think, why we need to study different Philosopher?
kindly give other philosopher aside from name I already gave.
In this module, we will learn about what are the different philosophies of different Philosophers. And
make it as a guide in life.
2) Activity 1: What I Know Chart, part 1 (3 minutes)

Do you know anything about Anthropology? Try answering the questions below by writing your ideas
under the first column What I Know. It’s okay if you write key words or phrases that you think are
related to the questions.
What I Know Questions: What I Learned (Activity 4)

Answer this now (Answer this after you learn
something in the lesson)
What is Philosophy?
How do we know ourselves?

What are the things we are
doing in order to know our self?
Knowing different Philosophy
can help us deal in our daily
life?
This document is the property of P

HINMA EDUCATION 1
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
B.MAIN LESSON
1) Activity 2: Content Notes
What is the Self according to Greek Philosophers? Greek philosophers like Plato, Socrates, and Aristotle
tried solving the puzzle of the self. They called the self as the “soul”. (5 points)
For Socrates, the goal of philosophy was to "Know thyself". Knowing others is wisdom. Knowing the self is
enlightenment. Mastering others requires force. Mastering the self requires strength. "Self-knowledge alone
eradicates misery". Self-knowledge alone is the means to the highest bliss." "Absolute perfection is the
consummation of Self-knowledge." Knowledge of oneself can be achieved only through the Socratic Method,

that is to say, the dialogue between the soul and itself, or between a student and his teacher.
Socrates is as often in the role of questioner, as an attendant emotional. Socrates’ questions because he
knows nothing, knows he knows nothing, has nothing to learn, but it can help its followers to discover the truths
they have in them. Without this work on yourself, life is worthless according to Socrates.
Plato is a dualist; there is both immaterial mind (soul) and material body, and it is the soul that knows the
forms. Plato believed the soul exists before birth and after death. Thus he believed that the soul or mind attains
knowledge of the forms, as opposed to the senses. Needless to say, we should care about our soul rather than
our body. The soul (mind) itself is divided into 3 parts: reason; appetite (physical urges); and will (emotion,
passion, spirit.) The will is the source of love, anger, indignation, ambition, aggression, etc. When these
aspects are not in harmony, we experience mental conflict. The will can be on the side of either reason or the
appetites. We might be pulled by lustful appetite, or the rational desire to find a good partner. To explain the
interaction of these 3 parts of the self, Plato uses the image is of the charioteer (reason) who tries to control
horses representing will and appetites. Elsewhere he says that reason uses the will to control the appetites.
Aristotle defined the soul as the core essence of a living being, but argued against its having a separate
existence. For instance, if a knife had a soul, the act of cutting would be that soul, because 'cutting' is the
essence of what it is to be a knife. Unlike Plato and the religious traditions, Aristotle did not consider the soul
as some kind of separate, ghostly occupant of the body (just as we cannot separate the activity of cutting from

HINMA EDUCATION
2
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
the knife). As the soul, in Aristotle's view, is an activity of the body, it cannot be immortal (when a knife is
destroyed, the cutting stops). More precisely, the soul is the "first activity" of a living body. This is a state, or a
potential for actual, or 'second', activity. "The axe has an edge for cutting" was, for Aristotle, analogous to
"humans have bodies for rational activity," and the potential for rational activity thus constituted the essence of
a human soul. Aristotle used his concept of the soul in many of his works; the De Anima (On the Soul) provides
a good place to start to gain more understanding of his views.
St. Augustine in his Confessions takes this idea and expands it into an entire genre that critically inquires what
it means to be a person. This identity is achieved through a two-fold process: self-presentation, which leads
to self-realization. Only in the presence of the Omnipotent and the Omniscient can the self attain happiness
and completeness.
Descartes thought that the self is a thinking thing distinct from the body. His first famous principle was” Cogito,
ergo sum", which means “I think, therefore I am." Although the mind and body are physically together as a
whole, the mind and body are mentally independent and serve their own function.
Activity 3
Exercise No. 1
The words written (in bold), What can you say about:
Sample how to answer: Essay type
1). Self-presentation – I am confident that with the grace and blessing of God, I am capable of doing
everything and have limitation that I am only human that sometime I commit mistake, but if I strive as part
of my self-realization I am able to attain something because I did well and utilize all the blessing well.
Now it’s time for you to answer based on your own feelings….
1) Self-presentation
2) Self- knowledge
3) Reason, appetite and will
4) Self-attain
5) Self-realization
6) Cogito, ergo sum
Exercise No. 2 (Compare and contrast your behavior with your brother or sister) Determine the common
which is alike.

HINMA EDUCATION 3
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
Exercise No. 3 Based on the activity, How well do you know yourself. Write a short essay on the space
provided below.
From the famous word of Descartes, “Cogito, ergo, sum”, How can you apply this famous saying to yourself?
Illustrate through drawing or in diagram your answer.
Exercise No 4. Skill-building Activities
Directions: Read the situation and write your answer to the question on the space provided below.
Situation: Open your cellphone or look at the mirror, think that you're being interviewed by Boy Abunda. What
can you say about your image in the mirror? Why?
Say for instance you are in front of a mirror and having a dialogue. Below write the questions that you wanted
to ask about yourself and give an honest answer to it.
1. __________________________________________________________
Ans. _____________________________________________________
2. ________________________________________________________
Ans. _____________________________________________________
3. __________________________________________________________
Ans. _____________________________________________________

HINMA EDUCATION
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Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
Exercise No 5: Reading the notes above, list down your answer that may or may not influence your behavior
and state the reason why. There is no right and wrong answer. This is an exercise for you to know what
philosophy you are using.
Name of Philosopher Who influences your behavior? How?
Philosopher NO influence on your behavior?
Activity 4: What I Know Chart, part 2 (2 mins)
It’s time to answer the questions in the W

hat I Know chart in Activity 1. Log in your answers in the
table.
Activity 5: Check for Understanding.

Identification
_____________________1. Famous principles of Descartes.
_____________________2. Plato defines soul as
_____________________3. Goal of philosophy by Socrates was
_____________________4. Self and Body is inseparable.
_____________________5. believed the soul exists before birth and after death.
FAQs
1. Which of the Philosophers influences you much? How?

You may choose from the philosophies that sought you best. it’s your personal opinion and choose,
based on your line of thinking, behavior and interpersonal relationship.
2. Can I make my own philosophy?

Yes, why not? For as long as the philosophy that you make leads your life to a progressive,
constructive, effective life in the future and that would contaminate others' lives as well.
3. Can I pattern my philosophy in life to other people’s philosophy?

Certainly! Philosophy are made to be a guiding light to our life path

HINMA EDUCATION 5
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
C. LESSON WRAP-UP
Congratulations for finishing this module! Shade the number of the module that you finished.
Thinking about your learning

Give three (3) positive things that you’ve learned from the lesson?
1. ________________________________________________________________________________
________________________________________________________________________________
2. ________________________________________________________________________________
________________________________________________________________________________
3. ________________________________________________________________________________
________________________________________________________________________________
From the learning that you get, what are your plans to change for the better “YOU”
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
What more do you want to know and learn?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
KEY TO CORRECTION
Activity 5 (Check for understanding)

1. Cogito, ergo sum
2. as the essence of living being.
3. Know thy self
4. Socrates
5. Plato
Thank you for your cooperation!!

God Bless…
Stay Safe always

HINMA EDUCATION
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Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
Lesson title: Materials:

Self from the Perspective of Sociology White Board Marker, White Board
Laptop, or Cellphone, Internet
Lesson Objectives: At the end of the lesson, students will connection
be able to: References:
1. Understand our self according to Sociological https://en.wikipedia.org/wiki/Looking-
perspective; and lass_self
2. Give importance to things that help us grow and develop. https://www.iep.utm.edu/mead/
http://philschatz.com/sociology-book/
ontents/m42821.html
Gazzingan,L., et.al. (2018),
Understanding the Self, Panday. lahi
Publishing
On our previous lesson No 1. We study about Philosophers, knowing Thy self, etc. Now you are going to
learn about the Sociologist’s point of view pertaining our self to the environment.
1) What a pleasant day to everyone.! How are you? Hope you’re doing well with your studies! Did you
read something about our new lesson?
When we talk about Sociology, What comes to your mind?
Do you know some sociologist? What do they teach us?
Do our environment. Has something to do with ourselves? How do they contribute?
Today’s lesson is all about Sociologists and their contributions, together with effects of sociology to the
pond of knowledge.
This is to measure your before and after knowledge about sociology. Answer the questions below by
writing your ideas under the first column What I Know. It’s okay if you write key words or phrases that
you think are related to the questions.
What do you understand about
sociology?
Is this about our feelings

towards other people, and
community?
Is it important to mingle,
interact, participate and involve
ourselves to any concerns of
the environment?

HINMA EDUCATION 1
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
B. MAIN LESSON
Sociological Perspective on Self

Classical sociological perspective, the Self is a relatively stable set of perceptions of who we are in relation to
ourselves, others, and to social systems. The self is socially constructed in the sense that it is shaped through
interaction with other people.
2)
3)
4)
5)
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9)
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11)
12)

HINMA EDUCATION
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Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
We studied the sociologist Charles Cooley’s theory of the “looking glass self.” Cooley wrote that people’s
ideas of themselves have “three principal elements: (1) the imagination of our appearance to the other
person; (2) the imagination of his judgment of that appearance, and (3) some sort of self-feeling, such as pride
or mortification…. The thing that moves us to pride or shame is…the imagined effect of this reflection upon
another’s mind…. We are ashamed to seem evasive in the presence of a straightforward man, cowardly in the
presence of a brave one, gross in the eyes of a refined one, and so on. We always imagine, and, in imagining,
share the judgments of the other mind. A man will boast to one person of an action—say some sharp
transaction in trade—which he would be ashamed to own to another.” To put it more simply, the way you
imagine other people perceiving you affects the way you feel about yourself, which in turn affects your attitude
and even your appearance. And you may change the way you present yourself depending on who you’re trying
to impress or fit in with. I realized that the looking glass self applies to my own life right at that moment. This
drawing depicts the looking-glass self. The person at the front of the image is looking into four mirrors, each of
which reflects someone else's image of him back to him.
Mead's theory of the social self is based on the perspective that the self emerges from social interactions, such
as observing and interacting with others, responding to others' opinions about oneself, and internalizing
external opinions and internal feelings about oneself.
Three activities develop the self:
1.Language develops self by allowing individuals to respond to each other through symbols, gestures,
words, and sounds. Language conveys others' attitudes and opinions toward a subject or the
person. Emotions, such as anger, happiness, and confusion, are conveyed through language.
3. Play develops self by allowing individuals to take on different roles, pretend, and express expectation of
others. Play develops one's self-consciousness through role-playing. During role-play, a person is able
to internalize the perspective of others and develop an understanding of how others feel about
themselves and others in a variety of social situations.
3. Games develop self by allowing individuals to understand and adhere to the rules of the activity. Self
is developed by understanding that there are rules in which one must abide by in order to win the
game or be successful at an activity.
Mead develops William James' distinction between the "I" and the "me." The "me" is the accumulated
understanding of "the generalized other" i.e. how one thinks one's group perceives oneself etc. The "I" is the
individual's impulses. The "I" is self as subject; the "me" is self as object. The "I" is the knower; the "me" is the
known. For Mead the thinking process is the internalized dialogue between the "I" and the "me."

HINMA EDUCATION 3
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
I ME
This drawing depicts the "I" and the "me." The "I" is the
response of an individual to the attitudes of others, while the
"me" is the organized set of attitudes of others which an
individual assumes.
The Looking Glass Self; Who Holds Our Reflections?

An interesting discussion is about the theory of the Looking Glass Self by Charles Horton Cooley. Cooley
thought that an individual and society do not exist separately, but rather the individual is the product society
and society is the product of the individual. There are three parts to the concept; how a person thinks the
other(s) perceives him, how the person thinks the other(s) judges that perception, and the reaction of the
person to the assumed perceptions and judgments.
I can imagine what a group of diverse people sitting around discussing this may argue, both for and against the
theory. What a lively debate it could be, mixing young and old, liberal and conservative, and experienced and
inexperienced into the same group. Ah, how many of those individuals, I wonder, would have dressed to
convey an image to the others, would speak in certain manners in order to impress or distress, or would
consider what the importance of their statements would have upon the other group members?
At first, the theory seems to explain that each person is no more than a reflection of society. More realistically,
the theory means we are products of our cultures, our physical surroundings, and the human beings with
whom we associate. Generally, I think it can be agreed, most people want to fit into society in some manner.
And to fit in means to obey some of the rules of the group to which we belong, or want to belong.
Considering everyone wants to fit in somewhere, people we surround ourselves with have a great influence on
who we become. The type of people that we associate with differs through the various stages of our lives; the
drinking buddies we may have had in our early twenties may not be the same people we want as godparents
for our children. The people from Church are probably not the people we would invite to a bachelor party.
And so, as we grow older, what type of people should we associate with? What reflections of ourselves do we
want to nurture? It depends on how each of us view the process of aging, what and when is "old age" to each
of us, do we plan to "go gently into the night" or will we remain active in and throughout the middle and latter
stages of life, just as we did in our physical youth? There are no wrong answers, merely different ways for
different people. Simply being aware of the influences others have on us is important. In that way, we can more
actively choose those from whom we are reflected, and be mindful of how we react to others, as reflections of
who they are.
Activity 3

HINMA EDUCATION
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Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
This is an experiential and situational, please write it here for you to have record reminiscing.
1. What are the three examples given at the end of the second paragraph? How do people project their
image to be judged?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________
2. Do we join groups or group gatherings?

________________________________________________________________________________________
________________________________________________________________________________________
____________________________________________________
Exercise No. 2
Let’s try your memory, I will give you enumeration type of short assessment to determine your
comprehension.
Now it’s time for you to answer ….
1 – 2 What are the two distinction of self?
3 – 5 Activities develop the self
6 – 8 Charles Cooley Theory Looking Glass Self, 3 principal elements
9 – 10 Give to more names of sociologist aside from Cooley.

table.
LESSON WRAP-UP
Give three (3) positive things that you’ve learn from the lesson?
1. ________________________________________________________________________________
________________________________________________________________________________
_______________________________________________
2. ________________________________________________________________________________
________________________________________________________________________________
_______________________________________________

HINMA EDUCATION 5
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
3. ________________________________________________________________________________
________________________________________________________________________________
_______________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________

________________________________________________________________________________________
________________________________________________________________________________________
____________________________________________________
FAQs
1. Do parents need to be careful in their words, gestures, languages and attitudes because it might be
imitated by children observing them. why?
Ans. Certainly Yes! Anything seen / observe by children to their parents and adult are presume right and
correct.
2. Is it right for parents to be over protective to their children?
Ans. Yes, in a way that protecting them from harm, No if the knowledge development and exploration are
controlled.
3. Is it necessary for us to reflect?
Ans. Yes, so that we can evaluate our progress, our behavior if it is appropriate or not, to determine if we
are effective in our environment.
KEY TO CORRECTION
Exercise No.2
1. I
2. Me
3. Language
4. Play
5. Games
6. the imagination of our appearance to the other person
7. the imagination of his judgment of that appearance,
8. some sort of self-feeling, such as pride or mortification
9. Irving Goffman
10. George Herbert Mead

God Bless.
Stay Safe always.

HINMA EDUCATION
6
Name: ________________________________________ Date: ______________

Section: _______________________________________
Schedule: _____________________________________

Self: From the Perspective of Anthropology White Board Marker, White
Board, TV/Projector
Lesson Objectives: At the end of the lesson, students will
be able to: References:
1. Know how Culture shapes ourselves https://sites.google.com/site/theory
maphelene/clifford-geertz/impact-of
2. Appreciate ourselves in Anthropological
-the-concept-of-culture-on-the-con
perspective cept-of-man
https://www.huffingtonpost.com/ma
rgaret-paul-phd/loving-connection_
b_2559654.html
https://nadinedib.wordpress.com/2013
02/28/does-culture-shape-our-persona
-identity/comment-page-1/
In connection with our previous lesson No 2. which is about sociology, today I will show and present to you ,
another factors that contribute to our development, it is Anthropology.
1) Good morning/afternoon my student! It’s nice to be with you again for another inspiring topic that will
trigger / exercise your mind to think. (Thinking is growing, and growing is development.)
What is Anthropology?
Do Anthropology and Sociology the same? What do they differ from each other?
What is in Anthropology that creates our identity?
Today’s lesson is all about Anthropology….

What do you know about Anthropology?
This is to measure your before and after knowledge about Anthropology. Answer the questions below
by writing your ideas under the first column What I Know. It’s okay if you write key words or phrases
that you think are related to the questions.
What I Know? Questions: What I Learned (Activity 4)

What are the Impact of Culture
to you?
what makes people/cultures
different, not the same?

HINMA EDUCATION 1
Name: ________________________________________ Date: ______________

Section: _______________________________________
Schedule: _____________________________________
What man is capable of and

how he actually behaves, which
in turn helps define human
nature?
Legend:
At the end of lesson go back to Activity 1 again to answer the What I Learned? To complete the activity.
B. MAIN LESSON (Read and understand carefully the Content notes for you to understand the whole lesson
and be able to answer exercises given.)
The self and person
Anthropology is the scientific study of

the origins of humans, how we have changed
over the years, and how we relate to each
other, both within our own culture and with
people from other cultures.
Anthropology 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.
Anthropologists study the concept of culture and its relationship to human life in different times and
places. They study other societies to gain a clearer perspective on our own. They study the past to
help interpret the present. ... Students who major in anthropology are curious about other cultures
and other times.
Such study allows us to better understand why people behave the way they do and how different
groups have such amazing variety in their lifeways. It allows us to learn about diversity and respect
the adaptability of man to the enormous variety of environments where people live.
In studying and interpreting the vast range of similarities and differences in human societies and
cultures, anthropologists also seek to understand how people themselves make sense of the world
in which they live. A concentration in Anthropology provides students with a broad introduction to
the discipline.

HINMA EDUCATION
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Name: ________________________________________ Date: ______________

Section: _______________________________________
Schedule: _____________________________________
Anthropologists have most frequently employed the term 'identity' (self) to refer to this idea of selfhood in a
loosely Eriksonian way (Erikson 1972) properties based on the uniqueness and individuality which makes a
person distinct from others. Identity (self) refers to qualities of sameness in relation to a person's connection to
others and to a particular group of people.
When we are disconnected from ourselves — from who we really are and from our feelings — and when we
are not filling ourselves with love through our spiritual connection, we create a black hole within. The black hole
we’ve created through our self-abandonment becomes like a vacuum, trying to pull love from others.
Cultural anthropology brings us into contact with different ways of life and
challenges our awareness of just how arbitrary our own understanding of the world is as we learn
how other people have developed satisfying but different ways of living.
The Self embedded in Culture

Theorists of culture and personality school argued that socialization creates personality patterns. It
shapes a person’s emotions, thoughts, behaviors, cultural values and norms to fit into and function as
productive members in the surrounding human society. The study of culture and personality wanted to
examine how different socialization practices resulted in different personality types.
Impact of the Concept of Culture on the Concept of Man

Basic Premises
1. (marriage, economy, religion, etc.)
2. what makes people/cultures different, not the same;
3. Culture is the "accumulated totality" of symbolic patterns that appear in different societies
4. what man is capable of and how he actually behaves, which in turn helps define human nature
Activity 3

1. Is Anthropology contribute to the development of your personality? How?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
____________________________
2. Do LGBT group defines person distinct from others, Identity (self) to qualities of sameness in relation to a
person's connection to others and to a particular group of people?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________

HINMA EDUCATION 3
Name: ________________________________________ Date: ______________

Section: _______________________________________
Schedule: _____________________________________
Exercise No. 2
For every lesson we need to have an assessment in order to know if learning takes place.
Write T if the answer is TRUE and F if its FALSE
____ 1. Fiesta, music, dresses, hair style and dance are part of anthropology.
____ 2. Harana is singing of song to a girl whom your courting.
____ 3. Bayanihan is part of Indonesian culture
____4. Based on Anthropology study in the Philippines, Christianity came from Spaniard who conquer us.
____5. Majority of our language came from Chinese words
____6. Cultural anthropology brings us into contact with different ways of life and
challenges our awareness of just how arbitrary our own understanding of the world is as we learn
how other people have developed satisfying but different ways of living
____7. Sociology is the study the past to help interpret the present.
____8. Anthropology is the scientific study of the origins of Animals, how they have changed
over the years.
____9. M arriage, Economy, Religion, etc are part of Anthropology
____10. Anthropology shapes a person’s emotions, thoughts, behaviors, cultural values and norms to fit into
and function as productive members in the surrounding human society.

table.
LESSON WRAP UP

1. ________________________________________________________________________________
__________________________________________________________
_____________________________________________________________________
2. ________________________________________________________________________________
________________________________________________________________________________
_______________________________________________

HINMA EDUCATION
4
Lesson #3
Section: ____________ Schedule: _____________________________________ Class number: _______

Date: ______________
3. ________________________________________________________________________________
________________________________________________________________________________
_______________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________

________________________________________________________________________________________
________________________________________________________________________________________
____________________________________________________
FAQs
1. Do all the things that happen to our life defines what kind and status and identity you have in the society?
Ans. Yes! Because anything that we accomplish, attain in life tells the community where you live what kind
of person are you? And where do you belong. That’s why background investigation is always done and as
bases for assessment.
2. How is SELF shaped and influenced by culture?”

Ans. Our parents and the environment handed it down to us, teaching us the righteous way to be
accepted in the community where we live. And we do the same thing to the next generation.
3. Can Traditions and Culture change?

Ans. It only modifies but it doesn’t change completely nor remove.
KEY TO CORRECTION
Exercise No.2 Key Answer
1. T
2. T
3. F
4. T
5. F
6. T
7. F
8. F
9. T
10. T

God Bless…
Stay Safe always

HINMA EDUCATION 5
Name: ________________________________________ Date: ______________

Section: _______________________________________
Schedule: _____________________________________

Self from the Perspective of Psychology White Board Marker, White Board
by William James Laptop, or Cellphone, Internet
connection
Lesson Objectives: Reference/s :
At the end of the lesson, Student will be able to: https://www.encyclopedia.com/medici
1. Explore and appreciate oneself, and ne/
2. Better understand the Individual in particular and Human psychology/psychology-and-
behavior in general. psychiatry/self-representation
https://www.pcc.edu/staff/pdf/602/PS
Y2
15Chapter8PPT207.pdf
https://listentomethunder.wordpress.c
om
/2012/03/31/the-real-vs-the-ideal-self
Good day! A pleasant day to everyone. Did you back read your lesson No 3. About Anthropology? It is nice
and proper to do readings everyday to freshen our memory.
Our next lesson for the day is all about Perspective of Psychology by William James.
1) How are you? Hope you’re doing well with your studies! Did you read something about our new lesson?
Here are teasing questions!
Do psychologist read mind?
Why is it very interesting to study human behavior?
How well do you know your-self?
Today’s lesson is all about Perspective of Psychology by William James about SELF

This is to measure your before and after knowledge about ourself. Answer the questions below by

What is Duality of Self all
about?
What is I- self?

HINMA EDUCATION 1
Name: ________________________________________ Date: ______________

Section: _______________________________________
Schedule: _____________________________________
What is Me-self?
What is Real Self
What is Ideal Self
B. MAIN LESSON
Philosopher and psychologist William James (1842–1910) was one of the first to postulate a theory of
the self in The Principles of Psychology. James described two aspects of the self that he termed the “I
Self” and “Me Self.” The I Self reflects what people see or perceive themselves doing in the physical world
(e.g., recognizing that one is walking, eating, writing), whereas the Me Self is a more subjective and
psychological phenomenon, referring to individuals’ reflections about themselves (e.g. characterizing oneself
as athletic, smart, cooperative). Other terms such as self-view, self-image, self-schema, and self-concept are
also used to describe the self-referent thoughts characteristic of the Me Self. James further distinguished three
components of the Me Self. These include: (1) the material self (e.g., tangible objects or possessions we
collect for ourselves); (2) the social self (e.g., how we interact and portray ourselves within different groups,
situations, or persons); and (3) the spiritual self (e.g., internal dispositions).
William James in his studies of Human thoughts concluded that thoughts have 5 Characteristics
1. All human thoughts are owned by some personal self
2. All thoughts are constantly changing or never static
3. There is continuity of thoughts as its focus shift from one object to another.
4. Thought deals with object that are different from independent of consciousness itself.
5. Consciousness can focus on particular objects and not others.
Example:
Concept Notes (5 points)
The Self as A Cognitive Construction by William James: Duality of Self
Me-Self vs. I –Self

Me-Self I-Self
Self as object of knowledge Self as knower and actor
Consists of all qualities that make self unique: 1. Separate from surrounding world
1. Physical and material 2. Same over time
2. Psychological 3. Has a Private inner life
3. Social 4. Controls own thoughts
and Actions

HINMA EDUCATION
2
Name: ________________________________________ Date: ______________

Section: _______________________________________
Schedule: _____________________________________
Real Self vs. Ideal Self

Real Self Ideal Self
Who we actually are. This is how we want to be.

It is how we think, how we feel, look It is the ideal image that we developed
and act. over time based on what we have
The real self is our self-mage. learned and experience.
Our self-image includes: It includes components of what our
1. Physical Description parents have taught us, what we admire
2. Social Roles in others, what our society promotes,
3. Personal Traits and what we think is in our best interest.
4. Existential Statements (abstract
ones)
Activity 3
The questions ask here are pertaining to our self, What are the things we need to do in order to develop our
self.
1. The Ideal Self is our hopes and dreams in life, What do you do for you to develop your Me-Self, I-Self and
Real-Self?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Exercise No. 2
Let’s try your memory, I will give you enumeration type of short assessment to determine your
comprehension.

1 – 3 What are the three component of ME?
4 – 6 Example of I Self that people see and perceived given by William James
7 –11 Give 5 Characteristics by William James in his studies of Human thoughts

HINMA EDUCATION 3
Name: ________________________________________ Date: ______________

Section: _______________________________________
Schedule: _____________________________________

table.
LESSON WRAP-UP

1. ________________________________________________________________________________
__________________________________________________________
_____________________________________________________________________
2. ________________________________________________________________________________
________________________________________________________________________________
_______________________________________________
3. ________________________________________________________________________________
________________________________________________________________________________
_______________________________________________
From the learning that you get, what are your plans to change for the better “YOU”?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________

________________________________________________________________________________________
________________________________________________________________________________________
____________________________________________________
FAQs
1. Can we still change our life or way of life even though we got lost along the way already?
Ans. Certainly Yes! For as long as there is life you have still chance to change for the better.
2. People like to change for the better, but why is it very hard for them and they keep on going back?
Ans..It will be hard for you to change, if you’re not determine, and you will not change people around you
and the place where you live.
3. Do we need guidance and advice of expert?
Ans. Yes, from time to time we need their expert opinions and guidance.

HINMA EDUCATION
4
Name: ________________________________________ Date: ______________

Section: _______________________________________
Schedule: _____________________________________
KEY TO CORRECTION
1. The Material Self

2. The social self
3. Spiritual self
4. Walking
5. Eating
6. Writing
7. All human thoughts are owned by some personal self
8. All thoughts are constantly changing or never static
9. There is continuity of thoughts as its focus shift from one object to another
10. Thought deals with object that are different from independent of consciousness itself.
11. Consciousness can focus on particular objects and not others.

God Bless…
Stay Safe always

HINMA EDUCATION 5
Name: ________________________________________ Date: ______________

Section: _______________________________________
Schedule: _____________________________________

Self from the Perspective of Psychology: White Board Marker, White Board
self as pro-active and agentic Laptop, or Cellphone, Internet
connection
Lesson Objectives: At the end of the lesson, Students will References:
be able to: https://en.wikipedia.org/wiki/Looking
1. Formulate a guiding plan for yourself glass_self
2. Decide for yourself as proactive and agentic https://www.iep.utm.edu/mead/
http://philschatz.com/sociology-book
contents/m42821.html
Understanding the Self, Panday. lah
Publishing
Based on our previous lesson No.4. Perspective of Psychology by William James about Self
For today’s lesson, I am going to discuss Self as proactive and agentic.
1. I am very happy to be your professor in this subject UTS, because we will be talking about Cognitive
view of personality by Albert Bandura.

This is to measure your before and after knowledge about Bandura’s concept of the self. Answer the questions
below by writing your ideas under the first column What I Know. It’s okay if you write key words or phrases that
What do you know about
Intentionality?

Forethought?

Self-reactiveness?

Self-reflection?

HINMA EDUCATION 1
Name: ________________________________________ Date: ______________

Section: _______________________________________
Schedule: _____________________________________
B. MAIN LESSON
Bandura defined human agency as “the human capability to exert influence over one’s functioning and
the course of events by one’s actions”. “Through cognitive self-guidance, humans can visualize futures that act
on the present; construct, evaluate, and modify alternative courses of action to gain valued outcomes; and
override environmental influences”. “To be an agent is to influence intentionally one’s functioning and life
circumstances”.
Four core properties of human agency:
Intentionality deals with the forming of intentions that “include action plans and strategies for realizing them”.
Forethought involves “the temporal extension of agency” by setting goals and anticipating future events: It
includes more than future-directed plans. People set goals for themselves and foresee likely outcomes of
prospective actions to guide and motivate their efforts anticipatorily. When projected over a long-term course
on matters of value, a forethoughtful perspective provides direction, coherence, and meaning to one’s life.
Example: when a person is deciding, that person has his options. With each options he has to anticipate
outcomes in order for that person decides depending on what might come out after.
Self-reactiveness broadens the role of the agent to be more than just “planners and fore thinkers” and
includes processes of self-management and self-motivation, as well as emotional states that can undermine
self-regulation: The translation of plans into successful courses of action requires the self-management of
thought processes; motivation to stick with chosen courses in the face of difficulties, setbacks, and
uncertainties; and emotional states that can undermine self-regulatory efforts. Example: Drinking in a bar

HINMA EDUCATION 2
Name: ________________________________________ Date: ______________

Section: _______________________________________
Schedule: _____________________________________
gives a person pleasure and it will give that person the motivation to drink yet he will regulate his actions in
order for him to get away from self-censured stuff.
Se lf-reflection refers to the self-examining nature of human agents. “Through self-awareness, they reflect on
their personal efficacy, the soundness of their thoughts and actions, the meaning of their pursuits, and… [if
needed] change existing life course patterns”. Example: Back to the deciding situation, when a person
chooses one of his options and everything went wrong, that person will reflect and will make changes for the
better.
Activity 3
This is experiential and situational. Please write it here for you to have some record.
1. What are the three examples given at the end of the second paragraph? How do people project their
image to be judged?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
2. Do we join groups or group gatherings?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Exercise No. 2
Directions: The following words below were independently written by the teacher, your intentionality,
forethought, self-reactiveness and self-reflection on the chosen word assigned to you by your
teacher. Answer it now in the space provided. (5 points)
Family Relatives Health Personal Growth

Spiritual
Friends Love life Money Fun and Leisure
Studies
Intentionality: _____________________________________________________________________
Forethought: _____________________________________________________________________
Self-reactiveness: __________________________________________________________________
Self-reflection: ____________________________________________________________________

table.

HINMA EDUCATION 3
Name: ________________________________________ Date: ______________

Section: _______________________________________
Schedule: _____________________________________
LESSON WRAP UP
1. ________________________________________________________________________________
________________________________________________________________________________
2. ________________________________________________________________________________
________________________________________________________________________________
3. ________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
FAQs
1. Do parents need to be careful in their words, gestures, languages and attitudes because it might be
imitated by children observing them. why?
Ans. Certainly Yes! Anything seen / observed by children to their parents and adults are presumed right
and correct.
2. Is it right for parents to be over protective to their children?
Ans. Yes, in a way that protects them from harm; No, if the knowledge development and exploration are
controlled.
3. Is it necessary for us to reflect?
Ans. Yes, so that we can evaluate our progress, our behavior if it is appropriate or not, to determine if we
are effective in our environment.

HINMA EDUCATION 4
Name: ________________________________________ Date: ______________

Section: _______________________________________
Schedule: _____________________________________
KEY TO CORRECTION
Exercise No2. Key answer

Intentionality: Lovelife, Fun and pleasure, Personal Growth
Forethought: studies, Health, Fun and pleasure, Money
Self-reactiveness: _Family, Friends, Relatives
Self-reflection: spiritual, Studies, Health, Personal Growth, Love life

God Bless…
Stay Safe always.

HINMA EDUCATION 5
Name: __________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________

The Western Thought of Self White Board Marker, White Board
Lesson Objectives: At the end of the lesson, Students are connection
expected to: Reference/s:
1. Understand self as a whole. ● Gazzingan, L. et.al., (2018), the Self,
2. Appreciate the similarities and differences of self- Panday-Lahi Publishing House, Inc.
realization and self-conceptualization. ● http://www2.pacific.edu/sis/culture
/pub/1.2.4-_activity_-_individual.ht
m
● https://www.theobjectivestandard.c
om/issues/2012-spring/individualis
m-collectivism/
https://www.encyclopedia.com/medici
ne/psychology/psychology-and-psych
atry/self-representation
Based on our previous lesson which is From the Perspective of Psychology …self as pro-active and agentic. Probably
you have already known your intentionality, Forethought, Self Reactiveness, and self reflectiveness. By that, let’s now
study how Western people thought of Self.
1) It’s been awhile that we haven’t met. When we last met, I discussed to you about the self. How are you
now?
2) What a pleasant day to everyone.! How are you? Hope you’re doing well with your studies! Did you
browse a bit of our new lesson?
When we talk about Western thought, what is the first thing that comes to your mind?
Are we influenced by the West? What do we get or imitate from the West?
Kindly mention several Western things that we adopt.
Today’s lesson is all about western thought.

What is Individualism?
Are we Filipinos influenced by

western thoughts?
Do we have the western
colonial mentality?

HINMA EDUCATION 1
Name: __________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
B. MAIN LESSON
Western Thought of the Self
Individualist Self
● 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.
● People tend to distance themselves psychologically and emotionally from
each other.
● Persons believe they have specific, distinctive attributes that set them
apart from the general population.
● Independence and self-reliance are greatly stressed and valued.
● One may c hoose 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.
The principle of individuation, or p rincipium individuationis, describes the manner in which a thing is
identified as distinguished from other things. For Carl Jung, individuation is a process of transformation,
whereby the personal and collective unconscious is brought into consciousness (by means of dreams, active
imagination or free association to take examples) to be assimilated into the whole personality. It is a completely
natural process necessary for the integration of the psyche to take place. Jung considered individuation to be
the central process of human development. In individuation psychique et collective, Gilbert Simond
on developed a theory of individual and collective individuation in which the individual subject is considered as
an effect of individuation rather than a cause. Thus, the individual atom is replaced by a
never-ending ontological process of individuation. Individuation is an always incomplete process, always
leaving a "pre-individual" left-over, itself making possible future individuations. The philosophy of Bernard
Stiegler draws upon and modifies the work of Gilbert Simond on individuation and also upon similar ideas
in Friedrich Nietzsche and Sigmund Freud. For Stiegler "the I, as a psychic individual, can only be thought in
relationship to we, which is a collective individual. The constituted in adopting a collective tradition, which it
inherits and in which a plurality of acknowledge each other's existence."
An individual is a person or any specific object in a collection. In the 15th century and earlier, and also today
within the fields of statistics and metaphysics, individual means "indivisible", typically describing any numerically
singular thing, but sometimes meaning "a person." ("The problem of proper names"). From the 17th century on,
individual indicates separateness, as in individualism. Individuality is the state or quality of being an individuated
being; a person separated from everything with a unique character by possessing his or her own needs, goals, and
desires in comparison to other persons.
In the late twentieth century, researchers began to argue that the self is a cognitive and social
construction. Cognitive perspectives suggest that one’s s elf-representation affects how one thinks about

HINMA EDUCATION 2
Name: __________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
and gives meaning to experiences. Like James, psychologist Ulric Neisser distinguished between one’s
self-representation connected to directly perceived experiences and that resulting from reflection on
one’s experiences. The “ecological self,” connections of oneself to experiences in the physical
environment, and the “interpersonal self,” connections of oneself to others through verbal or nonverbal
communication, comprise direct perception of experience. Neisser proposed that these two types of
self-representation develop early in infancy. Regarding reflections on one’s experiences, Neisser
identified three types of s elf-representation that emerge in later infancy and childhood with cognitive
and social maturation. The temporally “extended self” is based on memories of one’s past experiences and
expectations for the future. The “private self” emerges with the understanding that one’s experiences are
not directly perceived by others, but rather must be communicated to be shared. The “conceptual
self,” one’s overarching theory or schema about oneself based on one’s reflection on experiences within
social and cultural context, parallels terms such as self-concept and self-schema. In a 1977 article,
psychologist Hazel Markus showed that one’s self-representation or self-schema guides information
processing and influences one’s behavior.
A self-conceptualization is an understanding you have of yourself that’s based on your personal
experiences, body image, the thoughts you have about yourself, and how you tend to label yourself in
different situations. It can also be defined as an all-encompassing awareness you had of yourself in the
past; the awareness you have of yourself in the present, and the expectations you have of yourself at a
future time. Your self-concept is built upon perception — how you perceive yourself based on the
knowledge you have gained over a lifetime of experience. This perception you have of yourself is based
on the information you have gathered about your values, life roles, goals, skills, abilities and much more.
Your self-concept is more or less a collection of beliefs you have about your own nature, qualities, and
behavior. It’s all about how you think and evaluate yourself at any given moment in time. It is a perception
of your image, abilities, and in some ways a perception of your own individual uniqueness.
The Social Construction of the Self in Western Thought

Arguments:
1. The self is nothing but a bundle of perceptions, thoughts, and interactions, which our environment
molds into an
identity.
2. Our identities are defined by our culture and the society in which we are raised.
3. A social construct is the intended or unintended product of social practices and cultural paradigms.
4. Therefore, the Self must be nothing but a social construct.
Activity 3
Exercise No 1. Comprehension Activity
Directions: On the table, write five characteristics of an Individualist Self and on its adjacent table, give an
example for each characteristic. See the example given.
Characteristics of an Examples
Individualist Self

HINMA EDUCATION 3
Name: __________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
1. independent 1. He studies his lessons and makes his own project alone.
2. __________________
3. __________________
4. __________________
5. __________________
6. _________________
2.___________________________________________________________
3. ____________________________________________________________
4. ______________________________________________________________
5. ______________________________________________________________
6. ______________________________________________________________
Exercise No. 2
On your own thinking, fill the space given to you, things that you’ve observe and noticed in your
environment. Don’t answer fast, pause for a while, and think what to write.
SIMILARITIES DIFFERENCES INFLUENCES
Exercise No.3
Let’s try your memory. I will give you an Essay type of short assessment to determine your comprehension.
1. What is your understanding of the Individuation principle of Carl Jung? Write your answer in
not less than 5 sentences.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

table.
LESSON WRAP UP
HINMA EDUCATION 4
Name: __________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________

1. ________________________________________________________________________________
__________________________________________________________
_____________________________________________________________________
2. ________________________________________________________________________________
________________________________________________________________________________
_______________________________________________
3. ________________________________________________________________________________
________________________________________________________________________________
_______________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________

________________________________________________________________________________________
________________________________________________________________________________________
____________________________________________________
FAQs
1. Is it bad to imitate what is shown in social media and other forms of information?
Ans. Absolutely not! You are still putting your own identity to what you’ve copied or imitated. They should
be grateful because you are idolizing them.
2. Is it right to imitate our parents?

Ans. Yes, Unnoticeably, unconsciously. We are imitating them. But still we have our own identity, we
follow things that are desirable and useful to us.

HINMA EDUCATION 5
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________

The Eastern Thought of Self White Board Marker, White Board
expected to
1. Differentiate Individualist Self to Collectivist Self, Reference/s:
2. Know the influence of Eastern and Oriental to our self. https://www.tparents.org/UNews/un
ws9908/Klemme_confucian.htm
https://www.theobjectivestandard.c
om/issues/2012-spring/individualis
m-collectivism/
https://www.researchgate.net/figure/D
ifferences-between-individualist-and-
ollectivist-cultures_tbl3_51775582
Publishing
We studied about Western Thoughts, now I am going to introduced to you the Eastern /Oriental Thought of
Self. This is the time where you can determine which influences you most.
1) Hello! Hi! Nice to be around again. Thanks God that we are safe and still alive, Thanks for the life that
you gave. God Bless us all! For my intriguing questions.
What are the Eastern and Oriental thought of self that we had?
What are the countries comprises in Eastern and Oriental?
What dominates the thought of Filipino’s, Is it Wester, Eastern or we maintain our own
identity?
Today’s lesson is all about Eastern /Oriental Thought of Self. Let’s start with activity 1.

This is to measure your before and after knowledge about sociology. Before starting to read your
module, answer the questions below by writing your ideas under the first column What I Know. It’s okay
if you write key words or phrases that you think are related to the questions.

Differentiate Western to
Eastern Thought of Self?
What do you initially understand

HINMA EDUCATION 1
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
about Collectivist Culture?

Is Bayanihan of Filipino, which
thought of self came from?
B. MAIN LESSON
Eastern/Oriental Thought of the Self
Collectivist Self
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 group members.
● Collectivist characteristics are often associated with
women and people in rural settings.
Collectivism is a value that is characterized by emphasis on cohesiveness among individuals and

prioritization of the group over the self. Individuals or groups that subscribe to a collectivist worldview tend to find
common values and goals as particularly salient and demonstrate greater orientation toward in-group than toward
out-group. The term "in-group" is thought to be more diffusely defined for collectivist individuals to include societal
units ranging from the nuclear family to a religious or racial/ethnic group. Collectivism is the idea that the
individual’s life belongs not to him but to the group or society of which he is merely a part, that he has no
rights, and that he must sacrifice his values and goals for the group’s “greater good.” According to
collectivism, the group or society is the basic unit of moral concern, and the individual is of value only
insofar as he serves the group. As one advocate of this idea puts it: “Man has no rights except those which
society permits him to enjoy. From the day of his birth until the day of his death society allows him to
enjoy certain so-called rights and deprives him of others; not . . . because society desires especially to
favor or oppress the individual, but because its own preservation, welfare, and happiness are the prime
considerations.”
Arguments of Confucius:
1. Personality (self) as such is not seen as inherently existing, but as something that is being formed
through upbringing and environment.

HINMA EDUCATION 2
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
2. Every person is born with four beginnings, which do not encapsulate a concept of self as yet, but which
together, if put in the western framework of thinking, may be called ‘pre-self’, or ‘potential-self’:
a. heart of compassion – leads to Jen
b. heart of righteousness – leads to Yi
c. heart of propriety – leads to Li
d. heart of wisdom – leads to Chih
A Self as such would develop out of these, and develop through practice of the corresponding
virtues
3. Personality (self), in the Confucian perception, is an achieved state of moral excellence rather than a
given human condition.
4. The concept of self also is deeply embedded within the family and society, and it is only in that context
that the self comes to be what it is.

HINMA EDUCATION 3
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
Activity 3
Exercise No.1
Directions: Analyze what the picture tries to imply. Compare and contrast the Individualist and Collectivist
self using this picture. Write your answer on the space provided. (5 points)
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

HINMA EDUCATION 4
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
_________________________________________________________

Direction: In paragraph form state your opinion about the topic.
Topic: Totoo ba? Is the Philippines really a collectivist society? If so, how does this
shape/impact our idea of Self?
Exercise No. 3
Directions: Identify whether the statement portrays individualism or collectivism. Place your answer on
the space
provided before the number. (16 points)
______________________________ 1. I often do "my own thing"

______________________________ 2. The well-being of my coworkers is important to me.
______________________________ 3. One should live one's life independent of others.
______________________________ 4. If a coworker gets a prize, I would feel proud.
______________________________ 5. I like my privacy.
______________________________ 6. If a relative were in financial difficulty, I would help within my
means.
______________________________ 7. I prefer to be direct and forthright when discussing with people.
______________________________ 8. It is important to maintain harmony within my group..
______________________________ 9. I am a unique individual.
______________________________ 10. I like sharing little things with my neighbors.
______________________________ 11. What happens to me is my own doing.
______________________________ 12. I feel good when I cooperate with others.
______________________________ 13. When I succeed, it is usually because of my abilities.
______________________________ 14. My happiness depends very much on the happiness of those
around me.
______________________________ 15. I enjoy being unique and different from others in many ways.
______________________________ 16. To me, pleasure is spending time with others.

table.

HINMA EDUCATION 5
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
LESSON WRAP UP

1. ________________________________________________________________________________
________________________________________________________________________________
2. ________________________________________________________________________________
________________________________________________________________________________
3. ________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
FAQs
1. Is our Family an Individualist or a Collectivist?
Ans. It depends on the parents' approach and training that they are giving to their children, but the bottom
line is that whatever it may be, parents are teaching what is best for their children to be good persons in
the community.
.
2. Are communist forms of government purely individualists?
Ans. Not really! Because even the Republic of China thinks also about their people’s welfare and has
good relationships with other countries.
KEY TO CORRECTION

1. Individualism 6. Collectivism 11. Individualism 16. Collectivism
2. Collectivism 7. Individualism 12. Collectivism
3. Individualism 8. Collectivism 13. Individualism

HINMA EDUCATION 6
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
4. Collectivism 9. Individualism 14. Collectivism

5. Individualism 10. Collectivism 15. Individualism

God Bless…
Stay Safe always

HINMA EDUCATION 7
Name: _________________________________________________
Section: _______________________________________ Class number: _______
Schedule: _____________________________________ Date: ______________
Lesson Title: Materials:

The Material/Economic Self White Board Marker, White Board
Lesson Objectives: At the end of the lesson, students will be connection
able to: References:
1. Describe the relationship of self-concept and consumer’s http://psychclassics.yorku.ca/James/Pr
behavior. inciples/prin10.htm
2. Know the factors that affect the buying behavior of Filipinos. https://theseflattitudesvalues.wordpres
3. Understand how one interacts in the market place s.com/2012/11/21/the-self-in-consume
r-behaviour-2/
https://www.rappler.com/business/feat
ures/32721-what-influences-filipinos-d
ecision-to-buy-products
https://www.theseus.fi/bitstream/handle/1
0024/94486/Lautiainen_Tanja.pdf?seque
nce=1&isAllowed=y
Publishing
It is very interesting to have a very lively discussion about ourselves, developing personality needs monetary
capacity. Everything in this world are moved by currency. What is that? Material / Economic self.
1) In developing our body Image, physical self, and self-esteem; material/economic self also develop
simultaneously.
2) Mabuhay tayong lahat.Stay safe my precious students.
When we talk about material /economic self, what comes to your mind?
Are you helping your parents in terms of finances?
In times like this (Pandemic), what do you do in order to earn so as to enhance your material
possession?
Today’s lesson is all about material self, together with economic self.


How do you perceive yourself,

HINMA EDUCATION 1
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
as a customer or a provider?
Are you particular with brand
name or on the price of the
commodity?
When buying, are you looking
for freebies and discounts?
Look at yourself in the mirror
and see how many accessories
you have or gadget?
B. MAIN LESSON
MATERIAL/ECONOMIC SELF
conomic self-sufficiency is the ability of individuals and families to maintain sufficient income to
E
consistently meet their basic needs – including food, housing, utilities, health care, transportation,
taxes, dependent care, and clothing – with no or minimal financial assistance or subsidies from
private or public.
Material self All of the physical elements that reflect who you are. Possessions, car, home, body,
clothes. Social self The self as reflected through your interactions with others; actually, a variety of
selves that respond to changes in situations and roles.
What is material or economic self?

Signify aspects of one's sense of self and identity. One's sense of self and identity is influential on
how an individual chooses to purchase his or her wants and he or she makes economic decisions
that will address his or her personal and social needs.
Two Categories:
The Bodily Part :

The Parts of the body
Extracorporal/External Self:
Any material possessions which extends us.

HINMA EDUCATION 2
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
The material self is comprised of: our body, clothes, immediate family, and home.
Economic self-sufficiency is the ability of individuals and families to maintain sufficient income to consistently
meet their basic needs – including food, housing, utilities, health care, transportation, taxes, dependent care,
and clothing – with no or minimal financial assistance or subsidies from private or public organizations.
Self-Concept in Consumer Behavior

Self-concept can be described simply as how one perceives himself and his behavior in the market place.
It is the attitude one holds towards himself. What one thinks of himself. The self concept is not very
realistic because an unconscious component is always present. It can be divided into six types, as given
below:
1. Actual self: H ow a person actually perceives himself.
2. ow a person would like to perceive himself.
Ideal self: H
3. Social self: How a person thinks others perceive him.
4. Ideal social self: How a person would like others to perceive him.
5. Expected self: An image of self somewhere in between the actual and ideal self.
6. person’s self image in a specific situation.
Situational self: A
One of the components of the self-concept which is self-image describes that consumers have a number of
images of what they perceive themselves as. The image consumers have of themselves forced them to
purchase a product which is better for their self-image. However, products should be chosen whenever their
attributes match with some aspects of the self. Example, a person thinks of himself as a person of mature age,
although he is 24 years old, therefore he purchases clothes that present him as a mature person. His
perception about himself influences his buying behavior however, there are some times when he feels himself
happy and energetic he prefers to purchase products that give him a feeling of a younger age.
First the consumers are asked to rate their self-concept on the differential scale. Then they are asked to rate
product brands on the same scales. The responses that watch with the brands are expected to be preferred by
consumers.
After matching the self-concept with the brand image, the individual tries to find products for his satisfaction. If
he is satisfied, his self-concept gets reinforced as shown in the figure.

HINMA EDUCATION 3
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
The interaction between the product and self-concept can be situation specific. In some situations, the
self-concept can be enhanced or reinforced to a lesser or higher degree. Marketers use these tools as a
guide to product and brand choices.
Activity 3
Exercise No. 1
In a separate paper try to compute and budget your money. (Practice)
Market! Market!
Instruction:
1. Pretend that you are in the market. Are you impulsive buyer?
2. If you have only 500 pesos in your pocket and your ask to buy all that is needed at home, how are you
going to budget your money?
3. Below are the prescribed prices of the products.
Product Lowest Price Highest Price

Chicken 90/per kilo 120/per kilo
Pork 160/per kilo 200/per kilo
Beef 200/per kilo 300/per kilo
Rice 50/per kilo 70 per kilo
Vegetabl 50/per kilo 60/per kilo
e
Filipinos Buying Behavior
Filipino consumers are more likely to stick to brands

they know and buy products if these are accompanied
by freebies. This was according to a Nielsen online

HINMA EDUCATION 4
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
survey of over 29,000 internet respondents in 58 countries.
The survey results, which were released on Tuesday, July 2, also showed that advertising — especially on TV
— strongly influences Filipino respondents’ preference for a brand.
Below are 4 key insights from the online survey:
1. Filipinos love freebies

About 76% of Filipino respondents said they are more attracted to buy products that come with free
gifts.
“The allure of good product promotions is strongest in developing countries such as the Philippines where
practicality and creativeness are needed in order to stretch the budget," explained Stuart Jamieson, managing
director at Nielsen Philippines.
"Filipinos may be ready to spend but still they are on the lookout for the best deals and promos.
Offering extras or gifts to consumers will get them to buy a product over another," he added.
Other developing countries trailing behind respondents from the Philippines lured by freebies are Vietnam
(75%) and Greece (74%).
2. Filipinos shop around, loyal to brands

About 77% of Filipino respondents said that they usually have preferred brands and types before
buying.
This is higher than the global average of 67% and the Asia Pacific region's 69%. The Filipino respondents
came only second to India which had 80% respondents who agreed.
“In this report, we found out that Filipino consumers seldom switch to another brand and remain
devoted to their favorite shampoo (63%), deodorant (56%) and coffee (53%) brands,” notes Jamieson.
This does not jibe with observations recently shared by a casual dining restaurant. An official of
Pancake House Inc has told Rappler that the average Filipino consumer is open to new concepts but not very
loyal.
The Nielsen survey acknowledged this. About 79% of the Filipino respondents shop around to buy the
most value-for-money product.
3. TV remains main source of product info

Television remains the main source of product information for Filipino respondents for items, such as
● cosmetic/skin care
● food and beverage
● personal care
● health care/medicine
● household product
● home appliance
Online sources, however, lords all other sources of information for other products like cars.
Magazines are the favored source for jewelry and in-store display and promo packages for clothing items.
4. Advertising influence brand

HINMA EDUCATION 5
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
Respondents from the Philippines (78%) and Korea (79%) said commercials increased their brand
preference.
The two markets contributed to Asia Pacific's score (67%) as having the most consumers in the world
saying that advertising influences their preference for a brand.
About 73% of Filipino respondents agreed that the image created by advertising influenced their decision to
buy a product. This is 9 points more than the region's 64% average.
Exercise No. 2
Questions:
1) Who buys your products and services?
2) Who makes the decision to buy the product?
3) Who influences the decision to buy the product?
4) How is the purchase decision made?
5) Why does the customer buy?
6) Why does the consumer prefer one brand over another?
7) Where do customers go to buy the brand?
8) When do customers buy a product?
8) Why do most customers buy expensive brands over another?
9) What is the product’s perception? Is the product perceived as a value for money product or is it
perceived as premium?
10) What social factors influence the purchase decision?
11) What is the role of the consumer’s lifestyle in his behavior?
12) What role does the personal or demographic factor play in the purchase decision?
13) What can you understand about spirit of poverty when buying a product?
14) How can you demonstrate spirit of poverty when buying a product?

HINMA EDUCATION 6
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
Exercise No. 3
Directions: Answer the question below in not less than 5 sentences and not more than 10 sentences.
According to William James, material possession is one of the components of self- concept. It helps in boosting
ones self-esteem. How could you help boost the self-esteem of one person if he/she is one of the people who
belongs to poverty line. If you are the President of the Philippines, what economic policy will you implement to
help eliminate or at least lessen poverty in our country?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
____________________________________________________________
Exercise No. 4
Write your needs and wants within the boxes.
NEEDS WANTS

table.
Activity 5: Checking for Understanding
Let’s try your memory, I will give you enumeration type of short assessment to determine your comprehension.
1 – 6 Name the six types of self-image in the self concept?

7 – 9 Three major influences, factors that affect your buying behavior.
10 sufficiency is the ability of individuals and families to maintain sufficient income to consistently
meet their basic needs – including food, housing, utilities, health care, transportation, taxes, dependent care,
and clothing – with no or minimal financial assistance or subsidies from private or public.
Write your answers in the space below:

HINMA EDUCATION 7
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
LESSON WRAP UP

Give three (3) positive things that you’ve learn from the lesson.
1. ________________________________________________________________________________
________________________________________________________________________________
2. ________________________________________________________________________________
________________________________________________________________________________
3. ________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
FAQs
1. Is it bad to spend most of your earnings or allowances that you had?
Ans. No! because that’s yours, you can do anything you want because it’s your, But! The thing is that your
not saving some for rainy days. And you might extravagantly spend it on useless, unproductive things.

HINMA EDUCATION 8
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
2. How can I know what are my needs and what are my wants?
Ans. Simple! Anything that you can live without, it is a want.
3. Is it right to bargain for the commodity when buying?

Ans. Yes, it is our right as consumers. But we have to be sensitive also to the pricing of the producer, you
might be overreacting.
KEY TO CORRECTIONS
Activity 5: Checking for Understanding Key Answer
1. Actual self 7. Social Factors

2. Ideal self 8. Personal Factors
3. Social self 9. Psychological factors
4. Ideal social self 10. Economic self
5. Expected self
6. Situational self

God Bless…
Stay Safe always

HINMA EDUCATION 9
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
Lesson Title: The Spiritual Self Materials:

White Board Marker, White Board
Lesson Objectives: At the end of the lesson, students will: Laptop, or Cellphone, Internet
1. Relate human values to Spiritual Self. connection
2. Distinguish the different major religions in the world. References:
3. Take a test how spiritual they are and correlate the https://masteringalchemy.com/cont
relationship of religious practices on self-control. ent/four-faces-you-%E2%80%93-p
art-four-your-spiritual-self
https://en.wikipedia.org/wiki/Religio
us_views_on_the_self
http://web.pdx.edu/~tothm/religion/Sp
ritual%20Quiz.pdf
Publishing
We talk many things about material/economic self, but did we scrutinize our soul? We might be rich in
material things but we forget to thank Him for all the graces. Are we ready to face the almighty God, Do we
follow our religion teaching?
1) What a pleasant day to everyone.! How are you? I hope you’re doing well with your studies! Did you
What is your religion? Are you going to church?
Are you doing your obligations as stated in your religion?
Do you repent on your sins committed, and promise not to do it again?
Religion now a days! Millennials have less involvement unlike before during generation Z that
conscience and souls are prime thing to watch out. Anyway! That’s our lesson for today.


Who is God? What do you
know about God?

HINMA EDUCATION 1
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
Do you believe in angels and

devils?
How many religions do you
know?
B. MAIN LESSON
Spiritual is "a persistent sense of self that addresses ultimate

questions about the nature, purpose, and meaning of life, resulting in
behaviors that are consonant with the individual's core values.
It consist of your internal thoughts and introspections about your
values and moral standards. It is a man’s inner or subjective being. It is a
man’s physical faculties or dispositions.
It is the essence of who you think you are.
It is a mixture of your spiritual beliefs and your sense of who you are in
relationship to other forces in the universe.
Being a spiritual person is synonymous with being a person

whose highest priority is to be loving to yourself and others.
A spiritual person cares about people, animals and the planet. A spiritual person knows that we are all One,
and consciously attempts to honor this Oneness. A spiritual person is a kind person.
Role of the Spiritual Self:

1. Provides a super-sensory overview of the entire mind-body-emotion connection.
2. Focuses attention upon the inner worlds of creativity and potentials (personal growth).
3. Increases awareness of our inner and outer selves. Self-awareness.
4. Cooperates with the limbic system, gut feelings and the ability to identify with the experiences of others.
Compassion.
5. Altruism
Religious Views on Self

Christianity sees the self negatively, distorted through sin: 'The heart is deceitful above all things, and
desperately wicked; who can know it?' (Jeremiah 17:9) Alternately, each human self or spirit is a unique
creation by God. The "desperately wicked self" is the sinful self that has chosen to be "curved back upon itself",
but ever with the potential of changing and (by God's grace) turning toward "'new life', opened out to love of
God and neighbor".
In traditional Buddhism it sees self as an illusion that serves as the main cause of suffering and
unhappiness. In Islam the nafs (self) in its unrefined state is "the ego", which they consider to be the lowest
dimension of a person's inward existence - his animal and satanic nature. It goes through different stages to
attain its pure self.

HINMA EDUCATION 2
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
Activity 2.
Exercise No. 1
Directions: What are the values that you think you have, then answer the given question below.
What is the relationship of your religious self to the values you have?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Exercise No. 2
Directions: Illustrate and give a diagram about the major religions in the world. Using your Cellphones,
search for 6 major Religion in the world. An incomplete core of the map is already given in this module. Add
the other major religions (add branches) you know. You can extend its branches (from the sub religions) by
including your understanding about their beliefs, examples of sub religions, what country they are from etc.,
until such time it looks like a spider web.

HINMA EDUCATION 3
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
Exercise No. 3
Directions: How Spiritual Are You? To find out, take this test, which is adapted from a personality inventory
devised by Washington University psychiatrist Robert Cloninger, author of Feeling Good: The Science of
Well-Being. Place a check on the box that corresponds to your answer. After the short test, you can check
your scoring and the interpretation.
No. Questions TRUE FALSE

1 I often feel so connected to the people around me that it is like there is no separation
between us.
2 I often do things to help protect animals and plants from extinction.
3 I am fascinated by the many things in life that cannot be scientifically explained.
4 Often I have unexpected flashes of insight or understanding while relaxing.
5 I sometimes feel so connected to nature that everything seems to be part of one
living organism.
6 I seem to have a "sixth sense" that sometimes allows me to know what is going to
happen.
7 Sometimes I have felt like I was part of something with no limits or boundaries in
time and space.
8 I am often called "absent-minded" because I get so wrapped up in what I am doing
that I lose track of everything else.
9 I often feel a strong sense of unity with all the things around me.
10 Even after thinking about something a long time, I have learned to trust my feelings
more than my logical reasons.
11 I often feel a strong spiritual or emotional connection with all the people around me.
12 Often when I am concentrating on something, I lose awareness of the passage of
time.
13 I have made real personal sacrifices in order to make the world a better place, like
trying to prevent war, poverty and injustice.
14 I have had experiences that made my role in life so clear to me that I felt very happy
and excited.
15 I believe that I have experienced extrasensory perception.
16 I have had moments of great joy in which I suddenly had a clear, deep feeling of
oneness with all that exists.
17 Often when I look at an ordinary thing, something wonderful happens. I get the
feeling that I am seeing it fresh for the first time.
18 I love the blooming of flowers in the spring as much as seeing an old friend again.
19 It often seems to other people like I am in another world because I am so completely
unaware of things going on around me. True
20 I believe that miracles happen

HINMA EDUCATION 4
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
TOTAL
SCORING:
Give yourself one point for each TRUE answer and 0 points for each FALSE answer.
14 and above = highly spiritual, a real mystic
12-13 = spiritually aware, easily lost in the moment
8-11 = spiritually average; could develop more spiritual life if desired
6-7 = a practical empiricist lacking self-transcendence
1-5 = highly skeptical, resistant to developing spiritual awareness
Published with permission from C. Robert Cloninger, Sansone family Center for Wellbeing, Washington
University, St. Louis, Mo.

table.
Exercise No. 1
Short Quiz - By looking back at our lecture/concept notes, answer the following:
1 - 5 Role of the Spiritual Self
6 - What is nafs in Islam?
7- How do Christians see the negative self?
8- For Buddhism, it sees self as an illusion that serves as the main cause of what?
9- Synonymous with being a person
10 - It is the essence of who you think you are.
Write your answers here:

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

HINMA EDUCATION 5
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
Exercise No 2.
Directions: Answer the following questions below.
1. Explain the connection of religious beliefs and practices or your spirituality on how it relates to self-control.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
2. Does religion promotes self-change (changing oneself to be a better person)? Explain how.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
LESSON WRAP UP
Give three (3) positive things that you’ve learned from the lesson.
1. ________________________________________________________________________________
________________________________________________________________________________
2. ________________________________________________________________________________
________________________________________________________________________________
3. ________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

HINMA EDUCATION 6
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
FAQs
1. What is the real Religion? why?
Ans. No one can say what or who is the real religion, Religion created by God is the true religion but a
person who established or created the Religion cannot be considered religion. All teaches good things, it’s
up to our FAITH who is true. And we follow the teachings and pray regularly.
2. Is there really a soul of man?

Ans. Yes! A creation without a soul is animal, and since we are Human then, we have a soul. Christian,
Catholic, Islam, Buddhism, Judaism and even Hinduism, this are big religion in the world and they all
believe that man has soul.
3. Are we forgiven with our sins if we ask for forgiveness?

Ans. Yes, small sins like telling lies, quarrelling, fighting, can be forgiven by God through prayers, but
mortal sin or big sin (killing, adultery, stealing, all stated in the 10 commandments) should be punished by
the government or people, for them to be forgiven.
4. Is there hell and heaven?

Ans. Yes it is written in the Holy Bible of Christian, Holy Kuran of Islam and Holy Vedas of Hinduism, that
proves that there is. When Jesus Christ comes down to judge the living and the death. All religions believe
Jesus Christ.
KEY TO CORRECTIONS
Checking for Understanding Exercise No. 1

1. Provides a super-sensory overview of the entire mind-body-emotion connection.
2. Focuses attention upon the inner worlds of creativity and potentials (personal growth).
3. Increases awareness of our inner and outer selves. Self-awareness.
4. Cooperates with the limbic system, gut feelings and the ability to identify with the experiences of
others. Compassion.
5. Altruism
6. Self
7. Sin
8. Suffering and Unhappiness
9. Spiritual person
10. Spiritual

God Bless…
Stay Safe always

HINMA EDUCATION 7
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
Lesson title: Part 1 Materials:

The Sexual Self White Board Marker, White Board
(Development of secondary sex characteristics) Laptop, or Cellphone, Internet
connection
References:
Lesson Objectives: At the end of the Lesson, Students are https://www.simplypsychology.org/
expected to: psychosexual.html
https://www.popcouncil.org/upload
1. Identify the human secondary sex characteristics. s/pdfs/2011PGY_ItsAllOneActivitie
2. Understand the Psychosexual Stages of Development s_en.pdf
through distinguishing the characteristics attributed to https://en.wikipedia.org/wiki/Sexual
males and females which are biologically and socially _identity
determined. https://socratic.org/questions/what-
3. Use the learning they obtain in their day to day life. hormone-is-responsible-for-the-exp
ression-of-secondary-sexual-chara
cteristi
https://en.wikipedia.org/wiki/Erogen
ous_zone
https://www.simplypsychology.org/
psychosexual.html
https://www.verywellmind.com/freuds
stages-of-psychosexual-developmen
2795962
Publishing
Millennial students, good day! Ladies and Gentlemen, you are grown up men and women (adolescent)
already and you need to study this so that you know what your body comprises of.
1. Our lesson for today is about “The Sexual Self (Development of secondary sex characteristics)”
This is very interesting for you, and very easy because it’s the development happening in your body.
When entering early adolescence, what do you notice in your body?
How do these changes affect your conception of yourself?
1) Activity No. 1: What I Know Chart, part 1 (3 minutes)

This is to measure your before and after knowledge about Development of secondary sex
characteristics. Answer the questions below by writing your ideas under the first column What I Know.
It’s okay if you write key words or phrases that you think are related to the questions.

HINMA EDUCATION 1
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________

Do you have any idea about

Male Secondary sexual
change?
For females, what are the
secondary changes do you
notice?
What is eros? Do all people
have this?
B. MAIN LESSON
Sexual Self - definition comprises three aspects: gender identity, gender role and gender orientation. Sexual
identity can change throughout an individual's life, and may or may not align with biological sex, sexual
behavior or actual sexual orientation. It reflects sexual self-concept, that is, the individual's evaluation of his or
her own sexual feelings and actions.
Primary sex characteristics (or body structures directly concerned with reproduction) that allows us to tell
males from females, such as the penis in men and the vagina in women.
Secondary sex characteristics are physical features which appear at puberty (though they later become
equally as prominent).
Erogenous Zone

HINMA EDUCATION 2
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
● comes from the Greek eros which means love, and the English genous, meaning producing.
● area of the human body that has heightened sensitivity, which, when stimulated, may create a sexual
response such as relaxation, thoughts of sexual fantasies, sexual arousal and orgasm.
Freud (1905) proposed that psychological development in childhood takes place in a series of fixed
psychosexual stages: oral, anal, phallic, latency, and genital.
These are called psychosexual stages because each stage represents the fixation of libido (roughly
translated as sexual drives or instincts) on a different area of the body. As a person grows physically certain
areas of their body become important as sources of potential frustration (erogenous zones), pleasure or both.
Freud believed that life was built around tension and pleasure. Freud also believed that all tension was
due to the build-up of libido (sexual energy) and that all pleasure came from its discharge.
In describing human personality development as psychosexual Freud meant to convey that what
develops is the way in which sexual energy accumulates and is discharged as we mature biologically.
Focus of
Stage Ages Libido/Errogenous Major Development Adult Fixation Example
Zone
Weaning off of breast Smoking, Overeating, Drinking,
Oral 0-1 Mouth feeding or formula, Eating, Nail Biting, Dependency, Trust
Tasting, Sucking and Comfort
Messiness, Wasteful or
Destructive Personality,
Anus / Bowel and Orderliness, Accomplishment,
Anal 1-3 Toilet Training
Bladder Control Independence, Competent,
Productive, Creative, Stringent,
Rigid, Obsessive
Resolving * Oedipus/Electra
Phallic 3-6 Genitals Deviancy, Sexual Dysfunction,
Complex
Developing Defense
Mechanism, Social skills,
Values and Relationships
6-pubert Sexual Feelings are
Latency with peers and adults None
y Inactive
outside of the family,
Intellectual pursuits and
Social Interactions
If the other stages have been
completed successfully, the
individual should now be
Reaching Full Sexual
Puberty- Maturing Sexual well-balanced, warm, caring,
Genital Maturity, Strong Sexual
Death Interests sexually matured and mentally
Interest in the opposite sex
healthy. The goal of this stage is
to establish a balance between
the various life areas.
Boys begin to view their fathers as a rival for the mother’s affections. The Oedipus complex describes these
feelings of wanting to possess the mother and the desire to replace the father. However, the child also fears

HINMA EDUCATION 3
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
that he will be punished by the father for these feelings, a fear Freud termed c astration anxiety. The
term Electra complex has been used to describe a similar set of feelings experienced by young girls. Freud,
however, believed that girls instead experience penis envy.
Activity No. 3
Exercise No. 1
Directions: Using the Venn Diagram write the differences and similarities of secondary sex characteristics of
male and female.
Differences Similarities Differences
Exercise No 2.
Directions: In your own thinking, create words that are often associated with being a man and being a
woman.
1. To clarify the concept of a “word web,” an example of a word web for the word “dog” is given below.
2. You are given two to three minutes to make a word web for “man” and for “woman.” You can add as many
webs as you can.
3. After everything is written, analyze all your answers. Quietly observe a man and a woman around you and
see if what you have written is correct. Change them if it is necessary.
Example:

HINMA EDUCATION 4
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________

table.
Exercise No. 1
For us to determine whether you’ve learned something or not, I will give you enumeration type of short
assessment to determine your comprehension.
1–5 Give 5 Psychosexual development by Freud?

6– Greek word meaning producing
7- Greek word meaning Love
8 – 11 When stimulated, you may response such as
12- Feelings of wanting to possess the mother and the desire to replace the father.
13- The child also fears that he will be punished by the father for these feelings, a fear Freud termed
14 - A similar set of feelings experienced by young girls, however, believed that girls instead
experience penis envy.
15- Psychologist who proposed psycho sexual stages

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

This is an experiential and situational, please place your answer on the space provided.
1. Give at least four changes happening to females and four for men?
________________________________________________________________________________________
________________________________________________________________________________________

HINMA EDUCATION 5
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
________________________________________________________________________________________
________________________________________________________________________________________
2. What adult Fixation will you experience, if anal stage has not been corrected? explain how?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
LESSON WRAP UP
1. ________________________________________________________________________________
________________________________________________________________________________
2. ________________________________________________________________________________
________________________________________________________________________________
3. ________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
FAQS
1. Why are most parents so strict in terms of their children’s relationships?
Ans. Parents just want to protect their children from untoward things that can happen, like early
pregnancy, diseases, etc. because you are not ready and haven’t finished your studies.
2. Why are physical changes different from one person to another (e.g. others have big and others have
small parts)?

HINMA EDUCATION 6
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
Ans. Precisely! Because those characteristics are inherited from our parents.
3. Do all people experience orgasm?

Ans. Yes, when properly stimulated by the partner.
KEY TO CORRECTIONS

Exercise No. 1
1. Oral stage 7. Eros

2. Anal stage 8. Relaxation
3. Phallic stage 9. Thought of sexual fantasies
4. Latency stage 10. Sexual arousal
5. Genital stage 11. Orgasm
6. Genous 12. Oedipus complex
13. Castration Anxiety 15. Sigmund Freud
14. Electra Complex

God Bless…
Stay Safe always!!!

HINMA EDUCATION 7
GEN 002: Understanding the Self UTS
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________

The Sexual Self (Basic Biology of sexual behavior) White Board Marker, White Board
expected to be able to:
References:
1. Know the biology of sexual behavior. https://www.simplypsychology.org/psychos
exual.html
2. Determine and Understand the Sexual Response Behavior of
https://www.popcouncil.org/uploads/pdfs/2
every person; and 011PGY_ItsAllOneActivities_en.pdf
3. Show and know the fixation stages of love and its chemistry. https://en.wikipedia.org/wiki/Sexual_identit
y
https://socratic.org/questions/what-hormon
e-is-responsible-for-the-expression-of-seco
ndary-sexual-characteristi
https://en.wikipedia.org/wiki/Erogenous_zo
ne
https://www.simplypsychology.org/psychos
exual.html
https://www.verywellmind.com/freuds-stag
es-of-psychosexual-development-2795962
Gazzingan,L., et.al. (2018), Understanding
the Self, Panday. lahi Publishing
Good day, my beloved students! We are going to study or discuss sexual self in its basic biological behavior.
What is this? The development of sperm or semen for men and egg cells for women. How do humans
sexually respond?
1) What a pleasant day to everyone! How are you? Hope you’re doing well with your studies! Hope no
problem in the house, to your family or even to your loved ones. Listen carefully and participate!
If young girls don’t have menstruation, are they safe for sex?
Do all men experience premature ejaculation?
Is sex instinct?
Interesting right? But don’t be malicious, it’s part of the learning process that you need to know.
Activity No 1. : What I Know Chart, part 1 (3 minutes)
This is to measure your before and after knowledge on human sexual behavior. Answer the questions
below by writing your ideas under the first column What I Know. It’s okay if you write key words or
phrases that you think are related to the questions.
How long does it take to finish
an orgasm?

HINMA EDUCATION 1
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
Do all females experience

orgasm?
How will you know if somebody
is experiencing orgasm?
MAIN LESSON
Biology of Sexual Behavior
The biology of human sexuality includes the reproductive system and the sexual response cycle, as well as the
factors that affect them.
● Females have both external genitalia (known as the vulva) and internal reproductive organs (including
the ovaries, uterus, fallopian tubes, and vagina).
● Males also have both internal and external genitalia; the main sex organs are the penis and testicles.
● The hypothalamus is the most important part of the brain for sexual functioning; it produces important
sexual hormones that are then secreted by the pituitary gland.
● Sex hormones that influence sexual behavior include oxytocin, prolactin, vasopressin,
follicle-stimulating hormone (FSH), and luteinizing hormone (LH); others include testosterone in
males and estrogen and progesterone in females.
Reproductive System
The organs and glands in the body that aid in the production of new individuals (reproduction).
● In the male, sperm are produced in the testes and
conveyed to the female in a fluid called semen, which passes out of the
body through the penis. Other parts of the male reproductive system include the prostate
gland, the scrotum, and the urethra.
● In the female, the eggs, or ova are produced in the
ovaries and released during ovulation into the fallopian tubes about halfway through the menstrual
cycle. If fertilization occurs, the resulting zygote travels down
the fallopian tube to the uterus, where it implants and
continues development. If the ovum is not fertilized, it continues its journey toward the uterus, where it
degenerates and is released in the menstrual flow through the
vagina during menstruation.

HINMA EDUCATION 2
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
Understanding Human Sexual Response

The sexual response cycle refers to the sequence of physical and emotional changes that occur as a person
becomes sexually aroused and participates in sexually stimulating activities, including intercourse
and masturbation.
The sexual response cycle has four phases: excitement, plateau, orgasm, and resolution. Both men and
women experience these phases, although the timing usually is different. For example, it is unlikely that both
partners will reach orgasm at the same time. In addition, the intensity of the response and the time spent in
each phase varies from person to person. Understanding these differences may help partners better
understand one another's bodies and responses, and enhance the sexual experience.
Phase 1: Excitement Phase 2: Plateau Phase 3: Orgasm Phase 4: Resolution

Characteristics can last from Characteristics extend to It is the climax of the
a few minutes to several the brink of orgasm. sexual response cycle.
hours. Shortest of the phases
and generally lasts only
a few seconds.
● Muscle tension ● The changes begun ● Involuntary During resolution, the

increases. in phase 1 are muscle contractions body slowly returns to
● Heart rate quickens and intensified. its normal level of
breathing is accelerated. ● The vagina continue begin. functioning, and
● Skin may become s to swell from ● Blood pressure, swelled and erect body
flushed (blotches of increased blood flow, heart rate, and parts return to their
redness appear on the and the vaginal walls breathing are at previous size and color.
chest and back). turn a dark purple. their highest rates, This phase is marked
● Nipples become ● The woman's clitoris with a rapid intake by a general sense of
hardened or erect. becomes highly of oxygen. well-being,
● Blood flow to the genitals sensitive (may even ● Muscles in the feet enhanced intimacy and
increases, resulting in be painful to touch) spasm. often, fatigue. Some
swelling of the woman's and retracts under ● There is a sudden, women are capable of
clitoris and labia minora the clitoral hood to forceful release of a rapid return to the
(inner lips), and erection avoid direct sexual tension. orgasm phase with
of the man's penis. stimulation from ● In women, the further sexual
● Vaginal lubrication the penis. muscles of stimulation and may
begins. ● The man's testicles the vagina contract. experience multiple
● The are withdrawn up The uterus also orgasms. Men need
woman's breasts becom into the scrotum. undergoes rhythmic recovery time after
e fuller and the vaginal ● Breathing, heart rate, contractions. orgasm, called a
walls begin to swell. and blood ● In men, rhythmic refractory period,
● The man's testicles pressure continue to contractions of the during which they
swell, his scrotum increase. muscles at the base cannot reach orgasm
tightens, and he begins of the penis result in again. The duration of
the refractory period

HINMA EDUCATION 3
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
secreting a lubricating ● Muscle spasms may the ejaculation of varies among men and
liquid. begin in the feet, semen. usually lengthens with
face, and hands. ● A rash, or advancing age.
● Muscle tension "sex flush" may
increases. appear over the
entire body.
Chemistry of Lust, Attraction, and Attachment
Falling in love can hit you hard in the mind and your body. You feel irresistibly attracted to your crush. If things
continue, you may feel a rush of euphoria, a longing to be together, passion and excitement. You feel like
you've found the most special, unique person in the world. Fast forward a few years and the excitement goes
down some (except for a few lucky couples). The novelty wears off and, if all goes well, is replaced by a warm,
comforting, nurturing type of feeling. You feel bonded in body, mind, and spirit. You share your hopes and
dreams together and work hard together to make them come true. Each stage in this cycle can actually be
explained by your brain chemistry - the neurotransmitters that get you revived and the hormones that carry the
feeling throughout your body. According to anthropology professor Helen Fisher there are three stages of
falling in love. In each stage, a different set of brain chemicals run the show. These stages are lust, attraction,
and love.
Activity No 3.
Exercise No. 1
Directions: A concept map is a type of graphic organizer used to help students organize and represent
knowledge of a subject. Concept maps begin with a main idea (or concept) and then branch out to

HINMA EDUCATION 4
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
show how that main idea can be broken down into specific topics. Your task is to create a concept
map of the reproductive system. One for male and another one for female. Arrange the internal
and external organs. The main concept is already given.
Exercise No 2.
Directions: Review your notes on the human sexual response cycle and discuss your
answers on the following questions.
1. What information did you learn from the notes on the human sexual response cycle?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
2. Many of the terms learned today have been medical or scientific language. Which terms were you familiar
with? Which terms were you unfamiliar with?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
3. With regards to Excitement Phase, why might some couples never reach the first phase?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
4. If one or more partners decide to stop after the excitement phase, is this okay? What might be some
reasons for this? Does the other partner have an obligation to respect that decision?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
5. Which phase or phases involve the most physical or sexual contact? Why?

HINMA EDUCATION 5
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
6. If one partner forces or coerces another partner to do something against his or her will, what might some of
the consequences be?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
7. Does virginity matter to you? Why? Why not?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
8. Is sex an expression of love? Why? Why not?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Exercise No 3.
Directions: Choose two from the following six statements about dealing with teens and sexual behavior. For
each of the two statements you choose, (1) indicate whether you agree or disagree with the
statement, and (2) give two specific reasons, two specific examples, or a combination of both to
back up your opinion. After which, read the situation below and do what is asked for you to do.
1. Abstinence from intercourse has benefits for teenagers and adults.

2. Teenagers are not mature enough for sexual relationships that include sexual intercourse.
3. Teenagers in romantic relationships can express their feelings without engaging in sexual intercourse.
4. Teenagers who date need to discuss sexual limits with their dating partners.
5. Teenagers considering sexual activity should talk to a parent or guardian or other trusted adult about their
decisions, including those related to contraception and disease prevention.
6. Individuals need to respect the sexual limits set by their partners.
Response to statement number __________.

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Response to statement number __________.

HINMA EDUCATION 6
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Exercise No 4. Situational
Your best friend is asking your advice regarding her problem with her long term boyfriend. She and her
boyfriend were already engaged and about to get married next month. Her boyfriend asked her to have sex
with her since they were engaged anyway. But, your best friend doesn’t want to do it because she wanted to
make it special on their honeymoon. She refused the request of her boyfriend. As to the reaction of her
boyfriend, he told her that he will call off the wedding if your best friend will not agree to what he wants. Your
best friend was hurt and so she asked you what she will do. She really love her boyfriend so much but she
wants to stick to what her parents told her about the sex after marriage. Now what advice will you give to your
best friend?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Exercise No. 5
Directions: Write a reflection about the picture below and answer the follow up questions below.
Reflection:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
1. Are the physical traits of an individual the first thing to contribute to one’s attraction to someone? Explain
your answer.

HINMA EDUCATION 7
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
2. Do you agree with the statement that love is an act of obsession? Explain your answer.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

table.
I’ve given you enough essay situational questions. Let’s try your memory, enumeration type of short
assessment to determine your comprehension.

1 – 4 Four phases of sexual response cycle
5 - 6 Two kinds of sexual practice
7 – 8 Males also have both internal and external genitalia; the main sex organs
9 – 15 Sex hormones that influence sexual behavior include

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.

HINMA EDUCATION 8
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
14.
15.
LESSON WRAP UP
1. ________________________________________________________________________________
________________________________________________________________________________
2. ________________________________________________________________________________
________________________________________________________________________________
3. ________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
FAQs
1. How will you know if your partner really loves you (and that what he/she feels is not mere lust)?
Ans. If your partner is not after sex and can wait for marriage first before sex, there is a big chance that it
is not lust. Relationships are not about having sex. It requires deep understanding between people.
2. Is oral sex accepted and practiced by couples?

Ans. There are couples who are conservative; they don’t. It depends on your agreement. But forcing is not
permissible.

HINMA EDUCATION 9
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
3. Doing sex when you have fever, is it ok?

Ans. No! It will cause side effects to your offspring, if ever.
KEY TO CORRECTION
Activity 5:Check for Understanding Key Answer 9. Oxytocin,

1. Excitement 10. Prolactin
2. Plateau 11. Vasopressin
3. Orgasm 12. Follicle-stimulating hormone (FSH),
4. Resolution 13. Luteinizing hormone (LH);
5. Sex intercourse 14. testosterone in males
6. Masturbation 15. progesterone in females.
7. Penis
8. Testicles.

God Bless…
Stay Safe always!!

HINMA EDUCATION 10
GEN 002 Understanding the Self UTS
Name: _____________________________________________________________ Class number: _______

Section: ____________ Schedule: _____________________________________ Date: ______________

The Sexual Self (Psychological Aspect) Materials:
Lesson Objectives: At the end of the lesson, Students are Laptop, or Cellphone, Internet
expected to: connection
1. Differentiate the different Sexual Diversities and test their
critical thinking through debate. References:
2. Know the possible reasons of sexual diversity according to https://www.sexualdiversity.org/
research. https://books.google.com.ph/books?
3. Explore the lives of others and the implications of community id=HrUZAwAAQBAJ&pg=PT33&lpg
=PT33&dq=comprehensive+activity
attitudes and assumptions.
+about+human+sexual+response&s
ource=bl&ots=CXTO-g4REF&sig=kL
ZlekTQuOX8kU80-X0ZI65F0iU&hl=
en&sa=X&ved=0ahUKEwjS4aHYwZ
rZAhWLXLwKHTe8DiEQ6AEIKjAB#
v=onepage&q=comprehensive%20a
ctivity%20about%20human%20sexu
al%20response&f=false
Understanding the Self, Panday.
lahi Publishing
Good day! We are going to talk about LGBT. People with diverse behavior. Let’s open our hearts and mind
to the reality that they are also created by God.
1) What a pleasant day to everyone! How are you? Hope you're doing well with your studies! Did you read
something about our new lesson?
Do you have any problem dealing with LGBT people?
Are people in the LGBT group productive in society?
Are LGBT people accepted in the community?
2) Activity 1: What I Know Chart,

This is to measure your before and after knowledge about Sexual Self (Psychological Aspect The SELF
and family. Answer the questions below by writing your ideas under the first column What I Know. It’s
okay if you write key words or phrases that you think are related to the questions.


HINMA EDUCATION 1

Do you know somebody who

has diverse behavior and yet
he/she does not reveal it?
What's the possible reason why
they like to be in diverse
behavior?
Is it acquired or inborn to be a
person with diverse behavior?
MAIN LESSON
Sexual Diversity means that everyone has different understandings about what sexuality means to them. It is
often used in the context of sexual orientation. Also refers to all sex characteristics and gender identity.

HINMA EDUCATION 2

Possible Reasons for Homosexuality and Bisexuality:
● Researchers, particularly Kinsey, believed that reasons behind homosexuality and bisexuality are that it
depends on a person’s sexual feelings and behaviors and romantic feeling.
● Some researchers also include reasons such as environment or nature, genetics/hereditary, drugs during
labor and differences in brain structures.
● Parent-child relationship, according to some psychologists, plays a big part in producing homosexuals and
bisexuals, though this (evidence) is not supported.
● Some also theorize that homosexuality and bisexuality are learned or achieved through reward and
punishment procedures. This is called the Learning-Theory explanation.
Activity No 3.
Exercise No. 1
Directions: The activity is all about sexual orientation. Many times when the issue is addressed, only
homosexuality is discussed. This reinforces the idea that homosexuality is “different” and that heterosexuality
is simply taken for granted as the “way to be.” We can learn and understand more about sexual orientation in
general. You are to think and reflect on the given questions and write your thoughts and feelings to each
question.
1. How can you tell if someone is heterosexual?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
2. What causes heterosexuality?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
3. Do you think straights display their sexuality? If so, why?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
4. Who assumes the dominant role and who assumes the passive role in a straight relationship? Why?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
5. Do you think straights have difficulty staying in long-term relationships? Why? Why not?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

HINMA EDUCATION 3

6. Considering the consequences of over population, could the human race survive if everyone were
heterosexual?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
7. Do you think everyone has the right to choose his/her sexual orientation? Why? Why not?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
8. What defines gender?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
9. How culture affects sexual diversity?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
10. How would you feel if you are consistently identified and treated opposite to your gender?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
11. Is transgression (transsexual) considered as a more serious form of gender identity as compared to
others? Yes or No? Why?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Exercise No. 2
Directions: Do you agree to legalize SAME SEX MARRIAGE in the Philippines. Why? And Why not?
Research for legal implications to back up your side. Write your answer on the space provided.

HINMA EDUCATION 4

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Exercise No. 3
Directions: Read the short report below then answer the question after.
Students in the Philippines face bullying and discrimination over their sexual orientation and gender identity
and many schools are not equipped to give them the support they need, a Human Rights Watch report
released Thursday said.
"LGBT students in the Philippines are often the targets of ridicule and even violence," Ryan Thoreson, a fellow
in the LGBT rights program at Human Rights Watch, said, citing interviews with 76 high school students and
recent graduates who identified as LGBT or questioning.
HRW also interviewed 22 students who did not identify as LGBT or questioning, and 46 parents, teachers,
counselors, administrators and experts.
"When I was in high school, they’d push me, punch me," Carlos M., a 19-year-old gay student from Olongapo
City, said in the HRW report called “‘Just Let Us Be’: Discrimination Against LGBT Students in the Philippines.”
Carlos added that the abuse did not end when classes did, saying he was followed, pushed and verbally
abused after school.
This, despite a law against bullying and Department of Education guidelines prohibiting bullying on the basis of
sexual orientation and gender identity, HRW said. Many of the respondents said they were not aware of
policies against bullying or did not know who to turn to in case they were bullied or harassed.
“President Duterte has spoken out against bullying and discrimination against LGBT people in the past, and he
should do so now,” Thoreson said.
The bullying and harassment can have long-term effects, as Benjie A., 20, says in the report. "I was
depressed, I was bullied, I didn’t know my sexuality, I felt unloved, and I felt alone all the time. And I had
friends, but I still felt so lonely. I was listing ways to die," he said.
RW said schools can address these issues by educating students, teachers and the staff on LGBT people and
issues.
"Unfortunately, positive information and resources regarding sexual orientation and gender identity are
exceedingly rare in secondary schools in the Philippines. When students do learn about LGBT people and
issues in schools, the messages are typically negative, rejecting same-sex relationships and transgender

HINMA EDUCATION 5

identities as immoral or unnatural," HRW, which notes the influence of the Catholic Church on issues dealing
with sexuality, said.
It does not help that many school policies like those on uniforms and hairstyles forced LGBT students to
sometimes appear in a manner inconsistent with their gender identity, which, HRW said, "made them unhappy
and uncomfortable, lessened their confidence, and impaired their concentration."
For some, these policies "were sources of intense anxiety and humiliation, and in some cases led to extended
school absences and even leaving schooling entirely."
Although there have been moves to pass an Anti-Discrimination Bill, which will prohibit discrimination on the
basis of sexual orientation and gender identity, legislation has been met with opposition from the church and
allied groups that tie the passage of the bill to same-sex marriage, which the bill does not seek.
HRW said that aside from speaking out against bullying, President Rodrigo Duterte can voice support for
legislation "that prohibits discrimination on the basis of sexual orientation and gender identity, including in
education, employment, health care, and public accommodations."
The president's PDP-Laban party enjoys supermajorities in both chambers of Congress and he can certify
pieces of legislation as urgent to speed up the legislative process.
Local government units, meanwhile, can pass similar ordinances or release the implementing rules and
regulations for already existing ordinances against discrimination.
HRW also urged the Department of Education to train staff on LGBT issues and terminologies through training
sessions with LGBT groups.
DepEd should review compliance with the Anti-Bullying Law and the department's policies against bullying in
schools and recommend that schools address sexual orientation and gender identity issues, the rights
watchdog said.
It said DepEd can also order schools to respect students' gender identity "with regard to dress codes, access
to facilities, and participation in curricular and extracurricular activities."
HRW said the DepEd should also "immediately review all curricula, including textbooks and teaching materials,
to ensure that LGBT issues are incorporated" while also removing material that is inaccurate or derogatory of
LGBT people.
Question:
1. What can you possibly do as a student to prevent bullying of the LGBT group?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

HINMA EDUCATION 6

___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Exercise No. 4
Directions: In your opinion, does religion and culture have something to do with the fact that a lot of
communities in our country still don’t recognize LGBT? Answer the question in not more than 10 sentences but
not less than 5 sentences.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

hat I Know chart in Activity 1. Log in your answers in the table.
A short exercise to test if you know our topic for today:

1- 4 What does LGBT stand for?
5 - 6 What is the common problem of LGBT, as spoken by President Duterte.
7 - 10 What are the possible reasons for homosexuality and bisexuality?

1.
2.

HINMA EDUCATION 7

3.
4.
5.
6.
7.
8.
9.
10.
LESSON WRAP UP
1. ________________________________________________________________________________
________________________________________________________________________________
2. ________________________________________________________________________________
________________________________________________________________________________
3. ________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

HINMA EDUCATION 8

FAQs
1. Is it bad to be a person with diverse behavior (LGBT)?
Ans. No, for as long as you don’t harm other people and don’t damage property.
2. Are they also accepted by God?
Ans. Yes, they are also created by God.
3. Why do lots of businesses and companies discriminate against LGBT?
Ans. It could be because of the kind of work.

God Bless…
Stay Safe always!!!

HINMA EDUCATION 9
Lesson #15
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
Lesson title: Healthy interaction with others Materials:

1. The SELF and family White Board Marker, White Board
2. The SELF and friends Laptop, or Cellphone, Internet
3. The SELF and “strangers” connection
Lesson Objectives: At the end of the lesson, Students are References:

expected to: http://www.vitanova.co.za/Articles/
1. Identify the role of family and friends to a depressed person. TabId/877/ArtMID/2636/ArticleID/1
2. Recognize his/her own personal boundaries and understand the 00/Social-Needs-%E2%80%93-
importance of healthy interaction with others. Our-need-for-interaction-and-
contact-with-friends-and-family-
3. Understand the Self with strangers and detect who are safe
Part-one.aspx
strangers and those who are not.
https://books.google.com.ph/books
1.
?isbn=0761929371
http://empoweredbythem.blogspot.
com/2012/09/personal-
boundaries.html
http://family.jrank.org/pages/1476/
Self-Esteem-Family-Interaction-
Self-Esteem.html
https://www.psychologytoday.com/
us/blog/the-friendship-
doctor/201110/five-ways-friends-
help-build-our-self-confidence
Friends! Friends! Anywhere we gain friends! But we should be selective in accepting friends, we might have
a lot of them, but we should keep whose good, honest, loving and concern friends. It is not on quantity but it
is on quality.
1) What a pleasant day to everyone! How are you? I hope that you’re doing well with your studies! Did you
�Are you friendly?
�Do you stablish good and long lasting relationship with your friends?
�Do you bring your friends at home to be acquainted with your family?
Our lesson for today is about friends, are you a good friend? How true are you to your friends? Today
you will know if your good enough to your friends.
Activity No 1: What I Know Chart, part 1 (3 minutes)
writing your ideas under the first column What I Know.�It’s�okay�if�you�write�key�words�or�phrases�that�
1
Lesson #15
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________

Do you need friend that is
always around?
Do physical appearance
important in selecting friends?
Does socio-economic status
matters to you in getting
friends?
Are more numbers of friends
better than of quality of friends?
MAIN LESSON
The Self and the Family The Self with Friends The Self and Strangers
2
Lesson #15
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
Social Needs – Our need for interaction and contact with friends and family
All people have the need for emotional and interpersonal relationships with other people. We were
born to interact with others – we are mammalian creatures. In order to avoid problems such as loneliness,
depression, and anxiety, it is important for people to feel loved and accepted by other people. Personal
relationships with friends, family and our partners play an important role in our day to day functioning. During
this article I will talk about our social needs and how the differences in our social needs can lead to all kinds of
communication issues.
Some of the things that can satisfy our social needs include romantic relationships, friendships and family.
I will start this article by talking about friendship. The word friendship can mean different things to different
people. The number of friends and the number of interactions with these friends will also differ for each of us.
Making friends is something that might come easy for some yet is quite difficult for others. Good friends support
you and give you a platform to be yourself. The amount of social interaction you will need will depend on
you. Once you enter into a relationship, your need for individuality and friendships will not just go away,
especially if you are a very social person. Locking yourself away from friends could do more harm to you
relationship than good.
One of the biggest challenges for couples is to determine how to spend their time. Because we are so
busy with work, we spend less and less time with our family and friends. I am of the opinion that you need to
spend time with yourself, with your family and with your friends. Try to find a healthy balance. I believe
that as long as time apart from your partner does not surpass your time together, spending time with friends is
recommended.
During my work with couples, the first problem I encounter with regards to friends is a lack of good
boundaries. You should always remember that people don't have the same boundaries as you. Time with your
friends is important but within acceptable boundaries. Never spend more time with your friends than with your
family. Make sure that the boundaries are reasonable and clear.
The second problem that we encounter is when couples have friends of the opposite sex. It is not
recommended to spend time with friends who you know make your spouse feel uncomfortable – especially if
you have friends of the opposite sex. There can be some high risk areas to avoid. Make sure that you put in
clear boundaries with your friends of the opposite sex. Your number one priority is towards your family. Respect
for your relationship is very important and should never take a back seat.
As a couple it is very important to spend time with each other – quality time. We live in very busy
times, and sometimes we put all our needs aside to take care of work, forgetting that we need to spend quality
time with our partner and children. When you feel that you and your partner spend enough time together, time
spent with friends is more welcomed. You need to make social time for you and your partner to have fun together.
You also need to make time to spend with your children and to have fun as a family. FUN is a very important
part of social interaction and the value of fun should never be overlooked. Also make sure to spend the right
amount of time with yourself.
Remember that as mammalian creatures we need to be part of a group. Isolation from family and
friends can cause harm to your relationship because we need interaction between us and society. With healthy
3
Lesson #15
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
boundaries, the interaction can be supportive and loving and it can aid to the happiness in your relationship. A
word of caution: don’t�let�too�many�people�have�an�impact�on�your�relationship.�Too�many�opinions�can�only�
make things more difficult.
Remember that their opinions and advice can be very subjective and might not be best for you. I would
now like you to take a moment to think about your friends. What does the word friendship mean to you? How
many friends do you have? Are they single or in relationships? Are you currently not spending time with friends,
or are you still going out regularly? Do you go out as a couple or alone? You should also ask yourself whether
your�current�friendships�are�life�giving�or�life�taking�to�your�romantic�relationship.�If�it’s�not�life�giving�you�are�
going to have to change it. Make sure that you and your partner talk about your social needs. Be sure what you
and your partner need – if�your�needs�are�not�the�same,�try�to�negotiate�a�midway�so�that�both�people’s�needs�
can be met.
Activity No 2.
Directions: Personal boundaries are rules or limits that a person creates for themselves. Boundaries are
reasonable and safe ways for other people to behave around you and serves as a guide on how you
should behave around others. Fill in the circles with the items on the list of personal boundaries?
My Personal Boundaries
Activity No 3.
Directions: You read from many Facebook posts or watch from news a lot of teenage suicides caused by
depression. Healthy social interactions play a vital role in helping someone experiencing depression.
4
Lesson #15
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
1. Conceptualize a picture that shows the role of the family and friends to a depressed person to prevent
him/her to commit suicide through a poster.
2. Make an explanation of your poster below the drawing.
Explanation:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Exercise No 3
Directions: Below is a tree without leaves. Fill the tree with leaves and within the leaves write something that
describes the role of your family in nurturing/influencing your personality/self. Make the tree as
colorful and creative as you want.
5
Lesson #15
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
Exercise No 4
Directions: Read and do what is asked.
A�stranger�is�somebody�you�don’t�know�at�all�or�somebody�you�don’t�know�very�well. If all strangers

look the same whether they are good people or bad people how can we stay safe? To stay safe we need to
learn all about Safe Strangers, Safe Places, and warning signs, and how to react if we think that we are in
danger. Safe strangers are people who can be trusted to help us in a public place when they are at work and
doing their job. You cannot tell if someone is a safe stranger just by the way that they are dressed, how they
look, or how they talk to you.
6
Lesson #15
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
A stranger might know your name, your address, your friends�name,�pet’s�name�or�many�other�

personal things about you but that does not make them a safe stranger! Some�people�that�we�don’t�know�very�
well or have never met before can be trusted to help us. For example, we�don’t�know�the�firefighters�or�police
officers that come to our aid but we can think of them as safe strangers.
Some�people�can�be�thought�of�as�safe�strangers�even�though�we�don’t�know�them�very�well�or�have�
never met them before. Firefighters and Paramedics are examples of safe strangers. Try to think of some
good examples of safe strangers and draw pictures of them in the space below. Also,�don’t�forget�to�answer�
the question below.
Describe what is meant by healthy interaction with strangers and what could be its impact in shaping our
personality/self.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
It’s time to answer the questions in the What I Know chart in Activity 1. Log in your answers in the table.
7
Lesson #15
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
Explain the importance of healthy social interaction with others to avoid depression.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
LESSON WRAP UP
Give�three�(3)�positive�things�that�you’ve�learn�from�the�lesson.
1. ________________________________________________________________________________
________________________________________________________________________________
2. ________________________________________________________________________________
________________________________________________________________________________
3. ________________________________________________________________________________
________________________________________________________________________________
From�the�learning�that�you�get,�what�are�your�plans�to�change�for�the�better�“YOU”?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
FAQs
1. Do you accept strangers in your house during calamities like (typhoons, flood)?
Ans. Certainly yes! It is just proper to show concern to our fellow human beings especially those who are
in need. However, there should be a separate place where your family will not be affected if anything
untoward behavior occurs.
2. Is it right to tolerate wrong doings of friend?
8
Lesson #15
Name: _________________________________________________
Section: _______________________________________ Date: ______________
Schedule: _____________________________________
Ans. No! A true friend should know how to stop friends who commit mistakes. On the other hand, as a true
friend, you should know to obey heartfelt advice and concerns.
KEY TO CORRECTIONS
All exercises are opinionated. Answers may vary from person to person.

God Bless…
Stay Safe always
9
Name: _________________________________________________
Section: _______________________________________
Schedule: _____________________________________ Date: ______________

The Political Self (The SELF as a member of the community) Whiteboard marker, white board
laptop, or cellphone, internet
connection
References:
Lesson Objectives: At the end of the lesson, Students are https://www.enotes.com/homework
expected to: -help/what-role-do-community-neig
1. Relate self to the community and identify current issues. hborhood-play-shap-397061
2. Describe the qualities of a good citizen. https://faq.ph/20-ways-to-be-a-resp
3. Conduct a community immersion. onsible-filipino-citizen/
https://en.wikipedia.org/wiki/Alex_L
acson
https://www.verywellmind.com/freu
ds-stages-of-psychosexual-develo
pment-2795962
lahi Publishing
This topic will touch yourself as a citizen and member of the community. What would be probably your role
as college students or adolescents to help or at least contribute to the growth in your place.
1) Hello! How are you? Hope you’re doing well with your studies! What can a student do to help your
barangay? Many say Nothing! Because I am only a student. That’s a big NO!
Are you participating in your barangay’s activities?
Do you mingle with your neighbors to make friends not for chismis?
Are you obeying barangay rules and regulations?
Class, it doesn’t count how big or small your contribution is to your community. What matters is that you’re not
giving problems. That is the least that you can do to be a law abiding citizen.
Activity 1: What I Know Chart, part 1 (3 minutes)

This is to measure your before and after knowledge being a good member of the community. Answer
the questions below by writing your ideas under the first column What I Know. It’s okay if you write key
words or phrases that you think are related to the questions.


HINMA EDUCATION 1
Name: _________________________________________________
Section: _______________________________________
Schedule: _____________________________________ Date: ______________
What are you doing when you

are at home especially during
lockdown or under ECQ?
Before the pandemic, when
everyone was free to roam
around, what did you do in your
barangay?
Do you participate during
fiesta? Do you play with your
neighbors?.
Do you know your
neighborhood? Do your
neighbors know you?
MAIN LESSON
The Political Self- refers to how self is part of the community, become politically active on social issues and
lastly become aware of his/her rights as he/she is a member of a community.
Physical self-concept is the individual's perception of themselves in areas of physicalability and

appearance. Physicalability includes concepts such as physicalstrength and endurance, while appearance
refers to attractiveness.
The self and the immediate community:

1. Community provides people with security and sense of belonging but also use
these feelings to trap its inhabitants with a comfort zone. Thus, community can decrease a person's ability
about people and things in the outside world.
2. Living in a neighborhood allows people to learn from mistakes made by others and also find their role
models. Thus, the neighborhood empowers a person to become better and stronger.
Developing the Filipino as a Responsible Citizen:

1. Follow traffic rules.Be a responsible driver, commuter or pedestrian. If we will follow simple traffic rules,
we will have better, safer and more efficient roads.
2. Be punctual and do not procrastinate.Let’s change the “Filipino time” to “Filipino on time”. Let’s avoid
procrastination. It’s nice to be early. So avoid filing, paying, and queuing during the deadline to minimize the
crowd during rush hours.
3. Ask for a BIR official receipt.Every official receipt or sales invoice you will ask from a seller will be a
strong proof of purchase, forcing the seller to declare it as sales and pay the related business and income
tax. If you will always ask for an official receipt, you’re helping our country to collect more tax revenues.

HINMA EDUCATION 2
Name: _________________________________________________
Section: _______________________________________
Schedule: _____________________________________ Date: ______________
4. Pay your tax. It’s our duty to pay our tax dues to the government. Employees’ salaries are automatically
deducted with income tax by their employers. Hence, it would be unfair for them if self-employed taxpayers
and business owners will not pay taxes to the BIR.
5. Be a responsible parent. The youth are the hope of our nation. That’s why parents should raise their
children well and teach them with good habits, attitudes and values so that when they grow, they’ll become
great citizens of our country.
6. Love your husband or wife.Honor your marriage and vow with your loved one. If the husband and wife
can’t love each other and can’t be united, then how can they build a great family?
7. Conserve water and energy.Save yourself from paying higher electric and water bills. Save our Mother
Earth from global warming.
8. Protect our environment.Save our planet further. Dispose your garbage properly. Fix your car to minimize
emission of air pollutants. Plant a tree. And lastly, don’t cause too much noise pollution in your
neighborhood, especially during sleeping time.
9. Report crimes.Help our law enforcers solve and reduce crimes in the Philippines. And don’t forget to
expose the biggest crime of all – corruption in the government. Robbery inside the government involves
millions and even billions of pesos. This crime can make millions of Filipinos hungry. Moreover,
substandard public infrastructures that were built by corrupt politicians can kill many lives during
calamities. Therefore, be brave and help our country fight corruption.
10. Obey the laws and local ordinances.Laws and ordinances were made for a good reason. They are
based on our constitution. So whether it’s a criminal law, business law, a civil law or a simple local
ordinance, as long as it’s constitutional, let’s obey it. If you think the law is too much, obey first before you
complain.
11. Be kind to our foreign visitors.Be a good role model or a good representative of all Filipinos in front of
our visitors. Give our country a good name. Show to them how good, honest, hospitable and helpful we
are. Do this with all your heart, and of course, do this also to our countrymen, not only to foreigners.
12. Respect other Filipinos, especially the elders.Filipinos are known to be polite and respectful (at least
during the old times). Let’s preserve this good trait or habit despite of our time’s modernization.
13.Build a good relationship with your neighbors. Stop gossiping. It will only create tensions and quarrels
among your neighbors. Rather, lend your arms to help them. Befriend them to encourage close and good
relationship in the neighborhood. Keep the “Bayanihan” spirit in your community strong.
14. Help your own town achieve progress.Instead of leaving your own town to live in a squatter area in
Metro Manila and other urban cities, do your best to leverage the resources of your own town to contribute
to its economic development. Farming, fishing and other countryside jobs can actually make you
successful financially if you will only do them right.
15. Give support to our countrymen.Cheer for our athletes. Provide moral support to Filipinos who are
working hard to achieve their own success in a good way. Avoid the negative qualities of crab mentality,
such as envy, selfishness and insecurity.
16. Be a responsible worker.Wherever you are, whether you’re working in the Philippines or abroad, honor
your employer and be a responsible worker. We have to preserve the dignity of Filipino workers who are
known to be hardworking, honest, and competitive.
17. Love your employees.Follow the labor laws. Respect your workers’ rights and provide them with the
right employees’ benefits (e.g., SSS, Phil Health, Pag-Ibig and bonuses) . If you will take good care of your
workers and make them happy, they will be more motivated and your business will be more productive.

HINMA EDUCATION 3
Name: _________________________________________________
Section: _______________________________________
Schedule: _____________________________________ Date: ______________
18. Make your customers happy.No matter how big or small your business is, do your business with quality
and integrity. Let’s not only promote Filipinos as competitive workers but also as globally competitive
business people and entrepreneurs.
19. Be a responsible netizen.Think twice before you click, post or make a comment on Facebook, Twitter or
any other social media network. Be considerate and respect the feelings, belief and opinions of other
netizens to avoid useless conflicts and arguments. We can always have a friendly and healthy debate,
without losing our calmness, respect and maturity.
20. Make an honest vote.Finally, exercise your right to vote. Aside from exercising the power to vote, a
responsible citizen also makes efforts to research, investigate all political candidates, and make the best
vote. And even more than that, he (she) must also guard and protect his (her) vote against electoral
fraudsters.
Activity No 2.
Exercise 1
Directions: Read Alex Lacson’s 12 LITTLE THINGS EVERY FILIPINO CAN DO TO HELP OUR COUNTRY.
Then answer the reflection questions below.
12 LITTLE THINGS EVERY FILIPINO CAN DO TO HELP OUR COUNTRY

By: Alex Lacson
1. Follow traffic rules. Follow the law.

2. Whenever you buy or pay for anything, always ask for an official receipt.
3. Do not buy smuggled goods. Buy local, Buy Filipino.
4. When you talk to others, especially foreigners, speak positively about us and our
country.
5. Respect your traffic officer, policemen, and soldiers.
6. Do not Litter. Dispose your garbage properly. Segregate. Recycle. Conserve
7. Support your Church.
8. During elections, do your solemn duty
9. Pay your employees well
10. Pay taxes.
11. Adopt a Scholar, or adopt a poor child
12. Be a good parent. Teach your kids to follow the law and to love our country.
1. Do you agree with Alex Lacson’s list? Why? Why not?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

HINMA EDUCATION 4
Name: _________________________________________________
Section: _______________________________________
Schedule: _____________________________________ Date: ______________
2. 12 LITTLE THINGS EVERY FILIPINO CAN DO TO HELP OUR COUNTRY are small acts of patriotism.
Agree or Disagree? Why?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
3. Aside from the 12 little things every Filipino…, what other things you can do to help our country as a
student?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
4. State three from the list of Developing the Filipino as a Responsible Citizen which you think you practice
religiously.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
5. Why is it important for us to engage ourselves to our community?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Exercise No. 2
Directions: In your community, immerse yourself and make a short survey (create your own data: such as the
name of the community, years of existence, purpose that brings them together, who are the members,
number of members, etc. and other questionnaires you need to know about them) and then identify the
problem/s of your community. Make a proposed solution or resolution to the problem of the community.
Write proposed solutions in a short bond paper using the format below (aside from the data and
questionnaires you made) and let any official of the community affix his/her signature as a sign that you’ve
shown your proposal to them. Your final output/reports includes also pictures/documentations of ALL your
actual immersion. Your to submit all pertinent writings, Documents, pictures and survey material in a
Folder next meeting.
Understanding of the
Problem/s Resources Proposed Solution Time Frame
Problem/s

HINMA EDUCATION 5
Name: _________________________________________________
Section: _______________________________________
Schedule: _____________________________________ Date: ______________
Note: Secure a letter of consent from the (students) parents; and approval from the Barangay Chairman fully
signed.
Exercise No 3.
Given are the list of different acts that you can do in order to help your community. Think of possible services
you could render to realize these acts. Write at least three for each.
Helping Children and School
Helping Senior Citizen
Helping Animals and Environment
Helping the Hungry and /or Homeless
Reducing crimes and promoting Safety
Promoting community Enhancement

HINMA EDUCATION 6
Name: _________________________________________________
Section: _______________________________________
Schedule: _____________________________________ Date: ______________
Exercise No 4.
Directions: Identify current issues that could fall under the following categories. Give at least two for each.


Exercise No 1
Directions:Write five unique traits that show the political self of Filipinos. (5 points)
1. __________________________________________________
2. __________________________________________________
3. __________________________________________________
4. __________________________________________________
5. __________________________________________________
Create your own. Write at least 10 Little Things you can do to help your barangay, your
municipality, and the Philippines.
1 _______________________________________________________________________
2. _______________________________________________________________________
3. ________________________________________________________________________
4._________________________________________________________________________
5.________________________________________________________________________
6.________________________________________________________________________
7.________________________________________________________________________

HINMA EDUCATION 7
Name: _________________________________________________
Section: _______________________________________
Schedule: _____________________________________ Date: ______________
8.________________________________________________________________________
9.________________________________________________________________________
10.________________________________________________________________________
Exercise No 2.
1. Is it important to build a good relationship in your community? If Yes, How? if No, Why?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
2. Are you doing volunteerism in times of calamity, like typhoons, floods, fires, earthquakes?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
LESSON WRAP UP
1. ________________________________________________________________________________
________________________________________________________________________________
2. ________________________________________________________________________________
________________________________________________________________________________
3. ________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

HINMA EDUCATION 8
Name: _________________________________________________
Section: _______________________________________
Schedule: _____________________________________ Date: ______________

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
FAQs
1. Why do we need to do something for our community, when that’s the duty of our elected government
officials and they are being paid for it?
Ans. Your line of reasoning is not good, you sound selfish and arrogant. Yes, They’re leaders duly elected
and compensated by your taxes paid, but that’s not enough. They still need your participation. Now, the
question is, Are you a good tax payer? Do you pay your tax?
2. Is it really our duty as a citizen of the country to help?

Ans. Yes. No one will help our country except its countrymen. No man lives alone! No man is an island.
Our family is the smallest form of government, Your parent plays the leader in the group and you children
are the members. In order for the family to grow and prosper, everyone should help and has every duty to
perform.
KEY TO CORRECTIONS
All exercises are opinionated. Answers may vary from person to person.

God Bless…
Stay Safe always.

HINMA EDUCATION 9
Gen 002 Understanding the Self (UTS)
Name:_________________________________________________
Section: ______________________________________ Date: ______________
Schedule: _____________________________________

The Political Self (The SELF during the Martial Law) White Board Marker, White Board
connection
expected to: https://www.simplypsychology.org/
1. Relate Self during or living under Martial Law; psychosexual.html
2. Know the effects of Martial Law to Self-determination; https://www.popcouncil.org/upload
3. Feel, give importance and fight to preserve democracy in the s/pdfs/2011PGY_ItsAllOneActivitie
Philippines; and, s_en.pdf
4. Acknowledge the patriotism of our countrymen. https://en.wikipedia.org/wiki/Sexual
_identity
https://socratic.org/questions/what-
hormone-is-responsible-for-the-exp
ression-of-secondary-sexual-chara
cteristi
https://en.wikipedia.org/wiki/Erogen
ous_zone
https://www.simplypsychology.org/
psychosexual.html
https://www.verywellmind.com/freu
ds-stages-of-psychosexual-develo
pment-2795962}
The topic that we are going to talk about is a very important part of our history that many in the new
generation take less significance. While on the lecture, think of a question that you want to clarify.
1) Today is a very challenging day for all of us. Political Self is one of the broadest topics and is
controversial?
Do you want to live in a country that has no freedom? Why?
Have you heard about Martial law in Zamboanga? How about in the entire Philippines?
Have you ever tried asking your parents about Martial law?
In your home, do you want no freedom and everything is dictated by your parents?
Today’s lesson is all about political self during Martial Law. How did it feel? And how hard was it living
in a controlled government?

This is to measure your before and after knowledge about Political Self during Martial Law. Answer the
questions below by writing your ideas under the first column What I Know. It’s okay if you write key

HINMA EDUCATION 1
Name:_________________________________________________
Section: ______________________________________ Date: ______________
Schedule: _____________________________________

What is Martial Law?
What is warrantless arrest?
Do you know or experienced

torture? What is it?
What is JK or Judicial Killings?
B. MAIN LESSON
Martial Law
The exercise of government and control by military authorities over the civilian population of a
designated territory. It is an extreme and rare measure used to control society during war or periods of civil
unrest or chaos.
Self-Determination
The power or ability to make a decision for oneself

without influence from outside or the right of a
nation or people to determine its own form of
government without influence from outside.
All people have the right to self-determination. By
virtue of that right they freely determine their
political status and freely pursue their economic,
social and cultural development.
How Self-determination is affected during Martial Law:

● Marcos inflicted immeasurable damage on democratic values. He offered the Filipino people economic
progress and national dignity, but the results were dictatorship, poverty, militarized politics and a
politicized military, and greatly increased dependence on foreign governments and banks.
● During the Marcos era, the Philippines had one of Asia's worst human rights records. The army and
police were notorious for their use of torture. Victims—which included political dissidents and
suspected drug dealers— were beaten, flogged, given electric shocks. Victims. Marcos also muzzled
the press, and banned strikes. Marcos claimed that demonstrations against him were staged by
"subversives and people under the influence of drugs." An estimated 50,000 people were detained for
alleged political crimes under Marcos in the first five years after martial law was declared.

HINMA EDUCATION 2
Name:_________________________________________________
Section: ______________________________________ Date: ______________
Schedule: _____________________________________
Life under Martial Law

● During the first years of martial law,
the economy benefited from increased
stability, and business confidence was
bolstered by Marcos's appointment of talented
technocrats to economic planning posts.
Despite the 1973 oil price rise shock, the
growth of the gross national product (GNP)
was respectable, and the oil-pushed inflation
rate, reaching 40 percent in 1974, was
trimmed back to 10 percent the following year.
Between 1973 and the early 1980s,
dependence on imported oil was reduced by
domestic finds and successful energy
substitution measures, including one of the
world's most ambitious geothermal energy
programs. Claiming that "if land reform fails,
there is no New Society," Marcos launched
highly publicized new initiatives that resulted
in the formal transfer of land to some 184,000
farming families by late 1975. The law was
filled with loopholes, however, and had little impact on local landowning elites or landless peasants,
who remained desperately poor.
● After Marcos was ousted the Philippines owed about US$28 billion to foreign creditors. Borrowed
money had not promoted development, and most of it had been wasted on showcase projects along
Manila Bay, or had disappeared into the pockets and offshore accounts of the Marcos and Romualdez
families and their friends and partners. Many Filipinos believed that they would be morally justified in
renouncing the foreign debt on grounds that the banks should have known what the Marcoses were
doing with the money. Even Cardinal Jaime Sin declared it "morally wrong" to pay foreign creditors
when Filipino children were hungry. Aquino, however, resolutely pledged to pay the debt. Otherwise,
the nation would be cut off from the credit it needed. Although the Philippines could pay the interest on
the debt every year, it could not pay the principal. This never-ending debt naturally inflamed Filipino
nationalism. A Freedom From Debt Coalition advocated using the money to help the unemployed
instead of sending the hard currency abroad.
I will share to you the story of a man, who fought to his life and one concrete example of harassment and
torture during Martial Law time under the dictatorship regime of Pres. Ferdinand Marcos.
Jun Quimpo was a B.S. Math student at the University of the Philippines in Diliman. During his freshman year
at UP, he joined a group of student volunteers who were helping urban poor communities in Constitution Hill
(Batasan) and in Tatalon. During a rally opposing the demolition of urban poor communities to make room for
Imelda Marcos’ infrastructure projects, Jun was arrested. Jun was singled out because his military captors had
seen his UP ID card with the name, “Quimpo.” By then, Jun’s four older siblings had already been arrested,

HINMA EDUCATION 3
Name:_________________________________________________
Section: ______________________________________ Date: ______________
Schedule: _____________________________________
tortured and imprisoned. His military captors remarked, “Ah… another Quimpo!” And because of his surname,
Jun was tortured and imprisoned for 10 days. Upon his release, he decided that living in the city was too risky.
He joined the New People's Army. Jun was a revolutionary fighter and songwriter. The four songs included in
this collection were recorded by Jun while he was in NPA camps in Nueva Ecija using crude tape recorders.
These song recordings lifted from a set of cassette tapes, was retrieved from Jun’s backpack upon his death.
Jun’s body was found in an open rice field punctured by 7 bullet wounds. Jun was 24.
As a college freshman, Jun witnessed the early struggle for the restoration of the UP student council. Knowing
full well that universities were a ready source of recruits for the underground movement, the government
continued to ban student organizations that could potentially spearhead any antigovernment activity, especially
student councils. It was during this time that Jun began writing songs. At first he would take existing protest
songs and change their lyrics like this for the Sanggunian (Student Advisory Council), a song composed in
1975 advocating the restoration of student councils under martial law. Jun changed the lyrics and composed
“Anakbayan,” he said for a ‘broader application.’ ” (Quoted from Subversive Lives: A Family memoir of the
Marcos years, by the Quimpo family, Anvil Press c. 2012)
Bayan Ko* * A poem written by Jose Corazon de Jesus in 1929 was turned into a protest song made popular
by the resistance against the Marcos dictatorship. Jun Quimpo chose to use the version that changed the lyrics
from “Ibon man may layang lumipad, kulunging at umiiyak, ” to “kulungin mo at pumipiglas.”
The song Kasama was inspired by a poem by Cuban Luis Marre. It was translated into Filipino by Maria Pl.
Lanot. The translation was entitled "Kung Ako'y Bumagsak (If I Should Fall)." In a tribute to the courage of his
sister-in-law Etta Rosales, who was captured, tortured and detained by the military, Jun Quimpo changed a
few lines and set it to music, retitling it, "Kasama (Comrade)." The most popular of Jun's songs, it describes his
personal creed and loyalty to the country
Exercise No. 1
Jun Quimpo is one of many victims of judicial killing (“Salvage”). In order to refresh our mind to the legacy left
by Jun, search at least one of the songs that he composed. These songs that he composed are still very
popular and sang in every gathering by UP students protesting to uphold Human rights.

HINMA EDUCATION 4
Name:_________________________________________________
Section: ______________________________________ Date: ______________
Schedule: _____________________________________
Exercise No 2.
Write on the left side facts about Martial Law that you’ve learned or heard from other people or other sources
while on the right side, write your own understanding about Martial Law. Let’s compare.
What Do they know What Do I know

This is experiential and situational. Please write it here for you to have a record of your reminiscence.
1. Based on your readings given in the lesson, what are the interior motives of Marcos in doing such a
traumatic incident to the Philippines?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
2. Based on the history that had happened to our Filipino brothers, do you think you will still allow another
Marcos to run for a high position in the land?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
3. Is nationalism or patriotism enough to fight and be willing to die for your country, the Philippines? Why?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
4. What will you do if the same thing happens again in the Philippines, and unexpectedly the JK (judicial
killing), torture done to your family member? Give your honest opinion.

HINMA EDUCATION 5
Name:_________________________________________________
Section: ______________________________________ Date: ______________
Schedule: _____________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Activity 5: Check for Understanding

Answer the short quiz and enumeration type to test your understanding of the lesson.
1.- President who declared Martial in the entire Philippines, marking a crucial night to our history.
2. - When did Marcos declare Martial law?
3 – 6 Name 4 main Damages by Martial Law.
7- Who was the Senator assassinated during Martial Law ordered by Marcos and his cronies?
8- Later in 1983, whose family attended the wake of Ninoy Aquino at the Santo Domingo Church in Quezon
City after his assassination?
9- What was the title of the movie that portrayed the true incident that happened in the Philippine history?
10 Identify. What refers to the power or ability to make a decision for oneself without influence from outside
or the right of a nation or people to determine its own form of government without influence from outside.
LESSON WRAP UP

1. ________________________________________________________________________________
________________________________________________________________________________
2. ________________________________________________________________________________
________________________________________________________________________________
3. ________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

HINMA EDUCATION 6
Name:_________________________________________________
Section: ______________________________________ Date: ______________
Schedule: _____________________________________
FAQs
1. Why does the Marcos family keep on denying the accusation to their family?
Ans. Obviously! No criminal accepts the crime, the same way Marcoses plead not guilty despite
thousands of pieces of evidence presented to them in the court. The ill-gotten wealth, expensive jewelries,
golds and billions of dollars deposited in Swiss Bank are among proof that Marcos abused the Filipino
people and wealth of the Philippines.
2. Why does it take long to stop the cruelty and abuse of Marcoses?
Ans. Because Marcos had the full control of the military during that time. Senator Enrile was also the
culprit; Gen. Ramos and Gen. Ver all benefited from the power. No freedom of speech. When you talk bad
against Marcos, you will be caught and imprisoned, tortured or even killed. There was warrantless arrest;
they can arrest you with anything. And eventually you will be charged of subversion or terrorism.
3. People say that during Marcos time the Philippines was prosperous.
Ans. Yes, that was always shown in the television, announced in radio and even in newspapers to mislead
the Filipino people. We were deeply in debt to the World Bank for trillions of dollars. Why? Because
Marcoses are depositing billions of dollars to their account and spend others in infrastructure to show that
there is development happening though the economic growth is very slow compared to our neighbors in
Asia.
KEY TO CORRECTION
Activity 5: Check for Understanding Key Answer
1. Ferdinand Marcos
2. September 21, 1972
3. Human Right Victims
4. Torture Victims
5. Political Detainees
6. Salvage Victims
7. Benigno Aquino Sr.
8. Bartolome Family
9. Dekada ‘70
10. Self-Determination

God Bless…
Stay Safe always

HINMA EDUCATION 7
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________

The Digital Self (Self and netizen; Identity theft and cybercrimes) White Board Marker, White Board
connection
expected to: https://www.ama.org/publications/
MarketingInsights/Pages/digital-sel
1. Know and determine the effects and the concept and f.aspx
development of digital self; https://sensum.co/blog/the-digital-s
elf-why-do-we-express-ourselves-o
2. Determine the different cybercrimes; and n-social-media-like-we-do
Gibbs et.Al. (2006). Self
3. Understand social media etiquette. Presentation in online personals:
The role of anticipated future
interactions, self disclosures and
perceived success in internet
dating. Communication Research.
33.2. 152-172.
https://sensum.co/blog/the-digital-s
elf-why-do-we-express-ourselves-o
n-social-media-like-we-do
lahi Publishing
The world's pace is so fast that you hardly think of what will be next. In every fast movement we should be
very vigilant of the consequence of it.
LESSON PREVIEW/REVIEW
Good morning/afternoon to all. Today’s lesson is all about The Digital Self (Self and netizen; Identity theft and
cybercrimes). But first allow me to ask some questions that will intrigue your minds.
Are you familiar with different cyber crimes happening around us?
As a professional, are you practicing Social Media Etiquette?
Are you active on all social media’s outlet?
Activity 1: What I Know Chart,

This is to measure your before and after knowledge about The Digital Self (Self and netizen; Identity theft and
cybercrimes). Answer the questions below by writing your ideas under the first column What I Know. It’s okay if
you write key words or phrases that you think are related to the questions.

HINMA EDUCATION 1
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________

digital Self?
Are you aware of different cyber

crimes happening around us?
Do you know your rights as a
netizen?
Do you give personal info in the
internet inquiry?
MAIN LESSON
“Digital self” is the idea that people often consider things and other
people to be possessions, almost like tools to help define their
identity. They use technology to redefine themselves. It is the way
people engage technology and the role technology plays in their
lives.
Development of Digital Self

The idea of the digital self-developed from the original phenomenon
of the ‘extended self’, pioneered by Russell Belk in 1988. He
believed our possessions are a major contributor to and reflection of
our identities. Back in the day, it was external objects, such as
clothes, jewelry and cars etc. that he believed we used and
considered as part of ourselves.
Nowadays however, it isn’t merely tangible belongings that
researchers consider as part of our extended self. Our digital
possessions such as photos, videos, statuses, texts, and emails are
now seen to be significantly important in shaping our digital self.
Why do we have a Digital Self?

The idea of the Digital Self is an interesting and relatively new topic discussed in consumer behaviour
research. Researchers, such as Stone (1996) and Hemetsburger (2005) claim that the digital web allows us to
try out different personas that differ from our real life identities. But why would we want to even do this? We
were especially interested in looking at why we express ourselves online the way we do and we wanted to
share the most common reasons:

HINMA EDUCATION 2
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
- We want to meet the expectation of others: research shows over 50% of women would edit their social media
photos to look better and meet the expectations that the media and magazines have set.
- We want to boost our self-esteem: people upload photos and statuses online that they feel will receive ‘likes’
and positive feedback which ultimately helps their egos.
- To feel a sense of belonging: Some of us want to fit in with the crowd and upload things that are ‘down with
the trend’ - for instance, who notices the amount of people posting pictures of their food increasing? It didn’t
come from nowhere.
- Bigger sense of freedom: Unlike real life, digital platforms allow us to express ourselves in any way we want
to without anyone there to physically judge us
- Striving to be our ideal selves: Digital Apps, such as Facetune, that allow us to improve our appearances on
photos (through teeth whitening, skin smoothing and body shape editing) helps consumers to express as their
‘ideal’ self online and inevitably feel better about themselves
In conclusion, the digital world has provided us with greater opportunities to express our identity in any form we
want to. But what we all need to remember is: how will we feel if we go so far to express ourselves differently
online that we forget what reality is, or worse, we end up resenting it?
Activity No 2.
Exercise No. 1
Direction: Explain your understanding of the two images presented and answer the questions below.
How will you manage your digital self so that your true identity will not be affected?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

HINMA EDUCATION 3
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
How does social media shape the youth’s emotional experiences?

________________________________________________________________________________________
________________________________________________________________________________________
_______________________________________________________________________________________
Exercise No. 2
Directions: Write the positive and negative effects of using social media to youth nowadays.
Write down your answer inside the box.
Exercise No. 3
Directions: Read the short situation and answer the questions below.
There is a mother and her preschool age boy sitting next to me. He has made a-sort-rocket out of his
juice box. He says excitedly, "Look what I did with my juice box" not one, two or three...but six times (each
louder than the first). The mother is texting. She looks up at him on his sixth attempt of connecting with her and
she says, "Um, yes, we will leave in 5 minutes." He crushes his rocket. In psychological terms this lack of
interaction is referred to as an empathic failure and will possibly have consequences. Children remain
developmentally concrete for many years and cannot comprehend who their parent is communicating with or
why. They just experience the disconnection and the fact that something they don't understand is coming in
between their relationship with their parents.
1. How could this seemingly attentive and undoubtedly loving mother create better technological boundaries to
preserve her relationship with her child?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

HINMA EDUCATION 4
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
2. How could she better define her digital self in a way that is more congruent with her true self?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
3. How did this mother end up unintentionally prioritizing her relationship with technology (texting) over her son
at that moment in time?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Identity Theft - also known as identity fraud is a crime in which an imposter obtains key pieces of personally
identifiable information, such as Social Security or driver's license numbers, in
order to impersonate someone else.
Types and examples of identity theft:

1. True-name identity theft means the thief uses personal information to open
new accounts. The thief might open a new credit card account, establish cellular
phone service or open a new checking account in order to obtain blank checks.
2. Account-takeover identity theft means the imposter uses personal

information to gain access to the person's existing accounts. Typically, the thief will change the mailing address
on an account and run up a huge bill before the person whose identity has been stolen realizes there is a
problem.
Cybercrime is any criminal activity that involves a computer, networked device or a network. While most
cybercrimes are carried out in order to generate profit for the cybercriminals, some cybercrimes are carried out
against computers or devices directly to damage or disable them, while others use computers or networks to
spread malware, illegal information, images or other materials. Some cybercrimes do both -- i.e., target
computers to infect them with viruses, which are then spread to other machines and, sometimes, entire
networks. Common types of cybercrime include hacking, online scams and fraud, identity theft, attacks on
computer systems and illegal or prohibited online content.
Exercise No. 4
Directions: Read the article below about “Social Media Etiquette for College Students and Young
Professionals”, and then answer the questions below.

HINMA EDUCATION 5
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
Social Media Etiquette for College Students and Young Professionals

by Diane Gottsman
Students attend college to become educated, build

friendships, and venture out into the world feeling
confident and equipped with the skills a company
will be impressed to review on a resume.
Unfortunately, a number of Oklahoma University

students were recorded reciting racist comments,
costing the students more than their Sigma Alpha
Epsilon fraternity expulsion and a scolding from the
president of the university. In the corporate world, employees are expected to be ambassadors of their
company. I feel certain that OU and SAE expected the same respect and consideration from their student
representatives.
Their behavior will be forever imprinted on the web, where future employers can readily gain access to their
actions with little effort. Clearly the point is not about being caught, but having the good sense and solid
judgment to NOT participate in archaic racist banter in the first place. This lack of common sense could have
happened at any school, inside any fraternity, or in a myriad of circumstances. It’s every individual’s choice to
understand that decisions, good or bad, can have long term implications.
The effects of social media are never more than a click away and everything you do can potentially be
captured for the entire world to see.
Social Media Etiquette for College Students and Young Professionals:
1. Determine how you want to be perceived on Facebook, Twitter, and all social media outlets. Like
it or not, your communication becomes a strong part of your overall image. Recognize this as an
opportunity to set yourself apart as a person with integrity.
2. Know that employers DO check your social media accounts. Some may tell you they don’t have
time to visit everyone’s profile, but smart employers know it’s worth the effort before saying “yes” to a
new hire.
3. Google yourself. Observe what comes up, including Google images. Eliminate any questionable posts
or pictures. Show respect for yourself and your credibility by keeping your posts (and your daily
interaction) clean.
4. You are what you tweet or post. People make judgments based on what they see and every post
matters. Read through your stream and ensure it reflects your character.
5. Don’t rely on privacy settings. Anything can be shared on the web. Download an app that will alert
you if something is posted online where your reputation could be in question. Google Alerts will monitor

HINMA EDUCATION 6
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
the web and notify you when your name has been mentioned. You can find a variety of tools by
searching “Reputation Management”.
6. Dedicate posts emphasizing your achievements and accomplishments. Link to charities you
support and let others know how they can get involved. Vary your content to retain interest. And, of
course, only post if it’s the truth.
7. Take your online presence seriously. Social media is a phenomenal way to connect, build a
community of like-minded friends and stay current on what’s going on in the world. Use it wisely and
you will reap the benefits. Abuse it, or disregard its importance, and you will eventually face the
consequences.
1. Why is it vital to secure your identity?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
2. How does identity theft happen?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
3. What should you do if your identity is stolen?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
4. Is social media an important factor in building your career? How and why can it affect your employment in
the near future?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Exercise No. 5
Directions: Watch a short clip entitled “Think before you Click” and then answer the questions below.

HINMA EDUCATION 7
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
Short Clip: https://www.youtube.com/watch?v=8Oy9WorDRws
1. After watching, what did you realize?

_______________________________________________________________________________________
_______________________________________________________________________________________
2. Why is it important to be careful in choosing what to post on social media?

_______________________________________________________________________________________
_______________________________________________________________________________________
3. Why do you think most people would want to post anything that is happening in their lives?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

Let’s have an enumeration type of short assessment to determine your comprehension.

1 – 5 Reasons why we have digital self?

6 – 7 Types and examples of identity theft
8 – 14 Social Media Etiquette for College Students and Young Professionals
15 – Illegal activity that involves a computer, networked device or a network
1.
2.
3.
4.
5.
6.
7.
8.

HINMA EDUCATION 8
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
9.
10.
11.
12.
13.
14.
15.
C. LESSON WRAP-UP
1. ________________________________________________________________________________
________________________________________________________________________________
2. ________________________________________________________________________________
________________________________________________________________________________
3. ________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
FAQs
1. How can we control our children to stop or refrain from using gadgets?
Ans. We cannot stop children from using gadgets, because it is used by education to teach our children.
We can only teach them to be responsible and educated users.

HINMA EDUCATION 9
Name: _________________________________________________
Schedule: _____________________________________ Date: ______________
2. Is it necessary for even an adult or senior citizen to use gadgets and the internet?
Ans. Yes, let them experience also how it feels like, but they should also observe social media etiquette.
This is one way of entertainment and fun in games, as well as making connections with old, long lost
friends.
3. Why are they allowing some bad and unethical site to be publicized?
Ans. They are not allowing, in fact they are blocking site which are undesirable and with malicious words.
They start at nice and good but little by little they are injecting things which are prohibited.
KEY TO CORRECTIONS
1. We want to meet the expectation of others: research shows over 50% of women would edit their social
media photos to look better and meet the expectations that the media and magazines have set.
2. We want to boost our self-esteem: people upload photos and statuses online that they feel will receive
‘likes’ and
positive feedback in which ultimately helps their egos.
3. To feel a sense of belonging: Some of us want to fit in with the crowd and upload things that are ‘down
with the
trend’ - for instance, who notices the amount of people posting pictures of their food increasing? It didn’t
come from nowhere.
4. Bigger sense of freedom: Unlike real life, digital platforms allow us to express ourselves in any way we
want to without anyone there to physically judge us
5. Striving to be our ideal selves: Digital Apps, such as Facetune, that allow us to improve our
appearances
on photos
6. True-name identity theft
7. Account-takeover identity theft
8. Determine how you want to be perceived on Facebook, Twitter, and all social media outlets
9. Know that employers DO check your social media accounts
10. Google yourself
11. You are what you tweet or post
12. Don’t rely on privacy settings
13. Dedicate posts emphasizing your achievements and accomplishments
14. Take your online presence seriously
15. Cybercrime

God Bless…
Stay Safe always!

HINMA EDUCATION
10
Name: __________________________________________________
Schedule: _____________________________________ Date: ______________

Personal Freedom and Responsibility White Board Marker, White Board
connection
References:
Lesson Objectives: At the end of the lesson, Students are Sioco & Vinzsons: Introduction to
expected to: the Philosophy of Human Person,
1. Determine how personal freedom affects our life. Vidal Group Inc. Quezon City,
2. Critically apply freedom with morality and responsibility 2016
3. Interpret a song in relation to personal freedom. https://discoveringtherealme.wikisp
aces.com/9+-+Freedom+and+Res
ponsibility
lahi Publishing
What a pleasant day to everyone! Our topic for today is about Personal freedom and Responsibility,
which is very important especially that we live in a democratic country.
Does happiness have freedom?
How important freedom is for you?
Can we practice freedom without any accountability?
Today’s lesson is all about Personal freedom and Responsibility.
1) Activity 1: What I Know Chart, part 1

This is to measure your before and after knowledge about Personal freedom and Responsibility.
Answer the questions below by writing your ideas under the first column What I Know. It’s okay if you write key

freedom?
Do we need freedom at home?

HINMA EDUCATION 1
Name: __________________________________________________
Schedule: _____________________________________ Date: ______________
In school, office, church, and

government do we have
freedom?
Why is freedom important and
needed by people?
MAIN LESSON
Freedom is the ability to set your schedule, to decide on the work you do, to make
decisions. Responsibility is being held accountable for your actions. It might involve figuring out how to get
paid for your work, owning your mistakes or having others count on you.
Eleanor Roosevelt wrote; “Freedom makes a huge requirement of every human being. With freedom comes
responsibility.
Balance your freedom and responsibility by managing your time. After figuring out your class (and/or work,
internship, volunteering, etc) schedule, go through your calendar and set aside a specific time just for studying
and homework.
Ultimately, it means considering how your actions will affect people and situations around you. The Recipe
for Responsibility. Responsible behavior is made up of five essential elements—honesty,
compassion/respect, fairness, accountability, and courage.
Personal Freedom
● The power or right of an individual to act, speak, or
think without hindrance or restraint.
● The state of not being imprisoned or enslaved.
● Unrestricted use of something.
Responsibility
● A duty or obligation to satisfactorily perform or
complete a task (assigned by someone, or created by one's
own promise or circumstances) that one must fulfill, and which
has a consequent penalty for failure.
Relationship of Personal Freedom and Responsibility:
Responsibility assumes that the individual can have freedom of action and decision. Therefore,
freedom necessarily leads to responsibility.

HINMA EDUCATION 2
Name: __________________________________________________
Schedule: _____________________________________ Date: ______________
Freedom is the power of choice that individuals have in society, while responsibility is the attitude of the
person to respond for the actions he chooses freely.
Freedom makes people responsible for their actions to the extent that they are voluntary, even if the
immutability and responsibility for an action can be diminished or sometimes cancelled by ignorance,
inadvertence, duress, fear, inordinate attachments, or habit.
So, in other words, Freedom means you will have to be responsible for every act, for every breath;
whatever you do or don't do, you will be responsible. Freedom is inseparable from responsibility.
Activity No 2
Exercise No. 1
Directions: Give at least five kinds of personal freedom with its corresponding responsibility. An example is
already given.
FREEDOM RESPONSIBLE FREEDOM
Ex. To speak Ex. Speak properly and with meaning
Exercise No. 2
Directions: Read carefully the lyrics, What the song is trying to imply. Write its interpretation as well as its
meaning in relationship to personal freedom. Answer questions below.
Freedom

HINMA EDUCATION 3
Name: __________________________________________________
Schedule: _____________________________________ Date: ______________
By: The Bellas (Pitch Perfect) Take back your picture in a frame
Don't think that I'll be back again
I just hope you understand
I won't let you down Sometimes the clothes do not make the man
I will not give you up All we have to do now
Gotta have some faith in the sound Is take these lies and make them true somehow
It's the one good thing that I've got All we have to see
I won't let you down Is that I don't belong to you
So please don't give me up And you don't belong to me, yeah yeah
'Cause I would really, really love to stick around, oh Freedom! (I won't let you down)
yeah Freedom! (I will not give you up)
Heaven knows I was just a young boy Freedom! (Have some faith in the sound)
Didn't know what I wanted to be (Didn't know what I You've gotta give for what you take (It's the one good
wanted to be) thing that I've got)
I was every little hungry schoolgirl's pride and joy Freedom! (I won't let you down)
And I guess it was enough for me (said I guess it Freedom! (So please don't give me up)
was enough for me) Freedom! ('Cause I would really, really love to stick
To win the race? A prettier face! around)
Brand new clothes and a big fat place You've gotta give for what you take
On your rock and roll T.V. Well it looks like the road to heaven
But today the way I play the game is not the same, But it feels like the road to hell
no way When I knew which side my bread was buttered
Think I'm gonna get myself happy I took the knife as well
I think there's something you should know Posing for another picture
I think it's time I told you so Everybody's got to sell
There's something deep inside of me But when you shake your ass
There's someone else I've got to be They notice fast
Take back your picture in a frame And some mistakes were build to last
Take back your singing in the rain That's what you get (That's what you get)
I just hope you understand That's what you get (I say that's what you get)
Sometimes the clothes do not make the man That's what you get (for changing your mind)
All we have to do now That's what you get for changing your mind
Is take these lies and make them true somehow That's what you get
All we have to see That's what you get (And after all this time)
Is that I don't belong to you I just hope you understand
And you don't belong to me yeah yeah Sometimes the clothes do not make me, oh yeah
Freedom! (I won't let you down) All we have to do now
Freedom! (I will not give you up) Is take these lies and make them true somehow
Freedom! (Have some faith in the sound) All we have to see
You've gotta give for what you take (It's the one Is that I don't belong to you
good thing that I've got) And you don't belong to me, yeah yeah
Freedom! (I won't let you down)
Freedom! (So please don't give me up)

HINMA EDUCATION 4
Name: __________________________________________________
Schedule: _____________________________________ Date: ______________
Freedom! ('Cause I would really, really love to stick Freedom!

around) Freedom! (oh freedom)
You've gotta give for what you take Freedom! (my freedom)
Heaven knows we sure had some fun, boy You've gotta give for what you take
What a kick just a buddy and me (what a kick just a Freedom! (hold on to my freedom)
buddy and me) Freedom!
We had every big-shot good time band on the run, Freedom! (my freedom)
boy You've gotta give for what you take
We were living in a fantasy (we were living in a Give for what you, give for what you take yeah
fantasy) Yeah, you've got to give for what you, give for what
We won the race, got out of the place you, give
I went back home, got a brand new face May not be what you want from me
For the boys on MTV Just the way it's got to be
But today the way I play the game has got to Lose the face now
change, oh yeah I've got to live, I've got to live, I've got to live
Now I'm gonna get myself happy
I think there's something you should know
I think it's time I stopped the show
There's something deep inside of me
There's someone I forgot to be
Interpretation and meaning in relation to personal freedom:

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Questions:
1. Have you ever made a decision that was entirely your own? Describe it.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
2. Is freedom necessary to live a good life in a good society? Why? Why not?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
3. How free are you? What are the chief limitations on your freedom?

HINMA EDUCATION 5
Name: __________________________________________________
Schedule: _____________________________________ Date: ______________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
4. Are there any freedoms that you are willing to die for? If so, what are they?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
5. At what point do people become responsible for their actions?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Exercise No. 3
Directions: Comment on the following statement: “As we get older we naturally desire more freedom.
With that freedom comes greater responsibility. However, many people want freedom
without the responsibility.”
In the first column write the decisions you were able to make as a small child. In the second column write the
decisions you are presently able to make. Finally, in the third column, write decisions which you plan to be able
to make as an independent adult. Write at least five for each column.
Decisions you were able to make when Decisions you are Decisions which you plan to be able to
you were in your high school years presently able to make. make as an independent adult.
● ● ●
● ● ●
● ● ●
● ● ●
● ● ●
To be truly free means to be completely responsible for your life. You determine the outcome of your life and
no one else. If someone else takes responsibility for you, to that degree you are not free. Discuss the
statement and prepare a response to the class: “Freedom and responsibility are tied together. A truly free
person makes his own decisions and accepts the results of those decisions, whether good or bad. A

HINMA EDUCATION 6
Name: __________________________________________________
Schedule: _____________________________________ Date: ______________
person who is not free allows someone else to make the decisions that will shape his life and is bound
by those decisions.”
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

Directions: Imagine that you are unjustly accused of a serious crime and put in prison. You have no one to
talk to and your freedom is restricted to your cell. How could you exercise your freedom in the
situation that you are in?
C. LESSON WRAP-UP

1. ________________________________________________________________________________
________________________________________________________________________________

HINMA EDUCATION 7
Name: __________________________________________________
Schedule: _____________________________________ Date: ______________
2. ________________________________________________________________________________
________________________________________________________________________________
3. ________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
FAQs
1. Is there a thing “Total Freedom”?

Ans. There is no such thing as Total Freedom”, because people all over the world are covered by rules
and regulations and laws to control mal and over use of freedom and power.
KEY TO CORRECTION
All exercises require opinionated answers. Answers may vary from person to person.

God Bless…
Stay Safe always!!!

HINMA EDUCATION 8
Name: ______________________________________________________________ Class number: _______

Lesson title: Self-knowledge and Self-mastery Materials:

Lesson Objectives: At the end of the lesson, Students are Laptop, or Cellphone, Internet
expected to: connection
1. Know more about oneself by understanding what self- References:
knowledge and self-mastery are. https://plato.stanford.edu/entries/s
elf-knowledge/
2. Express how well they know themselves by assessing their https://www.skipprichard.com/suc
feelings, interests, values and strengths to maintain a cess-starts-with-self-mastery-7-effe
well-grounded sense of confidence. ctive-strategies/
3. Analyze their self-control experiences. Understanding the Self, Panday.
lahi Publishing
Who wants to be successful? Are you doing things necessary for you to have self-knowledge and
self-mastery? We need to work extra effort for us to be on top of our dreams. Dreaming is good but we have
to do and work for it or else it will stay as a dream only. Regret will come later.
What a pleasant day to everyone! How are you? Hope you're doing well with your studies! Did you read
something about our new lesson?
How do we reach success?
What are the ingredients to achieve self-mastery?
Are you evaluating /assessing yourself?
Today’s lesson is all about Self-knowledge and Self-mastery
Activity No 1: What I Know Chart, part 1 (3 minutes)
This is to measure your before and after knowledge about Self-knowledge and Self-mastery. Answer
the questions below by writing your ideas under the first column What I Know. It’s okay if you write key

What is self-knowledge? Is this
the same as intelligence?
Is self- mastery inherited or
acquired? Where does it come
from?

HINMA EDUCATION 1

Doing well in a certain task is

mastery. What do you mean by
self-mastery?
MAIN LESSON
SELF-KNOWLEDGE SELF-MASTERY
In Philosophy, it refers to knowledge of one's own Is the ability to take control of one's life. It is
sensation, thoughts, belief, and other mental states. the condition whereby your body is your
servant and not your master.
In psychology, this refers to how well or accurate we are
in determining our own internal such as our emotion, It comes through developing certain
personality, and attitudes. However, Wilson notes that personal core strengths. To be master of
self-knowledge can be broadened to include memory, your own self is to fully understand who you
like recalling how we felt in the past, and prospection, really are.
predicting how we will feel in the future.
In philosophy, “self-knowledge” standardly refers to knowledge of one's own sensations, thoughts, beliefs,
and other mental states. ... This entry focuses on knowledge of one's own particular mental states.
Self-knowledge refers to understanding of one's own goals, character, beliefs, ethics and gives one the
freedom to live their life without regrets. It is important because: ... It helps in knowing your own limitations.
Here are the 4 steps to actively attaining more self-knowledge:
1. Step 1 – Take a Character Inventory. Taking an inventory of your character is the first step. ...
2. Step 2 – Understand What You Can Do. ...
3. Step 3 – Feel the Feels. ...
4. Step 4 – Motivation Matters. ...
5. Final Thoughts. ...
6. More About Self-Understanding.

HINMA EDUCATION 2

Source of self-knowledge, especially when people make attributions for positive and negative events. The
key elements in self-perception theory are explanations people give for their actions, these explanations are
known as causal attributions.
Here are 7 effective strategies for cultivating self-mastery:
1. Talk to Yourself
There’s a voice inside your head, and that’s completely normal. It’s your internal dialogue, the inner
commentary that strives to make sense of the world. The first crucial step in developing self-mastery is to
become an observer of your thoughts—to become self-aware, self-reflective. To think about your thinking.
2. Make Peace with Your Past

Self-mastery meant not allowing past negative experiences the power of emotional collateral to spark
present and future fires. As a result, the clean slate has given birth to the relationship I’d always desired.
Making peace with your past allows you an untarnished and more objective approach to the present, ideally
resulting in a positive future. It’s hard to pick up anything new when your hands are full with burdens. It means
to let go, forgive, and as humanly possible, to forget.
3. Play Devil’s Advocate

Whatever decision you’re working through, come at it from as many different angles as possible.
Debate with yourself, have a spirited argument. You may be surprised at some of the insights you come up
with.
4. Keep A Journal.
The more you journal, the more you’re aware of your behaviors and thought patterns, and
subsequently, the more ability you have to change and grow.
5. Break the Bystander Effect

Self-mastery means always taking an active approach in life: being a performer rather than a
spectator. When a situation obviously calls for a response, a self-mastered person takes initiative and steps
right in. There’s no room for passivity and sitting on the bench. Don’t hesitate, just do it. Follow through with
what you know is right.
6. Cognitive Reappraisal
Cognitive reappraisal is reinterpreting an event in a way that reduces the negative response or completely
replaces it with a positive one. So, rather than being fired from your job, you see it as freedom to become your
own boss.
7. Audit Yourself
Have an honest assessment of your strengths and your weaknesses. That means dropping the pride
and ego and owning up to your ugly parts. The first step to recovery is admitting you have a problem.
Self-mastery has to start with self-honesty.
4 Steps to Self-Mastery
1. Awareness

HINMA EDUCATION 3

2. Discernment / choice
3. Decision/action/ Focus
4. Realization/ manifestation
Four working elements to Self Mastery
Self-Mastery is the ability to recognize, understand, control, and make the most out of your
physical, mental, emotional, and spiritual self. It is gained through awareness, understanding,

HINMA EDUCATION 4

and control over your thoughts, emotions and actions. Essentially, it gives you control over the
one thing you can control in any given situation yourself.
Activity 3
Exercise No. 1
Directions: Assess how well you know yourself by answering the following.
About me:
My name is_______________________________________________. I am _________________ years old.
My school is ______________________________________________. I am in ____________ year college.
My course is ___________________________________________________.
About my body:
To me being beautiful means_______________________________________________________________
Questions I have about my face/hair/chest/body are______________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
More about me:
My favorite activities
are_____________________________________________________________________________________
________________________________________________________________________________________
When I grow up, I want to be_________________________________________________________________
I think the two most interesting things about me are:

1)______________________________________________________________________________________
2)______________________________________________________________________________________
What are some things I admire in myself?

________________________________________________________________________________________

HINMA EDUCATION 5

What makes me unique?

________________________________________________________________________________________
Who are my role models?

________________________________________________________________________________________
Why?___________________________________________________________________________________
What do I want to be?

________________________________________________________________________________________
What skills do I want to develop?

________________________________________________________________________________________
Exercise No. 2
Directions: Explain the quotation below in not more than ten sentences but not less than five sentences.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Activity 5: Check for Understanding

1 – 7 7 effective strategies for cultivating self-mastery
8 – 11 4 steps to Self-Mastery
12 –15 The 4 steps to actively attaining more self-knowledge
16 –19 4 Elements of Self Mastery

HINMA EDUCATION 6

20- -21 Self-Mastery consist of
Put your answers here:

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
C. LESSON WRAP-UP

1. ________________________________________________________________________________
________________________________________________________________________________
2. ________________________________________________________________________________
________________________________________________________________________________
3. ________________________________________________________________________________
________________________________________________________________________________

HINMA EDUCATION 7

________________________________________________________________________________________
________________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
FAQs
1. Do all people have this self-mastery?
Ans. Certainly, yes! We all possess this self-mastery. We differ only on kinds, intensity, and degree of exposure.
2. Why do we differ in self knowledge even though we study and live in the same environment?
Ans. Yes, God gave us all self knowledge but we differ in accuracy, capacity, and intensity of focus, intelligence,
awareness, and determination.
3. Is it necessary to evaluate/ assess ourselves?
Ans. Yes, it must be done often or regularly so that we know our weakness, threat, strength, and opportunity that we
had along our way to our dream.
KEY TO CORRECTIONS
1) Talk to Yourself
2) Make Peace with Your Past
3) Play Devil’s Advocate
4) Keep A Journal.
5) Break the Bystander Effect
6) Cognitive Reappraisal
7) Audit Yourself
8) Awareness
9) Discernment / choice
10) Decision/action/ Focus
11) Realization/ manifestation
12) Step 1 – Take a Character Inventory. Taking an inventory of your character is the first step. .
13) Step 2 – Understand What You Can Do. ...
14) Step 3 – Feel the Feels. ...
15) Step 4 – Motivation Matters. ...
16) Body
17) Mind
18) Heart
19) Soul
20) Self-controll
21) Self-discipline

God Bless…
Stay Safe always!!!

HINMA EDUCATION 8
Lesson #21

Date: ______________

Person with Mission and Setting Goals for White Board Marker, White Board
Success- Albert Bandura’s Self Efficacy and Laptop, or Cellphone, Internet
Carol Dweck’s Mindset connection
References:
Lesson Objectives: At the end of the lesson, students are Dweck, C. S. (2000). Self theories:
expected to: Their
1. Learn the steps in reaching a mission and identify his/her role in motivation, personality, and
purpose in life. development. New York, NY: Taylor
&
2. Create a personal mission statement.
Francis Group.
3. Identify what he/she are capable of and improves one’s self- https://en.wikipedia.org/wiki/Self-
efficacy. efficacy
4. Analyze and realize that mistakes are part in reaching 1. Dweck, C. S. (2000). Self theories: Their
success and strengthen one’s mind to learn more. role in motivation, personality, and
5. Identify his/her current goals and assess his/her positive development. New York, NY: Taylor &
attitude in achieving success. Francis Group.
https://en.wikipedia.org/wiki/Self-efficacy
1. Gazzingan,L., et.al. (2018),
Publishing
Everyone has Goals for Success and a Mission in Life… Everyone is called to devise ways to achieve them
no matter what. Let’s go and fulfill those goals and mission!
What a pleasant day to everyone.! How are you? We have a very inspiring topic for today as we end our
semester. It’s all about your Mission, Setting Goals for Success. Do you have them in mind? Focus on your
plans to achieve them the soonest possible time.
I hope you’re doing well with your studies! Did you read something about our new lesson? Here are
some opening questions for today:
Refresh your mind of your Mission and Goals for success?

Are you certain that your mission and goals for success will be obtained?
Do you need somebody to make them work?
Today’s lesson is all about Person with Mission and Setting Goals for Success.
Activity No 1: What I Know Chart, part 1

1
Lesson #21

Date: ______________
Is your course aligned to your

desired path to success?
Do you plan and work for your
goals for success ?
Are you determined to
overcome all hindrances and
obstacles along your way?
MAIN LESSON
Self-efficacy refers to an individual's belief in his or her capacity to execute

behaviors necessary to produce specific performance attainments (Bandura,
1977, 1986, 1997). Self-efficacy reflects confidence in the ability to exert control
over one's own motivation, behavior, and social environment.
According to Bandura, there are four main sources of self-efficacy beliefs:

Mastery experiences;
Vicarious experiences;
Verbal persuasion;
Emotional and physiological states (Akhtar, 2008).
Mindset Theory proposes that people hold different beliefs about

whether people can or cannot change basic psychological attributes,
such as their intelligence or personality.
two types of mindsets: Fixed mindset and growth mindset
According to the Stanford research psychologist Dweck, one of the most
basic beliefs all human beings posses is focused on how each individual
views their personality. There is the “fixed mindset” and then there is the
“growth mindset”.
The 7 Mindsets are actions and attitudes that can literally change
the course of a person’s life. They represent the irrefutable, time-
tested thinking at the heart of fulfillment, happiness and success on
one’s own terms, regardless of gender, race, nationality, or socio-
economic background. They have worked, and will continue to work,
for all those who incorporate them into their lives .
Self-efficacy
The main concept in social cognitive theory is that an individual's actions and reactions, including social behaviors
and cognitive processes, in almost every situation are influenced by the actions that individual has observed in others.
Because self-efficacy is developed from external experiences and self-perception and is influential in determining the
outcome of many events, it is an important aspect of social cognitive theory. Self-efficacy represents the personal perception
of external social factors. According to Bandura's theory, people with high self-efficacy—that is, those who believe they
can perform well—are more likely to view difficult tasks as something to be mastered rather than something to be avoided.
2
Lesson #21

Date: ______________
4 sources of self-efficacy are;

1. Performance Accomplishments.
2. Vicarious Experience.
3. Social Persuasion.
4. Physiological and Emotional States.
Source of Self-Efficacy
Enactive Mastery
(Performance
outcomes
Vicarious
Experience (ex.
Self-modeling)
Development of Behavior &
Verbal Persuasion Self-Efficacy
(ex. Verbal
Performance
encouragement)
Physiological
Arousal (ex.
Emotional state)
We teach these simple principles to young people and adults through interactive programs and engaging
curriculum across a variety of digital platforms. The information has been organized into language that is
highly engaging, easy to understand, and oriented toward driving positive change through purposeful action
in one’s life. The 7 Mindsets are:
1. Everything is Possible – Dream big, embrace creativity, and expect great results
2. Passion First – Pursue your authentic talents and deepest interests
3. We Are Connected – Explore the synergies in all relationships and learn to empower one
another
4. 100% Accountable – Choose to be responsible for your own happiness and success
5. Attitude of Gratitude – Seek positives from every experience and be thankful for all you have
6. Live to Give – Inspire and serve others while maximizing your potential
7. The Time is Now – Harness the power of this moment, and take purposeful action today
3
Lesson #21

Date: ______________
Mindset
 In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed
traits. They spend their time documenting their intelligence or talent instead of developing them. They
also believe that talent alone creates success—without effort.
 In a growth mindset, people believe that their most basic abilities can be developed through dedication
and hard work—brains and talent are just the starting point. This view creates a love of learning and a
resilience that is essential for great accomplishment. Virtually all great people have had these qualities.
Activity No 3
Exercise No. 1
Directions: List down all the things you believe you are capable of doing. Write as many as you can.
Why do you think you are capable of doing the things you wrote?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Do you consider these things as successes in your life? Why? Why not?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Exercise No. 2
Directions: This activity is entitled “Crumpled Reminder.” Mistakes are normal experiences as you are struggling to
reach your success in life. This highlights and reinforces the idea that mistakes are important for learning and
for growing our intelligence. Follow these steps:
1. (2 min) In a clean piece of paper write your name Think of a mistakes you made this week. how it made you feel
4
Lesson #21

Date: ______________
2. (2 min) Ask them to crumple it up and throw it at the board with the feelings they have when they make a
mistake.
3. (3 min) Ask them to retrieve the paper, un-crumple it, and color each line.
4. (3 min) Ask students what they think those lines represent. Explain that the lines represent all the synaptic activity
that happens when a mistake is made.
5. (1 min) Ask students to write it on their activity sheets so that they can look at it when they make a mistake. This
physical reminder prompts students to use mistakes to strengthen their brain every time they open their notebook.
Mistake:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Exercise No. 3
Directions: Identify your current goal/s by accomplishing the goal setting worksheet below.
5
Lesson #21

Date: ______________
There are three types of goals: based on time, focus and topic.
 Time goals are the ones we refer to as short-term or long-term. ...
 Focus goals remind me of a BHAG (big hairy audacious goal). ...
 Topic-based goals can be personal, professional, career, and financial.
Specific Goals. Your goal must be clear and well defined. ...
 Measurable Goals. Include precise amounts, dates, and so on in your goals so you
can measure your degree of success. ...
 Attainable Goals. Make sure that it's possible to achieve the goals you set. ...
 Relevant Goals. ...
 Time-Bound Goals
My future goals involve learning as much as I can until I eventually take on a leadership role. I prefer to work with others,
and I believe that I could thrive as a leader if given the chance. I would love the opportunity to manage a team and shape
them into successful workers.”
20 goals to set for yourself

When setting goals for yourself, you may choose to follow the SMART goal method, where you apply specific,
measurable, achievable, relevant and time-bound objectives to help you reach your goals. Start by identifying
things you are passionate or care deeply about, and determine what you want your life to be like in the future.
Here are 20 personal goals you can use as inspiration for setting your own goals:
1. Improve your growth mindset 11. Learn healthy ways to cope with stress
2. Be more proactive 12. Recreate your work-life balance
3. Learn to understand yourself 13. Start good habits
4. Be persistent in spite of obstacles 14. Consider leaving behind expectations
5. Learn to accept your limits 15. Learn from failure
6. Learn how to make effective decisions 16. Eliminate bad habits
7. Practice gratitude 17. Improve your communication skills
8. Stay open-minded to new opportunities 18. Avoid negativity in the workplace
9. Learn something new 19. Improve your financial management skills
10. Live according to your values 20. Develop time management skills
A group of persons sent by a church to carry on religious work, especially evangelization in foreign lands, and often to
establish schools, hospitals, etc. an establishment of missionaries in a foreign land; a missionary church or station. ... an
organization for carrying on missionary work. Also called rescue mission.
Definition of vision and mission: A vision statement focuses on tomorrow and what an organization wants to ultimately
become. A mission statement focuses on today and what an organization does to achieve it. Both are vital in directing
goals.
6
Lesson #21

Date: ______________
Questions to Discover Your Personal Mission Statement.
1. What makes you smile? (Activities, people, events, hobbies, projects, etc.)
2. What are your favorite things to do in the past? What about now?
3. What activities make you lose track of time?
4. What makes you feel great about yourself?
5. Who inspires you most? (Anyone you know or do not know. Family, friends, authors, artists, leaders, etc.)
Which qualities inspire you, in each person?
6. What are you naturally good at? (Skills, abilities, gifts etc.)
7. What do people typically ask you for help in?
8. If you had to teach something, what would you teach?
9. What would you regret not fully doing, being or having in your life?
10. What are your deepest values?
11. What were some challenges, difficulties and hardships you’ve overcome or are in the process of
overcoming? How did you do it?
12. What causes do you strongly believe in? Connect with?
13. If you could get a message across to a large group of people. Who would those people be? What would
your message be?
14. Given your talents, passions and values. How could you use these resources to serve, to help, to
contribute? (to people, beings, causes, organization, environment, planet, etc.)
It’s time to answer the questions in the What I Know chart in Activity 1. Log in your answers in the table.

1 – 4 4 sources of self-efficacy are?
5 – 11 The 7 Mindsets are:
12 –14 There are three types of goals
15 –19 SMART Goal acronym
20 - refers to an individual's belief in his or her capacity to execute behaviors necessary to produce
specific performance attainments
1.
2.
3.
4.
5.
6.
7.
2
Lesson #21

Date: ______________
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
C. LESSON WRAP-UP
1. ________________________________________________________________________________
________________________________________________________________________________
2. ________________________________________________________________________________
________________________________________________________________________________
3. ________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
3
Course Code: Course Title
Teachers’ Guide Module #25

Date: ______________
FAQs
1. Do parent have the right to interfere with our Goals and Mission?
Ans. Parent can give us advise and guidance but not to the extend that they will be followed and dictate what they
want for us.
2. Is it necessary to plan our goals as early as possible?

Ans. Yes, It is really advisable to plan ahead, so we have a light on our path to travel and we will not get lost.
However our plans must also be specific, measurable, attainable, realistic and time bound (smart).
3. Do we need BF/GF for us to have inspiration in our goals?

Ans. It depends on person to person. BF/GF is OK as long as it is not ruining your goals in life. It must
serve as inspiration along the way. However, many people also achieve their goals by not having one.
KEY TO CORRECTION
1. Performance Accomplishments.
2. Vicarious Experience
3. Social Persuasion.
4. Physiological and Emotional States.
5. Everything is Possible – Dream big, embrace creativity, and expect great results
6. Passion First – Pursue your authentic talents and deepest interests
7. We Are Connected – Explore the synergies in all relationships and learn to empower one another
8. 100% Accountable – Choose to be responsible for your own happiness and success
9. Attitude of Gratitude – Seek positives from every experience and be thankful for all you have
10. Live to Give – Inspire and serve others while maximizing your potential
11. The Time is Now
12. time,
13. focus
14. topic
15. Specific Goals. Your goal must be clear and well defined
16. Measurable Goals. Include precise amounts, dates, and so on in your goals so you can measure your degree of success. ..
17. Attainable Goals. Make sure that it's possible to achieve the goals you set. ...
18. Relevant Goals
19. Time-Bound Goals
20. Self- Efficacy

God Bless…
Stay Safe always!!!
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PEN Code: GEN 002 Number of Hours: 60 Hours

C. Subject Outline and Time Allotment:

The Final Grade is computed as follows:

FG =(0.33×P1) + (0.33×P2) + (0.34×P3)

The 1st Periodical Grade is computed as follows:

The 2nd Periodical Grade is computed as follows:

The 3rd Periodical Grade is computed as follows:

Dean’s Name and Signature

Lesson title: ​From the Perspective of Philosophy Materials:

2) Activity 1: What I Know Chart, part 1 (3 minutes)

What I Know Questions: What I Learned (Activity 4)

How do we know ourselves?

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Exercise No 4​. ​Skill-building Activities

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Name of Philosopher Who influences your behavior? How?

Philosopher NO influence on your behavior?

Activity 4: What I Know Chart, part 2 (2 mins)

It’s time to answer the questions in the W

Activity 5: Check for Understanding.

1. Which of the Philosophers influences you much? How?

2. Can I make my own philosophy?

3. Can I pattern my philosophy in life to other people’s philosophy?

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Thinking about your learning

What more do you want to know and learn?

Activity 5 (Check for understanding)

Thank you for your cooperation!!

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Lesson title: Materials:

Is this about our feelings

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1) Activity 2: Content Notes

Sociological Perspective on Self

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Three activities develop the self:

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The Looking Glass Self; Who Holds Our Reflections?

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2. Do we join groups or group gatherings?

Activity 4: What I Know Chart, part 2 (2 mins)

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What more do you want to know and learn?

Thank you for your cooperation!!

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Lesson title: Materials:

Today’s lesson is all about Anthropology….

2) Activity 1: What I Know Chart, part 1 (3 minutes)

What I Know? Questions: What I Learned (Activity 4)

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What man is capable of and

1) Activity 2: Content Notes

The self and person

Anthropology​ is ​the​ scientific study ​of

Anthropology​ is the ​study​ of what makes us

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The Self embedded in Culture

Lesson title: From the Perspective of Philosophy Materials:

Exercise No 4. Skill-building Activities

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Anthropology is the scientific study of

Anthropology is the study of what makes us

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Exercise No 1. Skill-building Activities

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Section: Schedule: ___________________ Class number: _

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Concept Notes (5 points)

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Who we actually are. This is how we want to be.

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