Understanding the Self

Unit 2 Lesson: (1) The Physical and Sexual Self

PHYSICAL SELF

Beauty - The degree to which a person’s physical traits

are considered pleasing or beautiful

- The quality or aggregate of qualities in a

person or thing that gives pleasure to the senses
or pleasurably exalts the mind or spirit

- A combination of qualities, such as shape,

color, or form that pleases the aesthetic senses,
especially the sight
BEAUTY Perceptions about beauty evolved over the span
THROWBACK of time

Ancient Egypt (1200- - Women were encouraged in their

1000 BC) independence and beauty
- promoted sex positive environment
 Pre-marital sex is accepted
 Women are allowed to divorce their
husbands without shame
- The ideal women are described as slender with
narrow shoulders, high waist, symmetrical face,
dark black hair possibly even with the bluish
tinge or golden or bright skin for women
Women wears braided wigs
-Men however shave their heads
- Men and women wore makeup; Black eyeliner
that doubled as a protection from the sun.
Ancient Greece (500- -They worshipped the male form
300 BC) -Women’s bodies were seen as
disfigured versions of men
-Men faced a much higher
standard of beauty than women
Japan ( Medieval) -Women are often recognized by their hair,
often reaching to the floor
- shaved off their eyebrows and draw on
 smudging new ones high up almost near the
hairline.
-pale skin
-round and rosy cheeks
-little brown lips
Italy (Renaissance) - High Forehead
-Strong nose
-full lips
-elongated neck
-pregnancy ( reflected as a fashion statement)

Cosmetic Practices -Bleaching Method

-Rouge
-Plucking or shaving of eyebrows and hairlines

France (18th -Double chin

Century) -Dimpled
-Rosy cheeks
-Long and curly hair; White or gray
look
-Heavy white makeup
England - women cinch their waist with tight fitting
undergarments- corsets… to give the perception
of desireable hourglass figure
1920’s - Androgynous look for women
- Women shortened their hair
1950’s -Hourglass figure and large breast are ideal
beauty

BEAUTY
AS PERCEIVED BY
THE WORLD
New Zealand (Maori - Tattooed chins and full blue lips are
Culture) considered most beautiful
Asia - Pale skin as a sign off affluance and
attractiveness
-Glass skin
Myanmar &Thailand -Giraffe-like neck are the ultimate sign of
beauty and female elegance
Sudan& Ethiopia -Scarred body is a sign of attractiveness
Kenya -long earlobes and shave heads in women
Beauty is TRADITIONAL
Body Image Internal ( Personal)
External( Society)
- how we perceive our bodies visually
- how we feel about our physical appearance
-how we think and talk to ourselves about our
bodies
- our sense of how other people view our bodies

Who’s to blame for  Media

our body perceptions  Size prejudice
 Other people
How can we build a  Focus on your unique qualities
strong and positive  Focus on your education
body image?  Participate in a variety of sports or
activities
 Take up a new hobby
 Set and reach new goals
 Be an inspiration to others

THE SEXUAL SELF

Sexual Self The totality of oneself as a sexual

being including negative and positive concepts
and
feelings, and process of social information
related to
sexuality and directs of sexual behavior. (Wahl,
n.d. & Iranian Red Crescent Medical Journal)
Puberty MALE
Starts at the age of 12/13- 16 y/o
  Voice change
 Broadening of shoulder
 Hair growth
 Increase in size of testicles and penis,
having unwanted erections
 Development of muscular masses
  Height
FEMALE
Starts at the age of 10 or 11 y/o

 Development of breasts
 Widening of hips
 Hair growth around pubic area and
underarms
 Beginning of menstrual cycles
 Having vaginal discharges
 Having period pains
  Height
NOTE Primary sexual characteristics (i.e. testes,
ovaries) develop which make reproduction
possible.

Secondary sexual characteristics or non-

reproductive sexual characteristics (i.e. female
breasts and hips, male voice quality and body
hair) also develop.
The Chemistry of
Lust, Love, and
Attachment (Fisher,
1948)
LUST •Libido, Sexual
Gratification
ATTRACTION •Adrenaline,
Noripenephrine
•Dopamine
•Serotonin
ATTACHMENT •Oxytocin
•Vasopressin
Your Brain Emotions or feelings
are mainly dictated by
 the rush of the
hormones in our brain.
STAGE 1: LUST  Sexual desire
 Intense wanting
 Driven by sex hormones
LOVE LUST

 Self-Centered  Self-Centered
 Patient  Impatient
 Easily Satisfied  Hard to Satisfy
 Faithful  Loves Secrecy
 Bring Peace  Lack of commitment
STAGE 2 :  “lovestrucked”
ATTRACTION Dopamine + Norepinephrine
=elation
= intense energy
= sleeplessness
= craving
= loss of appetite
= focused attention
Serotonin
- “ Happy Chemical”
STAGE 3:  Deciding Stage
ATTACHMENT  Driven by oxytocin and vasopressin
Oxytocin
“love hormone”
Scientifically... At the right mix of hormones, right feelings Are
produced.
But  Love is more than right feelings...
That is why:
 LOVE IS A DECISION, not just a feeling.

Sexually Transmitted Diseases

Syntoms Risk Factors

 Sores or bumps on the genitals  Having unprotected sex
or in the oral or rectal area  Having sexual contact with
 Painful or burning urination multiple partners
 Discharge from the penis  Having history of STIs
 Unusual or odd smelling  Anyone forced to have sexual
vaginal discharge intercourse or sexual activity
 Unusual vaginal bleeding  Abusing alcohol or using
 Pain during sex recreational drugs
 Sore, swollen lymph nodes,  Injecting drugs
particularly in the groin but  Being young
sometimes more widespread  Many request prescriptions
 Fever for drugs to treat erectile
 Rash over the trunk, hands, or dysfunction
feet
Treatment Prevention
 Antibiotics  Abstain from sex
 Antiviral drugs  Stay with one uninfected
partner
 Wait verify and get tested for
STIs before having
intercourse with new partners
 Get vaccinated, use
contraceptives consistently
and correctly
 Don't drink alcohol
excessively or use drugs
 Communicate with your
partner about practicing safer
sex
 Consider male circumcision
Understanding the Self
Unit 2 Lesson: (2) The Material Self

(Belk, 1988) “We regard our possessions as parts

of ourselves. We are what we have
and what we possess.”
Material Self Inner Self
 Body
Extented self
 Clothes
 Family
 Home
 +
Material Self  “man’s self is the sum total of
all that he can call his” –
W.James
 If they grew, their owners felt
triumphant. If they
faded,people felt a part of
themselves was dying.
(Trentman,2016)
 The material self refers to all
the physical elements that
reflect who a person is.
 Includes his/her body, clothes,
family, home, and other
Possessions
 the possessions that we dearly
have tell something about who
we are, our self-concept, our
past, and even our future
Body  Most essential
 The inner most of our material
self or our physical self
Clothes  “Any time we bring an object
into the surface of our body,
we
 invest that object into the
consciousness of our personal
existence and make it a part of
us” (Lotze)
Family  Great important part of our self
  We see them as the nearest
replica of our self
Home  The earliest nest of our self-
hood
 “Home is where the heart is.”
 The home is an extension of
our self, we directly connect
ourselves to it.

Extended Self  Collections, Pets, Body parts

Possessions and the Extended Self
 If possessions are viewed as
part of the self, if follows that
an unintentional loss of
possessions should be regarded
as a loss or lessening of self.
 Institutions
 Loss due to theft/casualty
Understanding the Self
Unit 2 Lesson: (3) The Political Self and Being a Filipino
Who is a filipino
Filipino Values and Traits
Proverbs or Salawikain
can be classified in 6 categories:
1987 CONSTITUTION OF THE
PHILIPPINES
ARTICLE IV - CITIZENSHIP
Section 1. The following are citizens
of the Philippines:
[1] Those who are citizens of the
Philippines at the time of the
adoption of this Constitution;
[2] Those whose fathers or mothers
are citizens of the Philippines;
[3] Those born before January 17,
1973, of Filipino mothers, who
elect Philippine citizenship upon
reaching the age of maturity;
and
[4] Those who are naturalized in
accordance with law.
 Hospitality
 Respect Elders
 Close-family ties
 Cheerful personalities
 Self Sacrifice
 Bayanihan
 “Bahala na” attitude
 Colonial Mentality
 Manana Habit
 Ningas kugon
 Pride
 Crab Mentality
 Filipino Time
sayings that convey lessons and
reflections on Filipino practices,
beliefs, and traditions
1.expressing a general attitude
toward life and laws governing life
2. ethical proverbs recommending
 and condemning certain virtues
3. expressing system of values
4. general truths and observations
about life & human nature
5. humorous proverbs
6. miscellaneous proverbs
Superstitions -we subscribe to sets of superstitions
passed down from past
Generations

- some are influenced by other

cultures, but they have been
retold according to our own
experiences
Myths and Legends these stories aim to explain origin of
things or teach a
valuable lesson
Heroes and Icons -people who are reminders of
patriotism and nationalism as they
have sacrificed their lives for our
country’s freedom and progress.

-people who have elevated the

identification of Filipinos in a
worldwide cultural perspective
HOW TO BE A GOOD FILIPINO 1. Be an active Filipino citizen
2. Study of the Philippine history
3. Support local products
4. Speak the Filipino language
5. Do not spread fake news and be
democratic in engaging with dissent
6.
The Strengths and Weaknesses of
Filipino Character (Licuanan, n.d.)
Strength
Pakikipagkapwa-Tao (regard for We regard others with dignity and
others). respect, and deal with them as fellow
human beings.
results in camaraderie and a feeling
of closeness one
to another.
Family Orientation. Filipino, one's family is the source of

Joy and Humor.
Flexibility, Adaptability
Creativity.
Hard work and Industry.
Faith and Religiosity.
Filipinos live very intimately with
religion;
Ability to Survive.
Weaknesses:
Extreme Personalism.
Extreme Family-Centeredness.
Lack of Discipline.
personal identity, the source of
emotional and material support, and
the person's main commitment and
responsibility.
Filipinos have a cheerful and fun-
loving approach to life and its ups
and downs. Laughing at ourselves
and our trouble is an important
coping mechanism.
and Filipinos are creative, resourceful,
adept at learning,
and able to improvise and make use
of whatever is at hand in order to
create and produce.
Filipinos have the capacity for hard
work, given
proper conditions.
Filipinos have a deep faith in God.
An Innate religiosity
Prayer is an important part of our
lives.
Filipinos have an ability to survive
which is manifested
in our capacity for endurance despite
difficult times, and in our ability to
get by on so little.
There is no separation between an
objective task and emotional
involvement.
is able personally to relate to
things and people determines our
recognition of their existence and the
value.
concern for the family is one of the
Filipino's greatest strengths, in the
extreme it becomes a serious flaw.
Filipinos are impatient and unable to
delay gratification or reward,
resulting in the use of short cuts,

Passivity and Lack of Initiative.
Colonial Mentality.
Kanya-Kanya Syndrome.
Lack of Self-Analysis and Self-
Reflection.
Understanding the Self
Unit 2 Lesson: (4) The Spiritual Self
skirting the rules (the palusot
syndrome) and in foolhardiness.
One waits to be told what has to be
done.
first is a lack of patriotism or an
active awareness, appreciation, and
love of the Philippines; the second is
an actual preference for things
foreign.
self-serving attitude that generates a
feeling of envy and competitiveness
towards others,
Joking about the most serious
matters prevents us from looking
deeply into the
problem.
There is no felt need to validate our
hypotheses or explanations
of things.
Thus, we are satisfied with
superficial explanations for, and
superficial solutions to, problems.
Spiritual Self -who we are at the core.

-It is the aspect which develops a certain

level of spirituality which is deemed as
man’s way of seeking as well as
expressing the meaning and purpose of
his life.

SOUL Nephesh (Hebrew)

Psyche (Greek)
SPIRIT Ruach (Hebrew)

Pneuma (Greek)

breath
The Filipino Traditional
Understanding of Soul
KALULUWA, KARARUA, Root word: DUA – two
KADKADDUA
The Filipino Traditional KALULUWA – Tagalog
Understanding of Soul GIMOKUD – Bagobo
MAKATU – Bukidnon
KADKADDUA/KARARUA – Ilokano
DUNGAN (alive)/ KALAG (dead) –
Ilonggo
DUNGAN (willpower) – Visayan
KALUHA – Cebuano
KARADWA/KALAG – Mindoro
AB-ABIIK – Kankanaey; also applicable
to
trees, stones, rivers, etc.
IKARURUWA – Ibanag
Has the role of giving direction
and wholeness to the man
KALULUWA - Tagalog
Used more often to mean the soul
of the deceased person than that
of the living’
KAKAMBAL soul of a living person
DUNGAN Ilonggo

KALAG
MULTIPLICITY OF
SOULS (Llanes, 1956)
FOUR SOULS THAT
ANIMATE THE BODY
IN EARLY ILOKANO
BELIEF
Viktor Frankl
LOGOTHERAPY
“will to meaning”
Three Ways of Discovering
the Meaning of Life (Viktor
Frankl)
1. Creative Values
Alive
Dead
may leave the body voluntarily
1. KARARUA
– soul proper; can leave only after death;
Christian soul
2. KARKARMA
– can leave the body when one is
frightened; can be stolen from the body
when the person goes to isolated places;
if the soul fails to return, the owner
becomes insane; natural vigor, energy,
strength, power
3.ANIWAAS(ANINGAAS/ALINGAAS)
– can leave the body during sleep and
visit places
4. AR-ARIA (AL-ALIA)
– liberated soul of the
dead
"meaning is something to
discover rather than to invent”
There is an existential vacuum
in one’s life
1. Life has meaning under all
circumstances, even the most
miserable ones.
2. Our main motivation for living is
our will to find meaning in life.
3. We have freedom to find
meaning in what we do, and what
we experience, or at least in the
stand we take when faced with a
situation of unchangeable
suffering.
We can discover our life’s purpose
through the deeds we perform or the

2. Experiential Values
3. Attitudinal Values
things we create.
Positive experiences can help us discover
the meaning of our lives, whether it’s
through the experiences of beauty, truth,
goodness, nature, or culture, or even
experiencing other humans in their
individuality.
“unavoidable suffering"

“Everything can be taken from a man but

one thing: the last of the human
freedoms—to choose one's attitude in any
given set of circumstances."

Religion A particular system of faith and worship

Religion serves Several 1. -happiness
functions to man:
-an overall sense of personal well-
being
2. less psychological distress
3. love as the central aspect of the
meaning of life
4. cohabitation rate is seven times higher
among persons
MAGIC,
RITUAL, AND
WITCHCRAFT
RITUAL/S supernatural realm

performed in a repetitive nature

can be religious or secular

MAGIC tricks; illusions
sort of trickery or deception

activities by which a person can compel

the supernatural to behave in certain
ways
WITCHCRAFT harness spirits or energies for specific
purposes
 Kulam

Sorcery

Understanding the Self

Unit 2 Lesson: (5) The Digital Self
“online identity” a distinction between
how people present themselves
online and how they do offline.

is the sum of your characteristics and

interactions.Because you interact
differently with each website you
visit, each of those websites will
have a different picture of who you
are; and what you do.

Your online identity is not the same

as your real-world identity because
the characteristics you represent
online differ from the characteristics
you represent in the physical world.

Digital Self How you represent yourself online

Selective Self-Presentation and “process of controlling how one is
Impression Management perceived by other people”

Anything posted online should be

considered “public” no matter
whatever “privacy” settings are.
Belk (2013) explained that sharing ourselves is
no longer new and has been
practiced as soon as human beings
were formed. Digital devices help us
share information broadly, more than
ever before.
Schwarz (2010) As Schwarz (2010) mentioned, we
have entered an extraordinary era of
self-portraiture.

a key part of self- presentation for

one sixth of humanity.
“oversharing” forget to delineate what can be
shared online and what should not.
“disinhibition effect” sharing and self-disclosure online
“Who are you?” It is up to us if we are going to
“What do you have to share?”. provide answers to such queries
every time we use the Internet and to

Guidelines for proper sharing of
information and using the internet
(New, 2014):
Global Overview of the adaption
and use of connected devices and
services
Total Popullation
Cellular Mobile Connections
Internet User
Active Social Media User
Philippines:Overview of the
adaption and use of connected
devices and services
Total Popullation
Cellular Mobile Connections
Internet User
Active Social Media User
Internet User Overtime in theb
Philippines
Jan.2023
Daily Time spent using Social
media in the philippines ( aged 16-
64 yrs.old)
Most used social media platform
in the philippines
(O’Regan,2009).
what extent are going to share details
of ourselves to others.
 Stick to safer sites.
 Guard your passwords.
 Limit what you share.
 Remember that anything you
put online or post on a site
remains forever even if you try
to delete it.
 Do not be mean or embarrass
people online.
 Be choosy about your online
friends.
 Be patient.
8.01 Billion/ 57.2%
8.46 Billion/ 105.6%
5.16 Billion/ 64.4%
4.76 Billion/ 59.4
116.5 million /48.2%
168.3 million / 144.5 %
85.16 million / 73.1%
84.45 million/ 72.5 %
85.2 Million
04:15
Facebook over 95.7%
Both the number and feedback of
readers provide self: validation for
the writer and a certain celebrity
Understanding the Self
Unit 3 Lesson: (1) The Metacognitive Self
Metacognition People’s awareness and
understandings of their own thinking
and learning processes, as well as
their regulation of those processes to
enhance their learning and memory,
are collectively known as
metacognition. (Ormrod,
2016)
John Flavell which was coined , in essence means
thinking about thinking, or learning
how to learn.
Elements of Metacognition Metacognition consists of the
(Santrock, 2010) following elements:
a. Metacognitive knowledge involves monitoring and reflecting
on one’s current or recent thoughts.
such as how and when to use
specific procedures to solve
problems.
b. Metacognitive activity/experience consciously adapt and manage their
thinking strategies during problem
solving and purposeful thinking.
Categories of Metacognitive Flavell further divides metacognitive
Knowledge (TEAL Center Staff, knowledge into three categories:
2020)
a. Person variables one recognizes about his or her
strengths and weaknesses in learning
and processing information

(e.g., recognizing
that it isn’t possible to memorize 200
pages of text in a single evening)
b.Task variables: one knows or can figure out about
the nature of
a task and the processing demand
required to complete the task

(e.g.,
knowledge that it will take more
time to read, comprehend, and
remember a technical article than it
will a similar-length passage from
 a novel)
c. Strategy variables a person has “at the ready” to apply
in a flexible way to successfully
accomplish a task

(e.g., knowing how

to activate prior knowledge before
reading a technical article, using a
glossary to look up unfamiliar
words,
Self-regulated Learning (Kirk, is a cyclical process, wherein the
n.d.) student plans for a task, monitors
their performance, and then reflects
on the outcome.
The process is not one-size-fits-all; it
should be tailored for

individual students and for specific

learning tasks.

1. Plan, set goals, and lay out Establish a plan before they start
strategies. working on a task will help them
strategize right from the start.
2. Use strategies and monitor Students carry out the plan that was
performance. outlined in the forethought phase.
3. Reflect on performance. This self-reflection can help you
understand why you have earned a
certain grade and how to improve
your performance.

Understanding the Self

Unit 3 Lesson: (2) The Motivated Self
Albert Bandura’s Self-Efficacy
Self-Efficacy the belief in one’s capabilities to
organize and execute the courses of
action required to manage
prospective situations.

what an individual believes he/she

can accomplish using his/her skills
under certain circumstances.

Increasing a person’s self-efficacy

increases his/her ability to deal with
a potentially adverse situation.
People who doubt their
capabilities:
 shy away from tasks they view
as personal threats
 low aspirations and weak
commitment to goals they
choose to pursue
 dwell on personal
deficiencies,rather than
concentrating on how to
perform successfully
 loosen their efforts and give up
quickly
 slow to recover their sense of
efficacy following failure or
setbacks
 fall easy victim to stress and
depression.
People with high assurance in
their capabilities:
 approach difficult tasks as
challenges to be mastered;
 set challenging goals and
maintain strong commitment to
them;
 heighten or sustain their efforts
in the face of failures and
setbacks;
 attribute failure to insufficient

There are four main sources of
efficacy beliefs:
1. Performance Outcomes.
2.Vicarious Experiences.
3. Verbal Persuasion.
4. Physiological Feedback.
Carol Dweck’s Mindset Theory
Fixed Mindset
effort or deficient knowledge
and skills which are acquirable;
and
 approach threatening situations
with assurance that they can
exercise control over them.
Positive and negative experiences
can influence the ability of an
individual to perform a given task.
A person can watch another perform
and then compare their own
competence with the other
individual’s competence (Bandura,
1977).
Self-efficacy is influenced by
encouragement and discouragement
pertaining to an individual’s
performance or ability to perform
(Redmond, 2010).
People experience sensations from
their body and how they perceive
this emotional arousal influences
their beliefs of efficacy (Bandura,
1977)
Dweck is one of the world’s leading
researchers in the field of
motivation.
focuses on why people succeed and
how to foster this idea of success in
schools.
Mindsets are beliefs about yourself
and your basic qualities such as your
intelligence, your talents and your
personality.
They believe their talent alone
creates success – without effort and
they are reluctant( hesitant) to take
 on challenges.
Growth Mindset This view creates resilience and a
love of learning. Virtually all great
people have had these qualities.
Locke & Latham’s Goal-Setting Goals must have:
Theory: The Five Principles of
Goal Setting
• Clarity;
• Challenge;
• Commitment;
• Feedback; and
• Task Complexity.

Understanding the Self

Unit 3 Lesson: (3) The Stress Managing Self
Stress any factor that makes adaptation to
an environment difficult for the
individual to maintain a state of
equilibrium between himself/herself
and the external environment.
Categories of Stressors Stressors may be either
physiological or psychological:
Physiological. stressors that put a strain on our
body (i.e.very cold/hot temperatures,
injury, chronic illness, or pain).
Psychological. are events, situations, individuals,
comments, or anything we interpret
as negative or threatening (i.e.: not
being able to find a babysitter for
your sick child when you cannot
take time off
work).
They may be either absolute or
relative:
Absolute. stressors that everyone exposed to
them would interpret as being
stressful.

(i.e.: earthquakes, a tsunami, or the

events of COVID-19
Pandemic).
Relative. are stressors that only some exposure
to them would interpret as being
stressful.

(i.e.: time pressure at work,

traffic, paying taxes, writing an
exam).
They may also be eustress or
distress:
Eustress. These stressors help to bring out the
best in us.
(i.e. marriage, promotion, new
friends, graduation).

Distress. stressors hinder us from functioning

well.
 (i.e. punishment, divorce, financial
problems, work difficulties).
Common Stressors Scott (2019) mentioned that
common sources of student stress
include:
 School
 Homework
 Extracurricular activities
 Social challenges
 Transitions (e.g., graduating,
moving out, living independently)
 Relationships
 Work
Effects of Stress Broderick (2021) enumerates the
following to be some of the
symptoms that can occur when one
experiences stress:
Physical Sweating
Increased heart rate
Increased blood pressure
Muscle tension
Emotional Hostility
Helplessness
Loneliness
Mental Memory loss
Loss of concentration
Negative outlook
Behavioral Binged or reduced eating
Drug or alcohol abuse
Decreased biological drive
Erratic sleep habits
Stress Responses
Fight or Flight Response (Acute also known as the acute stress
Stress Response) response, refers to a physiological
reaction that occurs in the presence
of something
that is terrifying, either mentally or
physically.
General Adaptation Syndrome Hans Selye, a Vienna-born scientist,
(GAS) explained GAS as the body’s way

Alarm.
Resistance.
Exhaustion.
Relaxation Stage/Response.
Common Stress-Coping Strategies
Problem-based/focused coping
Emotion-based/focused coping
Other Tips on Coping with Stress
of adapting to a perceived threat to
better equip it to survive.
The three stages of GAS are:
a distress signal is sent to a part
of the brain called the hypothalamus.
prepares a person to respond to the
stressor they are experiencing.
This is often known as a “fight or
flight”.
the body tries to counteract
the physiological changes that
happened during the alarm reaction
stage. The heart rate and blood
pressure begin to return to normal.
The body has depleted its energy
resources by continually trying but
failing to recover from the initial
alarm reaction stage.
a person’s body is no longer
equipped to fight stress.
coined by Dr. Herbert Benson
(founder of Harvard’s Mind/Body
Medical Institute).
The body has the capacity to release
chemicals and brain signals that slow
down the movements of muscles and
organs, thereby boosting the flow of
blood to the brain.
is helpful when you need to change
your
situation, perhaps by removing a
stressful thing from your life.
is helpful when you need to take care
of your feelings when you either
don’t want to change your situation
or when circumstances are out of
your control.
  Get enough sleep.
 Exercise regularly.
 Eat a healthy diet.
 Get organized.

CHAPTER 3: LESSON 1
COGNITIVE AND LANGUAGE DEVELOPMENT
 PART 1: JEAN PIAGET’S THEORY OF
COGNITIVE DEVELOPMENT

DIVIDED THE THEORY INTO TWO PARTS:

Process Stages
Schema Background knowledge Sensorimotor
( 0-2 yrs. Old)
Adaptation Assimilation-Accept New Pre-operational
( adaptation) (2-7 yrs. Old)
and accomodation-Accept
new to replace the old

- to correct misconception
Organization Logical Concrete Operational
( 7-11 yrs.old)
Equilibration Proper balanced between Formal Operational
assimulation and ( 12 yrs.old and above)
accomodation

Stage
Sensorimotor I. Object permanence
- Here and Now
Pre-Operational I. Symbolic Fuction
- represent objects using symbols\
II. Egocentrism
- to see only his point of view =Self-
centered
III. Centration
-Focus on one aspect= specific detail
IV. Irreversability
- inability to reverse thinking=not
understand
V. Animism
- Giving life to an object
VI. Transductive reasoning
- Equal association ( specific to
specific)
Concrete Operational I. Decentering
-Ability to perceive diff. Features of
objects
II. Reversability
- certain actions can be done in
reverse
III. Conservation
- do not change= still the same
IV. Seriation
- arrange thing in order based on one
dimesion
Formal Operational I. Hypothetical reasoning
- come up with different hypothesis
to make final decision
-problem solving
II. Analogical Reasoning
- ability to perceive relationships to
narrow down answers
- premises/conclusion
III. Deductive Reasoning
-ability to think logially by applying
general rule
-general conclusion- idealistic
thinking

PART 2: LEV VYGOTSKY’S SOCIO CULTURAL THEORY

OF COGNITIVE DEVELOPMENT

Lev Vygotsky what the child is able to do today, he

will be able to to do independently
tomorrow

SCAFFOLDING - appropriate assistance

- given- guidance

ZONE OF PROXIMAL the space between what a learner can

DEVELOPMENT do
POTENTIAL Achieve in collaboration/ assistance
by More Knowledgeable others
 (MKO)
ACTUAL Achieve when alone
Believed that….
A. society and culture are important
factors for a child to learn
B. language is our main medium for
communication (in any form
possible)
C. thought and speech (social, inner,
egocentric) are connected but
follows a different path of
development (ie. Koehler and
Buehler’s “chimpanzoid age”) until
the age of two when thought
becomes verbal and speech
becomes
rational

EDUCATIONAL
IMPLICATIONS
 Learning and development are
social, collaborative activities
 Using technology to enhance
communication, contact and
interaction would be beneficial.
 Students must construct
understanding and knowledge
in their own minds but the
process should be facilitated by
collaboration and teacher
guidance.
 Students may arrive at a
particular learning experience
without knowing something but
be ready to master the task if
they have appropriate
support
 School learning should occur in
a meaningful context
 Relate out-of-school
experiences to a child’s school
experiences
PART 3: NOAM CHOMSKY’S NATIVIST THEORY OF
LANGUAGE DEVELOPMENT

SILENT/RECEPTIVE students have a very few oral skills

and may only respond non verbally
by pointing, gesturing, nodding,
and drawing.

EARLY PRODUCTION students listen with greater

understanding and can produce a
limited number of word, phrases,
and simple sentences.
SPEECH EMERGENCE students have better
comprehension and produce simple
sentences. Make common
pronunciation.
INTERMEDIATE FLUENCY students demonstrate increased
accuracy and correctness and can
express thoughts and feelings.
ADVANCED FLUENCY Students produce language
utilizing varied grammatical
structures and vocabulary
comparable to native speakers of
the same age.
WHAT CAN WE DO AS
AFUTURE CHILDHOOD
EDUCATORS?
LISTENING TO SOUNDS what makes the sound. For
example, that’s the doorbell
TAKING TURNS understand your requests and
follow instructions
LEARNING NEW WORDS descriptive words

LEARNING TO CATEGORIZE For example, name and show your

WORDS THAT GO child toys that are familiar to him.
TOGETHER- similarities and
differences
PLAY give your child things to feel and
 look at For example, soft, cuddly
stuffed toys. Encourage him/her to
follow toys with his eyes. For
example, blow bubbles of balloons

LOOKING AT BOOKS continue to encourage your child

to look at books
NURSERY RHYMES Present your child a nursery song
that rhymes
MOST IMPORTANTLY HAVE Play with the toddler and have fun
FUN WITH YOUR CHILD.

CHAPTER 3 LESSON 2: PSYCHOSOCIAL AND MORAL

DEVELOPMENT THEORIES

ERIK ERIKSON’S THEORY OF

PSYCHOSOCIAL
DEVELOPMENT
Psycho and Social
Psycho-social crisis
VIRTUE Balanced
MALIGNANCY TOO LITTLE POSITIVE, TOO
MUCH NEGATIVE

MALADAPTATION TOO MUCH POSITIVE, TOO

LITTLE NEGATIVE
 TRUST VS. MISTRUST- INFANCY
infant develop a sense of trust
(BIRTH-1 YEAR) when interactions provide
BASIC STRENGTH: HOPE reliability
- lack of this will lead to
mistrust
AUTONOMY VS. SHAME OR infant develops a sense of
DOUBT-TODDLERS(1-3 YEARS) personal control over
BASIC STRENGTH: WILL physical skills and a sense of
independence
-failure results in feelings of
shame and doubt
INITIATIVE VS GUILT- -begin to assert control and
PRESCHOOL YEAR (3-6 YEARS) power over their environment
BASIC STRENGTH: PURPOSE by planning activities and
accomplishing tasks. Success
leads to sense of purpose
- If dismissed and discourage,
criticism or control develop
sense of guilt.
INDUSTRY VS. INFERIORITY- - child’s peer group will gain
ELEMENTARY SCHOOL YEARS(7- greater significance and will
11 years) become a source of the
child’s self-esteem. New
BASIC STRENGTH: COMPETENCE learning and social demands.
-Failure leads to inferiority

INDENTITY VS. ROLE - teenagers explore who they

CONFUSION-ADOLESCENCE(12-18
YEARS)
BASIC STRENGTH: FEDILITY
INTIMACY VS. ISOLATION-
EARLY ADULTHOOD(19-29
YEARS)
BASIC STRENGTH: LOVE
are as individuals and seek to
establish a sense of self and
may experiment
- this is important to the
process of forming a strong
identity and developing a
sense of direction in life.
- centers on forming intimate,
loving relationships with
others.
-Success leads to strong
relationships; failure results
in loneliness and isolation
GENERATIVITY VS.
STAGNATION- MIDDLE
ADULTHOOD(30-64 YEARS)
BASIC STRENGTH: CARE
INTEGRITY VS DESPAIR- OLD
AGE(65+-UNTIL DEATH)
BASIC STRENGTH: WISDOM
- create and nurture things
that will outlast them
- Success leads to a feeling of
usefulness and
accomplishment; failure
results in shallow
involvement in the world.
-reflecting on one’s life or
feeling or either moving into
feeling satisfied and happy
which one’s life or feeling a
deep sense of regret.
- Success results in a feeling
of wisdom; failure results in
regret, bitterness, and despair.

LAWRENCE KOHLBERG THEORY: STAGES OF

MORAL DEVELOPMENT

LAWRENCE KOHLBERG used Piaget’s Storytelling

technique to tell people stories
involving moral dilemmas.
- presented a choice to be
considered, for example, between
the rights of some authority and the
needs of some deserving individual
who is unfairly treated.
Ethics Refers to rules provided by an
external conduct
Morals
HEINZ DILEMMA
PRECONVENTIONAL
STAGE 1:
Punishment orientation. Obedience
to authority is considered.
(Punishment/Obedience)
STAGE 2: Pleasure -seeking
orientation. Action is
determined by one’s own needs.
(Mutual
Benefit)
CONVENTIONAL
STAGE 3: Good boy/good girl
orientation. Action determined by
the approval of their peer group.
(Social Approval)
STAGE 4: Authority orientation.
Should uphold the law at all costs.
Follow social rules. (Law and
Order)
POSTCONVENTIONAL
STAGE 5: Social-contract
orientation. Rules are
open to question but are upheld for
the good of the
community. (Social Contract)
STAGE 6: Morality of individual
principles. High
value is placed on justice, dignity,
and equality.
(Universal Principles)
Refers to individual’s own
principles regarding right and
wrong
Kohlberg hoped to discover how
moral reasoning changed a person
in every stage
Example: “He shouldn’t steal the
drug because he might get caught
and be punished”(avoiding
punishment)
Example: “It won’t do him any
good to steal the drug because his
wife will be dead by the time he
gets out of jail” (self-interest)
Example: “He shouldn’t steal the
drug because
others will think he is a thief. His
wife will not want
to be saved by stealing” (avoiding
disapproval)
Example: “Although his wife needs
the drug, he should not break the
law to get it. His wife’s condition
doesn’t justify stealing” (traditional
morality of authority)
Example: “He should not steal the
drug. The druggist response is
unfair but mutual respect for
the rights of others must be
maintained.” (social
contract)
Example: “He should steal the drug
but alert authorities he has done it.
He will have to face a penalty, but
he will save a human life.” (self-
chosen ethical principles)
 LESSON 3: SOCIO-EMOTIONAL DEVELOPMENT
THEORIES: Goleman’s Emotional Intelligence and
BROFENBRENNER’S ECOLOGICAL SYSTEMS THEORY

4 CORE EMOTIONAL INTELLIGENCE

WHAT I SEE WHAT I CAN DO

PERSONAL SELF-AWARENESS SELF-MANAGEMENT
COMPETENCE
SOCIAL SOCIAL RELATIONSHIP
COMPETENCE AWARENESS MANAGEMENT

SELF-AWARENESS
People with high self- "aware of their moods as they are having them.“
awareness
To increase self- learn
awareness, about mindfulness.
to build self-awareness. You also need to understand your strengths and
weaknesses
SELF-REGULATION Self-regulation is about staying in control.

learn how
to manage your emotions effectively.

Use techniques such as deep breathing to calm

yourself down, and give yourself time to pause
before you respond
MOTIVATION Self-motivation is strongly affected by your
emotions
Boost your motivation levels by developing
self-discipline, and by
looking for and celebrating small wins
set yourself longer-term goals
EMPATHY "the fundamental people skill.“
active listening skills
body language,
SOCIAL SKILLS develop trust and rapport with people
deal with conflict and other difficult
situations effectively.
FOUR
CORNERSTONES OF
EQ
Emotional literacy ability to read one’s own emotions and to
understand the power of this emotions
Emotional fitness enables one to handle emotions; this leads to
personal authenticity and resiliency
Emotional depth enables one to harness the personal emotional
power for a meaningful purpose
Emotional alchemy using one’s own emotions as a frame of
reference; enables us to reach out to other
people
EMOTIONAL SKILLS  Communication skills
 Time management
 Accountability
 Empathy
 Flexibility
3 CLUSTERS OF
INTELLIGENCE
(RUISEL, 1992)
ABSTRACT ability to understand and manipulate with
verbal and mathematic
symbols
CONCRETE ability to understand and
manipulate with objects
SOCIAL ability to understand and relate to
people (INTER, INTRA, EMOTIONAL)
SOCIAL
INTELLIGENCE
Interpersonal ability to understand other people
Intrapersonal correlative ability turned inward
Emotional ability to monitor one’s own and others’
emotions, to discriminate among them, and to
use the information to guide one’s thinking
and actions (PERSONAL, RELATIONAL)
Emotional Intelligence is a person's ability to identify and manage
his/her emotions and those of others in
everyday situations.
Personal Dimension Emotional self-knowledge, self-control, self
motivation, self-esteem.
Relational Dimension empathy, emotional expression, conflict
resolution, assertiveness.

BROFENBRENNERS ECOLOGICAL THEORY

BIO presents the child's development w/in the context

ECOLOGICAL of the relationship system that comprises the
SYSTEM child’s environment.
THEORY
BROFEN
BRENNER’S BIO
ECOLOGICAL
MODEL:
STRUCTURE OF
ENVIRONMENT

MICROSYSTEM = layer nearest to the child.

=the smallest and most immediate environment
in which the children live. (personal relationship
with family members, classmates, teachers,
and caregivers, etc)

MESOSYSTEM serves as the connection between the structures of

the child’s microsystem.
=Linkages Between microsystems such as
between families or family and school.

EXOSYSTEM =indirect environment.

=Refers to the bigger social system in which the
child does not function directly. (city
government, workplace, mass media)
=is at work when experiences in another
 setting

MACROSYSTEM including social and cultural values,customs and

law.
CHRONO =changes over time.
SYSTEM =Patterns of stability and change in the child’s
life. =Includes the sociohistorical conditions of
the student’s development Sociohistorical
conditions of student’s development.

Applying
Brofenbrenner’s
Theory to the
Teaching-Learning
Process:

 Consider the child as embedded in several

ecological systems and influences.
 Pay attention to the connection between
schools and families
 Recognize the importance of community,
socioeconomic status, and culture in the
child’s development.
BEHAVIORIST LEARNING
THEORIES

Pavlov’s Classical
Conditioning Theory
STIMULUS GENERALIZATION once a dog has learned a response to
 a specific stimulus, it will respond to
a similar stimulus
EXTINCTION possibility of unlearning a response
due to the withdrawal of a stimulus

SPONTANEOUS RECOVERY possibility of an extinguished

response to be recovered

DISCRIMINATION ability to discriminate between

similar stimulus
HIGHER-ORDER response to two different stimulus
CONDITIONING presented during conditioning

Classical Conditioning type of learning in which one learns

to link two or more stimuli and
anticipate events.
Neutral Stimulus a stimulus that elicits no response
before conditioning

BURRHUS FREDERICK SKINNER’S OPERANT

CONDITIONING

Positive Negative
REINFORCEMENT Given or added due to Increased frequency of
a positive behavior a response when
something is
withdrawn or
removed
PUNISHMENT Given to reduce the Something is taken
response of a negative away due to a negative
behavior; nothing is behavior
taken away from
him/her

FIXED INTERVAL are a fixed amount of time.

SCHEDULES
VARIABLE INTERVAL the amount of time varies
SCHEDULES
FIXED RATIO SCHEDULES fixed number of correct responses
VARIABLE RATIO the number of responses varies.
SCHEDULES

CLASSICAL CONDITIONING OPERANT CONDITIONING

 a signal is placed before a
reflex
 Developed in Russia
 Known as Pavlovian
 Respondent conditioning
 Works with involuntary
behaviour
 Behavior is said to be elicited
Typified by Pavlov dog
 learning through
reinforcement and punishment
 developed in US
 Known as Skinnerian
 Instrumental Conditioning
 Voluntary behaviour
 Behavior is said to be emitted
Skinners Box
 Thorndike’s Connectionism

S-R framework states that in learning is process

between stimulus and respond
Stated that learning will take place
when a strong connection or bond
between stimulus and response is
formed.
PRIMARY LAWS
LAW OF EFFECT response may either be strengthened
or weakened depending on the
consequence

behavior is controlled by its

consequences allowing us to discuss
the role of rewards and punishment
in motivating children to learn

LAW OF EXERCISE the more the S-R bond is practiced,

the stronger it will become

LAW OF READINESS
2 parts:
Law of Use
Law of Disuse
the more ready a person to respond
to a certain stimulus is, the stronger
will be the bond between them
 Otherwise known as “Law of Action
Tendency”

MOTIVATION AND DRIVE ARE

ESSENTIAL TO LEARNING
BECAUSE THEY BOTH SPUR
THE LEARNER INTO ACTION
Educational Implications According to this theory, the task
can be started from the easier aspect
towards the difficult side. This
approach will benefit the weaker and
backward children.

A small child learns some skills

through trial and error method only
such as sitting, standing, walking,
running, etc. In teaching also, the
child rectifies the writing after
committing mistakes.
Thus, before starting to teach in the
classroom, the students should be
properly motivated.

Practice is the main feature of trial

and error method.
Habits are formed as a result of
repetition
he theory lays emphasis on the use of
reward and punishment in the class
by the teacher.

he theory may be found quite helpful

in changing the behavior of the
delinquent children.
With the help of this theory, the
teacher can control the negative
emotions of the children
Teacher must observe the effects of
his teaching methods on the students
and should not hesitate to make
necessary changes in them, if
 required.
The theory plays more emphasis on
oral drill work

HUMANISTIC LEARNING THEORY

Maslow’s Hierarchy of Needs
ABRAHAM MASLOW -a psychologist who studied positive
human qualities and the lives of
exemplary people.

NOTE: a person's motivation to

reach his/her full potential
CHARACTERISTICS OF SELF-  They perceive reality
ACTUALIZERS efficiently and can tolerate
uncertainty.
 Accept themselves and other for
what they are
 Problem-centered(not self-
centered)*solutions
 Unusual sense of humor
 Able to look at life objectively
 Concerned for the welfare of
humanity
 Establish deep satisfying
interpersonal
 Democratic Attitudes
 Strong moral/ethical standards
BEHAVIOR LEADING TO
SELF-ACTUALIZATION  Experiencing life like a child
 Try new things
 Listening to your own feelings
 Avoid pretense and being
honest
 Be prepared to be unpopular if
your views do not coincide with
of the majority
 Taking responsibility and
working hard
 Identify your defenses and have
the courage to give them up

EDUCATIONAL  Adopt a holistic approach to

APPLICATIONs: education and learning
 Fulfill their basic physiological
needs
 Neobehaviorism Learning Theory
Bandura’s Observational Learning Theory
Albert Bandura’s Social Learning
theory
Guiding Principles behind
observational learning or social
learning theory
Learning by observation involves
four separate processes:
People can learn either by observing
or modeling
May or may not involve imitation
What one learns was information
which was processed cognitively and
acted upon in a way that is
advantageous
The observer will imitate the
model’s behavior if the model
possesses characteristics that the
observer finds attractive or desirable
The observer will react to the way
the model is treated and mimic the
model’s behavior.
A distinction exists between an
observer’s “acquiring” a behavior
and “performing” a behavior.
Attention – first pay attention
Retention – ability to remember a
behavior that has been observed
Motor reproduction – ability to
replicate
Motivation – willingness to
demonstrate a behavior
Attention and retention account for
acquisition or learning of a model’s
behavior; production and
motivation control the
performance.
Human development reflects the
complex interaction of the person,
the person’s behavior and the
environment. – Reciprocal
Determinism
 RPH

La Islas Filipinas The name given by Ruy Lopez de

Villalobos
Gomburza Password of Kawal
Divide and Conquer Early Colonizers used this type of
strategy to conquer land/ countries
Bandala The practice of imposing specific
volumes and kinds of product that each
province must sell to the colonial
government
Gomburza Accused as the brains behind the
uprising in cavite
Plaridel Marcelo H. Del Pilar
Emilio Jacinto Brains of Katipunan
The Discovery of Katipunan The turning point of Philippine History
Daniel Tirona He questioned the qualifications of
Andres Bonifacio as Director of Interior
John Locke He is the proponent of Social Contract
Theory
Zaragosa Agreement of 1529 The agreement that required Spain to
hand over the control of Moluccas to
Portugal
Camilo de Polavieja He signed the execution of Rizal
Polo y Servicio Spanish term for forced labor
La Solidaridad Weapon used by the propaganda
movement
Teodoro Patino Katipunero who divulged all that he
knew
Artemio Ricarte He was elected as Captain General
during Tejeros convention
Ateneo De Manila Originally known as Escuala Pia
Andres Bonifacio The leader of Magdiwang Faction
Enconmienda Royal Vast tracts of land awarded by the king
of Spain to his loyal wards
Dr. Pio Valenzuela Who informed Rizal about the Katipunan
La Liga Filipina A secret Society founded by Rizal
University of Santo Tomas School establish by Dominican order
Gregoria De Jesus Ka Oriang
Triangulo Method of Recruitment in KKK
Cedula Identification card
Villalobos Expedition 1542 - spread Christianity
-permanent settlement in the island
Legazpi Expedition To find spices
Diego De los Reyes Last Governor- general of the
Philippines
Fernando Prim de Rivera He Signed the Pact of Biak-na-bato
Rafael Maria dela Torre Longest serving General
Ramon Blanco He declared Martial Law in 8 Philippine
provinces
Narciso Claveria He gave Spanish surnames to the native
Filipinos
Carlos Maria Dela Torre He is known for his liberal leadership
Miguel Lopez de Legazpi 1st Governor General in the Philippines
Monopoly Trading Loss of connection with other countries
Maharlika RulingClass
The Datu and Raja
Timawa Middle class
taxpayers
Alipin
Saguigilid Live in the houses of the slave owners
Namamahay Had their own dwellings
Sultanate System Islamic Belief
Mudum He spread the teachings of Islam
Ariabian Priest
Arrived at Sulu in 1380
Raja Baginda He arrived in Sulu in 1390
Successfully converted the natives to
Islam
Abu Bkr Follower of Mudum
He married of the daughters of Raja
Baginda
Parasimuli Wife of Aba Bkr
Daughter of Raja Baginda
Shariff Muhammed First Sultan of Mindanao
Kabungsuwan
20,000 people Sultanate system covers
Datus Sultan rules over several
Council of elders Sultanate System
Ruma Bichara
Relatives of Sultan
Panglima
Luzon Active internal and external trade
Mindanao
Siam
Japan
Brunei- Borneo
Sumatra- Indonesia
Malaysia
Kampuchea- Cambodia
Legislative Law makers
Formulating law
Judicial Judge
Umalohocan /Town Criers People responsible to announce the law
Trial by ordeal Datu judged the innocence or the guilt of
the suspect
Just war Conduct war to expand territory
Animism Worshipped Gods/goddesses said to
reside in environment
Anitos Worshipping images of saints today
Bathala or Abba Supreme God
Kalwalhatian Enternal Place
Paniwata Most popular religious ceremonies
Babaylan( visayans) Rituals performed by mediums and
Catalonan ( tagalog) healers
15th Century Age of Exploration
= Spain and Portugal
Ferdinand Magellan Portuguese navigator and explorer
Magellans Expedition Prove that the world is round
King Manuel 1st of Portugal Disapproved by the idea
King Charles of 1st of Spain Approved the idea
326 People on board
 San Antonio
 Concepcion
 Santiago
 Trinidad
 Victoria
Trinidad Flagship of Magellan
Victoria Only ship who completed the journey
Antonio Pigafetta Chronicler
Enrique of Malacca Malay slave of Magellan
September 20, 1519 Departure from Seville Spain
Ocober 21, 1520 Strait of Magellan in sounth America
1 month voyage
Pacificus Tranquil or calm
Pacific ocean
March 16, 1521 Magellan reach the homonhon(Samar)
island
March 28, 1521 Magellan reach Limasawa
March 31, 1521 First Mass in the Philippines
Lead by Padre Pedro de Valderrama
April 7, 1521 Magellan reach Cebu
Raja Humabon Cebu
April 14, 1521 Humabon was Christened
April 27, 1521 Battle of Mactan
November 5, 1521 Sailed to Moluccas Island
September 6, 1522 Out of 326 crew, only 20 people returned
Magellan failed the expedition
Juan Sebastian Elcano The first person to circumnavigate the
world
King Philip 2nd Settlement in the philippines that will be
used for the spice trade
Miguel Lopez de Legazpi Expedition that sailed from Mexico in
1564
Fray Andres de Urdaneta Priest and survivor
Raja Tupas Cebu
Raja Sikatuna Bohol
Raja Sigala
Cebu Oldest City
Santisimo Nombre De Jesus
Martin de Goiti He found the kingdom of Manila
Manila Kota seludong
Raja Sulayman Manila
Manila Capital of the philippines
Insigne y siempre leal Ciudad
2nd oldest city in the philippines
Falla A payment to be exempted in forced
labor
Enconmienda System The reason why our country is suffering
Ecomendero Land owner
Enconmienda Privado Land given to those people who
contributed a lot to colonization
Centralized Government King
Viceroy
Governor General
Encomendero
Reduccion Resettlement used by the spaniard
The reason why we ave the concept of
Cabecera or Capital
Mexico Center of Spanish Government
Viceroy Appointment of Gov. General
Cumplace The power to choose the laws
Fiscal Power Power to collect taxes
Head of Royal Audiencia Supreme Court
Provinces Alcalde Mayor
Pueblo ( town) Gobernadorcillo
Male Suffrage
23 y/o and older
Pay 500 pesos tax
Cabeza de Barangay Barangay
appointed
Tributo Products that were forced to hand over
Social Class Hierarchical and a system of caste and
race
Peninsulares Social Class
Insulares
Creoles/Illustrados
Indio
Sanleys
Rafael de Izquierdo Most hated
Jose Basco y Vargas Most economic minded
Diego de los Rios Treaty of Paris
Sulltan Kudarat Most prominent leader of mindanao
Education system Religion based curriculum
UST Oldest university in the country
Colegio de San Juan de Latran Orphaned boys
Primary education Christian Doctrines
Secondary Education Study of religion
Latin language
Educational Institutions were
only open to spanish children
After 1863, the government
opened the universities to
natives
Religion To enslave the people’s mind and hasten
subjugation
Revolution Break of Contract
French Revolution Mother of all Revolution
Cavity Mutiny Awakening of the people
Uprising
Secularization
Garrote
Propaganda Movement Peaceful Crusade
KKK Bloody Crusade
Graciano Lopez Jaena Diego Laura
First Editor
Jose Rizal Laong Luan
Dimasalang - Untouchable
Greatest Contributor
Marcelo H. Del Pillar Second editor
Diaryong Tagalog
Kataastaasan Kagalang- KKK
galang na Katipunan ng mga
anak ng bayan .
Gain Independence from Spain KKK GOAL
Ladislao Diwa Founders of Katipunan
Teodoro Plata
Andres Bonifacio
Deodato Arellano
Valentin Diaz
Jose Dizon
Deodato Arellano Elected as secretary
First President
Kartilya Code of Ethics
Melchora Aquino Mother of Katipunan
Teresa Magbanua Visayan Joan of Arc
School teacher and military leader
Kalayaan Official newspaper
Jose Rizal Bayani
Gomburza Kawal
Anak ng Bayan Katipon
Maynila 8 provinces
Bulacan
Nueva Ecija
Cavite
Pampanga
Laguna
Batangas
Tarlac
Dapitan Sleepy town
Consummatum Est It is done
Baldomero Aguinaldo Magdalo
Forced Labor Agricultural development was neglected
Garcia( 1525) Failed Expedition
Sebastian( 1526)
Alvaro ( 1527)
Legazpi
Villalobos