WESLEYAN UNIVERSITY – PHILIPPINES

Maria Aurora Extension Campus

COLLEGE OF EDUCATION

Geo 05
Understanding the Self

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 MODULE 1: INTRODUCTION TO UNDERSTANDING THE SELF

Lesson 1: Social, Environmental, and other Life Factors (S.E.L.F.)

 Nature vs. Nurture

Nature differs from Nurture, since in Nature, a person develops his/her

characteristics biologically (something that has developed starting from the
birth of the child), while in Nurture, a person develops his/her characteristics
through the external factors, such as the environment and the society (family,
friends, relatives, etc.).

 Identity vs. Self

Identity, also, differs from Self, as what the readings say, Identities are
“qualities, characteristics, beliefs, opinions, etc., that make a person unique
from others.” These is what is distinguishable by others, or what they
perceive to us through our actions. Self, on the other had, is the “person of
himself/herself,” meaning, it is what the others didn’t see in you, because this
is personal character; this is what makes up a person.

 Dimensionalities of the Self/Identity

There are 4 different dimensionalities of self, namely social factor,

environmental factor, hereditary factor, and person-volition factor.

1. Social factors are the factors in the development of a person which

includes all the person around us, like our family members, relatives, friends,
teachers or professors, and even strangers, that might create an impression
to you or affects your actions and thoughts in life.

2. Environmental factors are the factors in the development of a person that

includes the environmental structure, events, and such, which might give an
impact on how a person could grow in all the aspects of his/her life.

3. Hereditary factors are the factors in the development of the person that
includes biological changes and events, such as growth in height, puberty
(growing of pubic hair, deeper voices for male, broadening of hips and start of
menstruation for female, etc.) that usually affects the physical characteristics
of a person.
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 4. Person-volition factors are the inclination of a person creates a social
construct which sets him apart to others.

ACTIVITY 1
Do You Truly Know Yourself?
Answer the following questions about yourself as fully and precisely as you can.
1. How would you characterize yourself?
2. What makes you stand out from the rest?
3. How is your self-related to other selves?
4. What will happen to yourself after you die?

Lesson 2: What Philosophy says about the Self

 Self – it is defined to as “a unified being, essentially connected to

consciousness, awareness, and agency (or, at least, with the faculty of rational
choice).
 Classical Antiquity

Through Greek times:

 Greek philosophy was started by Socrates, with his aphorism/principle of

“know thyself,” which is also inscribed in the temple of Apollo at Delphi.

 Socrates believed that the real self is not the physical body, but rather
the psyche, or the soul.

 Plato, a student of Socrates, also studied and explained thoroughly what is

the true essence of self, which is then founded by his mentor. Plato
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 suggested that the “self is fundamentally an intellectual entity whose nature
exists independent from physical world.”

 Furthermore, Aristotle, student of Plato, explained thoroughly how we

could see the essence of self. Aristotle suggested that the ideal is
subsumed in the phenomena. Aristotle called the ideal as essence, and the
phenomena as the matter. He emphasized that these 2 co-exist, and is
dependent with one another.

 Two lens of Philosophy of Self in Greek Times:

 Rationalism – explains self from the standpoint of what is ideal and true,
and what not is rooted with senses.

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  Empiricism – according to it, there is no such thing as innate knowledge;
all knowledge are derived from experience – through five senses or what is
perceived by our brain.

 Towards Modern Philosophy

 St. Augustine incoporated the views of Plato to his religious philosophy.

 John Locke, David Hume, and Immanuel Kant were empiricists

philosophers.

 Rène Descartes was a dominant rational philosopher during the Middle Ages
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 Contemporary philosophers have incorporated science to their theories in the
light of the technological advancements that they have been exposed to.
 Majority of contemporary philosopher were empiricists:
 Gilbert Ryle, Patricia Churchland, and Maurice Merleau-Ponty have
incorporated biological and neuroscience in their philosophies.

ACTIVITY 2
In your own words, state what self is for each of the following philosophers.
After doing so, explain how your concept of self is compatible with how they
conceived of the self.
1. Socrates 6. Kant
2. Plato 7. Ryle
3.Augustine 8. Aristotle
4. Descartes
5. Hume

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Lesson 3: What Science says about the Self?
Natural and social sciences encompass a number of disciplines that have
deliberated on and explained the concept and nature of the self.

 Biological/Physiological Sciences
 Neurophilosophy (attributed to Paul and Patricia Churchland) is concerned
with the association of the brain and the mind.
 Psychoneuroimmunology describes the shaping of the self as similar to
how the human immune system functions.

 Social Sciences
 Psychology defined as the study of human behavior, sees the self as a
theoretical construct.
 Psychoanalysis (proposed by Sigmund Freud) focuses on the “unconscious”
as a core element of the self.
 Behaviorism maintains that the study of behavior should be made from an
observable and measurable perspective.
 Social Cognitive Theory considers behavior as a function of the
environment and internal attributes.
 Humanistic Perspective draws its assumptions from the observed
criticisms of psychoanalysis and behaviorism. It believes that every
individual has the ability to reach self-actualization and transcendence, and
that each person is inherently good or possesses something that is good.
 Sociology is the study of the collective behavior of people within the society
and focuses on social problems encountered by individuals.
 Anthropology is the study of human beings and their ancestors through time
and space and in relation to physical character, environmental and social
relations, and culture.
 Political Science (PolSci) is concerned with the participation of individuals in
establishing a government and making political choices.
 Economics describes and analyzes the production, distribution, and
consumption of goods and services.
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 MODULE 2: UNFOLDING THE BIOLOGICAL SELF

Lesson 1: The Physical Self

This section identifies and explains the biological and environmental factors that
shape the physical self. It also delves into socio-cultural issues associated with
physical well-being.

 The Biological Blueprint

 The physical self is shaped by biological and environmental factors
 Heredity is defined as the transmission of traits from parents to offspring. The
traits are made up of specific information embedded within one’s gene.
 Genotype refers to the specific information embedded within one’s genes;
not all genotypes translate to an observed physical characteristic.
 Phenotype is the physical expression of a particular trait.
 Each individual carries 23 pairs of chromosomes, which are threadlike
bodies in the nucleus of the cell and the storage unit of genes. The 23rd pair,
also known as sex chromosomes, determines the sex of an individual.
 Within each chromosome is the deoxyribonucleic acid (DNA), which is a
nucleic acid that contains the genetic instructions specifying the biological
development of every individual.
 Maturation is known as the completion of growth of a genetic character
within an organism or the unfolding of an individual’s inherent traits or
potential.
 Environmental Conditioning
 As you grow up, you are exposed to environmental influences that shape yoir
physical self, including those from your social networks, societal expectations,
and cultural practices.
 Family, being your first social group, forms a crucial foundation of your
development, including that of your physical self.
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  As you grow older, you get exposed to a larger social group with new
practices and standards. As a result, you may begin engaging in acts that
would make you attractive and acceptable to others.
 One aspect of physical beauty is a person’s body type. Contemporary
media has portrayed slim bodies as the ideal body type for women and
muscular bodies for men. Thus, adolescents indulge in activities that would
enable them to achieve these ideal body types.
 However, some adolescents may resort to unhealthy habits just to achieve
the ideal body type. It is important to remember that physical beauty is only
skin-deep; that what matters is feeling good about oneself and embracing a
healthy perception of one’s physical worth.
 Achieving Physical Well-being

1. Healthy eating. Following a healthy diet results in healthy skin, ideal weight,
and better stamina.
2. Embracing a healthy lifestyle. Physical activities such as walking, running,
going to the gym, and engaging in sports also contribute to a healthier body.
3. Maintaining proper hygiene. Taking care of your body by consistently
following a hygiene regimen can also help you feel good about yourself.
4. Being confident. Be secure in yourself, embrace a positive outlook toward
various situations and problems, and love and accept who you are.

ACTIVITY 3: Defining Beauty

Complete the sentences below.
1. For me, beauty means
___________________________________________________________
2. A beautiful person is
_____________________________________________________________
3. I am beautiful because
____________________________________________________________
4. List down names of people you know who are beautiful.
____________________________________________________________
Fill out the table below by listing the common secondary sexual male and
female characteristics.
Male Secondary Sexual Female Secondary Sexual
Characteristics Characteristics
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Lesson 2: The Sexual Self
This section tackles one of the most crucial aspects of human development, the
sexual self. It highlights biological and environmental factors that shape sexual
development. Tips on regulating sexual behavior are also provided.

 The Biology of Self

 At birth, the sexual genital (penis for male, vagina for female) is a biological
feature that distinguishes males from females. Moreover, during puberty,
observable changes in the human body also known as secondary sexual
characteristics begin.
 When physiological changes are triggered within the adolescent’s
reproductive system, he or she is likely to experience sexual urges, become
more sensitive to sexual stimuli, and feel sexual arousal.
 Humans are likely to engage in sexual activities to satisfy sexual urges.
However, the kind of sexual activities they engage in may vary.
 A person should be aware of his/her sexuality and sexual attributes in order
to make responsible decisions. Adolescents need to realize the importance of
having informed choices.
 Sexual Identity and Gender Orientation
 Biological sex is one’s assignment upon birth and is dependent on physical
feature. On the other hand, gender is an identity that is learned and
embraced by individual.
 Gender roles refer to societal expectations of how men and women should
act. Everyone has a basic idea of gender roles: men are assumed to be
strong and dominant while women are perceived to be submissive and
demure.
 Sexual identity and gender orientation underlie one’s concept of self. A
person expresses his or her sexuality through individuality; one’s belief and
behavioral lifestyle are based on his or her own perceptions of sexuality.
 The Consequences of Sexual Choices
 Sexual intercourse (copulation) is the reproductive act in which the male
organ (penis) enters the female’s reproductive tract (vagina). Adolescents
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 couples who engage in sexual intercourse are usually overwhelmed by the
sensations they feel during the act.
 However, if the woman is fertile during the time of intercourse, pregnancy is
likely to occur and it lasts approximately nine months before the birth of the
child. Having a child entails a big responsibility and should not merely be a
consequence of an impulsive moment. Physical risks to having an early
pregnancy may impact an adolescent’s development, including miscarriage,
emotional stress, and health risks to both mother and infant.
 Aside from pregnancy, another consequence of impulsive and careless
sexual intercourse is the risk of acquring sexually-transmitted
diseases (STDs). Among common STDs are:
 Syphilis
 Gonorrhea
 Chlamydia
 Genital Warts
 The most alarming sexually transmitted disease is the acquired immune
deficiency syndrome (AIDS) caused by the human immunodeficiency
virus (HIV). It can be transmitted by contact between broken skin, wounds, or
mucous membranes and HIV-infected blood or blood-contaminated body
fluids.
 It is important that everyone makes responsible decisions with regard to
sexuality and sexual behavior. Responsible sexual behavior entails the
following:
 Respect for one’s body. It means taking care of one’s body and avoiding
activities that undermine one’s worth and respect.
 Maturity in thoughts and deeds. It refers to being objective, rational, and
calm, instead of being swept by one’s emotion.
 Being guided by one’s personal beliefs and core values. Everyone,
especially an adolescent, should always be grounded by his/her personal
principles and self-worth.
 Being future-oriented. Instead of focusing on the present, a person should
always weigh his or her present actions with possible consequences in the
future.

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ACTIVITY 4
1. Creative Work. Propose a program in school or community that will raise the
awareness of the students and to help eliminate sexually transmitted diseases
especially among the youth.
2. Agree or Disagree. Are you in favor of legalizing marriage among homosexuals
and transgender? Why?

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 MODULE 3: UNFOLDING THE SOCIAL SELF

Lesson 1: The Social Self

This section discusses the social and environmental factors that shape oneself. This
included environmental systems, cultural orientations, and other social factors that
play a crucial role to one’s self.

 The Self and Its Social Agency

 Human development is largely influenced by membership in crucial social
groups that shape various aspects of the self; from belief systems, values
orientation, and behavior.
 At the beginning of life, one already belongs to a social group: his/her family.
It is the most pervading influential social group that impacts the self in its
entire course of development. The views one holds about the world, values
upheld in making choices ane decisions, and the habits and persistent
behavior one carries have been formed in the context of one’s family and
home environment.
 Next to family, schools and the general academic environment form a
sgnificant part of the social self. Worldviews expand as one gets exposed to
more people in different social learning environment. Knowledge and social
skills gained from mentors, relatives, and peers contribute to how the social
self is harnessed.
 Aside from one’s family and school environments, communities also shape
one’s social self to a large extent.
 The social self inevitably changes as one accomodates and eventually
assimilates beliefs promoted by the society as he/she thinks, appreciates, and
behaves according to standards set by micro and macrosystems.

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 Culture
 “Culture is the complex whole which includes knowledge, belief, law, art
moral, custom, and other capabilities and habits acquired by man as a

member of society.” (Tylor, 1871)

 To further understand the nature of culture and its influences on oneself, the
following models illustrate how culture functions in relation to one’s social
self.
 Biological Systems Theory

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  Urie Bronfenbenner’s (1935) Biological Systems of Development explains
an individual’s social development, using biological, environmental, and
ecological lenses.


 Individualism-Collectivism Model

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  Another model that highlights the
impact of culture to the self is the Individualism-Collectivism model
proposed by Hazel Markus and Shinobu Kitayama (1991).

 According to the model, individualism as an orientation focuses on one’s

individual attributes and personal distinctiveness. People who
are individualistic are observed to be competitive and self-reliant. On the
other hand, the collectivist orientation values relationships and harmony.
People who are collectivistic prioritize interests to maintain healthy
relationships.
 I vs. Me
 One’s behavior when he or she is alone differs from his or her behavior
when he or she is with others.
 This is what Herbert Mead (1934) posited in his theory of the social self. He
posited that the self is divided into 2 parts: the I which is known as the
unsocialized self, and the Me which is known as the socialized self.
 The I is manifested when one acts naturally for his/her own motivations
and not because of others. On the other hand, the Me is the awareness of
how others expect one to behave. This is also known as the social self.
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  These different models present ideas on the process of the self’s social
development. Studying these models helps in understanding oneself and
other people. It is not ideal, however, to generalize a certain culture based on
these models.

Answer the following Questions:

1. Who are you or what would you become in 10 to 20 years?
2. What are your motivations for your envisioned self?
3. Outline your plans on how you will make your envisioned self into reality.
4. What is your perception on goal setting?

5. How is culture affect oneself?

Lesson 2: The Socio-Digital Self

This section examines the role of technology and the internet in shapong an
individual’s social self, with emphasis on the use of social media platforma and
membership in virtual communities. This section highlights the crucial role of the
internet in forming the self and identity of millenial learners.

 The Self in the Age of Technology

 Social media is defined as the websites and applications that make it easier
to create and share information, ideas, and interests. It also allows people to
create other forms of self-expression via virtual communities and networks.

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  Through the use of social media, people may act differently since interaction
in social media do not happen face-to-face and there is no physical presence
required. This is called online disembodiment. With this, people are less
likely to display their real “selves” to others, especially to strangers.
 Digital Identity
 People generally have role identities. These are the characters and roles an
individual creates as a member of a particular social group. Following this
definition, “self” is composed of identities ranked by importance. The greater
the commitment of an individual to a particular identity, the greater the
importance of this identity.

 In an online environment, one’s role identity is vitally important in order for

him/her to project himself/herself in the said environment. Amidst the
technological tools and channels surrounding individuals and online activities
that people engage in, one’s online identity enables him/her to participate in a
virtual society.
 However, participation in virtual environments may entail changes that may
affect a person’s sense of self. In some cases, people present themselves
differently in online interactions as compared to the face-to-face interactions
they engage in.
 Online Disinhibition Effect
 When people adopt fake identities, they are likely to engage in behaviors that
they would not do in real life interactions, known as online disinhibition.
 There are 2 main categories of behaviors that fall under online disinhibition:
1. Benign disinhibition. It occurs when people tend to self-disclose more on
the internet than they would in real life or go out of their way to help
someone or show kindness.
2. Toxic disinhibition. People take part of this when they use rude language,
bully or threaten others on online platforms, and go to websites with
contents of violence, crime, and pronography.
 Managing Responsible Online Behavior
 How can one behave responsibly online? The following are some
suggestions:
1. Do not post or send anything that will embarrass you.
2. Avoid posting statements when experiencing strong emotions.
3. Do not hang out with the “wrong crowd” online.
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 4. Do not hang out with the “wrong crowd” offline.
5. Be careful with oversharing, especially confidential information that may be
used irresponsibly.
6. Respect other people in the online community.

ACTIVITY 5
1. Creative Work. Form groups with Three to four members. In an illustration
board, make a slogan or a poster about becoming a responsible Internet user.
Use coloring materials to improve your output. Share your output in class and
record the comments/ reactions of your classmates.
2. Research Work. Search from the library or websites for the guidelines used
in identifying fake news. Share in class

Lesson 3: The Material/Economic Self

This section focuses on how people maintain extensions of themselves through
material possessions and maintenance of particular lifestyles. In the context of
what the society values as needs and wants, this section discusses how an
individual acquires goods, the factors that shape his/her economic decisions, and
what these things say about one’s sense of self.

 People are likely to purchase products that can relate to their personality.
Material possessions signify some aspects of one’s sense of self and identity.
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 Possessions, tell a lot about their owners. Thus, one’s sense of self and identity
is influential on how an individual chooses to purchase his/her wants and how
he/she makes economic decisions that will address his/her personal and social
needs
 The decisions that go into the purchase of items and certain services is
dependent on a number of factors, including financial constraints, availability of
items and services, and the influence of family and friends.

 However, the most important factor is determining whether these items and
services fall under:
 Wants. Synonymous with luxuries. People buy them for reasons that do not
warrant necessity.
 Needs. These are important for survival. Food, clothing, and shelters are
basic needs so people purchase them out of necessity.
 In the process of acquiring material goods, people generally consider 2 things:
 Utility. Concerned with how things serve a practical purpose.
 Significance. Concerned with the meaning assigned ro the object. It is also
concerned with how objects become powerful symbols or icons of habit and
ritual which can be quite separate from their primary function.

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 To further understand the term significance, Roland Barthes studied the
concept of semiology or the study of signs. According to him, it is through
objects that people assert their identities. This idea suggests that objects, aside
from contributing to how an individual identities himself/herself, also signify
relationships of people with others based on what they possess.
 The possession of material things also indicates one’s status in the society.
These personal choices build one’s material and economic self which is an
extension of his/her social identity.

ACTIVITY 6
Debit Card Challenge
A very wealthy person gave you a debit card and told you to use it as
much as you want to make yourself happy. What are you going to do with Page
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Make a list of what you want to have. Write as many as you want.
 LIST

ANALYSIS

Answer the following questions.

1. How do you feel as you do the Debit Card Challenge?

2. Which among the items in your list you like the most?

3. If ever you were given the chance in real life to have one among the list, which
would you choose? Why?

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4. Does your choice different from what you answer in question number 2? Why or
why not?

5. Let your classmate read your list. Ask him/her to give or write a quick
impression of yourself based on the list you showed him/her.

6. Is the quick impression of your classmate has some truth about who you are?

MODULE 4: UNFOLDING THE MENTAL SELF

Lesson 1: Cognition, Memory, and Intelligence

This section discusses the nature of cognition and metacognition, its underlying
mechanisms, and how it contributes to one’s sense of self. This further tackles the
mechanism of human memory and the different types of human intelligence.

 Cognition

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  People are born with innate capabilities that empower them to manage
themselves in various settings and situations.
 Cognition is a crucial part of an individual’s development process which
influences behavior, just as how behavior also impacts it, assuming bi-
directional connection. The way information is taken in and how it is analyzed
and processed is a function of human cognition.
 Cognition is defined as the complex array of mental processes involved in
remembering, perceiving, thinking, and how these processes are employed
(Ashcraft & Radvansky, 2010). It is an umbrella term to cover all high-
order thinking processes.
 Memory
 If cognition covers all higher-order thinking processes within an individual, a
major focus of its study is the function of memory. It is the faculty of the mind
through which information is acquired and retained for later use.
 Memory functions in 3 levels:
 Sensory memory is the level that allows information from the external
environment to be perceived by an individual through senses, usually in the
form of chemical and physical stimuli, often with focus and intent.
 Short-term, working memory is where information is temporarily stored,
where information is simultaneously remembered and is in a readily-
available state, typically from 10 to 15 seconds, up to one minute. It can
store up to 5-9 items, after which information is discarded if there is no
conscious and deliberate effort to retain it.
 When there is a deliberate effort to store information and it is done
consistently and with practice, then this information is transferred to long-
term memory. Information stored in long-term memory is often permanent
and allows for repeated retrievals across situations.
 Intelligence
 The term is referred to as an individual’s capacity for understanding, learning,
planning, and problem solving with logic, creativity, and self-awareness.
 It is characterized as the appkication of knowledge to be able to adjust to the
environment.
 It is the process of applying knowledge in the proper context whenever the
need arises.
 A number of theories have already been presented regarding intelligence.

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  Howard Gardner’s theory of Multiple Intelligences

 Robert Stenberg’s Triarchic theory of intelligence

 According to Sternberg (1895), intelligence is defined as “a mental activity

directed toward purposive adaptation to, selection and shaping of, real-
world environments relevant to one’s life.”
 Both the theory of multiple intelligences and the triarchic theory of intelligence
explain the nature of intelligence, and the personal and environmental factors
that shape it.

Lesson 2: Human Learning

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This section provides an overview of human learning, the factors that contribute to
the learning process, and how its shapes the individual self.

 Learning
 If cognition, memory, and intelligence are underlying mechanisms that allow
people to perceive, process, and apply information for daily adaptation, then
learning is a natural consequence of these mechanisms.
 Learning is defined as a relatively permanent change in a person’s
knowledge or behavior as a result of experience. This definition connote 3
things:
1. The change is long-term
2. The source of change comes from within the external structures of memory
or knowledge of the individual.
3. The change is attributed to the personal experiences of the learner in
his/her environment.
 People learn in many ways, and several theories and models have been
forwarded to understand and explain how learning occurs. One such theory is
the social cognitive theory which emphasizes the value of the social
environment in one’s learning process that is built on observational learning.
Based on this theory, there are 4 stages in observational learning:
1. When an individual focuses on information that he/she perceives to be
interesting and useful (Attention),
2. Stores and gives a mental representation of the information (Retention),
3. Recalls and rehearses the information given (Motor Reproduction), and
4. Repeats the entire process constantly and consistently (Motivation), then
learning happens.
 Learning happens even beyond the classroom; it happens in daily situations.
According to the social cognitive theory, there is an interaction
of personal (cognition, personality, motivational,
orientation), environmental (family, schools and other settings, peers and
social relationships), and behavioral factors (feedback and consequence) that
accounts for behavioral change.
 The notion of learning is underlined by notions of self-efficacy and human
agency. Self-efficacy is defined as the extent to which people believe that

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 they can confidently learn and master a particular skill.

 According to Albert Bandura, self-efficacy can be developed through the

following:

 Mastery experience. Accomplishing simple tasks that lead to more

complex tasks.
 Social modelling. Observing an identifiable model who accomplishes the
task.
 Improving physical and emotional states. Being relaxed and calm before
pursuing a challenging task.
 Verbal persuasion. Providing encouragement and feedback during the
accomplishment of a challenging task.
 Apart from self-efficacy, human agency is another valuable principle in the
learning process. People are not products of inner forces or environments;
they are self-regulating and proactive.

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 Thus, in the learning process, students bare equally accountable for their
performance as much as their teachers. While teachers are considered
agents of motivating the learning process, students have the responsibility to
be equally involved as well. It is in this perspective that students are
considered agents of their own learning, and they are expected to invest in
their own learning, and they are expected to invest in their own learning
process.
 This leads to the question of how much of an investment should students
make in the learning process. There are 2 strategies in learning that students
can use:

1. Surface learning. Students simply accept information presented to them

and memorize them in an isolated and unlinked manner.
2. Deep learning. The deeper understanding of information by creating
significant meaningful links across different concepts and how it can be
applied in practical ways.
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  To adopt deep learning strategies, students can engage in the following
habits:

 Taking doing notes

 Asking questions during class sessions
 Creating cognitive maps
 Engaging in collaborative learning activities with mentors and peers
 Going beyond the mandatory course requirements

ACTIVITY 7
Learning to be a Better Learner
_ Answer the Metacognitive Awareness Inventory and evaluate yourself
as a learner. A copy of the MAI can also be downloaded from the
following link: Metacognition (viu.ca)
Analysis:
1. Do you agree with the results of your MAI? Why or why not?
2. Make a list of your Top 5 Tips/ Secrets for studying based on your
personal experiences/ preferences. Share your answer in class.
3. Does your MAI result consistent with your personal Top 5 Tips/ Secrets
for Studying?

MODULE 5: UNFOLDING THE EMOTIONAL SELF

Lesson 1: Human Emotions and Emotional Intelligence

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This section delves into the understanding of one’s emotional self through the lens
of emotional intelligence theories, particularly in the aspects of emotional
awareness and emotional management.

 Human Emotions
 An important aspect of understanding the self is acknowledging the presence
of emotions. Emotions serve as a driving force in how one acts and behaves.
It plays a part in making decisions, embracing certain lifestyles, and relating
to others. Emotions are the lower level responses occuring in the brain, which
create biochemical reactions in the body, and consequently cause changes in
one’s physical state (Hampton, 2015).
 While emotion is a biological expereience and response, feelings have been
defined as the mental portrayal of what is going on in your body when you
have an emotion and is the by-product of your brain perceiving and assigning
meaning to the emotion (Hampton, 2015). In other other words, feelings are
subjective experiences that frame the interpretation of emotion.
 In managing emotions, one is actually managing his/her feelings because he
or she is the one “assigning” what emotion means to him/her. Despite this
distinction, researchers have used the term emotional intelligence to denote
the interpretation and managemebt of emotional experiences.
 Emotional Intelligence
 Emotional intelligence has been defined by a number of theories.
 For Bar-on (1997), it is “an array of non-cognitive abilities, competencies, and
skills that influence one’s ability to succeed in coping with environmental
demands and pressures.”
 According to Mayer, Salovey, and Caruso (2004), it’s one’s ability to
understand emotion and for them to contribute in how one perceives the
environment he or she is in.
 For Goleman (1998), it is the” capacity for recognizingour own feelings and
those others, for motivating ourselves, and for managing emotions effectively
in ourselves and others.”
 Emotional intelligence with its specific components has been outlined by 3
models to explain its importance.
 The first model (Mayer, Salovey, & Caruso, 2004) as outlined 4 branches:
 Emotional Perception and Expression
 Emotional Facilitation as aids to make sound judgment
 Emotional Understanding and Analysis

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  Reflective Emotional Regulation
 Goleman (2005) came up with his own clusters of emotional intelligence,
namely:
 Self-awareness
 Self-management
 Social awareness
 Relationship management
 Bar-On’s model (1997) is made up of 5 composites:

1. Self-perception
2. Self-expression
3. Interpersonal
4. Decision-making
5. Stress management
 These 3 models seem to underlie 2 general aspects of emotional
intelligence: Intrapersonal and Interpersonal.
 Research has supported the positive impact of emotional intelligence in a
variety of settings. It has been seen to have positive effects on thinking
abilities during anxiety-provoking testing conditions and enable students to
obtain good scores.
 In the workplace, emotional intelligence, EQ, is said to be more important
than IQ. Employees with high EQ achieve corporate success and exhibit
flexibility skills in dealing with superiors, colleagues, and subordinates.
 The results of various research have higlighted the importance of emotional
intelligence for all individuals. The application of emotional intelligence can be
seen in different aspects of daily life. Emotional intelligence research has also
produced a number of self-reports and assessment tools to measure EQ
levels in specific individuals.

ACTIVITY 8
Self-Stress Assessment
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1. Get a copy of the College Student’s Stressful Event Checklist from the
Arizona State University available through Research Gate. Use the link provided:
(https://www.researchgate.net/file.PostFileLoader.html?
Lesson 2: Emotional Regulation
This section continues the discussion on the emotional aspect of the self, from
emotional intelligence to healthy emotional expression and regulation. It highlights
practical applications of emotional intelligence to one’s daily life.

 Managing and Regulating Emotions in Adolescence

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 Adolescence is considered a turbulent time of development due to to the
biological, psychological, and social changes that adolescents experience
and encounter. It is important that at this stage, adolescents begin to curb
their impulsivity, develop emotional efficacy, and ultimately, acquire emotional
maturity. This will enable them to make viable future plans and long-term
goals.
 In order to establish emotional efficacy and emotional maturity, emotional
regulation must be learned. Emotional regulation is defined as an attempt to
influence emotion. This can be applied in interacting with the self and with
others.
 According to Gross (1987), emotional regulation may take two forms:
1. Cognitive reappraisal. It involves the evaluation of the situation prior to
making personal, subjective valuations about it. This approach can be
helpful because it allows for the logical evaluation of the situation instead of
letting emotions rule over rationality.
2. Suppression. It involves denial and masking of facial expressions to hide
one’s current emotional state. In certain situations where expressing
feelings will not always have positive outcomes, suppression may be the
practical option.
 Another approach in explaining emotional regulation is through the use
of cognitive/covert strategies and behavioral/overt strategies.

 Cognitive/covert strategies include experiential avoidance (avoidance of

thoughts and feelings judged to be painful), rumination (repeated
contemplation), acceptance, and distraction. The advantage of using these
strategies is that they provide the ability to alter negative impacts of
unpleasant emotions.
 Behavioral/overt strategies entail engagement in observable activities,
such as behavioral avoidance (choice of not doing behaviors resulting in
negative emotions), substance abuse, exercise, eating, and getting
involved in social activities. An advantage of behavioral regulation is that its
observable nature allows them to be monitored directly.
 Meta-analytic research has outlined ten (10) common strategies employed in
emotional regulation, namely:

1. Rumination
2. Distraction
3. Acceptance
4. Problem solving
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 5. Behavioral avoidance
6. Experential avoidance
7. Expressive suppression
8. Reappraisal
9. Mindfulness
10. Worry
 However, there are common characteristics shared by individuals who have
achieved emotional maturity and efficacy.

 Self-control. Managing disruptive impulses.

 Trustwothiness. Maintaining standards of honesty and integrity.
 Conscientiousness. Taking responsibility for one’s performance.
 Adaptability. Handling change with flexibility.
 Innovation. Being open to new ideas.
 Empathy. Understanding other people and putting yourself in their shoes.
 How are emotional regulation abilities developed? Regulating emotions can
be primarily learned through observational and social referencing, particularly
on the basis of the family. The emotional climate of homes, parenting styles
of parents, family communication and socialization practices, and mental
health conditions of family members converge toward the emotional
development of adolescents.
 Thus, it is important that students engage in learning opportunities, not only
for the acquisition of knowledge and information, but more so on the
acquisition of emotional regulation strategies that will empower them to
become productive social citizens and emphatic leaders in the future.

MODULE 6: UNFOLDING THE SPIRITUAL SELF

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Lesson 1: The Inner Soul
This section discusses the nature of spirituality, how it is different from religiosity,
the factors that shape one’s spirituality, and its impact on oneself.

 Spirituality
 The concept of the “whole person” is usually associated to the idea of human
beings as having physical and psychological aspects. However, there is third
aspect of being human that is as important as the 2 precedents: the spiritual
aspect.
 Highlighting the mind-body-spirit connection, the spiritual self is an ongoing,
personal life journey, contextualizes by the belief in a higher being, culture,
relationships, nature, and the discovery of meaning in one’s life.
 There are several definitions that have been formulated regarding spirituality.
 Puchalski (2014), spirituality is the aspect of the self that is associated to an
individual’s process of seeking and expressing meaning and how he or she
is connected to the self, to others, to the moment and to everything else
that composes his/her environment, including the sacred and significant.
 Beauregard and O’Leary (2007), spirituality is any experience that is
thought to bring the experiencer in contact with the divine; it is not just any
experience that feels meaningful.
 Sinnott (2002), spirituality is also posited as the individual’s personal
relation to the sacred or transcendent, a relation that then informs other
relationships and the meaning of one’s own life.
 Myers and his colleagues (2000), spirituality is the “personal and private
beliefs that transcend the material aspects of life and give a deep sense of
wholeness, connectedness, and openness to the infinite.”
 What do these definitions have in common with regard to spirituality?

1. Spirituality talks about meaning and purpose that go beyond the physical
realities of life. Going through development, people are inevitably
programmed to make realizations about life, and those insights are not
always about observable phenomena or environmental experiences.
2. Spirituality is focused on a person’s connections to different aspects of
his/her existence: to other people, to nature, and to sacredness and divinity.
In the pursuit of and applying meaning to one’s life, relationships are

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 created and sustained not only with people but with other life forms or with
a higher being.
3. Spirituality talks about the sacred and transcendent. It is a general belief
that in this vast universe, there is a force higher than the self.
 However, people are not born with innate spirituality. It is something acquired
as a result of various personal, social, and environmental factors present
throughout one’s lifetime. In this regard, spirituality is related to religiosity,
which is often used interchangeably with the former. There are, however,
distinct differences between the 2.
 Religiosity is defined as the adherence to a belief system and practices
associated with a tradition in which there is agreement about what is believed
and practiced. It is a formal attachment to the set of beliefs, values, and
practices of a particular religious sect. It includes specific practices,
proscriptions (what should not be done and avoided), and participation in a
specific community that shares the same beliefs and practices.
 However, as one grows older, he/she begins to form questions that are
rooted in religious orientations, slowly making realizations and insights until
his/her search for meaning and transcendence goes beyond his/her religious
orientation.
 There are distinctions between religiosity and spirituality:

 If religiosity is communal, then spirituality is individual.

 In religiosity, beliefs and practices are within religious groups, and religious
commitment, conservatism, and skepticism are manifested. Spiritual
attributes include the need for spiritual quest, ecumenical worldviews,
compassion, service, and inner peace.
 A person can possess spirituality even his/she does not subscribe to any
religion. Spiritual models are present everywhere. They function for
respondents as exemplars or spiritual qualities, such as compassion, self-
control, or faith. Thus, q person can be spiritual without being religious.
 What does spirituality bring to one’s life? For many people, the search for
sacredness and transcendence can bring positive consequences to life. A
spiritual person finds contentment and serenity in his/her life circumstances.
Through spirituality, questions such as “am I a good person?” and “how can I
live my life to the fullest?” are answered. Most importantly, spirituality allows
one to become resilient amidst challenges and roadblocks that occur in daily
life.
 How is spirituality enhanced? The best way of enhancing spirituality lies
within the self. Constant reflection and meditation of life choices and
decisions, developing empathy and compassion toward other people, and
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 having faith in a higher being can enhance spiritual intelligence. It is not about
finding meaning in life, but rather, how meaning is applied to life.

Activity 7
1. Video clip. Watch a video clip with reflection on any of the following topics:
a. Filipino rituals and ceremonies
b. Filipino indigenous religious practices featuring five tribes from Luzon,
Visayas, or Mindanao
2. Reflection paper: Reflect on Victor Franki’s sources of the meaning of life.

Lesson 2: Connections with Nature

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This section discusses the natural affinity people have with nature and similar
constructs, the factors that contribute to such connections, how these relations to
nature are manifested, and how they can be enhanced in the context of one’s
spirituality.

 The Self and the Natural Environment

 The spiritual self is not only tied in one’s connection with a higher being and
other people; it is also related to how people relates to nature.
 Religiosity aside, a significant number of people have made a serious
commitment to nature by taking care of animals, pledging advocacy for
environmental issues, and practicing daily behaviors that manifest a growing
concern for the world. These are embodied in the concepts of affinity with
nature and ecopsychology.
 Affinity with Nature and Ecopsychology
 Affinity with nature can be defined as the ties that bind people and nature
together. It can also mean nature connectedness, defined as the extent to
which individuals include nature as part of their identity. If people feel that
they are one with nature, then destroying it can mean self-destruction and
vice versa.
 Ecopsychology shares many similarities with the concept of having affinity
with nature. It is concerned with the fundamental interconnections between
humans and the natural world through a phenomenological and sensorial link,
and the integration of practices based on the notion that direct contact with
the natural world has healing potential.
 While it is fairly obvious that both concepts focus on the connection of man to
nature, their distinction lies on the nature of the connection they are referring
to.
 Affinity with nature highlights the emotional connection with nature,
anchored on positive affective experiences and authentic love for nature.
 Ecopsychology is based on a transpersonal and philosophical relationship
with nature, highlighting beliefs and practices that promote and enhance
ecological, personal, and community sustainability.
 How can affinity with nature and ecopsychology be developed?
 Just like other aspects of self, these are brought about by experiences with
nature and observations about the environment.
 Locations are also account for tge environmental values and attitudes an
individual has; individuals living in rural areas are more likely to be mindful
of the environment, compared to urban residents.

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 How are connections with nature established and improved?

1. It is not enough that one simply conforms to what society says about taking
care of the environment. Developing an open mind and adopting a
philosophical perspective that advocates for environmental protection and
sustainability is important.
2. The emergence of technology has hampered people’s engagement with
outside activities. It is important to go out, explore the world, immerse
oneself in the beauty of nature, and foster ecologically healthy lifestyles.
3. While not all people are meant for being active environmental advocates,
incremental behaviors toward protecting the environment cam go a long
way. In taking care of nature, an individual also takes care of
himself/herself, thus contributing to optimal, healthy development.

MODULE 7: UNFOLDING THE EMERGING FACETS

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OF THE SELF
Lesson 1: The Political Self: Developing Active Citizenship
This section discusses of politics, elements of active citizenship, and how they
shape one’s political self. It details how one can become active involved in political
and communal affairs, and how they are significant to the shaping of the self.

 Politics, Citizenship and the Self

 As members of the society, people are naturally obligated to participate in a
political system as social citizens. Politics refers to the actions or activities
concerned with achieving and using power in a nation or society. It is also
defined as the ways that power is shared in an organization and the ways it is
affected by personal relationships between people who work together.
 As Aristotle stated, “man is, by nature, a political animal.” This is because
man is a social being and that people naturally drawn to various political
involvements in order to satisfy their social needs.
 Politics as imbibed by man implies several things:
1. Politics is concerned with power. Power inequalities can be observed within
societies. The one who holds power holds influence.
2. Politics functions based on a particular social economic and cultural
context. The nature of politics and political systems is dependent on the
culture of the state. Political claims made by advocates are influenced by
their geographical location and idealogy.
3. The political is also personal. One’s personal choices reflect his/her
personal politics; both are indistinguishable.
4. Politics goes hand in hand with the society. Politics pervades the structure
of society, and thus influences inhabitants in their beliefs, ethics, and
behavior.
 However, the political self is not only shaped by one’s political affiliation or
beliefs. One’s sense of accountability should be manifested in promoting
certain advocacies through healthy political engagement. This is aligned with
the concept of active citizenship.

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 Active Citizenship
 Active citizenship refers to the structured forms of engagement with political
processes and everyday forms of participation in society. It is also defined as
the process of sharing decisions which affect one’s life and the life of a
community in which one lives. Participation is the fundamental right of
citizenship.

 Active citizenship is anchored on one’s cognitive and behavioral

engagement to participate in formal and informal political activities. Different
people manifest different levels of active citizenship; some they take a more
active approach in making their voices heard.
 Active citizenship is a practice of democracy. Democracy should not only
be thought of as a form of government. It is a communal system that allows
volitional freedom of citizens to make informed choices that allow them to
be heard.
 Active citizenship is a social construct. It fosters social relatedness and
belongingness.
 The most important goal of active citizenship is to instill change and
influence society at large.
 Active citizenship is also associated with the “sense of community.” People,
including adolescents, participate in communal activities because it gives a
sense of belonging in a particular group. Active citizenship may facilitate
ethnic pride and provide a voice to the woes of their social group.
 For the younger generation, active citizenship can contribute to their social
development. Engaging in such activities can also enhance efficacy and
competence of the younger generation, as they are considered to be the
“future leaders” of the society. The participation of the youth in nation-building
activities enhances their value orientation and fosters integrity, compassion,
and the sense of justice, which are crucial to the holistic development of a
citizen of a nation.
 Active citizenship helps an individual embrace his/her individuality through the
choices he/she makes and the behavior he/she manifests. The political self is
a result of various personal and environmental factors that impact the
individual. The participation of the youth in political discourse and social
activities can result in cultural and political paradigm shifts that may be felt
even by future generations. Thus, the future begins now.

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ACTIVITY 8
Who is a Filipino?
Cut out pictures or illustrations from magazines and newspapers that show what
being a Filipino is about. Paste them below.

ANALYSIS
1. How do the pictures remind you of your being a Filipino?
2. Are you proud of being a Filipino?
3. Imagine that you were a different nationality. What would change in you aside
from your citizenship and origin?
4. Hoe extensive are the effects of being a Filipino in your selfhood?

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Lesson 2: The Digital Self: Uncovering
Digital Citizenship
This section explores the impact of technology on the society. It focuses on how
technology use enables people to become digital citizens, how it sustains
relationships and forge collaborations with other people, and what kind of digital
identities are being forged while outlining the responsible use of technology.

 The Self in the Digital World

 The millennial generation is known to be the generation of digital natives
because millennials were born in an era of rapid technological advancement.
As a result, daily life is almost always dependent on the functions of
technology, especially the internet which provides people with a venue of
presenting their identified through social media platforms.
 The advent of technology comes with a corresponding challenge: to ensure
that technology is used properly. This is the essence of digital citizenship,
which refers to the norms of appropriate and responsible behavior towards
technology use. Digital citizenship is anchored in 3 general
principles: respecting, educating, and protecting oneself and others. Digital
citizenship serves the purpose or regulating human behavior in a highly-
technological and digital world.
 A major concern of living in the digital era is how technology shapes one’s
sense of self and identity. One concept that is related to the concept of the
digital self is online disinhibition. It is defined as the lack of restraint one
feels when communicating online in comparison to communicating in person.
 Some individuals lose their inhibition in social interactions because there is an
aspect of being present only in the virtual, a sort
of anonymity. Anonymity may serve as an option for individuals who are
naturally shy and introverted to express their thoughts, without threat to their
self-esteem.
 Nowadays, however, people are more inclined to show their own
personalities via online channels. The internet becomes a multi-media venue
for showcasing personal traits, qualities, and even experiences. The values
and beliefs he/she upholds are also expressed in his/her online behavior.
Thus, technology, through the development of virtual spaces and
communities accessible through the internet, can be a basis of evaluating the
consistency of the self.
 The permeating nature of technology has also influenced various
technological and online behaviors people manifest. Within the concept of
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 digital citizenship, there are 9 themes that cover these behaviors:

 The themes listed above emphasize the proliferation of technology in the

world and how they are used for specific purposes. Suffice it to say,
technology is here to stay. There is a need to adapt to the dynamic changes
that technology entails.
 Technology offers limitless opportunities; its presence is inevitable. However,
technology need not control the society and people’s lives. An individual must
define himself/herself based solely on his/her terms.

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 MODULE 8: THE FUTURE SELF

Lesson 1: The Future Self: Our Past, Present,

and Future
This section focuses on the Time Perspective Theory of Philip Zimbardo which
explains that people are likely to sort, categorize, and analyze their human
experiences into past, present, and future timeframes, influenced by personal,
social, and institutional factors.

 Towards an Optimistic Future

 Understanding the self is not just about knowing and recognizing oneself as a
product of different life factors. The self, and its potentials and limits can be
more thoroughly understood by using a time-oriented lens which focuses on
how the self evolves from being the self of the past, of the present, and the
possible self in the future.
 This time-oriented conceptualization of the self importantly explains how
individuals construe their sense of self by using temporal perspectives in self
interpretations, and the processes that individuals use in conceptualizing

what one can possibly or potentially become.

 Søren Kierkegaard once said that “life can only be understood backwards,
but it must be lived forwards.” What he meant in this quote is that an
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 individual has the capability to plan for his/her future if he/she is able to
understand and retrospectively reflect on experiences, past choices and
decisions, past behaviors. Understanding the past and taking control of the
present can lead to an optimistic future.
 Time Perspective Theory
 The Time Perspective Theory of Philip Zimbardo (1999) explains how people
envision their experiences. In a nutshell, his theory explains that people are
likely to sort, categorize, and analyze their human experiences into past,
present, and future timeframes, influenced by personal, social, and

institutional factors.
 The theory also warns people against making decisions dominated by only
one time frame. Thus, in planning and setting goals, it should be based on
something learned from the past and contextualized by the present which can
facilitate future growth and development.
 The 5 time perspective, according the theory, are the following:
1. Present Hedonistic individuals tend to be risk-takers, driven by sensory,
concrete factors, and driven by pleasurable sensations. They often
disregard negative consequences of their actions since they are focused on
the process rather than the outcome, and are often emotional and volatile.
2. Present fatalistic individuals are those who feel their lives are out of
control and that no matter what they do, things will not turn out as what they
plan them to be.
3. Past positive individuals are likely to remain in their comfort zone, their
actions influenced by what has worked in the past.
4. Past negative individuals, like past-positive one are always anchored on
the past but being on the negative side, they tend to focus on the wrong
decisions they have made in the past and constantly regret them.

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 5. Future oriented individuals base their present choices and action on long-
term consequences. They are likely to manifest delay of gratification, and
endure negative situations if they are likely to see the benefits of doing
such.
 According to Zimbardo, a healthy perspective is one that combines past,
present, and future time perspectives. Remembering past lessons and
gaining insights from both positive and negative experiences, maximizing
present opportunities and circumstances, and planning for the future can
have positive outcomes for any individual, and in this context, students. Thus,
taking note of time perspectives can certainly help college students in
determining their futures, within personal and professional contexts.

ACTIVITY

1. Post/paste your pictures in short bond paper (fb post pics/old pics).
Write a brief description of your self-based on your pictures
(self-evolution/MEvolution). Be creative.

2. Self-Care Plan. Design for your self-care plan for the whole school year.

3. Make a self-compassionate letter and make a reflection paper about it.

Prepared By:

Alicia P. Abalos, EdD

Professor

Checked by:

Ferdinand E. Romano, EdD

Program Coordinator

Approved:

Prof. Rodolfo G Reyes II

OIC-Dean

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