Professional Documents
Culture Documents
THE SELF
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COURSE OUTLINE
Course Description: The course deals with the nature of identity, as well as the
factors, and forces that affect the development and
maintenance of personal identity.
Course objectives: 1. Relate the course to the realization of the Mission, Vision,
Core Values and Institutional outcomes of the School
In this module, I deeply encourage you to complete your requirements for you to pass in
this course.
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COURSE REFERENCE BOOKS:
1. Alata, Eden Joy Pastor et al. Understanding the self. Manila: Rex Bookstore,
Inc., 2018. pp. 125City: Books Atbp. Publishing Corp. 2018.
3. Compiled Readings for Clinical Pastoral Education [CPE] by Sr. Marie Therese
S. Yusay, SPC. 2008.
6. Sanchez, Custodiosa A., et al. General Psychology. Fourth Ed. Manila: Rex
Book Store, Inc., 2005.
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EVALUATION
To pass the course, you must:
1. Read all the required reading materials like the supplementary readings and
answer the self-assessment activities, quizzes, journals, and reflection questions.
2. You answer the print-based discussion activities.
3. Follow the submission date (for prelim, midterm, and finals) to send back through
correspondence the accomplished worksheets, quizzes, long test, activities, and
journal in a long brown envelop with your name.
4. Kindly submit the final project (portfolio).
5. Do the prelim, midterm, and final examinations.
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PRELIMINARY TERM
The most challenging and exciting phase is your college life. It is a new
adventure that everyone looks forward to. It is a world different from your elementary as
well as junior and senior high schools. Since you are in your freshman year in SC,
everything – including this subject is new to you.
1. Memorize the vision and mission, and core values of the school
2. Explain the program and the SC’s vision-mission statements and objectives
3. Demonstrate self-understanding and self-acceptance
LESSON PROPER
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In college, you are expected to do something for the whole community and even
at home. You are now a freshman student. Can you identify the things that you expect
to do for the community and for the school?
UNIT 2: CONCEPT AND NATURE OF SELF: WHO AM I?
Our names represent who we are. Our names signify us. However, the name is
not the person itself no matter how intimately bound it is with the bearer. It is only a
signifier. Self is thought to be more than the name. Self is something that a person
perennially molds, shapes, and develops. The self is not static.
LESSON PROPER
He is principally concerned with man. He was the first philosopher who engages
in systematic questioning about the self. “Every man is composed of body and soul.” – i.
e. dualism [Man is composed of two important aspects of his personhood]
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Therefore, all individuals have an imperfect, impermanent aspect to him, and the
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body, while maintaining that there is also a soul that is perfect and permanent.
[Platonic]
He considers man from the point of view of his inner life. The famous life of
Socrates tells each man to bring his inner self to light. A bad man is not virtuous through
ignorance. The core of Socratic ethics is the concept of virtue and knowledge. Virtue is
the deepest and most basic propensity [strong natural tendency to do something] of
man. Knowing one’s own virtue is necessary and can be learned. Since virtue is innate
in the mind and self-knowledge is the source of all wisdom, an individual may gain
possession of oneself and be one’s own master through knowledge.
Plato claimed in his dialogues that Socrates affirmed that the unexamined life is
not worth living. With this, he basically took off from his master and supported the idea
that man is dual in nature. He added that there are components of the soul: a] rational
soul; b] spiritual soul; and c] appetitive soul.
The republic – he emphasizes that justice in the human person can only be
attained if the three parts of the soul are working harmoniously with one another. The
rational soul forged/ copied by reason and intellect that govern the affairs of the human
person; the spiritual soul which in charge of emotions; and appetitive soul in charge of
base desires.
Therefore, when this ideal state is attained, the human person’s soul becomes just and
virtues. To make it simple, a man was omniscient before he came to be born into this
world. In practical terms, this means that man in this life should imitate his former self;
he should live a life of virtue in which true human perfection exists.
“Love in fact is one of the links between the sensible and the eternal world.” - Plato
He conceived of the human person as having a body and a mind. He claims that
there is so much that we should doubt since much of what we think and believe is not 11
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infallible, they may turn out to be false.
Rene thought that the only thing that one cannot doubt is the existence of the
self, for even if one doubts oneself, that only proves that there is a doubting self, a thing
that thinks and therefore, that cannot be doubted.
The self then for Rene is also a combination of two distinct entities, the COGITO,
the thing that thinks, which is the mind, and the EXTENZA of the mind, which is the
body, ie. like a machine that is attached to the mind.
The human person has the body but it is not what makes a man a man. If at all,
that is the mind. Descartes: says: “What then am I? A thinking thing, that doubts,
understands, affirms, denies, wills, refuses; that imagines also and perceives.
To sum, although the mind and the body are independent of each other and
serve their own function, man must use his own mind and thinking abilities to
investigate, analyze, experiment, and develop himself.
He is an empiricist who believes that one can know only through the senses and
experiences. Example: Ana knows that Lenard is a man not because she has seen his
soul. Ana knows Lenard just like her because she sees him, hears him, and touches
him.
Hume posits that self is nothing else but a bundle of impressions. What are
impressions? For Hume, they can all be categorized into two: impressions and ideas.
The first one is the basic objects of our experience or sensation. So, it forms the core of
our thoughts. Example: when one touches fire, the hotness sensation is an impression
which is the direct experience.
On the contrary, Ideas are copies of our impressions. Because of this, they are
not as lively and clear as our impressions. Example: the feeling of being in love for the
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first time that is an idea. According to Hume, the self is a bundle or collection of various
perceptions, which succeed each other with an inconceivable rapidity, and are in a Prepared by MEAA/2021Page
perpetual flux and movement. Thus, the self is simply a collection of all experiences
with a particular being.
Every man is thus an end in himself and should never be treated merely as a
means – as per the order of the Creator and the natural order of things.
To Kant, there is necessarily a mind that organizes the impressions that men get
from the external world. Time and Space are ideas that one cannot find in the world but
built-in our human mind. Kant calls these the apparatuses of the mind.
Along with the different apparatuses of the mind goes the self. Without the self,
one cannot organize the different impressions that one gets in relation to his own
existence. Thus, the self is not just what gives one his personality. It is also the seat of
knowledge acquisition for all human persons.
For Ryle, what truly matters is the behavior that a person manifests in his day-to-
day life. For him, looking for and trying to understand the self as it really exists is like
visiting your friends’ university and looking for the “university.”
Ryle says that self is not an entity one can locate and analyze but simply the
convenient name that people use to refer to all the behaviors that people make.
He insisted that body and mind are so intertwined from one another. One cannot
find any experience that is not an embodied experience. All experience is embodied.
One’s body is his opening toward his existence to the world. Because men are in the
world. For him, the Cartesian problem is nothing but plain misunderstanding. The living
body, his thoughts, emotions, and experiences are all one.
“God created man in His image; in the divine image He created him; male and
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female He created them. God blessed them, saying, „Be fertile and multiply; fill the
earth and subdue it. Have dominion over the fish of the sea, the birds in the air, and all
the living things that move on the earth.” Gen. 1:24-28
Augustine’s view of the human person reflects the entire spirit of the medieval
world when it comes to man. He combined the platonic ideas into Christianity
perspective.
The body is bound to die on earth and the soul is to anticipate living eternally in
communion with God.
He believes that a virtuous life is the dynamism of love. Loving God means
loving one’s fellowmen; and loving one’s fellowmen denotes never doing any harm to
another.
“An sakong puso dai matutuninong sagkod na Ika mapasapuso ko.” – Augustine
Adapting some ideas from Aristotle, Aquinas said that indeed, man is composed
of two parts: matter and form. Matter/ hyle refers to the common stuff that makes up
everything in the universe. Forms/ morphe refers to the essence of the substance of
things. It is what makes it what it is.
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In the case of the human person, the body of the human person is something
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that he shares even with animals. What makes a human person a human person is his
essence. Like Aristotle, the soul is what animates the body; it is what makes us
humans.
The Psychological View of Self
He asserts that the human psyche [personality] is structured into 3 parts. These
structures – ID [internal desires], EGO [reality], and SUPEREGO [conscience] – all
develop at different stages in a persons’ life.
Freud also argues that the development of an individual can be divided into
distinct stages characterized by sexual drives. As the person grows, certain areas
become sources of pleasure, frustration, or both. Freudian stages of psychosexual
development: oral, anal, phallic, latency, and genital.
He primarily concerned with how both psychological and social factors affect the
development of individuals. He formulated 8 major stages of development, each posing
a unique developmental task and simultaneously presenting the individual with a crisis
that s/he must overcome [see chart]
ACTIVITY 1
Write an essay about anything that you wish to submit about yourself. You may use
these following suggested topics
a. Me as I see me
b. How other people see me
c. How I would like other people to see me
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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.”
Socrates:
Plato:
Augustine:
Aquinas:
Descartes:
Hume:
Kant:
Ryle:
Merleau Ponty:
Sigmund Freud:
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UNIT 3: SELF, SOCIETY AND CULTURE
Across time and history, self has been debated, discussed and fruitfully or
otherwise conceptualized by different thinkers in philosophy. With the advent of social
sciences, it became possible for new ways and paradigms to reexamine the true nature
of the self.
Thinkers settled on the idea that there are two components of the human person
and whatever relationship these two have is less important than the fact that there is a
self. One of the loci, if not the most important axis of analysis is the relationship
between the self and the external world. What is the relationship between external
reality and the self?
Lesson proper
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What is the self??
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The self, in contemporary literature and even common sense, is commonly
defined by the following characteristics: “separate, self-contained, independent,
consistent, unitary and private.”
*SEPARATE*- it is meant that the self is distinct from other selves .The self is always
unique and has its own identity.one cannot be another person. Even twins are distinct
from each other
*UNITARY*- in that it is the center of all experiences and thoughts that run through a
certain person it is like the chief command post in an individual where all processes ,
emotion, and thoughts converge.
*PRIVATE*- Each person sorts out information, feelings and emotions, and though
processes within the self. This whole process is never accessible to anyone but the self.
This last characteristic of the self being private suggest that the self is isolated from the
external world
From this perspective: the concern of this lesson is in understanding the vibrant
relationship between the self and the external reality. This reality is called social
constructionist perspective - that argues for a merged view of the person and their
social context where the boundaries of one cannot easily be separated from the
boundaries of the other.
Social constructionists argue that self should not be seen as a static entity that 18
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says constant through and through. Rather, the self has to be seen as something that is
in unceasing flux, in a constant struggle with external reality and is malleable in its
dealings with society.
As a man of different roles [as a father, friend, teacher, husband] one can expect
a person to change and adjust his behaviors, ways and even language depending on
his social; situation. We ourselves play different roles, act in various ways depending on
our circumstances. This is not only normal but it is also acceptable and expected. The
self is capable of morphing and fitting itself into any circumstances it finds itself in.
Remaining the same person and turning chameleon by adapting to one's context
seems paradoxical. A French Anthropologist MARCEL MAUSS has an explanation for
this phenomenon. According to Mauss, every self has two faces: personne and moi.
Moi - refers to a person's sense of who he is, his body, and his basic identity, his
biological governess. Moi is a person's basic identity personne on the other hand, is
composed of the social concepts of what it means to be who he is.
For Mead & Vygotsky the way that the human persons develop is with the use of
language acquisition and interactions with others - without a family biologically and
sociologically a person may not even survive or became a human person.
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GENDER AND THE SELF
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Here is another important aspects of the self and gender. GENDER is one of
those loci of the self that is subject to alteration, change, and development. We have
seen in the past years how people fought hard for the right to express, validate, and
assert their gender expression.
However, from the point of view of the social sciences and the self, it is important
to give one the leeway to find, express, and live his identity. This account illustrates that
our gender partly determines how we see ourselves in the world. Often times society
forces a particular identity unto us depending on our sex and /or gender .
Both Vygotsky and Mead treat the human mind as something that is made
constituted through language as experienced in the external world and as encountered
in dialogs with other. A young child internalized values, norms, practices, and social
beliefs and more through exposure to these dialogs that will eventually become part of
his individual world. VYGOTSKY, for this part a child internalizes real life dialogs that he
has had with others, with his family, his primary caregiver, or his play mates.
Self in Families
Apart from the anthropological and psychological basis for the relationship
between the self and the social world, the sociological likewise struggled to understand
the real connection between the two concepts. In doing so, sociologists focus on the
different institutions in powers at play in the society. Among these the most prominent is
the family. GENDER has to be personally discovered and asserted and not dictated by
culture and the society.
ACTIVITY 1:
By means of a diagram, you are going to present your the relationship to the
society and culture.
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s c
ACTIVITY 2
Answer the following questions cogently but honestly. Write your answer in the
space provided.
What social pressures help shape yourself? Would you have wanted it otherwise?
What aspect of your self do you think may be changed or you would like to change?
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Unit 4: SELF AS COGNITIVE CONSTRUCT
As discussed in the previous unit, every field of study, at least in the social
sciences, have their own research, definition, and conceptualization of self and identity.
Some are similar while some specific only their field. Each field also has thousands of
research on self and identity as well as related or synonymous terms. The trend of the
lessons also seems to define the concept of the "self" from a larger context (i. e; culture
and society) down to the individual. However, it must be pointed out the modern
researches acknowledge the contributions of each field and this is not some sort of a
Nurture vs. Nature, society/culture versus Individual/brain, and other social sciences vs.
Psychology debate, psychology may focus on the individual and cognitive functions, but
it does not discount the context and other possible factors that affect the individual.
This lesson provides an overview of the themes of psychology regarding the said
concept.
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2. Create your own definition of the "self" based on the definitions from
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psychology; and
3. Evaluate the different ideas in psychology about the "self".
LESSON PROPER
Self as cognitive construct
As mentioned earlier, there are various definitions of the "self" and other similar
or interchangeable concepts in psychology simply put, "self" is "the sense of personal
identity and of who we are as individuals (Jhangiani and Tarry 2014)."
William James (1890) was one of the earliest psychologists to study the self and
conceptualized the self as having two aspects the "I" and the "me".
The "I" is the thinking, acting, and feeling self (Gleitman, Gross, and Reisburg
2011; Hogg, and Vaughan 2010). The "me" on the other hand, is the physical
characteristics as well as psychological capabilities that makes who you are (Gleitman,
Gross, and Reisburg 2011; Hogg and Vaughan 2010). Carl Rogers's (1959) theory of
personality also used the same terms, the "I" as the one who acts and decides while tha
"me" is what you think or feel about yourself as an object (Gleitman,Gross and Reisburg
2011).
Self-concept is what basically comes to your mind when you are asked about
who you are (Oyserman, Elmore, and Smith 2012). Self-identity and self-concept are
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not fixed in on-e time frame, and they are not fixed for life nor are they ever-changing at
every moment.
Carl Rogers captured this idea in his concept of self-schema or our organized
system or collection of knowledge about who we are (Gleitman, Gross, and Reisberg
2011; jhangaini and Tarry 2014). Imagine an organized list or diagram similar to the one
below.
Hobbies
Family Religion
SELF
Nationality
It may also include your interest, work, course, age, name, and physical
characteristics, among others. As you grow and adapt to the changes around you, they
also change, but they are not passive receivers, they actively shape and affect how you
see, think and feel about things.
Theories generally see the self and identity as mental construct created and
recreated in memory (Oyserman, Elmore, and Smith 2012). Current researches point to
the frontal lobe of the brain as the specific area in the brain associated with the
processes concerning the self.
The most influential of them is SIGMUND FREUD. Basically, Freud saw the self
its mental processes and ones behavior as the result of the interaction between the I.D,
EGO and the SUPEREGO.
As in the above mentioned definitions of the self, social interaction always has a
part to play in who we think we are. This is not nature vs. Nurture but instead a nature--
and--nurture perspective.
2. Whether you like to admit it or not, we actually needs others to affirm and
reinforce who we think we are, we also need them as reference points about our
identity.
3. What we think is important in our social or historical context.
Two types of self that we can be aware: the private self or your internal
standards and private thoughts and feelings. The public self or your public image
commonly geared toward having a good presentation of yourself to others (Hogg and
Vaughan 2010)
Self-awareness there are times, however, when we are aware of our self-
concepts also present us with at least three other self-schema the:
Our group identity and self-awareness also has a great impact on our self-esteem,
one of the common concepts associated with the "self". It is define our own positive or 25
negative perception or evaluation of ourselves (jhangiani, And Tarry 2014; Gleitman,
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One of the ways in which our social relationship affects our self-esteem is through
social comparison. According to the social comparison theory, we learn about
ourselves, the appropriateness of our behaviors, as well as our social status by
comparing aspects of ourselves with other people (Jhangiani, and Tarry 2014; Hogg
and Vaughan 2010).
The DOWNWARD SOCIAL COMPARISON is the more common type of comparing
ourselves with others. As the name implies, we create a positive self-concept by
comparing ourselves with those who are worse off than us. (Jhangiani and Tarry 2014).
By having the advantage, we can raise our self-esteem.
Take note that this occurs not only between individuals but also among groups.
Thus, if a person’s group is performing better and is acknowledged more than the
group, then his self-esteem may also be heightened.
FIRST, we distance ourselves from that person or redefine our relationship with
them. Some will resort to the silent treatment, change of friends, while some may also
redefine by being closer to that person, hoping that some association may give him a
certain kind of acknowledgement also.
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SECOND, we may also reconsider the importance of the aspect or skill in which
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LASTLY, we may also strengthen our resolve to improve that certain aspect of
ourselves.
ACTIVITY 1
Research and list 3 major things to boost your self-concept or self- esteem. Cite
the sources. Analyze which of those tips are more likely do back fire and make
someone conceited or narcissistic and revise them to make the statements both the
helpful to the individual as well as society in general.
ACTIVITY 2
LESSON PROPER
There are many sources in which you can analyze the perspective of each culture and
country about the concept of “self.” In this lesson, we will look at religious beliefs and
political philosophies that greatly influenced the mindset of each nation or culture.
Eastern Self
Second philosophy is Taoism. Taoism was founded by Lao Tzu. Taoism is living
to the way of the Tao (Universe). However, they reject the hierarchy and strictness of
Confucianism. Taoism prefers to live a simple life. Self is not an extension of family or
community. Self is part of the universe, one of the forms and manifestations of the Tao.
The ideal self is selflessness but this is not forgetting about the self, it is living a
balanced-about prejudices and egocentric ideas and thinking about equality as well as
complementarily among humans as well as other beings.
The 3rd is Buddhism. The self is seen as an illusion, born out of ignorance, of
trying to hold and control things, or human centered needs; thus, the self is also the
source of all these suffering. Life is full of suffering and it is made up of a cycle of birth,
decay, illness, death. It is therefore our quest to forget about the self, forget the craving
of the self, break the attachments you have with the world, and to renounce the self w/c
is the cause of suffering and in doing so, attain the state of nirvana. Nirvana (liberation)-
blowing out the flames of desire.
Western Self
By focusing on the self, they may seem to have loose associations or even
loyalty to their groups. Competition is the name of the game and they are more likely
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straightforward and forceful in their communication as well as decision making. They
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value equality even if they see that individual can rise above everything else. They also
promote ideals that create 'fair' competition and protect the individual.
Eastern roots are from Asia. They believe that natural world does not follow laws,
it simply 'is'. It is collectivist in culture. It is all about 'We'. Drawn on people's actions and
thought as one. Trying to get rid of the false 'me' concept and find meaning in
discovering the true 'me'. Life is all about unity. The inner self must be freed.
ACTIVITY 1
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ACTIVITY 2
Option 1: Make a mandala art work that represent about yourself. Then, put your
explanation at the back of the mandala.
Option 2: Create a concept map of the SELF according to Filipino culture. Provide a
brief explanation of your output. You can also cite books or researches about Filipino
culture, self, and identity to further elaborate on the topic.
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* * * PRELIM EXAMINATION * * *
MODULE PART 2: UNPACKING THE SELF
LESSON PROPER 32
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Marieb, E.N. (2001) explains that the gonads begin to form until about the eight
week of embryonic development. The embryonic structures of males and females
during the early stages of human development are alike and are said to be in indifferent
stage. When the reproductive structures are formed development of the accessory
structures and external genitalia begins. [See the miracles of life - video clip]
Beginning of life
Life begins at fertilization. It refers to the meeting of the female sex cell and the
male sex cell. These sex cells are developed in the reproductive organs called
GONADS. The male sex cell called spermatozoa [sing. –zoon] are produced in the
male gonads called testes. On the other hand, the female sex cells called ova are
produced in the female gonads known ovaries. The fertilized egg cell known as zygote
contains all the hereditary potentials from the parents. This zygote goes to the uterus
and continues to grow during the gestation period of about 280 days or 36 weeks or 9
calendar months.
Human Development
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Pseudo hermaphrodites are formed who is an individual having accessory
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individuals who possess both ovarian and testicular tissues but this condition is rare in
nature. Nowadays, many pseudo hermaphrodites undergo sex change operation to
have their outer selves fit with their inner serves (gonads).
Human anatomy
Puberty is the period of life when the reproductive organs grow to their adult size
and become functional under the influence of rising levels of gonadal hormones
[testosterone in male and estrogen in female] and generally between the age of 10-15
years old.
At the age of 13, male puberty is characterized by the increase in the size of the
reproductive organs followed by the appearance of hair in the pubic area, axillary, and
face. The reproductive organs continue to grow for two years until sexual maturation
marked by the presence of mature semen in the testes.
For the female, the budding of their breasts usually occurring at the age of 11 as
a sign of their puberty stage. Menarche is the first menstrual period of females which
happens two years after the start of puberty. Hormones play an important role in the
regulation of ovulation and fertility of females.
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Factors in development of the physical self
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it provides the raw materials of which the individual is made up. While the environment
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[nurture] is the sum total of the forces or experiences that a person undergoes from
conception to old age. It includes family, friends, school, nutrition, and other agencies
one is in contact with.
Diseases associated with the reproductive systems
Infections are the most common problems associated with the reproductive
system in adults.
Vaginal infections are more common in young and elderly women and those
whose resistance to diseases is low, like, Escherichia coli which spread through the
digestive tract, the sexually transmitted microorganisms such as syphilis, gonorrhea,
and herpes virus and yeast fungus.
Pelvic inflammatory disease and sterility are also the effect of vaginal infections.
For males, the most common inflammatory conditions are prostatitis, urethritis, and
epididymitis, STD, Orchiditis.
Major treat to reproductive organs are Neoplasms, tumor of the breast and cervix
cancers in adult females and prostates cancer in adult males.
Most women hit the highest point of their reproductive abilities in their late 20’s,
i.e. irregular ovulation and shorter menstrual periods – menopausal period.
The production of estrogen may continue after menopause but the ovaries finally
stop functioning as endocrine organs. The reproductive organ and breast begin to
atrophy or shrink if estrogen is no longer released from the body. With this case, the
vaginal becomes dry that causes intercourse to become painful if frequent and the
vaginal infections become increasingly common.
Note: there is no counterpart for menopause in males. Although aging men show 36
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Erogenous zones
It refers to part of the body that are primarily receptive and increase sexual
arousal when touched in a sexual manner. Examples: mouth, breast, genitals, anus.
However, erogenous zones may vary from one person to another. Some people may
desire and enjoy being touched in certain area more than the other area, like, neck,
thighs, abdomen, and feet.
Solitary behavior
This is common for males but becomes less frequent or is abandoned when
socio-sexual activity is available.
Nowadays, human are frequently being exposed to sexual stimuli esp. from
advertising and social media. Some adolescents become so much aggressive when
they respond to such stimuli.
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The rate of teenage pregnancy is recently increasing. The challenge is to
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develop self-control so that to balance suppression and free expression. Why? To
prevent premarital sex and acquire STD.
Socio-sexual behavior
It is the greatest amount of socio-sexual behavior that occurs b/w only one male
and one female. This usually begins in childhood and may be motivated by curiosity,
such as showing or examining genitalia.
Physical contact involving necking and petting is considered as an ingredient of
the learning process and eventually of courtship and selection of a marriage partner.
Petting differs from hugging, kissing, and generalized caresses of the clothed
body to produce stimulation of the genitals. This is done due to affection as source of
pleasure, preliminary to coitus [this is an insertion of male reproductive organ into
female organ]. This is regarded as an important aspect in selecting partner but also a
way of learning how to interact with another person sexually.
3. Sexual climax = a feeling of abrupt, intense pleasure, and rapid increase in pulse rate
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and blood pressure, and spasms of the pelvic muscles causing contractions of the
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female reproductive organ and ejaculation by the male that last only for few seconds
normally not over ten.
The nervous system plays a significant role during sexual response. The
autonomic system is involved in controlling the involuntary responses.
The efferent cerebrospinal nerves transmit the sensory messages to the brain to
create stimulus and later initiating a sexual response. The brain will interpret the
sensory message and dictate what will be the immediate and appropriate response of
the body. The muscles contract in response to the signal coming from the motor nerve
fibers while glad secretes their respective product. So, sexual response is dependent
the activity of the nervous System.
Hypothalamus and limbic system are part of the brain believed to be responsible
for regulating the sexual response, but there is no specialized “sex center” that has
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been located in the human brain.
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Apart from brain-controlled sexual responses is the reflex. This reflex is mediated
by the lower spinal cord that leads to erection and ejaculation for male, vaginal
discharges and lubricant for female when the genital areas are stimulated. But still, the
brain can overrule and suppress such reflex activity, when sexual response is socially
inappropriate.
Sexual problems
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magazines, married books, and general sexual folklore often strengthen these
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demanding ideals which are not always achieved; therefore, can give rise to feeling of
inadequacy anxiety and guilt. Hence, resulting negative emotions can definitely affect
the behavior of an individual.
1. Chlamydia
2. Gonorrhea
3. Syphilis
4. Chancroid
5. Human Papillomavirus
7. Trichomonas vaginalis 42
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1. Abstinence
2. Calendar method
5. Symptothermal method
6. Ovulation detection
7. Coitus interruptus
1. Oral contraceptive
2. Transdermal patch
3. Vaginal ring
4. Subdermal implants
5. Hormonal injections
6. Intrauterine device
7. Chemical barriers
8. Diaphragm
9. Cervical cap
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UNIT 2: MATERIAL SELF: TO BUY OR NOT TO BUY?
We are living in a world of sale and shopping spree. We are given a wide array of
products to purchase from a simple set of spoon and fork to owning a restaurant.
Almost everywhere, including the digital space, we can find promotions of product
purchase. Product advertisements are suggestive of making us feel better or look
good. Part of us wants to have that product. What makes us want to have those
products are connected with who we are. What we have and already possess is
related to our self.
Belk stated that “we regard our possessions as part of our selves. What we have
and what we possess.” There is a direct link b/w self-identity with what we have and
possess.
LESSON PROPER
Material self
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A Harvard psychology in the late nineteenth century, William James, wrote in the
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book, the principles of psychology in 1890 that understanding the self can be examined
through its different components namely: 1] its constituents; 2] the feelings and
emotions they aroused self-feelings; 3] the actions for which they prompt the seeking
and self-preservation. The constituents of self are composed of material self, the social
self, the spiritual self, and the pure ego.
The material self, according to William James primarily is about: our bodies;
clothes; immediate family; home.
HOM
Immediate
Clothe
Body
MATERIAL SELF:
1. Body is the innermost part of material self. You are directly attached to this
commodity that you cannot live without. You strive hard to make sure that this body
functions well and good. Example is Mariah Carey, she was reported to have placed a
huge amount for the insurance of his vocal cords and legs.
2. Clothes is next to the body that was being influenced by the “the philosophy of
dress” by Herman Lotze. William James believed that an essential part of the material
self is clothing. Lotze stipulated in his book that any time you bring an abject into the
surface of your body, you invest that object into any consciousness of your personal
existence taking in its contours to be your own, and making it part of the self.
3. Immediate Family is the third in the hierarchy. Your parents and siblings hold
another great important part of yourself. What they do or became affects you. When an
immediate family member dies, part of you dies, too. When their lives are in success,
you feel their victories as if you are the one holding the bacon. In their failures, you are
put to chance or guilt. When they are disadvantage situation, there is an urgent urge to
help like a voluntary instinct of saving one’s self from danger. 46
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4. Home is the fourth component of material self. Home is where your heart is. It
is the earliest nest of your selfhood. Your experience inside the home were recorded
and marked on particular parts and things in your home. There was an old cliché about
rooms: “if only walls can speak”. The home thus is an extension of self, because in it,
you can directly connect yourself.
We are what we have
Russel Belk (1988) posits that “… we regard our possessions as part of our
selves. We are what we have and what we possess.” The identification of the self to
things stared in our infancy stage when we make a distinction among self and
environment and others who may desire our possessions.
The possessions that we dearly have tell something about who we are, our self-
concept, our past, and even our future.
ACTIVITY 1
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UNIT 3: SPIRITUAL SELF: BELIEVE IT OR NOT!
Spiritual self is one of the four (4) constituents of the “self” according to William
James in his book, The Principles of Psychology in 1890. The spiritual self is the most
intimate, inner subjective part of self – the most intimate version of the self because of
the satisfaction experienced when thinking of one’s ability to argue and discriminate, of
one’s moral sensibility and conscience, and our unconquerable will is purer than all
other sentiments of satisfaction.
LESSON PROPER
Religion
Rebecca Stein (Stein 2011) works on the definition of religion "as a set of beliefs
and practices that usually includes some or all of basic characteristics. These
characteristics are:
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and awe
3) The presence of supernatural power or energy that is found on supernatural
beings as well as physical beings and objects
4) The performance of ritual activities that involves the manipulation of sacred
object to communicate to supernatural beings and/or to influence or control
events
5) The articulation of worldview and moral codes through narratives and other
means
6) Provide the creation and maintenance of social bonds and mechanism of social
control within a community; provide explanation for unknown and a sense of
control for individuals.
An individual lives in a society where there are many practices of religion. The
choice of religious belief lies within the spiritual self although the choice may be
influenced by the society and its culture.
Ritual
The self can be described as a ritual being who exhibits a striking parallel between
their ritual and verbal behavior. Just as language is a system of symbols that is based
upon arbitrary rules, ritual may be viewed as a system of symbolic acts that is based
upon arbitrary rules. Participation to rituals is expressions of religious beliefs.
Some World Religious Beliefs and Practices
There are different religious with different beliefs and practices. Some of the
major world religions are Buddhism, Christianity, Hinduism, Islam, and Judaism. Excerpt
of some religious beliefs and practices are found in the University of London's Religion
and Belief Guide 2017.
Core beliefs
Buddhism believes that life is not a bed of roses. Instead, there are suffering,
pain, and frustrations. When people suffer, they want to experience the goodness of life
and avoid disappointments. It becomes a habit known as the reactive cycle of wanting
and hating, like and dislike, band craving and aversion. This reactive cycle can be
broken through the practice of mediation, acquiring more wisdom and deeper
understanding, and acceptance of things as they are.
There are two types of meditation practices: samatha and vipassana. The
Samatha is practiced as mindfulness of breathing and development of loving kindness
(Metta Bhavana). Vipassana practices aim developing insight into reality. Acquiring
wisdom is by studying Buddha's teaching, the Dharma. Through the reflection of
Dharma, Buddhist can achieve a deeper understanding of life. Buddhists believe in non-
violence principle.
Christianity
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Core beliefs
Christians believe in Trinitarian God. One God in three personas: God the Father
(Creator), God the Son( Savior),and God the Holy Spirit Sustainer). Eternal after death
will be achieved through faith in Jesus Christ. Jesus Christ is, God the Son, who came
into flesh, to spread the good news of salvation. He died on the cross for the sins of the
humanity but resurrected from the death, so that anyone who believes in him will be
saved in have eternal life. The holy bible is a selection of books, which is divided in to
two, the Old Testament and New Testament.
Hinduism
Core beliefs
Hinduism covers a wide range of traditional beliefs and religious groups; thus,
there is no single founder or leader. Hindus believe that existence is a cycle of birth,
death and rebirth, governed by Karma. Karma is a concept where the reincarnated life
will depend on how the past life was spent. Hindus believe that the soul passes through
a cycle of successive lives and it's next in carnation is always dependent on how the
previous life was lived. Vedas are sacred Scriptures of Hindus. Mahabharata and
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Ramayana are two other important texts of the Hindus.
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Custom and practices
Diwali and Navrati are the most celebrated festivals of the Hindus. Diwali is the
festival of lights while Navrati is the festival of nine nights, which celebrate the triumph
of good over evil. Hindus have set dates to honor particular manifestations of God.
Islam
Core beliefs
Muslims believe in Allah, who is their "One God" They believe in the unity and
universality of God. Muslims also have a strong sense of community or "ummah" and an
awareness of their solidarity with all Muslims worldwide. Islam means "willing
submission to God ".
Muslims believe that Mohammed is the last and final prophet sent by God.
Mohammed was born in Mecca in 570 CE and received revelations from God through
the Angel Gabriel over a period of 23 years. The Holy Bible of Islam is called the Quran,
which was taught to be recited in Arabic because any translation is seen as inadequate.
Muslims believe in the five pillars of Islam, which are the foundation of Muslim
life:
1) Shahadah - statement of faith: "There is no God but the one true God and
Mohammed is his messenger".
2) Salat - the prayer that is practiced five times a day.
3) Zakat - the monetary offering for the benefit of the poor. It comprises the 2.5% of
a Muslim's assets.
4) Haji – the yearly pilgrimage to Mecca. Muslims who can afford are asked to do
the pilgrimage at last once in their lifetime.
5) Sawm – the fasting. Muslims do fasting from food, drink, and sexual act during
the celebration of Ramadan s the ninth month of the Islamic lunar calendar. The
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fast is from dawn to sunset.
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Two of the major festivals in Islam are Eidul-Fitr and Eidul-Adha. The first one refers
to the celebration at the end of Ramadan, while Eidul-Adha is the celebration within the
completion of the Pilgrimage, the Haji.
Judaism
Core beliefs
The Jews believe in the God of Abraham ,the same God that liberated the
Hebrew slaves from Egypt to Canaan, the promised land through the leadership of
Moses and later, Joshua.
The Jews believe in the coming of Messiah, the Savior. The sacred scripture of
the Jews is called the Torah or the Law. The Torah is the guide of the Jewish living. The
study and interpretation of Torah is part of the Jewish culture.
Customs and Practices: There are five major festivals observed by the Jews:
3. Pesach - Passover
4. Shavuot - Pentecost
5. Sukkot - Tabernacles. The Jewish Sabbath begins on Friday evening at sunset and
is an important time when families gather for the Shabbat meal.
Another extensive study of self can be found in the works of Dr. Viktor E. Frankl.
[The following are the excerpts from the website:
http://www.victorfranklinstitute.org/About_Viktor_Frankl.html
He was born on March 26, 1905 in Vienna, Austria, where famous psychiatrists 53
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Sigmund Freud and Alfred Adler lived. He graduated with medical degree from the
University of Vienna in 1930. He was assigned in Vienna Hospital suicide ward and
headed thee Rothschild Hospital.
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Logotherapy assumptions (that cannot be proven w/
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certainty) These include the following:
1. The human being is an entity consisting of body [soma], mind [psyche], and spirit
[noos]. i.e. according to him, the body and mind are what we have and the spirit is what
we are.
2. Life has meaning under all circumstances, even the most miserable. I.e. it’s hard to
grasp but it is something everyone experiences and it represents an order in a world w/
laws that go beyond human laws.
3. People have a will to meaning. When we see meaning, we are ready for any type of
suffering. This is considered to be different than our will to achieve power and pleasure.
4. People have freedom under all circumstances to activate the will to find meaning.
This deals with change of attitudes about unavoidable fate.
5. Life has a demand quality to w/c people must respond if decisions are to be
meaningful. The meaning of the moment is more practical in daily living than ultimate
meaning. Unlike ultimate meaning this meaning can be found and fulfilled.
6. The individual is unique. This enhanced by the realization that we are irreplaceable.
In essence, all human are unique w/ an entity of body, mind, and spirit. We all go
through unique situations and are constantly looking to find meaning.
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ACTIVITY 1
Make a documentary report about Filipino rituals and commentaries covering the
municipality of Tabuk with reaction paper.
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UNIT 4: MORAL SELF: LIVING WITH PURPOSE
This lesson primarily defined moral and morality as having to do with right and
wrong in the context of societal norms and expectations. The lesson went on to say that
one’s level of morality is tested especially when one is placed in a dilemma in w/c s/he
has to make a decision on what best course of action to take while taking into account
that his/her decision does not disturb, offend or hurt other people.
The importance of teaching the children the ability and skill to determine what is
right or wrong was likewise emphasized. Parenting styles are considered a significant
factor in developing moral reasoning. The four styles or parenting were also described
in this lesson.
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4. State the different influences or factors related to moral self
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5. Evaluate practices that lead to the development of desirable moral values and
6. Apply concepts on morality in particular situations to develop a philosophy of life.
LESSON PROPER
Every day, people are confronted with various dilemmas. Solving them requires
one to decide on what kind of action or response to make. In some instances, it is easy
for one to respond to a difficult situation, while in some cases, choosing the best
response is difficult.
Moral is related to a sense or standard that determines what is right and what is
wrong. It distinguishes correct/ right/ good from incorrect/ wrong/ evil from inappropriate.
Morality refers to system of beliefs and values that ensures that individuals will keep
their obligations to others in the society and behaves in ways that do not interfere with
the right and interests others.
Moral reasoning
It refers to the judgment people make about what courses of action are correct or
incorrect in particular situations. Reasoning is a cognitive skill, but influences moral
development
stages or levels. The 1st is the sensorimotor stage in w/c the child learns and develops
knowledge about his/her environment by relating sensory experiences to motor action.
2nd is the preoperational stage in w/c the child learns to use symbols like words or
mental images to solve simple problems. 3rd is the concrete operations stage in w/c the
child develops the ability to perform a number of logical operations on concrete objects
that are present. And lastly, formal operations stage in w/c the individual acquires the
ability to solve abstract problems in a logical manner.
At times, you might be placed in a dilemma w/c requires you to make a decision.
You 1st have to harness your intellectual capacity and reasoning ability in choosing
what “best” decision to take.
When you are at the crossroads of making a decision, always go back to your
goals and your philosophy of life as your guide.
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Parenting styles and practices
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The physiological or biological basis of moral and intellectual development has
been discussed earlier. One other factor w/c affect the individual’s development is
environmental influence. This is the external forces outside of the individual person.
Parenting styles
It is known as the parent’s strategies. According to Diana Baumrind, there are
three parenting styles, namely authoritarian [parents attempt to shape, control and
evaluate the behaviors and attitudes of their children in accordance w/ an absolute or
respected authorities, thus, obedience becomes a virtue]; authoritative [parents direct
their children’s activities in a rational and intelligent way. They are supportive, loving and
committed; support a give-and-take relationship; discuss their rules and policies w/
children and encourage children to present their viewpoints] and permissive [parents
are less controlling and behave with an accepting and non-punishing attitude towards
their children’s desires, actions and impulses.]
The fourth style was introduced by Maccoby and Martin in 1983. They coined the
term uninvolved or neglectful [parents who take on a hands-off stand in the affairs of
their children.]
1. Authoritarian parents are demanding and their children have less behavioral
problems w/c are easily prevented. However, studies show that children reared under
autocratic parents tends to become withdrawn, fearful, and dependent. Children may
suffer from low self-esteem.
2. Authoritative parents have children who are independent, reliable, rational, and
confident. These children generally feel good about themselves.
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to have children who do not put structure and order in things that they do. For these
children, anything goes.
4. Uninvolved parents are detached and indifferent to the needs of their children. As
such, children grow up feeling unloved and cannot follow instructions. Some fall prey or
sort to substance abuse as a form of distraction or a way to get attention.
It must be noted that the kinds of parenting styles represent the dominant
practices applied by parents in dealing with their children. it is important that when
children misbehave, they are made to realized the consequences of their behavior. On
the other hand, if they behave well, the corresponding reward or motivation should be
given.
ACTIVITY 1
Write your philosophy of life in your journal notebook by considering the following points
and share your output in the class:
a. Goal in life
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UNIT 5: POLITICAL SELF: BEING FILIPINO
LESSON PROPER
The Philippines has only emerged in the 1890’s after over three centuries of
colonization of the Spaniards. Liberation from the last colonizers, the Japanese, only
occurred in 1946. Foreign culture, beliefs, language, and religion have made a huge
dent on our own by setting a foundation to the contemporary Filipino identity and
culture.
An individual’s race, ethnicity, and physical characteristics are not the only
factors that make a person’s national identity. Values and traits also important indicator
that set apart one nationality.
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Through common goals, principles, and values of its people a nation empowers.
Who is a Filipino?
Filipinos globally renowned personalities; Manny Pacquiao; Lea Salonga; Michael Cinco
who have made the Filipinos recognized around the world through their expertise.
Buwan ng Wika and Independence Day celebrations prompt us to go back to our
roots and reflect on the question: Who is a Filipino? According to the 1973, of Philippine
Constitution, Filipino citizens are;
Citizenship is not only a marker of being a Filipino. Culture and history greatly
influenced the manner that Filipinos learn, live, and behave to date.
Philippines is a lush island paradise famous for its grandiose mountain views,
pristine beaches, and rich and diverse culture changing from province to province.
Philippines well known for its awe-inspiring beauty, perhaps the Filipinos unique traits,
reputable values, and laudable talents make the country a place to be.
“Mabuhay!” and “Salamat" the common Filipino phrases. “Po” and “Opo” habits
saying to the elders. “Kumain ka na ba?” meaning “Have you eaten yet?” and
importunate asking of a Filipino.
They always make their guests feel at home, offering them something to eat, and
or even a place to stay. They are also fond of giving pasalubong or tokens and pabaon 63
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or farewell gifts to their visitors.
Filipinos greet their elders by kissing their hand while saying “Mano Po!”
constantly using “Po" and “opo” in conversation. There is also a wide array of
references to elder people such as ate for elder sister; kuya for older brother; Tito and
Tita for uncle and aunt ;Lolo and Lola for grandparents ;and Manong and Aling for older
people outside the family.
Filipino maintains a tight relationship with their families regardless if the children
are old enough and already have a family of their own.
Cheerful Personality
Filipinos have a habit of smiling and laughing a lot. Smiling is a coping strategy
for many Filipinos especially during trying Times and calamities. Filipino always tries to
maintain a positive outlook in life which makes them resilient and able to manage
almost everything with a simple smile.
Self-sacrifice
Bayanihan
“Bahala na” is a Filipino version of the famous line “Hakuna Matata,” meaning no
worries. The phrase said originated from the “Bathala na,” where Bathala means God, 64
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and the phrase meaning leaving everything into God's hands. It can also view as
cheerful and positive attitude of Filipinos and allowing situations take care of
themselves instead of worrying about them.
Colonial Mentality
It is regarded as the lack of patriotism and the attitude where Filipinos favor
foreign products more than their own. It does not only concern goods, but also the
desire to look more foreign than local and keep up with foreign beauty trends. It is
attributed to the centuries of colonization Filipinos had experienced under the Spanish,
American, and Japanese rule.
“Mañana” Habit
Filipino term for procrastination. It was derived from a longer Filipino phrase
called “Mamaya na” means dawdling things, which could have been done at an earlier
time. It was a poor habit of laziness that results in heavier workloads.
“Ningas Kugon"
“Ningas" is a Filipino term for flame and “Kugon" is a Filipino term for Cogon
grass that easily burns out after it is put into flames. It is refers to the attitude of eagerly
starting things but quickly losing eagerness soon after experiencing difficulty. Filipinos
are regarded as “Juan Tamad” or Lazy Juan because of laziness.
Pride
When two parties are not in good terms, they find it so hard to apologize and wait
until the other party asks for an apology first.
Crab Mentality
Where one resents the achievement of another, instead of feeling happy for that
person. They pull each other down and ruin each other reputation rather than bringing
them up, resulting to no progress.
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Filipino Time
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UNIT 6: DIGITAL SELF: WHO I AM IN THE CYBER WORLD?
These days, more people are becoming active in using the internet for research,
pleasure, business, communication, and other purposes. On the other hand, people
assume different identities while in the cyberspace. People act differently when they
are online and offline. We have a real identity and online identity.
LESSON PROPER
It has only been 25 years since Tim Berners - Lee made the World Wide Web
available to the public, but in that time, the internet has already become an integral part
of everyday life for the most of the world's population.
Almost two-thirds of the world's population now has a mobile phone. More than
half of the world's web traffic now comes from mobile phones. More than half of all
mobile connections around the world are now "broad band." More than one in five of the
world's population online in the past 30 days.
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Media users in the Philippines grew by 12 million or 25% while the number of
mobile social users increased by 13 million or 32%. Those growth figures are still higher
compared to the previous year. More than half the world now uses a smartphone.
Based on Figure, the number of digital users worldwide increases. More people
are becoming interested and devoted in using the Internet for various activities. In
Philippines, adolescents are among the most avid users of the internet.
ONLINE IDENTITY is actually the sum of our characteristics and our interaction.
PARTIAL IDENTITY is a subset of characteristics that make up our identity. Meanwhile
persona is the partial identity we create that represents ourselves in a specific situation.
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online than they ever could in face-to-face context [Taylor 2002]. However, it does not
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improving and developing ourselves every single day. Seemingly self-revelation can be
therapeutic to others especially if it goes together with self-reflection (Morris et al. 2010.)
But it does appear that we now do a large amount of our identity work online.
When the Internet constantly asks us “Who are you” and “What do you have to
share?”, it is up to us if we are going to provide answers to such questions/ queries
every time we use the internet and do what extent are going to share details ourselves
to others.
Many of us share the bad, embarrassing, and lustful things we experience. We
also react and comment on the negative experiences of others. Sometimes we
empathize with people. We also argue w/ others online. Relationships may be made
stronger or broken through posts online. Blogs and Social Media are the primary digital
for a on which such confessions, occur, but they can also be found in photo- and video
sharing sites where blunders and bad moments are also preserved and shared
( Strangelove 2011). According to M. Foucault, confessing our secret truths feels
freeing, even as it binds us in a guilt-motivated self-governance born of a long history.
According to Foucault`s (1998) Confession along with contemplation, self-
examination, learning, reading, and writing self- critical letters to friends, are a part of
the “ technologies of the self” through which we seek to purge and cleanse ourselves.
Despite the veil of invisibility, writers on the internet write for an unseen
audience (Serfaty 2004). Both the number and feedback of readers provide self
validation for the writer and a certain celebrity (O` Regan 2009). Confessional blogs
may also be therapeutic for the audience to read; allowing both. Sincere empathy and
the voyeuristic appeal of witnessing a public confession (Kitzmann 2003).
Thus, we should have a filtering system to whatever information we share online,
as well as to what information we believe in, w/c are being shared or posted by others
online. In the same way, we should also think before we post or share in order to
prevent conflict, arguments, and cyber bullying and to preserve our relationships w/
others.
Gender and Sexuality Online
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According to Marwick (2013), the term “sex”, “gender”, and “sexuality” are often
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common understandings of these terms and how researchers think about them yield
insights about the social functioning of gender.
SEX is the biological state that corresponds to what we might call a “man” or a
“woman”. While “sex” is often explained as biological, fixed, and immutable, it is actually
socially constructed (West and Zimmerman 1987). Gender- is the social understanding
of how sex should be experienced and how sex manifests in behavior, personality,
preferences, capabilities, and so forth. A person with male sex organs is expected to
embody a muscular gender. While sex and gender are presumed to be biologically
connected, we can understand a socio culturally specific set of norms that are mapped
onto a category of “sex” (Kessler and Mc Kenna 1978, Lorber 1994). Gender is
historical. It is produced by media and popular culture. It is taught by families, schools,
peer groups, and nations states (Goffman 1977). It is reinforced through songs,
sayings, admonition, slang, language, fashion, and discourse (Cameron 1998; Cameron
and Kulick 2003), and it is deeply ingrained.
Sexuality is an individual expression and understanding of desire. While like
gender, this is often viewed as binary (homosexual or heterosexual), in reality, sexuality
is often experienced as fluid.
Performing Gender Online
Theorist Judith Butler (1990) conceptualized gender as a performance.
She argued that gender was performative in that it is produced through millions
of individual actions rather than something that comes naturally to men and women.
According to the disembodiment hypothesis, Internet users are free to actively choose
which gender or sexuality they are going to portray with the possibility of creating
alternate identities (Wynn and Katz 1997).
Social Media sites like Twitter and YouTube have led to the emergence of a
“free culture” where individuals are empowered to engage to engage in cultural
production using raw materials, ranging from homemade videos to mainstream
television characters to create new culture of memes, mash-ups, and creative political
activism allows for civic engagement and fun creative acts. While Digg, 4chan, and
Reddit are used mostly by men, most social network site users are women; this is
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true in Facebook, Flickr, Live Journal, Tumblr, Twitter, and YouTube (Chappell 2011;
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ACTIVITY 1
Make a slogan or poster about becoming responsible internet user. Use coloring
materials to improve your output. Then, present it to the class.
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UNIT 7: SOCIAL SELF: RELATING WITH OTHERS
This lesson tacked the field of social psychology. It particularly discussed the
central of social relationships. The different conditions and factors related to social
relationships, namely perceptions, social norms, attitudes, stereotypes, group effort,
and cooperation, were also prevented. It was showed that these factors affect a
person’s relationship w/ others. This instructional module defines love and
differentiated the kinds of love. Finally, it emphasized the importance of maintaining
good social relationships, as well as the guidelines and rules on how to go about it
so that people can live harmoniously w/ one another.
LESSON PROPER
Social psychology
Many things may come to mind when you hear the word social. Generally, the 74
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term has something to do w/ relating well or interacting w/ others. The study of
relationships or interactions is called social psychology. Lahey [2007] defines social
psychology as the branch of psychology that studies individuals as they interact with
others. Plotnik and Kouyoumdjian [2014] state that it is a broad field whose goal is to
understand and explain how thoughts, feelings, perceptions and behaviors are
influenced by the presence or, o interactions w/, others. Additionally, for Gerrig and
Zimbardo [2002] it is the study of the effect of social factors on individual behavior,
attitudes, perceptions, and motives. Thus, social psychology is the study of group
and intergroup phenomena.
The key words are interactions and relationships. Interaction refers to the mutual
and reciprocal exchange of communication or action b/w two or more persons or
groups. Relationships refers to a particular way in w/c two or more individuals,
groups or even countries talk to behave toward or deal with each other. These two
terms imply two-way exchanges.
Person perception
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Another factor that influence one’ judgment or perception is physical appearance.
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or evaluating others. But, it is wrong to judge the character of a person on the basis
of first impressions because biases and errors may occur. It is advisable to validate
perception through observations, gathering of feedback and reports and interaction
among others, before making judgment.
Social norms
Norms are patterns or traits characterized as typical or usual for a group. Other
terms associated w/ norms are “average” and normal.
Norms change over time. Social norms refer to spoken and unspoken rules for
behaving in particular situations. Norms in social behavior serve to guide or regulate
the manner in w/c people conduct themselves. Behaviors have to be controlled or
regulated because of social consequences.
Together as a group
2nd, working with group may also reduce individual effort, a phenomenon known
as social loafing. Example, if a group may no longer try their best to contribute to the
solution because they feel that there are others who can do it better.
One must bear in mind that in a group work, it is important that each member
exerts his/ her best effort to facilitate the attainment of the objectives of the group as
a whole.
Conformity
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It refers to yielding to group pressure to act as everyone does, even when no
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direct request has been made. It is the tendency to behave like others in the group
do. This is brought about by two motivations: to gain reward [approval] or avoid
punishment [disapproval]; and to gain information.
Some factors make conformity more likely to exist in a group: 1] size of the
group; 2] unanimous group; 3] culture; and 4] gender.
In social groups, likelihood of conformity among members is very high. However,
individual members are not expected to always yield to the pressure to conform. An
individual member can decide for himself whether or not to conform and to what
extent.
As a member of a social group, one has to subscribe to basic and established rules,
policies, or guidelines for him to truly belong. If all members of the group live by
these institutionalized requirements, then, order, discipline, system, peace, and
harmony will be sustained.
It is important to note that social role play a positive role in society. W/o these
delineated roles, a student, for example, will not know to expect from his teacher.
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Nature and Depth or relationships
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Relationships are among the most important aspects of our lives. They can be
positive or conflicted, but the lack of relationship could be the worst of all, as it
creates loneliness.
Familiarity
It refers to being comfortable w/ another person and is necessary condition for a
close relationship to develop. Research has shown that people like to associate w/
others who are similar to them in terms of the following: attitudes, behavior patterns,
personal characteristics, taste in fashion, intelligence, personality and the like.
Attraction
Love
3. Consummate love – the strongest and fullest type of love. This ideal form of love
involves passion, intimacy, and commitment.
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passion, intimacy, and commitment. Passion has something to do w/ physical and
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closeness, and sharing of the relationship. Lastly, commitment is the cognitive appraisal
of the relationship and the intent to maintain it even in the face of problems.
3. The combination of passion and commitment w/o intimacy results in fatuous love.
Every person is capable of loving. W/o love, people become lonely and social
relationships suffer. People who freely share and give love and are loved in return,
are happy people.
Attitudes
Attitudes are beliefs that predispose people to act and feel in certain ways
towards people, objects, or ideas. It can either be positive or negative. A positive
attitude reflects a happy, pleasant, and optimistic disposition. On the contrary, a
negative attitude associates with pessimism or general feeling of dislike. 3 distinct
features of an attitude include belief, feelings, and disposition.
For instance, the negative attitude of a person towards sidewalk vendors can be
described by:
Stereotypes
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ACTIVITY 1
2. What are your initial thoughts about the teacher on the left or on the right?
3. If you were the teacher in the pictures, how would you want to be
dressed? Describe it and explain your reason for your choice.
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B. Create your own poem with love as the theme. Read and share it with
your classmates.
C. Watching “inspiring video on positive attitude towards others by AKPStudio
on YouTube.
* * * MIDTERM EXAMINATION * * *
MODULE PART 3: MANAGING AND
Knowing the "self "is not enough. Since "you are" is partly made up of your
choices you must also have the ability to choose especially to be better "you".
There are several techniques that you can adapt depending on your situation and
preferences to make you a better learner. Learning should not just mean studying for
your quizzes and exams in school. Learning could also acquire outside classroom or
even outside school. A certain hobby or skills, your favorite sports are some
examples that you want to enhance and acquire techniques. However some
techniques or new ways on how to study better will be discovered and rediscovered.
What important is you learn how to learn these things at this moment.
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3. Identify the metacognitive techniques that you find most appropriate for yourself
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Lesson proper
We are Homo sapiens or "wise man". We think more complex. But being called
wise man not only about how we think, how you process information, and how you
utilize techniques while you are studying. By this you have higher chance of
improving your learning process than those who do not reflect on their methods. This
idea falls under metacognition. Metacognition is defined as "thinking about thinking"
(Livingston 1997, Papaleontioulouca 2003).
The emotional and motivation state is the ideal state for that person in order to
further facilitate his learning.
and capabilities .
METACOGNITION elements:
B) Secondly the task variables this is what you know and what you think
about the nature of the task and the task requires.
3. SKIMMING - This is basically browsing over the material and keeping an eye on
keywords, phrase, or sentence. It is also about knowing where to search for such
key terms.
4. REHEARSING - This is not just all about repeatedly talking ,writing or doing what
you have learn but trying also to make a personal interpretation or summary of your
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learning experience.
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5. SELF-TEST - This is to test your comprehension of your learning experience or
skill you have acquired during learning.
Other strategies:
• Self-reflection
• finding a mentor or support if necessary
2. "aware" those who learners know some of their metacognitive strategies but
do not plan on how to use these techniques .
3. " strategic" those who strategize and plan their course of action toward a
learning experience .
4. "reflective" learners reflect on their thinking while they are using the strategies
and adapt metacognitive skills depending on their situation .
The goal of metacognition is for the student to be a self-regulated learning i.e., the
education should not be limited by the capabilities of the teachers, in short, you
should have the capability to study things on your own as well as accurately
evaluate our progress.
14 Intelligent Behaviors
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Performance can be greatly influenced by one’s behavior. Behavior is defined as
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Here are the following 14 intelligent behaviors indicative of an efficient and effective
problem-solver, many of w/c were originally compiled by Costa [2000]:
4. Flexibility in thinking
13. Cooperation
Important reminder: "Utilize and adapt the appropriate techniques in whatever learning
experiences you are about to accomplish and find enjoyment and success in learning
..."Constant practice makes things perfect.”
ACTIVITY 1
Create a diagram or schedule using at least 5 of the metacognitive strategies, skills and
studying techniques mentioned in this lesson on how you would prepare for the nest
days before the final examinations
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UNIT 2: EMOTIONAL SELF: ACHIEVING MY EMOTIONAL
COMPETENCIES
The American Psychological Association (2017) has these statements about stress:
LESSON PROPER
The American Institute of Stress (AIS) has distinguished different types of stress
and the human response to it.
Hans Selye defined stress as the body’s nonspecific response to any demand,
whether it is caused by or results in pleasant or unpleasant stimuli. It is essential to
differentiate between the unpleasant or harmful variety of stress termed distress,
which often connotes disease, and eustress, which often connotes euphoria.
Eustress is stress in daily life that has positive connotations, such as marriage,
promotion, baby, winning, money, new friends, and graduation. Distress is stress in
daily life that has negative connotations such as divorce, punishment, injury,
negative feelings, financial problems, and work difficulties.
However, eustress causes much less damage than distress. This demonstrates
conclusively that it is how an individual accepts stress that determines ultimately
whether the person can adapt successfully to change (AIS 2017).
1. The alarm stage - represents a mobilization of the body’s defensive forces. The
body is preparing for the entire “fight or flight” syndrome. This involves a number of
hormones and chemicals excreted at high levels, as well as an increase in heart
rate, blood pressure, perspiration, and respiration rate, among others.
2. The stage of resistance – the body becomes adaptive to the challenge and even
begins to resist it. The length of this stage of resistance is dependent upon the
body’s innate and stored adaptation energy reserves and upon the intensity of the
stressor. The acquired adaption is lost if the individual is subject to still greater
exposure to the stressor.
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Stress diseases are maladies caused principally by errors in the body’s general
adaptation process. They will not occur when all the body’s regulatory processes are
properly checked and balanced. The biggest problems with derailing the general
stress and causing disease is an absolute excess, deficiency, or disequilibrium in the
amount of adaptive hormones. For example: Corticoids, Adrenocorticotropic
Hormone (ACTH ), Growth Hormones are produced during stress. Unfortunately, if
stress is induced chronically, our defense response lowers its resistance since fewer
antibodies are produced and an inflammatory response dwindles (AIS 2017).
Unfortunately, the body can also overreact to stressors that are not life-
threatening, such as traffic jams, work pressure, and family difficulties.
More preliminary research suggests that chronic stress may also contribute to
obesity, both through direct mechanisms (causing people to eat more) or indirectly
(decrease sleep and exercise) (Health Harvard 2017).
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The stress response begins in the brain. When someone confronts an oncoming
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car or other danger, the eyes or ears (or both) send the information to the amygdala,
an area of the brain that contributes to emotional processing. The amygdala
interprets the images and sounds. When it perceives danger, it instantly sends a
distress signal to the hypothalamus (Health Harvard 2017).
Functions of Hypothalamus
When someone experience a stressful event, the amygdala, an area of the brain
that contributes to emotional processing, sends a distress signal to the
hypothalamus. This area of the brain functions like a command center,
communicating with the rest of the body through the nervous system so that the
person has the energy to fight or flee (Health Harvard 2017).
The hypothalamus is a bit like a command center. This area of the brain
communicates with the rest of the body through the autonomic nervous system,
which controls involuntary body functions like breathing, blood pressure, heartbeat,
and the dilation or constriction of key blood vessels and small airways in the lungs
called bronchioles. The autonomic nervous system has two components the
sympathetic nervous system and the parasympathetic nervous system. The
sympathetic nervous system functions like a gas pedal in a car. It triggers the fight-
or-flee response, providing the body with a burst of energy so that it can respond to
perceived dangers.
The parasympathetic nervous system acts like a brake. It promotes the “rest and
digest” response that calms the body down after the danger has passed (Health
Harvard 2017).
After the amygdala sends a distress signal, the hypothalamus activates the
sympathetic nervous system by sending signals through the autonomic nerves to the
adrenal glands . These glands respond by pumping the hormone epinephrine (also
known as adrenaline) into the bloodstream. As epinephrine circulates through the
body, it brings on a number of physiological changes. The heart beats faster than
normal, pushing blood to the muscles, heart, and other vital organs. Pulse rate and
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blood pressure go up. The person undergoing these changes also starts to breathe
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more rapidly. Small airways in the lungs open wide. This way, the lungs can take in
as much oxygen as possible with each breath. Extra oxygen is sent to the brain,
increasing alertness. Sight, hearing, and other senses become sharper. Meanwhile,
epinephrine triggers the release of blood sugar (glucose) and fats from temporary
storage sites in the body. These nutrients flood into the bloodstream, supplying
energy to all parts of the body (Health Harvard 2017).
All of these changes happen so quickly that people aware of them. In fact, the
wiring is so efficient that the amygdala and hypothalamus start this cascade even
before the brain’s visual centers have had a chance to fully process what is
happening. That is why people are able to jump out of the path of an incoming car
even before they think about what they are doing. As the initial surge of epinephrine
subsides, the hypothalamus activates the second component of the stress response
system known as the hypothalamic pituitary adrenal (HPA) axis glands. The HPA
axis relies on a series of hormonal signals to keep the sympathetic nervous system–
the “gas pedal” –pressed down. If the brain continues to perceive something as
dangerous, the hypothalamus releases corticotrophin releasing hormone (CRH),
which travels to the adrenal glands, prompting them to release cortisol. The body
thus stays revved up and on high alert. When the threat passes, cortisol levels fall.
The parasympathetic nervous system– the “brake”– then dampens the stress
response (Health Harvard 2017).
Several techniques to counter chronic stress were presented in the same article
(Health Harvard 2017):
2. Physical activity. People can use exercise to stifle the buildup of stress in several
ways. Exercise, such as taking a brisk walk shortly after feeling stressed, not only
deepens breathing but also helps relieve muscle tension. Movement therapies such
as yoga, tai chi, and qi gong combined with fluid movements, with deep breathing,
and mental focus, all of which can induce calm.
Self-care therapy
Nancy Apperson [2008] of Northern Illinois University has provided steps for self-
care:
1. Stop, breathe, and tell yourself: “This is hard and I will get through this one
step at a time.”
2. Acknowledge to yourself what you are feeling. All feelings are normal so
accept whatever you are feeling.
3. Find someone who listens and is accepting. You do not need advice. You
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need to be heard.
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4. Maintain your normal routine as much as possible.
f. Escape for a while through reading books, watching movies, or short trip.
Self-compassion theory
It is another counter stress by Kristin Neff [2012] in her article “science of self-
compassion]
One of the most consistent findings in the research literature is that self-
compassion is linked to less anxiety and depression. The key feature of self
compassion is the lack of self-criticism, and self-criticism is known to be an important
predictor of anxiety and depression. Self-compassion is not merely a matter of
looking on the bright side of things or avoiding negative feelings. Self-compassionate
people recognize when they are suffering, but are kind toward themselves in these
moments, acknowledging their connectedness with the rest of humanity. Self-
compassion is associated with greater wisdom and emotional intelligence,
suggesting that self-compassion represents a wise way of dealing with difficult
emotions.
1. Candidly describe problem that tends to make you feel bad about yourself, such
as a physical flaw, a relationship problem, or failure at work or school. Note what
emotions come up – shame, anger, sadness, fear – as you write.
2. Think of an imaginary friend who is unconditionally accepting and
compassionate; someone who knows all your strengths and weakness,
understands your life history, your current circumstances, and understands the
limits of human nature.
3. Finally, write a letter to yourself from that perspective. What would you friend say
about your perceived problem? What words would s/he use to convey deep
compassion? How would your friend remind you that you are only human? If your
friend were to make any suggestions, how would they reflect unconditional
understanding?
4. When you are done writing, put the letter down for a while and come back to it
latter. Then read the letter again, letting the words sink in, allowing yourself to be
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soothed and comforted.
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Less stress, more care
You should be in control of the stress that confronts us every day. Self-care and
self-compassion are two ways to positively confront stress. We should love and care for
our self-more and more each day.
ACTIVITY 1
Make Self – care plan. Design for your self-care plan for the whole school year.
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Unit 3: RESPONSIBLE SELF: MY COMMITMENT TO LIFELONG
GROWTH
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[music smart]
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6. Interpersonal intelligence – ability to understand and interact effectively w/ others
as well as the capacity to discern, motivate, etc. [people smart]
Contributors to intelligence
Two factors: heredity [nature] – refers to genes one inherits from his/ her
parents, w/c provide the upper and lower limits of his/her intelligence quotient; and
environment [nurture] – involves the experiences and psychological and physical
exposure of the individual to the various influences around him/her. It been resolved
that heredity and environment both interact to contribute in intelligence and
personality.
While you may be low on certain skill, there might be other capabilities that you
are. Just discover and develop them further.
Motivation
b. Drive reduction theory – this theory explains that organisms are driven by
physiological needs. A need energizes one’s drive to eliminate or reduce the
deprivation, ex. If one feels hunger, hunger is the motivator in order to satisfy the
need.
d. Cognitive approach – there are two aspects of this approach, namely: intrinsic
motivation [refers to inherent or internal stimulus of an individual to satisfy his/ her
drive w/o the need for reward and punishment]; and extrinsic motivation [based on
incentives w/c are artificial devices w/c are employed to evoke conducive
satisfaction]. Therefore, the former refers to internal factors like self-determination,
curiosity, challenge, and effort. The latter involves outside factors such as rewards
and punishment.
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the abilities to perceive, appraise, understand, and express emotions accurately and
appropriately. This is also the counterpart of IQ. EQ has an intellectual component,
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especially in using emotions to facilitate thinking or logical reasoning. Ex. In a class,
the teacher asks the question, “In which geographical region is the Philippines
located?” Paul sees Jane raising her hand but he blurts out, “Southeast Asia!” one
will readily think that Jane might be angry because Paul gets the credit.it may thus
be said that Paul has a high IQ but low EQ.
Reasoning
People make decisions every day. Making a decision involves picking or
selecting the best option that will give the best consequences. Reasoning is a
cognitive or intellectual skill. It is a way to determine if a choice is the best from
among several options. It is a mental process that involves using and applying
knowledge to solve problems.
Both intellectual and emotional abilities are necessary tapped in decision making.
ACTIVITY 1
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action or processes did you undertake?
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Unit 4: DO NOT JUST DREAM, MAKE IT HAPPEN
One of Canfield’s featured quotes about success is “by taking the time to stop
and what you have achieved – and perhaps learned through a few mistakes, stumbles
and losses you actually can enhance everything about you. “ Self-acknowledgment and
appreciation are what give you the insight and awareness to move forward higher goals
and accomplishments” (Brown 2016)
LESSON PROPER
The Bobo Doll Experiment was studied by Dr. Bandura in 1950’s. In this
experiment, the sample children were presented with new social models of violent and
nonviolent behavior towards an inflatable redounding Bobo doll. The result were: the
group of children who saw the violent behavior model became violent to the doll, while
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the control group who was presented with the nonviolent behavior model was rarely
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violent to the doll. Dr. Bandura introduced the social learning theory that focuses on
what people learn from observing and interacting with other people.
It states that people are active participants in their environment and are not
simply shaped by that environment. Dr. Bandura continues to do research such as self-
efficacy, stress reactions, and effects of modeling on human behavior, emotion, and
thought.
Efficacy Expectation - is the conviction that one can successfully execute the
behavior required to produce the outcomes.
Weibell (2011) stated that Dr. Bandura defined self-efficacy as “people’s beliefs
about their capabilities to produce designed levels of performance that exercise
influence over events that effects their lives.” He identified acts of people with high
assurance in their capabilities such as:
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control over them.
In contrast, people “who doubt their capabilities”:
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1. Shy away from tasks they view as personal threats;
2. Have low aspirations and weak commitment to goals they choose to pursue;
3. Dwell on personal deficiencies, obstacles they will encounter, and all kinds of
adverse outcomes, rather than concentrating on how to perform
successfully;
4. Slacken their efforts and give up quickly in the face of difficulties;
5. Are slow to recover their sense of efficacy following failure or setbacks;
6. Fall easy victim to stress and depression
Dr. Bandura described four main sources of influence by which a person’s self-
efficacy is developed and maintained. These are:
Dr. Albert Bandura’s quotes about self- efficacy (Kendra 2017) are as follows:
“Self efficacy is the belief in one’s capabilities to organize and execute the
sources of action required to manage prospective situation.”
“If efficacy beliefs always reflected only what people can do routinely, they
would rarely fail but they would not set aspirations beyond their immediate reach
nor mount the extra effort needed to surpass their ordinary performances.” (from
Encyclopedia of Human behavior, 1994)
“Self-belief does not necessarily ensure success, but self-disbelief assuredly
spawns failure.” (From Self- efficacy: The exercise of control, 1997)
“By sticking it out through tough times, people emerge from adversity with the
stronger sense of efficacy.” (From Encyclopedia of Human Behavior, 1994)
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CAROL S. DWECK’S FIXED AND GROWTH MINDSET THEORY
Graduated from Bernard College in 1967 and earned her PhD from Yale University in
1972. She taught at Colombia University, Harvard University, and University of Illinois
before joining Stanford University in 2004(Up closed 2017) Her research focuses on
why people succeed and how to foster success.
Fixed and growth mindset
Dr. Dweck described people with two types of mindset. People who believe that
success is based in their innate abilities have a “fixed” theory of intelligence, which goes
under fixed mindset. People who believe that success is based on hard work, learning,
training, and perseverance have growth theory of intelligence, which goes under Growth
mindset. According to Dr. Dweck, individuals may not necessarily be aware of their own
mindset, but their mindset can still be discerned based on their behavior.
For example, children given praise such as “good job”, and you like “good job,
you worked very hard” are likely to develop a growth mindset. In other words, it is
possible to encourage students to persist despite failure by encouraging them to think
about learning in a certain way.
Edwin A. Locke is internationally known for his research on goal setting. He was
born on January 5, 1938. He is a Dean’s Professor (Emeritus) of leadership and
motivation at the Robert H. Smith School of Business at the University of Maryland,
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College Park.
This theory was first studied by Dr. Locke in the middle of 1960s. In 1996, he
published another article entitled “Motivation through Conscious Goal Setting.” Locke
(1996) first described that the approach of goal setting theory is based on what Aristotle
called final causality; that is, action caused by a purpose.
Goal Attributes
Goals have both an internal and an external aspect. Internally, they are ideas
(desired ends), externally, they refer to the object or condition ought (e.g., a job, a sale,
a certain performance level). The ideas guide action to attain the object. Two broad
attributes of goal are content (the actual object sought) and the intensity (the scope,
focus, and complexity, among others of the choice process). Qualitatively, the content of
a goal is whatever the person is seeking. Quantitatively, two attributes of content,
difficulty, and specificity, have been studied (Locke 2017).
14 research findings:
A research was made by Locke (2017) under the article “Motivation through
Conscious Goal Setting”. The research has the following findings:
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o Providing and communicating an inspiring vision;
o Acting as role model for the employees;
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o Expecting outstanding performance;
o Promoting employees who embrace the vision and dismissing those
who reject it;
o Delegating responsibility (“ownership”) for key tasks;
o Goal setting itself can be delegated for capable, responsible employees;
o Expressing (genuine) confidence in employee capabilities;
o Enhancing capabilities through training; and
o Asking for commitment in public.
6. In addition to having a direct effect on performance, self-efficacy influences:
a) the difficulty level of the goal chosen or accepted;
b) commitment to goals;
c) the response to negative feedback or failure; and
d) the choice of task strategies
7. Goal setting is most effective when there is feedback that shows progress
in relation to the goal.
8. Goal setting (along with self- efficacy) mediates the effect of knowledge of
past performance on subsequent performance.
9. Goals affect performance by affecting the direction of the action, the degree
of effort exerted, and the persistence of action overtime.
10. Goals stimulate planning in general. Often, the planning quality is higher
than that which occurs without goals.
11. When people strive for goals on complex tasks, they are least effective
in discovering suitable task strategies if:
a) They have no prior experience or training on the task;
b) There is high pressure to perform well; and
c) There is high time pressure (to perform well immediately).
12. Goals (including goal commitment) in combination with self-efficacy mediate or
partially mediate the effects of several personality traits and incentives on
performance.
13. Goal setting and goal-related mechanisms can be trained and/or adopted in
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the absence of training for the purpose of self-regulation.
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Unit 5: ASSESSING FOR SELF-IMPROVEMENT: DIRECTING MY
DESTINY
The lesson further explained the various tools available. However, you are
encouraged to do research on other tests or measures relevant to your needs. In the
use of tools, two general approaches to measurement namely formal and informal, were
presented.
One of the closest experiences you have w/ assessments is taking a writing test
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Kinds of assessment
The following are the kinds of test according to purpose, i.e. in terms of
characteristic they intend to measure:
a. Achievement test – this test measures what has been learned w/n a specific
period of time.
b. Mental ability test – measures one’s level of mental ability, such tests are known
as IQ tests.
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perceptions, interests, psychological aberrations, personality disorders, and the like.
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assessment tools invalidates the results.
There are two methods: formal assessment [standardized and generally carried
out in professional settings by experts in the behavior being measured; the bases for
the assessment of a person are his/her responses or scores on a test]; and informal
assessment [do not observed formal process; the bases for assessing a person are
unstructured or simple observations of his/her behaviors in informal settings and
occasions]. Informal assessment gives a clue to what might be happening w/ the
behavior being studied for described.
Application of assessment
ACTIVITY 1
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* * * FINAL EXAMINATION * * *