UNDERSTANDING

THE SELF
CA REVIEW
THE PHILOSOPHICAL
VIEW OF SELF
Defining the self: Personal and Developmental
Perspectives on Self and Identity
PHILOSOPHY
• study of the fundamental nature of knowledge, reality, and
existence, especially in an academic discipline. - a particular
theory that someone has about how to live or how to deal
with a particular situation.
• academic discipline concerned with investigating the nature
of significance of ordinary and scientific beliefs - investigates
the legitimacy of concepts by rational argument concerning
their implications, relationships as well as reality, knowledge,
moral judgment, etc.
PHILOSOPHY
• Much of philosophy concerns with the fundamental nature
of self.
• The Greeks were the ones who seriously questioned myths
and moved away from them to understand reality and
respond to perennial questions of curiosity, including the
question of the self.
SELF AND IDENTITY
The following are discussions of different perspectives and understandings of the
self according to its prime movers. From philosophers of ancient times to the
contemporary period.
The Pre-Socratics (Thales, Pythagoras,
Parmenides, Heraclitus, Empedocles, etc.)
• were concerned with answering questions such as
• what is the world really made up of?
• why is the world the way it is?
• what explains the changes that happen around us?

 arché- origin or source/the “soul”/the primal matter

 the soul’s movement is the ultimate arché of all other movement
 arché has no origin outside itself and cannot be destroyed
 explains the multiplicity of things in the world
SOCRATES
• concerned with the problem of the self
• “the true task of the philosopher is to know oneself”
• “the unexamined life is not worth living”
• underwent a trial for ‘corrupting the minds of the youth’
• succeeded made people think about who they are
• ‘the worst thing that can happen to anyone is to live but die inside’
• “every person is dualistic”
• man = body + soul
• individual = imperfect/permanent (body) + perfect & permanent
(soul)
PLATO
• 3 components to the soul
• rational soul – reason & intellect to govern affairs
• spirited soul – emotions should be kept at bay
• appetitive soul – base desires (food, drink, sleep, sexual needs,
etc.)
• when these are attained, the human person’s soul becomes
just & virtuous
• WHAT HAPPENS TO A PERSON WHOSE 3 COMPONENTS OF
THE SOUL ARE IMBALANCED?
(ST.) AUGUSTINE
• ‘spirit of man’ in medieval philosophy
• following view of Plato but adds Christianity
• man is of a bifurcated nature
• part of man dwells in the world (imperfect) and yearns to be
with the Divine
• other part is capable of reaching immortality
• body – dies on earth; soul – lives eternally in spiritual bliss
with “God” (#lifegoalz)
(ST) THOMAS AQUINAS
• man = matter + form
• matter (hyle) – “common stuff that makes up everything in
the universe”
• form (morphe) – “essence of a substance or thing”; (what
makes it what it is)
• the body of the human is similar to animals/objects, but
what makes a human is his essence
• “the soul is what makes us humans”
 MODERN
PHILOSOPHY
Rene DESCARTES
• Father of Modern Philosophy
• human person = body + mind
• “there is so much that we should doubt”
• “if something is so clear and lucid as not to be doubted, that’s the only time one
should believe.”
• the only thing one can’t doubt is existence of the self
• “I think, therefore I am”
• the self = cogito (the thing that thinks) + extenza (extension of mind/body)
• the body is a machine attached to the mind
• it’s the mind that makes the man
• “I am a thinking thing. . . A thing that doubts, understands, affirms, denies,
wills, refuses, imagines, perceives.”
David HUME
• disagrees with the all the other aforementioned philosophers
• “one can only know what comes from the senses & experiences” (he is an
empiricist)
• “the self is not an entity beyond the physical body”
• you know that other people are humans not because you have seen their soul,
but because you see them, hear them, feel them etc
• “the self is nothing but a bundle of impressions and ideas”
• impression – - basic objects of our experience/sensation - forms the core of our thoughts
• idea – - copies of impressions - not as “real” as impressions.
• self = a collection of different perceptions which rapidly succeed each other
• self = in a perpetual flux and movement • we want to believe that there is a unified ,
coherent self, soul, mind, etc. but ~~actually~~ it is all just a combination of experiences.
Immanuel KANT
• agrees with HUME that everything starts with
perception/sensation of impressions
• there is a MIND that regulates these impressions
• “time, space, etc. are ideas that one cannot find in the world,
but is built in our minds
• “apparatus of the mind”
• the self is not only personality but also the seat of knowledge
Gilbert RYLE
• denies the internal, non-physical self
• “what truly matters is the behavior that a person
manifests in his day-to-day life.”
• the self is not an entity one can locate and analyze but
simply the convenient name that we use to refer to
the behaviors that we make
MERLEAU-PONTY
• a phenomenologist who says:
• the mind- body bifurcation is an invalid problem
• mind and body are inseparable
• “one’s body is his opening toward his existence to
the world”
• the living body, his thoughts, emotions, and
experiences are all one.
 THE
PSYCHOLOGICAL
VIEW OF SELF
SIGMUND FREUD:
PSYCHOANALYTIC THEORY OF SELF
• Freud’s asserts that the human psyche
(personality) is structured into three parts
(Tripartite).
• These structures are: the id, ego, and superego
• All develop at different stages in life.
PARTS OF PERSONALITY
• Id (internal desires)
•- Also called internal drives or instinctive drives, it consist of the body’s
primitive biological drives and urges which are concerned only with the
achieving pleasure and self-satisfaction.
•- Id lives completely in the unconscious.
• 2. Ego (reality)
•- It is the I part of the individual that gives him/her the sense of his/her
own identity. The ego is the rational part of the personality.
• 3. Super Ego (Conscience)
•- It is the I part of the personality concerned with morals, percepts,
standards and ideas. The superego is also the critical faculty of the personality.
Freudian Stages of Psychosexual
Development
• Freud also argues that the development of an individual can be
divided into distinct stages characterized by sexual drives.
• As a person grows, certain areas become sources of pleasure ,
frustration or both.
• ORAL STAGE (Birth – 1 year old)
• The mouth becomes the part of the body through which gratification is
secured.
• Anal Stage (2 to 3 years old)
• The child derives the feelings of pleasure or pain from defecating. It covers
the toilet-training period.
Freudian Stages of Psychosexual
Development
• Phallic Stage ( 3 to 6 years old)
• The child gets curious about his/her genitals and becomes attached to the parent of
the opposite sex.
• The attraction of a boy to his mother is called “Oedipus complex,
• While that of a girl to her father is called electra complex.
• The child gets curious about his/her genitals and becomes attached to the parent of
the opposite sex.
• The attraction of a boy to his mother is called “Oedipus complex,
• While that of a girl to her father is called electra complex.
• Latency Stage (10 to 12 years old)
• Sexual motivations presumably recede in importance as the child becomes
preoccupied with developing skills and other activities.
• Genital Stage (After Puberty)
• The deepest feelings of pleasure presumably come from heterosexual relations.
ERIK ERIKSON: THE PSYCHOSOCIAL
STAGES OF SELF-DEVELOPMENT
• Erik Erikson was primarily concerned with how both
PSYCHOLOGICAL AND SOCIAL FACTORS affect the development
of individuals.
• He has formulated eight major stages of development
• Each posing a unique developmental task and simultaneously
presenting the individual with a crisis that he/she must
overcome.
• Crisis- is not a threat of catastrophe but a turning point, a crucial
period of increased vulnerability and heightened potential.
PHYSICAL
SELF
What do we expect?
• Determine the condition of your physical self
• Classify the Physiological needs of the self in each
stage of life;
• Identify the forces and institutions that impact the
development of the various aspects of identity and
the self; and
• Explain the importance of good health
FACTORS IN THE DEVELOPMENT OF
THE PHYSICAL SELF
• The development of the individual is caused by two interacting
forces: Heredity and Environment.
• HEREDITY (nature)- is the transmission of traits or characteristics
from parents to offspring.
• It provides the raw materials of which the individual is made up.
• Through the genes, hereditary potentials like physical, mental, social.
Emotional and moral traits are passed down to generations.
• ENVIRONMENT (nurture)- is the sum total of the forces or
experiences that a person undergoes from conception to old age.
• It is also includes family, friends, school, nutrition and other agencies one is
in contact with.
THE BEGINNING OF LIFE
• Fertilization- Life begins at fertilization.
• 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.
• Spermatozoa- Male sex cells, produced in the male gonads called testes.
• Ova- Female sex cells, produced in the female gonads known as ovaries.
• Zygote- Fertilized egg, contains all the hereditary potentials from the
parents. This zygote goes to the uterus and continuous to grow during the
gestation period of about 280 days or 36 weeks or 9 calendar months.
THE BEGINNING OF LIFE
• Each parent contributes one sex chromosome to the offspring.
• Male parent- may pass either X ore a Y chromosome, while
• Female parent- always give X chromosome
• When an X chromosome comes from the father and meets X
chromosome from the mother, the resulting combination is XX.
• XX- indicates female offspring
• However when the father produces a Y chromosome which pairs with
the X chromosome from the mother the resulting combination is XY.
• XY- signify a male offspring
• Both male and female chromosomes contain several thousands of genes.
THE BEGINNING OF LIFE
• Each parent contributes one sex chromosome to the offspring.
• Male parent- may pass either X ore a Y chromosome, while
• Female parent- always give X chromosome
• When an X chromosome comes from the father and meets X
chromosome from the mother, the resulting combination is XX.
• XX- indicates female offspring
• However when the father produces a Y chromosome which pairs with
the X chromosome from the mother the resulting combination is XY.
• XY- signify a male offspring
• Both male and female chromosomes contain several thousands of genes.
THE BEGINNING OF LIFE
• Genes- are small particles in a string-like formation.
• They are the true carriers of hereditary characteristics of the
parents.
• Deoxyribonucleic acid (DNA) which is the code of heredity.
• It contains information and instructions about the newly
created organism and programs the traits that should be
inherited.
• Maturation- is the unfolding of the inherent traits.
TAKING CARE OF MY PHYSICAL
SELF
• Since the self is inseparable from the body you should take
very good care of your physical self.
• Whether you plan to lose, gain or maintain weight, the
most important thing to do is to keep yourself fit.
• To achieve this goal, a rigid plan has to be made.
• BALANCE DIET
• To keep fit and healthy, one needs to have a balance diet.
Eating a balanced diet means consuming the right kind of food
at the right and in the right proportion.
TAKING CARE OF MY PHYSICAL
SELF
• WATER
• An individual should drink at least eight glasses of water every day.
• It allows the body to function efficiently.
• It also washes away wastes to keep the skin clear and healthy.
• With a high- protein diet, the body utilizes the water properly and
avoids water retention.
• Liquids such as coffee, tea or milk should not be counted as water.
• Although they contain lots of water, there is also a build-up of
caffeine, acid or fat.
TAKING CARE OF MY PHYSICAL
SELF
• SLEEP
• Sleep gives the bones, muscles and the mind time to recover.
• An individual needs eight or more hours of sleep a day.
• One very important requirement for a refreshing sleep is a firm mattress.
• If one sleeps in a slumped, uncomfortable position in a mattress that is
too soft, body aches may develop.
• A soft and lumpy mattress should be replaced with a firmer one.
• Another way to improve the bed is to raise the lower part of the mattress
so as to elevate the feet.
• Moreover, sleeping on one’s stomach can help prevent varicose veins
from developing as well as other circulatory problems.
 INTELLIGENT
BEHAVIORS:
SEEING MY
NATURAL ABILITY
FOURTEEN INTELLIGENT
BEHAVIORS
• 1. Persistence
• It means not giving up when the answer to a problem is not immediately known.
• 2. Overcoming impulsiveness
• It involves planning, clarifying goals, exploring alternative strategies and considering
consequences before one begins a task.
• 3. Listening to others
• Some cognitive psychologists think that the ability to listen to another person and understand
their point of view is one of the highest forms of intelligent behavior.
• 4. Flexibility in thinking
• It is when one considers other points of view rather than running with the first thought that
comes to mind.
• 5. Metacognition
• It refers to the awareness of how one is thinking or the knowledge of what is going on in one’s
head.
FOURTEEN INTELLIGENT
BEHAVIORS
• 6. Checking for accuracy and precision
• It is the behavior of not letting speed surpass the desire for craftsmanship.
• 7. Questioning and Problem-posing
• It means asking questions and finding out problems for oneself.
• 8. Applying past knowledge to new situations
• It refers to the act of calling upon one’s store of knowledge and experience as a source
of data, theories or processes to solve each new challenge.
• 9. Precision of language and thought
• A person with this behavior uses descriptive terms to distinguish objects, and provide
criteria for value judgments.
• 10. Using all the senses
• The senses of feeling, seeing, hearing or even tasting are utilized to solve problems
more effectively.
FOURTEEN INTELLIGENT
BEHAVIORS
• 11. Creativity
• it means applying ingenuity, originality and insight.
• Creativity develops one’s capacity to generate original, unique, clever or useful
products solutions and techniques.
• 12. Living with a sense of wonderment
• Involved in this behavior are inquisitiveness, curiosity and openness to beauty,
intricacy, complexity and simplicity.
• 13. Cooperation
• It refers to taking advantage of the knowledge and insights that can only come as a
result of social relationships.
• 14. Sense of Humor
• It refers to being able to look at situations, opportunities, problems and relationships
with nonchalance and fun.
EMOTIONAL SELF:
ACHIEVING MY
EMOTIONAL
COMPETENCIES
Fundamentals of Emotion
• Based on Plutchik’s (1980) configuration of emotion, there are
eight fundamental emotions, namely
Joy
Trust
Fear
Surprise
Sadness
Disgust
Anger
Anticipation
Wheel of Emotions
• Plutchick’s wheel of emotions demonstrate how emotions are related
to one another.
Wheel of Emotions
• Emotions adjacent to one another in the wheel are closely related and can be
combined.
• The combinations can be found on the outer part of the wheel;
• For instance, love is the combination of joy and trust.
• Meanwhile, emotions across each other are conceptual opposites.
• For example, sadness is the opposite of joy, and anticipation is the opposite of surprise.
• The Eight Fundamental Emotions also come in a variety of intensities.
• Those nearest to the center signify the most intense forms of while those farthest
from the center are the weaker forms.
• Emotion Management Strategies
• In any social interaction, feelings may arise. These emotions may be positive or negative and
may affect relationships as well.
• Thus, people should always keep their emotions in check to avoid misunderstanding and
miscommunication.
Emotion Management Strategies
• What are the best strategies for managing emotions? How can you avoid
outbursts and negative feelings towards others? Langley (2012) lays out some
tips on managing emotions.
• 1. Smile to make yourself feel good
• Face a mirror and smile. After some time, your mood will be better and you will be better
and you might even laugh naturally. Do it for at least 30 seconds.
• 2. Smile to make others feel good
• Smiling opens up your connection with others. It also leads to experiencing empathy.
• 3. Get up and move
• Exercise activates happy hormones that include endorphin, dopamine and serotonin
among others.
• Movement is also important for the lymphatic system to get the toxins out of your body.
• Get up from your desk and jump and bounce regularly.
Emotion Management Strategies
• 4. Check in with your body
• Scan your body by feeling the tensions building up.
• Learn to relate these tensions with the emotion you feel to understand how your feelings affect your
physiology.
• 5. Physically remove the tension
• If you feel tense in your arms, shake them.
• Likewise, if there is tension in your chest, stretch and breathe deeply.
• 6. Breathe
• Perform diaphragmatic or deep breathing by contracting your diaphragm.
• Let your lower lungs fill with oxygen to pass around your body and brain.
• You will feel tingly sensation and your belly will expand.
• Do this exercise for at least 60 seconds.
• The body cannot sustain anger when you are breathing deeply.
• 7. Talk to someone
• It is healthier to vent your anger and frustrations to a friend rather that to suppress them.
• Express your feelings so you can start to resolve the situation.
Emotion Management Strategies
• 8. Disengage and Reengage Emotions
• Learn to park your emotions to deal with at a later time, but do not avoid them.
• You must acknowledge your feelings then utilize your emotional intelligence to improve
them.
• 9. Label your emotions
• After acknowledging your emotions, label them.
• This activity reduces the intensity of your emotions.
• The part of the brain that feels the emotion is the same part that names it.
• 10. Label your emotions for others
• You can often defuse a tense situation by acknowledging the feelings of others.
• When you ask, “I sense that you are angry. Can you tell me how you feel?”
• The other person will be encouraged to consider and label his/her emotion as well.
• He/she may respond with “Yes, I feel angry”, or “No, I am not angry; I am annoyed.”