19

Reflections:

a Gtobatization produces diverse/mutticu[turat identities.

a The setf is "DIGITALIZED" in cyberspace; thus deviating from the

traditionat concept of the self. lnformation technotogy d'istocates the
setf.

3. The Self as a Necessary Fiction

a The setf is regarded as a symbolic and material weight, meaning an
ideotogical force that inserts us into particular rotes we may or may
not have chosen in a social script we don't controt.

a The self is the totatity of individuats' thoughts, feelings and actions. lt

'is seen as metaphoric or just a representation of something that is
abstract (Nietzche).

Reflections:

. Memory has a role in the concept of the setf.

4. The Social Constructed Self

a Social constructionism is a theory of knowtedge in sociotogy and

communication theory that examines the devetopment of jointty-
constructed understandings of the wortd that form the basis for shared
assumptions about reatity. An exampte of a social construction is the
concept of setf/ self-identity.

a The self/ setf-identity is acquired based on social roles that people

partake.

a Sociatization has an important role in discovering and exptoring the

setf. Sociatization agents such as the family, schoot, church and society
are active forces that shape a person.

5. Theory of the Self by George Herbert Mead

Mead supports the view that a person devetops a sense of setf
through social interaction and not the biotogicaI preconditions

a According to him, the setf has Two Divisions:

a. "1" is the Subjective etement and the active side of the setf
represents the spontaneous and unique traits of the individuat

b. "Me" is the Objective etement that represents the

internatized attitudes and demands of other peopte and
the individuat's awareness of those demands

GECC 108- Understanding the Self -Module l-

 ?n

Fut[ development of setf- attained is when the .,1,, and the,,me,,are

united

. not present at birth. lt is onty devetoped with sociat

The 5etf is
experience in which Ianguage, gestures, and objects are used to
communicate meaningfuIty.

o Rote-taking is a process in which a person infers peopte,s intention or

direction of action, which may tead him to understand the wortd from
other's perspective, since there is meaning in human actions. The
person creates his own rote and anticipates how others
witt
look and respond. By performing his own rote, the setf continues to
change along with his social experience.

Three Stages of Development of Self (Mead):

(1) Preparatory stage (from birth to 2) begins

when we are born.
Genera[ty, chitdren are onty capabte of imitaiion. They tike
to pret-nd
to be someone etse.. They have no abitity to imagine how others see
things. They copy the actions of peopte with wiom th"y
interact, such as their s.ignificant o[hers.
;irt;rt;
(2) Play stage (Age 2 to 6) is when chitdren
start to take on the rote that
one other person might have. C.hjtdren might try
on a parent,s point of
view by acting out .,grown up,, behavior,-tike ptaying ..dresr
rlf,;
acting out the .,mom,, rote, or tatking on tov delepn6n.tt
i *JV tt"n6
see their mother do. " "V
(3) Game stage (Age 7 onwards) is when chitdren
learn to consider several
rotes other than being a chitd at ptay. They
aiso interact with other
chitdren, with their parents and otheisignifi.ini
figrre. fney feain to
understand interactions invotving differint peoptj
pu-rposes. For exampte, a chitd at this
with ;.ri"d ;;
"
stage ri tit<ity to be aware of the
different responsibitities of peop.e in a r6stauiant who
together make
for a smooth event/party expeiience. ffrey Uelin
games simitar to the reat life situations
to have formatized
lik;,,ba:hay-bohayon,,.

. Finatty, children develop, understand, and [earn the idea of

the.generalized other, the common U"f,irifrui
society- By this stage of devetopment, an inaiviOuaii's
of generat
"rpectations
abte to iragi;; ho;
he or she is viewed by one or many others_and
thus, from a sociotogicat
perspective, to have a ..setf,, (Mead 1934;
Mead 1964).
LOOKING-cLASS SELF (Charles Horton
Cooley)
. flit concept is hetpfut in understanding how a person
himsetf as he interacts views
with the socia-t environment ln.friing
famity, schoot, peer groups, and mass media.

GECC 108- Und erstanding the Self

-i4odule t-
 71

This further states that part of how we see ourselves comes from our
perception of how others see us, who serve as mirror of oursetves.
The process of discovering the tooking-gtass setf occurs in three
steps:
a. An individuaI in a social situation imagines how they appear
to others.
b. That individual imagines others' judgment of that
appearance.
c. The individual devetops feelings about and responds to
those perceived judgments.

SUMMARY

Lesson 2 on Sociotogy focused on the study of the functioning of society

and social retationships. The self and the society influenced each other. The
concept of setf can be validated by how others perceive a person which
becomes a pattern of behavior. Therefore, the setf may be viewed in terms
of the "l and Me" retationship, detocalized, digitatized, and constructed.

What coutd be the retevance of studying the society and its behavior?
Through comparisons of behaviors, we can attempt to sotve issues and gain a
rational understanding of some of society's socia[ probtems and concerns.
Sociotogical backgrounds can be studied and can be a basis for improving and
devetoping a society.

,/ OUTPUT PLAN

Q comrose AN EssAY wrrH THE TrrLE:

1. How Do I Negotiate my Setf-identity in the Social Contexts I am in?

(A Reftection Paper)

2. Listen to the song, "Beautifut" by Christina Aguitera and make a

Reftection Paper

Titte: Beautiful
A Reflection Paper

GECC 108- Understanding the Self -Module l-

 22

Lesson 3

) ANTHROPOLOGY

Motivational Activity:

Pinoy Ako!
What makes a Fitipino?
'l
Name at [east 10 unique practices or .,
betiefs.
.1.
Processing Questions:
1 . What makes you proud as a

Fitipino?
2. lf you wi[[ be required by the
school to come up with your
, '4 {

own [abe[ or ,,tatak,,, what

woutd it be and why?
-.....-u '
3. How did you find the activity?
4. What is your insight about it?

Whang-od Oggay is a tattoo artist. She was born on February 17,

-,
She is atso known as Maria Oggay, a Fitipino
. 1917 .
tattoo artist from
Buscalan, Tinglayan, Katinga, phifipp=inei. she is oiten described
as the',tast';
and otdest mambabatok (traditionat Katinga tattooist) and is part of
Butbut people of the targer Katinga ethnic group. She has been ihl
tattooing headhunters and. women of the indigenous peopre of
Butbut in
Buscalan, Katinga, since she was 15 years otd, 6ut the
But'but warriors who
used to earn tattoos through protecting vittages or kitting
enemiei no tlng"i
exist. Despite that, whang-od continues to a-ppty her traditionat
art forrn-to
tourists visiting Buscatan. The Nationat commission for cutture
and the
Arts (NCCA) conferred on the prestijiousDongol ng Uiriyi
,I: .-1pi,9r,Whang-od
of whang-od,s ethnic- provincJ or xitinga, in
lX"rJd.T^r.1P_:k:
rurd' 5ne was nominated_for. the Nationat Living Treasures Award (dawad
Mantitikha ng Bayan) inZ01Z. Her nomination is itiLt
Ueing proieised il il;
NCCA.

ANTHROPOLOGICAL VIEW OF THE SELF

Anthropotogy is the science of.humanity that studies

human beings in
from biotogicat to evolutionary history or aomo sopiens
::?:::-ri?g,lq
rearures ot society and cutture that decisivety
tJine
distinguish humans rro, otn"i
animal species. rt has several branches - physicat anihropotogy
is tn" u.*tn
that concentrates on the biotogy and evotu'tion oitrumanity.
greater detait human evolution. cuttura( anthropotogy
rt discussed in
1or ettrnorogyy, soiiii
anthropotogy, Iinguistic anthropotogy, anO psy[noio-giiat
antnrop-ofogy-ar;
branches that study the sociat a;d c;[iurat .onitir.tionr
of human groups.

GECC 108- U nderstanding the Self -r\{odule l-

 23

Further, anthropotogy according to Wattz is the science of the nature

of man. Nature means a matter animated by the Divine Breath. Based from
Thomas Csordas, anthropotogy means "what it means to be human". For
Ctifford Gertz, it is the study of cuttures, practices, vatues, ideas,
technotogies, economies, and other domains of social and cognitive
organization. He even said that, "Without culture, there is no man". The
study of cutture is always a part of anthropology.

The word "culture" is derived from a French term, which in turn derives
from the Latin "colere," which means to tend to the earth and grow, or
cuttivation and nurture. lt shares its etymotogy with a number of other words
related to actively fostering growth is the integrated pattern of human
knowtedge, betief, and behavior that depends upon man's capacity for
tearning and transmitting knowtedge to succeeding generations. lt is also the
customary betiefs, social forms and material traits of a racia[, retigious, or
social group.

Cutture therefore; is the characteristics and knowtedge of a particutar

group of peopte, encompassing tanguage, religion, cuisine, social habits,
music and arts. lt is a shared pattern of behaviors and interactions, cognitive
constructs and understanding that are learned by sociatization. lt can be seen
as the growth of a group identity fostered by social patterns unique to the
group. The Center for Advance Research on Language Acquisition goes a step
further, defining culture as encompassing retigion, food, what we wear, how
we wear it, our language, marriage, music, what we believe is right or wrong,
how we sit at the tabte, how we greet visitors, how we behave with loved
ones, and a mitlion other things (Cristina De Rossi, an anthropologist at Barnet
and Southgate Coltege in London).

What is the retevance of studying Anthropotogy? lt provides us basic

assumption about human life. lt gives us information about different cuttures
and norms which hetp us understand betiefs, practices, and vatues of peopte
across the gtobe.

THE SELF EMBEDDED IN CULTURE

Cutture is a system of inherited conceptions expressed in symbotic

forms by means of which people communicate, perpetuate and devetop their
knowledge about and attitudes toward [ife. Culture is everything a person
learns as a member of the society. lt is a powerful agent that shapes the
decisions and actions of humans. lt can material (tangibte) and non-material
(intangibte) which differ based on the country as a resutt of environment and
history. Cutture is likewise learned through sociatization agents. This can be
through;

a. Encutturation - the process of learning your own culture as a resutt

of interaction with significant others

GECC 108- Understanding the Self -Module l-

 24

b. Accutturation - the process of modifying cutture to accommodate

desirabte traits from other cutture (ex. lnctination of Fitipinos
towards Kpop cutture)

c. Deccutturation - happens when the culture of the o[der generation

comes in conflict with the needs and realities of the younger
generation (ex. Parental high expectation of etders is an instigator
of high suicidal rate and high educational attainment among
Japanese adotescents)

Cutture is atso shared intergenerationalty. lt even affects Bio[ogy such

as humans are born into cultures that have values on beauty and body (ex.
Mursi Tribe in Ethiopia Africa wearing lip plates is a sign of beauty. Women
are expected to wear them to attract men).

ln summary, the setf is embedded in culture once it identifies its

retationship with cutture. The setf has to respect these cuttural practices and
remain reflexive. lt is onty when the setf the power of cutture constituted by
every system that we can have an effective shaping of sociat reatity.
A reflection of this is the threat of Cuttural Degradation which happens
when there is a loss of a particutar cutture due to assimitation or toss of
interest (ex. lndigenous peopte not being proud of who they are and try to
conceal their background when enrotting in a university). Sociat media has
become a venue of cultural degradation due to commerciats or
advertisements and exposures to virtual activities that inftuence traditions,
language, betiefs, knowtedge, and personatities (ex. being thin is beautifut,
be'ing btack is ugly, hair must be sitky and btack, drinking liquor is coo[, etc.).

SUMATARY

Lesson 3 on Anthropotogy emphasized the importance of cutture in

shaping one's behavior. The self is understood in the context of anthropotogy
in a sense that the self is biotogicalty attuned to respond in the environment
where he/she lives.

OUTPUT PLAN

Q Compose your own originat Shout Out of who you are as a Fitipino. lt
shoutd reveal the identity of Fitipinos.

GECC 108- Understanding the Self -Module l-

 75

LESSON 4

PSYCHOLOGY

Motivational Activity:

Group Dynamic Activity: "Personare"

T
Processing Questions:

1. How did you find the activity?

2. What are your strategies to be
abte to remember the detaits
of your partner?
i
3. ls it easy to know a person just
by tooking at his/her photo?
4. What did you learn from the
activity?

Psychology is a disciptine in
Behavioral science that seeks to measure, exp[ain and sometimes change the
behavior of man and animats. The word psychotogy is derived from 2 Greek
words, "psyche" (mind/sout), logos (science/ study). There are two
determinants of human behavior

(1) HEREDITY (NATURE) which comprises the totality of influences,

biotogicatty transmitted from the parents to the offspring that determines the
ways in which an individuat witl make use of h'is environment' lt covers atl the
factors that were present in the individual at the time of conception and

(2) ENVIRONMENT (NURTURE) which is the sum total of atl external

conditions and factors potentiatty capabte of influencing an organism. lt
covers atl the externat factors that have acted on him after conception' These
determinants comptimented each other toward the devetopment of an
individuat.

The setf is understood in the psychotogical context as a Cognitive

Construction and as a Proactive and Agentic.

PSYCHOLOGICAL PERSPECTIVE OF SELF

1. CognitiveConstruction
2. Proactive and Agentic

GECC 108- Understanding the Self -Module l-

 26

THE SELF AS A COGNITIVE CONSTRUCTION

(1 ) WILLIAM JA/v{ES (Me-Self, l-Self)

Wittiam James is a renowned American psychotogist who developed

a theory of self-consciousness. His theory of the self divides a person's
mental picture of his/her setf into two categories:

a. "Me" can be thought of as a separate object or individual a person

refers to when describing their personal experiences;

b. "1"is the self that knows who they are and what they have done in
their [ife.

Both concepts are depicted in the statement; "l know it was me who
ate the cookie." He catted the "Me" part of self the "empirical me" and the "l"
part "the pure Ego". For James, the "1" part of setf was the thinking setf, which
could not be further divided. He linked this part of the self to the soul of a
person, or what is now thought of as the mind.

Educational theorists have been inspired in various ways by James's

theory of setf, and have developed various apptications to curricutar and
pedagogicaI theory and practice.

James further divided the "Me" part of setf into: a materiat, a soc.iat,
and a spiritual se[f, as betow.

Material self
The materiat setf consists of things that betong to a person or entities that a
person betongs to. Thus, things like the body, family, ctothes, money, and
such make up the material setf. The core of the material setf was the body.
Second to the body, a person's ctothes were important to the materiat setf. A
person's clothes were one way they expressed who they fett they were; or
ctothes were a way to show status, thus contributing to forming and
maintaining one's setf-image. Money and famity are critical parts of the
material self. lf one lost a famity member, a part of who they are was lost
atso. Money figured in one's material setf in a simitar way. lf a person had
significant money then lost it, who they were as a person changed as wett.

Social self
Our social setves are who we are in a given social situation. peopte change
how they act depending on the social situation that they are in. peopte had
as many social setves as they did social situations they participated in. For
exampte, a person may act in a different way at work when compared to how
that same person may act when they are out with a group of fr.iends. ln a
given social group, an individual's social self may be divided even further. An
example of this woutd be, in the social context of an individuat's work
environment, the difference in behavior when that individuat is interact.ing
with their boss versus their behavior when interacting with a co-worker.

GECC 108- Understanding the Self -Module l-

 27

Spiritual self
The spiritual setf was who we are at our core. lt is more concrete or
permanent than the other two selves. The spirituat setf is our subjective and
most intimate self. Aspects of a spiritual se(f include things like personatity,
core vatues, and conscience that do not typicatty change throughout an
individuat's Iifetime. The spirituaI setf invotves introspection, or looking
inward to deeper spiritual, moral, or intetlectual questions without the
inftuence of objective thoughts. Achieving a high [eve[ of understanding of
who we are at our core, or understanding our spiritual setves is more
rewarding than satisfying the needs of the sociat and material selves.

Pure eqo
This refers to as the "1" self. The pure ego is what provides the thread of
continuity between our past, present, and future selves. The pure ego's
perception of cons'istent individuat identity arises from a continual stream of
consciousness. lt is simitar to what we think of as the sout, or the mind. The
pure ego is not a substance and therefore coutd not be examined by science.

(2) KAREN HORNEY "Real Self and ldeal Self"

a Karen was a German psychoanatyst who practiced in the United States

during her later career.

a Horney believed that if

we have an accurate conception of our
own setf, then we are free to realize our potential and achieve what
we wish, within reasonable boundaries. Thus, setf -actualization is the
heatthy person's aim through life-as opposed to the neurotic's clinging
to a set of key needs

a There are two views of our setf: the "rea[ self" and the "ideal setf". The
rea[ setf is who and what we actuatty are. The idea[ setf is the type of
person we feet that we should be. The real setf has the potential for
growth, happiness, witl power, realization of gifts, etc., but it atso has
deficiencies. The ideal self is used as a model to assist the real setf in
devetoping its potential and achieving self-actuatization. But it is
important to know the differences between our ideat and real setf.

o The neurotic person's self is sptit between an idealized setf and a real
setf. As a resutt, neurotic individuals feel that they somehow do not
live up to the ideat setf. They feel that there is a flaw somewhere in
comparison to what they "should" be. The goals set out by the neurotic
are not realistic, or indeed possibte. The reat setf then degenerates
into a "despised self", and the neurotic person assumes that this is the
"true" setf. Thus, the neurotic is [ike a ctock's pendutum, osciltating
between a fattacious "perfection" and a manifestation of self-hate.
Horney referred to this phenomenon as the "tyranny of the shoutds" and
the neurotic's hopeless "search for gtory". She conctuded that these
ingrained traits of the psyche forever prevent an individuat's potential

GECC 108- Understanding the Self -Module l-

 28

'from being actuatized untess the cycle of neurosis is somehow broken,

through treatment or, in less severe cases, life lessons.

(3) CARL ROGERS "Self-actualization"

"The organism hos one basic tendency ond striving - to octualize,
maintain, ond enhance the experiencing organism" C.R.

a Car[ Rogers (1902-1987) was a humanistic psychotogist who betieved

that for a person to achieve setf-actuatization they must be in a state
of congruence. This means that self-actuatization occurs when a
person's "ideal setf" (i.e., who they woutd tike to be) is congruent with
their actual behavior (setf -image).

Humans have one basic motive, that is the tendency to setf-actuatize

that is, to futfitt one's potential and achieve the highest [eve[ of
'human-beingness' we can. Like a flower that witt grow to its futl
potential if the conditions are right, but which is constrained by its
environment, so peopte wit[ ftourish and reach their potential if their
environment is good enough. However, unlike a flower, the potential
of the individual human is unique, and we are meant to devetop in
different ways according to our personality. People are inherentty
good and creative. They become destructive onty when a poor setf-
concept or external constraints override the vatuing process. For a
person to achieve setf-actuatization, they must be in a state of
congruence. This means that setf-actualization occurs when a person's
"ideal self " (i.e., who they woutd tike to be) is congruent with their
actuat behavior (setf-imaee).

. Chitdhood experience is the main determinant of whether we witl

become self-actuatized or not.

(4) DONALD W. WINNICOTT "True Self and False Self"

a Donatd Woods Winnicott FRCP (7 Aprit 1896 - 25 January 1971) was an

Engtish paediatrician and psychoanatyst who was especiatty inftuential
in the fietd of object retations theory and devetopmental psychotogy.

The setf is a very important part of mental and emotional wet[-being

which ptays a vital rote in creativity. Peopte were born without a
clear[y devetoped setf and had to "search" for an authentic sense of setf
as they grew. The sense of feeting reat, feeling in touch with others
and with one's own body and its processes was essential for living a
tife.

TRUE SELF
"Onty the true setf can be creative and onty the true setf can feet reat.
The Irue Sell is a sense of being alive and real in one's mind and body,
having feetings that are spontaneous and unforced. This experience of
aliveness is what altows peopte to be genuinety close to others, and to

GECC 108- Understanding the Self -Module t-

 79

be creative. "True Se[f" begins to devetop in infancy, in the relationship

between the baby and its primary caregiver (typicatty the mother). One
of the ways the mother hetps the baby devetop an authentic setf is by
responding in a wetcoming and reassuring way to the baby's
spontaneous feetings, expressions, and initiatives. ln this way the baby
devetops a confidence that nothing bad happens when she expresses
what she feets, so her feelings don't seem dangerous or probtematic to
her, and she doesn't have to put undue attention into controtting or
avoiding them. She atso gains a sense that she is rea[, that she exists
and her feetings and actions have meaning.

FALSE SELF
a A defense, a kind of mask of behavior that compties with others'
expectations. lt is what attowed one to present a "polite and mannered
attitude" in pubtic.

a This began to devetop in infancy, as a defense against an environment

that felt unsafe or overwhelming because of a lack of reasonabty
attuned caregiving. Parents did not need to be perfectly attuned, but
just "ordinarity devoted" or "good enough" to protect the baby from
often experiencing overwhelming extremes of discomfort and distress,
emotiona[ or physical. But babies who lack this kind of external
protection had to do their best with their own crude defenses.

"Comptiance", or behavior motivated by a desire to please others rather

than spontaneously express one's own feetings and ideas. For example,
if a baby's caregiver was severety depressed, the baby would anxiously
sense a lack of responsiveness, would not be able to enjoy an illusion
of omnipotence, and might instead focus his energies and attentions
on finding ways to get a positive response from the distracted and
unhappy caregiver by being a "good baby". The "False Setf" is a defense
of constantty seeking to anticipate others' demands and comptying with
them, as a way of protecting the "True Setf" from a wortd that is fett
to be unsafe.

(5)Albert Bandura, "THE SELF AS A PROACTIVE AND AGENTIC"

"Self-efficocy is the belief in one's obility to influence events that
effect one's life and control over the way these events are
experienced. (Bondura, 1 994)"

a Aged 93, is one of the most renowned living psychotogists in the fietd
of psychotogy
a Social Cognitive Theory takes an agentic view of the setf. This means
that individuats have the capacity to control their lives. They are
proactive, setf-reftective, setf-regulating and setf-organizing (Feist,
et., 2013). Peopte have the power to inftuence their own actions to
produce desired resutts. Thus, the Agent Self is the executive function
that attows for action. That is why; people make choices and utitize

GECC 108- Understanding the Self -Module l-

 30

their sense of control in various life situations. This leads to setf-

efficacy.

a Setf-efficacy is, according to

psychologist Atbert Bandura who
originatty proposed the concept, a personal judgment of "how we[[ one
can execute courses of
action required to
deal
with prospective situations"

Psychotogists have studied self-efficacy from severat perspectives.

Educator Kathy Kotbe adds, "Betief in innate abitities means vatuing
one's particular set of
cognitive strengths. lt
atso invotves
determination and perseverance to overcome obstactes that woutd
interfere with utitizing those innate abitities to achieve goats.

Self-efficacy affects every area of human endeavor. By determining

the beliefs a person hotds regarding their power to affect situations, it
strongty influences both the power a person actualty has to face
chaltenges competentty and the choices a person is most tikety to
make. These effects are particutarty apparent, and compelting, with
regard to behaviors affecting heatth.

Factors affecti ng self-efficacy:

1. Experience, or "enactive attainment" - The experience of mastery is

the most important factor determining a person's setf-efficacy.
Success raises setf-efficacy, white faiture lowers it. According to
psychologist Erik Erikson: "Chitdren cannot be fooled by empty praise
and condescending encouragement". They may have to accept
artificial botstering of their self-esteem in lieu of something better.
Ego identity gains reat strength onty from whotehearted and consistent
recognition of real accomptishment, that is, achievement that has
meaning in their cutture."

2. Modeting, or "vicarious experience" - Modeting is experienced as, "lf

they can do it, I can do it as wett". When we see someone succeeding,
our own setf-efficacy increases; where we see peopte faiting, our setf-
efficacy decreases. This process is most effectuat when we see
oursetves as similar to the modet. Atthough not as inftuentiat as direct
experience, modeting is particutarty useful for people who are
particutarty unsure of themsetves.

3. Sociat persuasion - Social persuasion generatLy manifests as direct

encouragement or
discouragement from
another person.
Discouragement is generally more effective at decreasing a person's
self-efficacy than encouragement is at increasing it.

4. Physiotogical factors - ln stressful situations, peopte commonty exhibit

signs of distress: shakes, aches and pains, fatigue, fear, nausea, etc.
Perceptions of these responses in onesetf can markedty atter setf-

GECC 108- Understanding the Self -modute t-

 31

efficacy. Getting 'butterfties in the stomach' before pubtic speaking

wi[[ be interpreted by someone with low setf-efficacy as a sign of
inabitity, thus decreasing setf-efficacy further, where high setf-
efficacy woutd lead to interpreting such physiological signs as normal
and unrelated to ability. lt is one's betief in the implications of
physiotogicat response that atters se[f-efficacy, rather than the
physiotogicat response itself .

SUMMARY

Lesson 4 on Psychotogy presented the concept of the setf from various

personatities. The self is regarded as having components such as material,
sociat, spiritual and pure ego. lt consists of the real and ideat setf, true and
the fake setf. Further, the setf is also viewed as self-actualizing and setf-
regutating with a goal towards setf-efficacy.

OUTPUT PLAN

Analyze yoursetf. Come up with a picture Cottage of yoursetf. Cut out

pict ures or draw your ldeal and Rea[ Setf. lnctude your reftections.

GECC 108- Understanding the Self -A{odule l-

 32

Lesson 5

THE SELF IN WESTERN AND EASTERN/ORIENTAL

THOUGHT

Motivational Activity:

Audio-Visua[ Presentation on the

difference between Western and
Eastern in terms of betiefs, practices,
vatues, etc. a
Group work: Be abte to show the
difference between eastern and
western thoughts through a skit.
F
The comparison between the Eastern and Western thoughts about setf
led us to the richness of ideas, knowtedge, skitls, practices, betiefs of both
wortds. ln Western thought, peopte tend to think of the setf as an entity
separate from others. People tend to answer affirmativety. The search for
absotute truth is focused on the rote of people and individual events. Research
and anatysis outside the setf are bases in finding answers retated to absotute
truth. This imptied that the truth needs to be proven by science. On the other
hand, in the Eastern thought, the setf is often viewed as an ittusion like in the
case of Buddhism where they people in interconnectedness. Everything that
'is happening is in fact is connected. Because of this interconnectedness, the
approach to absolute truth is hotistic. At[ events in the universe are atl
intertwined. Meditation and right living become the bases for searching the
inside setf. This imptied that the truth is already given and does not have to
be proven rather look how to find batance.

The tabte shows us more of the differences between the two thoughts
in terms of Phitosophy, cuttural vatues and mindset which hetp us appreciate
their contributions in the development of the setf.

EAST WEST
PHILOSOPHY
EASTERN MAIN PRINCIPLES WESTERN MAIN PRINCIPLES
Christianity, Scientific, Rationat,
The setf is embedded in retationships LogicaI schoots
and through Spiritua[ Devetopment.
Buddhism, Confucianism, Hinduism,
lntegral Yoga, lstam, Taoism, Zen
r Betieves in cosmotogical unity a Feeting onesetf as an element
o a
Life is journey towards of the Divine
eternat realities that are a
Life is service to God,
money, business, etc.

GECC 108- Understanding the Self -,l odule l-

 33

beyond realities that surround r Linear view of the universe

US and Life based on the
a Circutar view of the un'iverse Christian philosophy where
based on perception of everything has beginning and
eternat recurrence the end
a Setf tiberation form the "Fatse o Outer-wortddependent
Me" and finding the "True . Self-dedication to the goal
Me". The highest state is
believed to be a state of "No-
setf" where neither setf-
worth nor setf -importance
have an rea[ meanin
LIVING PRINCIPLES
VIRTUE ETHIC
"Be sotisfied with whatever you "One con live magnificently in this
have ond enjoy the same. When you world if one knows how to work
and
come to know that you hove how to love" (Leo Toistoy)
everything and you ore not short of
anything, then the whole world will "There is no reol excellence in
oll
be yours" (Lao Tzu) this world which con be seporoted
"Five things to be able to become from right living" (David Starr
virtuous -
gravity, generosity of Jordan)
soul, sincerity, earnestness,
kindness" Con uctus
BELIEFS AND VA LUES
The true key is lnside. The inner The main values are
success and
wortd of a human being and his/her achievement which
can be achieved
abitity to control and devetop it is of in many ways, but
rarety through
highest vatue. The way to the top is devetoping
inner strength. ffre
inside yourself through setf- majority of success and achievement
devetopment. criteria have external nature
(money, faith, poputarity, etc.) the
way to the top is through Active
Outside intervention.
50c AL c o N S TR U cTr o N o F T H E S E LF
INDIVI D U A L 5M c o L LE c T SM
A h u m a n be n o s a n n t eg ra a rt of A
human being h as an individuatistic
t he U n e rs e a n d t h e soc e t v D u t v nature and is an independent
part of
t ow a r d s a o t h e r5 s a VE ry the universe and the
rmportan t m a t t er c o ec t lvt s m s lndividuatism society.
is stronger.
stronger. Setf-sufficiency is encouraged which
rs retevant to independence. This
impties confidence in one,s capacity
to provide what the self needs.
Being Rationat is utitized. The setf
must not waste resources.

GECC 108- Unders tanding the 5elf

-,tlodule l-
 34

IMPROVEMENT/ EVOLUTION
Cyctic devetopment, hence Linear devetopment,
hence
improvement is a
never ending improvement has a goat.
journey that has no limits. Development stops when the goal is
reached.
ACHIEVEMENT/WINNING
Winnin is lnside oursetf Win nin is Outside ursetf
IMPLEMENTATION
S irituaI and Missiona a roach Pra matic and Emotional a roach
GOALS AND KEY TO SUCCESS
SpirituaI Materialistic
"Live o virtuous lile and odhere to ""The secret of success in life ond
perf orming your duties" subsequently of moking money is to
(Conf ucionism) enjoy your work. If you do, nothing
is hard work no motter how mony
hours t in" Biu Butlin
E 5 TAB L S H N G c o N T R o L o E R YOUR EMO T o N S
Through Meditation Through Anatysis
"A man can seporate histher mind "l
con control my passions and
from his/her emotions and control emotions if lcon understand their
them" oolsm noture" I noso

LEADERSHIP
Spiritual Hands-on
Watking behind peopte. Sitence is Watking ahead of peopte.
Speech is
Iden olden

MODULE SUMMARY

. .ln summary' amidst the dichotomy of the Eastern and western

thoughts, the setf is devetoping. and being lxptorea-.
Eastern in gun"rat aiu
spirituatty and communatty inclined. Weslern' traditions put
high regard on
individualism, setf-efficacy, rationatity and science.'

the pursuit to understand the setf is chattenging and

lndeed,
interesting. Modute 2 witt further widen our f,nowfeAge
of who we are.

OUTPUT PLAN

e, Provide comparisons be-tween the Eastern

and Western thoughts using a
cottage. Ptace it
in a 1/g ittustration uoarJ. n"iy.tabte materiats are
encouraged. Make a one paragraph reftection
about your work.

GECC 108. U nderstanding the 5elf -rllodule l-

 35

.6 SUMTAATIVE TEST

1. Explain the fottowing quotations. (Note: Foltow the format.)

a. The unexamined life is not worth living.

b. I discover that there are other minds in understanding what other
peopte say and do.

2. What are your personal insights or reftections of the various sociotogicat

perspectives of the setf?

3. Provide 2 itlustrations of each and be abte to cite your sources or

references. You may inctude a photo.

a. encutturation,
b. acculturation,
c. deccutturation and
d. cultural degradation

4. ldentify the name of the proponent based on the kind of self mentioned.

Setf-actuatization
lmitation
Setf-efficacy
Rea[ versus ideal setf
True versus fake setf

5. Conduct an interview to an individual with Asian background who was born

and raised in the Asian way and worked in the Western wortd. Be able to
list down his/her observations and experiences (at least 5) of the
differences between the two thoughts. Fottow format.

GECC 108- Understanding the Self -Module l-

 MODULE II
UNPACKING THE SELF

Lesson 1 The Physical Self

Lesson 2 The Sexual Self
Lesson 3 The Material/Economic Self
Lesson 4 The Spiritual Self

Lesson 5 The Political Self

Lesson 6 The Digital Self
 2

MODULE II

UNPACKING THE SELF

INTRODUCTION

A }l E LlJ T oh* LF
s I
I
I
I I I I
I \
czeainesketches.clm rtll

Who are you reatly? ln Modute 1, you were abte to understand the self
as based on the perspectives of phitosophers. The setf as consisting of a body,
a soul and a mind, however the setf does not end in meanings only. There
should be a continuous exptoration of who we are. Why do you have to
investigate yoursetf? Why devetop yoursetf? Why maximize your potentiats?
There is a saying by Oscar Witde that says, "Be yoursetf. Everyone else is
taken." You cannot possess something which is not yours. lf there is one thing
in life that we can say we own it, that is - our setf. Life is so beautiful to be
wasted. As you age, there shoutd be a new discovery of who you are. Every
year, you are given the opportunity to uncover another layer of self
authenticity. As you celebrate your natal day, it marks a new beginning, a
new chattenge, a new struggle. lt is very difficutt indeed when you are not in
communion with your own setf. lt could be very exhausting attempting to be
someone you are not or trying yourself to fit into situations that are simpty
not you. Pteasing others a[[ the time sacrificing your own setf needs and
happiness can be very stressfut.

Therefore, being yoursetf means maximizing your best. How? Here are
five practical strategies by Vatori Burton (certified personal and executive
coach ).

(1) Say what you need to say. Are you too afraid to speak? Are you beating
around the bush? Have you found yoursetf telting a tittte tie to avoid
the embarrassment of telting the truth? This is a ctear sign you are not
being yourself. Think of a situation where you have not said what you
need to say. Authenticity means being forthright. Do not waste
precious energy pretending att is wet[ when it is not.

GECC 108- Understanding the Self -Module ll-

 3

(2) Wear what makes you feel best. lt may seem superficiat, but it is not.
Ctothing is a language. Be creative. Dress in a way that makes you feel
good.

(3) Do what you know is right. There is nothing more authentic than tiving
your own values. When your actions do not line up with your betiefs,
inner turmoil is sure to fottow. Do what is right and you witt have a
sense of peace about your decision and actions.

(4) Give yourself permission to be imperfect. When you are

uncomfortabte in your own skin, most of the time it is because you
have not permitted yoursetf to be human. You have not given yoursetf
permission to be imperfect. Enjoy yoursetf more. Expect bumps in life
journeys but it shoutd not keep you away from reaching your purpose.

(5) Breathe. Whenever you feet yourself being anxious, take a deep
breath. Let the air in and out slowly. Breathe and get centered aga.in.
It is such a simpte concept that can make an immense improvement in
your life and daity welt-being - just tike being yoursetf.

As a parent, an educator, a counsetor and a speaker, I too atways share

my bits of life strategies on reftections about life - (1) Cetebrate your birthday
with a twist. Make a journal about changes in you in att aspects - physicat,
mentat, emotionat, social and spirituat, (2) Mature every year. See to it that
your life is progressing and not regressing and (3) Live your vatues. Do what is
right and you witl feel at peace. This is the reason why persona[
development is a lifetong process. lt is an approach of evatuating our vatues,
qualities and skiIts.

Modute 2 focuses on Unpacking the Setf. What is the relevance of

unfotding onesetf? A simpte comparison is unpacking after travelling. What is
in the bag after journeying? ls there something new worth discovering?
Perhaps, you bought a new gadget, a new dress, a new toy that you have to
try and see if it works. Or in your travet, did you meet someone and made a
friend? By doing so, you realized that you have a lot to [earn about yoursetf
and that there are stitl areas in you for setf-improvement. you unpack your
physical, sexuat, material, politicat, spirituat and digitat selves to make your
life better and meaningfut.

The Physical setf is the first aspect that can be usuatty seen by others
which can be a basis for a positive or negative acceptance. The body is an
agent for setf-expression. You can make a sense about the wortd through the
information gathered by the sense organs.

The Sexuat setf is the house for understanding your sexual being, how
you respond to biotogical and physiotogical changes. lt speak of your sexuat
heatth, sexual orientation, gender identity and expression and va[ues around
sexuatity that might have effects on personatity.

GECC 108- Understanding the Self -Modute ltl

 4

The Materiat/Economic Self on the other hand emphasizes your

attachment to your possessions which can become an extension of your setf-
identity.

The Potitica[ Setf is about the formation of a pubtic identity based on

the impact of learning historical background.

The Spiritual Setf is associated with your personal relationship with the
supreme being - your God, being at peace with yourself and finding meaning
in life.

Lastty, the Digitat Setf as created by digitat technotogies which

becomes an extended setf .

The setf in other words is a goal in progress. There shoutd be an

integration of a[[ the setves towards maturity and heatthy living.

OBJECTIVES

At the end of the semester, students witl be abte to;

'l . Exptore the different aspects of setf and identity,

2. Demonstrate criticat, reftective thought in integrating the various

aspects of setf and identity,

3. ldentify the different forces and institutions that impact the

devetopment of various aspects of self and identity, and

4. Examine one's setf against the different aspects of setf discussed in

ctass

DIRECTIONS/ MODULE ORGANIZER

Journey in life as you read every lessons in this modute. Make sure to
participate in the Motivationa[ activities and accomplish the Output ptan and
Summative Tests.

GECC 108- Understanding the Self +,lodute ll-

 5

Lesson 1

l t- THE PHYSICAL SELF

"l om not who I think I om. I om not who

you think I am. I am who I think you
think I am". - Joson Silyo

Motivational Activity:
"Mirror, mirror on the Watt"

Procedure:

Look at yoursetf using your cett phone.

What do you see? Do you see yourself
as you or do you see someone etse? List
down beautifut things you appreciate
about your body and [ist down worst
things you do not like about it.

Processing:
1. How do you feel about the activity?
2. Was it difficutt to identify beautifut things about your body?
3. Are there more beautiful than worst things about yoursetfl Why?
lnsights and Reflections:
1, Learn to accept your body.
2. Others may view your.body differentty; thus you react and you change
sometimes based on the way others perceive you.

"Are you reody to UN4ACK and DTSCOVER IOURSELF?,

. Reatity-wise
characteristics.
our society ptaces particutar high regard on physicat
oftentimes, sexy body with curvy b=ody itrapes, uL.i,tiiri
breasts, long tegs, and tong wavy hair ire characteiistics that
are often seen
as desirable in women. And for men, having strong muscular
body, abs, anJ
Fying q firm jawtine make up handsome, lood tJoktng ana aesiiiUte men.
This..is the expectation ptaced by both sexei and very
much visibte in sociat
media. The context of being beautifut is having a body as aerineo
uy irre
society. A vast amount of media coverage imptiZitty favors, and in tne
caie
of the advertising.industry expticitty promiote moderiof attru.uruneri.
Fitmr,
magazines and tetevision atl contribute to body shape images.
consumers are
lurked into products that create beautifut body by distoiting
the reatityoi
normal into the unreatity of ideats such as the ro-cattuo
ioeat Jr women u6ing
size zero. To be attractive is to have acceptabte physicat
characterrstr.ci
rather than.having positive personatity traiis such as kindness,
humor, -
intettigence, thoughtfuIness and intettigence.
,"nr" oi

GECC 108 - Understanding the Self -Modute ll-

 6

Researches showed the rote of physical appearance. Darwin's theory of

evotution and natural setection states that characteristics that give an anima[
or human the best chance of survivat and of reproducing themselves witl be
prized. Psychotogists woutd suggest that attraction based on physicat
characteristics is retated to features which indicate heatthiness and especiatty
fertitity.

Another study by Viren Swami and Adrian Furnham (2006) suggested

influence on attraction based on physicat characteristics. Their research
focused on the heterosexual mate perspective. They pose the question of
whether there are physicat characteristics that are found to be attractive
across cuttures. lf so, do these characteristics signal procreative potentiat as
predicted by psychotogists taking an evotutionary approach to exptaining
behaviour? Swami and Furnham conclude that there is research evidence to
suggest that there are characteristics that have been shown to be attractive
across cultures.

The physical characteristics for femates focus on body shape,

especially the waist to hip measurement ratio (WHR). A WHR measure of 0.g
means that a person's waist measurement is 80 per cent of their hip
measurement. Thus, for a woman a WHR of around 0.7, is better than a high
WHR, of 0.9 and over, in terms of heatth and fertitity. ln most cultures men
witl rate women with a 0.7 WHR as more attractive than a woman with a
higher WHR. Poputar evidence to support this is the fact that present day
catwatk supermodets, as well as fitm stars of the 1950s such as Maiityn Monroe
and, going back even further, the famous (armtess) statue of the Venus de
Mi[o atl have WHRs in the 0.7 range. However, body weight may be even more
important than WHR in determining attractiveness. Swami and Furnham
report on research that shows some variation among cuttures when they
tooked at this measure.

Generatty, in economically developed societies men tend to prefer

women with a lighter buitd, white men in economicatty devetoping societies
tend to prefer a heavier buitd. These cutturat differences are'exptained by
evotutionary psychologists suggesting that in societies where food supptiei
were poor or uncertain it was understandabte women with a high body weight
would be seen as better choice of partner. ln economicitty devetop,-ed
societies these more basic considerations which are focused on survivai in
difficutt environments are not retevant and other factors may come into ptay.

The evotutionary approach is controversiat, with most psychotog.ists

viewing it as much too simptistic, but it does offer a wide-ranging exptanaiory
framework within which to begin to understand and inteipret numan
behaviour.

The work of Swami and Furnham above has introduced some of the
cuttural variation in what peopte consider to be attractive for potentiat
intimate retationships. There are a range of other features that have been
considered to influence attractiveness. whereas signs of heatthiness are most
important and once these have been considered, signats of weatth or status

GECC 108- Understanding the Self -Modute ll-

 7

may be taken into account. ln the last few decades in western societies
peopte have often vatued suntanned skin and stimmer buitds as this indicates
someone has the resources to eat a heatthy diet and take part in exercise as
we[[ as go on expensive hot'idays or at teast to a tanning saton. lnterestingly
with the dangers of sun tanning being researched and pubticized peopte with
tans or at least sunburned skin are now viewed more negativety.

There are numerous examptes, taken from different cuttures, of more

unusual physical adornments that have been considered to be attractive. ln
China the practice of femate foot-binding was carried out for hundreds of
years before being banned in 191 1. The process was started when girts were
about five years otd and the ideal was to have feet no tonger than four inches.
As you can imagine this was an extremety painfut process and girts and women
were often unabte to watk more than the shortest distance. This was a status
symbo[ and onty carried out on girls from weatthy famities who would be
expected to marry into a simitarty weatthy famity. Girts from poorer
backgrounds woutd be expected to work, which wouid be impossibte with
bound feet. simitarty in Renaissance Europe women woutd often btacken their
teeth to appear more attractive. The exptanation for this is that sugar was
onty avaitabte to the very weatthy and sugar did cause teeth to rot a-nd turn
btack so by painting your teeth btack you coutd appear to be of high economic
status and therefore a desirable person.

THE SELF AS IMPA CTED BY THE BODY

. The Physica[ setf refers to the body being the vehicle for our expression
in the wortd. our sensory organs pick up infoimation from the enviionment
and we react to it. This is the concrete and tangibre aspect of a person
that
can be seen, observed and examined. How ab-out the physicifs.ii u"G
l:9t9q t9 setf-identity? Wittiam James, a renowned psythotoglst inaicatej
that (a) the self is the sum totat of a[[ a man can calt tirTh"rs
o"av, i.ritv,
ctothes, reputation, etc.)which forms his/her identity and (b) the u6iv
i, t#
initial source of sensation and necessary for the origin and maintenance
of
personatity. what is the imptication of this? The bodyis
a way, an instrument,
a form of expression in which we make sense of the wortd.

THE IMP ACT OF CULTURE ON BODY IMAGE & SELF.ESTE EM: THE
IMPORTANC E OF BEAUTY

Motivational Activity: What is your concept of beauty?

The concept of body image is retated to the concept of

beauty. One,s
perception of his/her body teads to either pteislngtsatiiiyir;
unpte.asing./unsatisfying feetings. Body image is an imporiant ";
aipeit or
identity which is being devetoped at t-he stale of Adotescence. wnat
auout
the society's concept of beauty? cutture un.i'nirto.y infruence standards
beauty. Beauty and appearance norms are connected to ideats
oi
of uppuirin.u
and hard work. And there two kinds of beauty, (a) lnternat
Seariy *hiih

GECC 108 - Understanding the Self -Modute ll-

 refers to inner quatities of a person, and (b) the External Beauty which refers
to the physicat characteristics of a person

What is the difference between the Body lmage and ldentity? The Body
image is the representation of an individual subject to att kinds of distortion
from earty experiences. lt strongty inftuences one's behavior. This mentat
image serves as a driving force. Thus, having a positive or negative body image
can inftuence perception of the setf
(https:/ /www. Dsvchotoevtodav. com / intt/basics /bodv-imaee)

. On the other hand, ldentity encompasses the memories, experiences,

relationships, and vatues that create one's sense of setf. rrik rrikson
Psychosocial stages of Devetopment proposed eight (g) stages of tifecycte
that
each contained a conflict, with the resotution of ihose ionfticts teading
to
the devetopment of persona[ity.
(https: / /www. psvchotoqytodav. com / intt/basics/identitv).

. self-concept is a general term used to refer to how someone think

about, evatuates or perceives h'imsetf / hersetf . To be aware of oneself is to
have-a.concept of onesetf. Baumeister (1999) once said, .The
individuat,s
belief about himsetf or herself, inctuding ihe person's attributes and
who and
what the setf is". what is the impticatio-n of iuch? A person who
appreciatei
his/her physicat body has a positive setf-concept which atso
affects his/her
setf-esteem. Thus, his/her self-esteem is atso positive or
high.
Observation:

"Much emphasis is given to the Externat

Beauty rather than the lnternat Beauty as
what our cutture is tetting us. Beauty is
judged by numbers,,. Being beautifui
means
having a perfect body.

THE ROLE o F CULTURE IN UNDERS TANDING BODY IMA GE & SELF.

ESTEEM

Culture is shared Datterns of thoughts, betiefs,

behaviors and habits in
|;:t ffi,""J,,:*!d
symboric rearms. whal d;;;;[;;"
say about b"dy ,.r.c;

Recent Researches:

(1) A study on "culture influences young

peopte's self -esteem: Futfittment
of
value priorities of other individuati
respondents base their self.'esteem noi
irdri;;[i"
y*in,, ,"r"it"J'ituiil;
on ih;i, o';; personat vatues - which
seem to have tittte or no influence on
their setf-relard'- but on the futfittment
of the vatue priorities of other indrviduais in th"rriirtiu.ut
environments. The
researchers noted that their respondentt'
r"riustu"m was based, in att

GECC 108- Under standing the Self -Modute ll-