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Republic of the Philippines

CARLOS HILADO MEMORIAL STATE COLLEGE

UNDERSTANDING THE SELF

MODULE FOR SY 2020-2021
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COURSE TITLE: UNDERSTANDING THE SELF

COURSE CODE GECSEL
NO. OF UNITS: 3 UNITS (54 HOURS)

CHAPTER UNPACKING THE SELF (Part 1)

TIME 6 HOURS
ALLOTMENT
INSTRUCTOR AILEEN ALVAREZ-TRANQUILO, RGC
MARIA THIRZA O. FERNANDEZ, RPm

FACEBOOK Aileen Alvarez / thirza ojas

EMAIL aileen.tranquilo@chmsc.edu.ph /
mariathirza_fernandez@tup.edu.ph
CELL NUMBER

I. OVERVIEW

The course deals with the nature of identity, as well as the factors and forces that affect the
development and maintenance of personal identity.

The directive to “know oneself” has inspired varied and countless ways to comply with.
Among the questions that everyone has had to grapple with at one time or other is “Who
am I?” At no other period is this question asked more urgently than in adolescence –
traditionally believed to be a time of vulnerability and great possibilities. Issues of self and
identity are among the most critical for the young.

This course is intended to facilitate the exploration of the issues and concerns regarding
self and identity to arrive at a better understanding to one’s self. It strives to meet this goal
by stressing the integration of the personal with the academic – contextualizing matters
discussed in the classroom and in the everyday experiences of students - for better
learning, generating a new appreciation for the learning process, and developing a more
critical and reflective attitude while enabling them to manage and improve themselves to
attain a better quality of life.

The course is divided into three major parts: The first part explores some of the various
aspects that make up the self, such as the biological and material, up to and including the
more recent Digital Self.

The second part seeks to understand the construct of the elf from various disciplinal
perspectives: philosophy, sociology, anthropology, and psychology – as well as the more
traditional division between the East and West – each seeking to provide answers to the
difficult but essential question of “What is the self?”, and raising, among others, the
question, “Is there even such a construct as the self?”
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The third and final part identifies three areas of concern for young students: learning, goal
setting, and managing stress. It also provides for the more practical application of the
concept discussed in this course and enables them the hands-on experience of developing
self-help plans for self-regulated learning, goal setting, and self-care.

This course includes the mandatory topics on Family Planning and Population Education.

This module will walk you through the directive to “know oneself”. Among the questions
that everyone has had to grapple with at one time or other is “Who am I?” At no other
period is this question asked more urgently than in adolescence – traditionally believed to
be a time of vulnerability and great possibilities. Issues of self and identity are among the
most critical for the young. It seeks to understand the construct of the Self using the

II. TARGETED COURSE LEARNING OUTCOME

CLO1 Help student understand the nature of identity including factors that influence
and shape personal identity.
CL02 Aid students develop a more critical and reflective attitude in exploring the
issues and concerns of the self and identity for a better and proper way of
understanding one’s self.
CLO3 Demonstrate critical and reflective thought in analyzing the development of
one’s self and identity by developing a theory of the self
CLO4 Explore the different aspects of self and identity
CLO5 Understand the theoretical underpinnings for how to manage and care for
different aspects of the self
CLO6 Apply new skills to one’s self and functioning for a better quality of life
HOW TO USE THIS MODULE
This training module is designed to actively engage you in a learning process. It is
expected that completing this curriculum will take approximately 54 hours. This self-study
module is divided into four sections: Pretest, Contents, Post-test, and References.

The Pre-test section provides a brief diagnostic test to determine your present knowledge
about the subject.

The Contents section is composed of illustrative graphics and narrative text. The majority
of the information on this method is located in this section. This section should be read
through completely for accurate and optimal use of the module.

The Post-test section includes an assessment test on what you have learned through this
module. The answer key will be provided after the test (Challenge your self by avoiding
looking at the answer key when you are still answering the test.

The References section includes the various references used in compiling the information in
this module as well as information on credits and copyrights for this module. . It is
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recommended that you use these references to expand on the information presented in this
module.

I. UNPACKING THE SELF

Part 1
A. The Physical Self
B. Sexual Self
C. The Spiritual Self
Part 2
D. The Material/Economic Self
E. The Political Self
F. The Prosocial Self
G. The Digital Self
II. THE SELF FROM VARIOUS PERSPECTIVES
A. Philosophy
1. The Essentialist Model
2. The Protean View
B. Psychology
C. Sociology
D. Anthropology
III. MANAGING AND CARING FOR THE SELF
A. Learning to be a better student
B. Setting goals for success
C. Taking charge of one’s heath
IV. REFERNECES
Brawner, Dalisay S. and Arcega, Analiza F., 2018
Alata, Eden Joy et. Al. (2018) .Understanding the Self
Hand-outs/Materials (CHED Training)
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Table of Contents

OVERVIEW

I. UNPACKING THE SELF

Module 1 Physical Self 7

Introduction
Factors in the development of Physical Self 10
Development and Stages of Life 12
Taking Care of Physical Self 13

Module 2 Material / Economic Self 15

Material Self 16
Material Self Investment Diagram 19
Body, Clothes, Immediate Family & Home 20

Module 3 Spiritual Self 21

Body & Soul 24
Supernatural Beliefs in the Philippines 26
Ways to Interact with Supernatural 28
Functions of Religion 30

Module 4 Digital Self 28

Online Identity 31
Ways to Combat Depression 34
Smart Sharing
II. THE SELF FROM VARIOUS PERSPECTIVES

Module 5 The Self From The Philosophical Perspectives 36

A. The Essentialist Model
B. The Protean View

Module 6 The Self From The Psychological Perspectives 40

Module 7 The Self From The Anthropological Perspectives 47

Module 8 The Self From The Sociological Perspectives 51

RUBRICS 54

REFERENCES 57
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MODULE 1 – PHYSICAL SELF

Objectives: At the end of this module, you will be able to

1. Determine the condition of your physical self ;
2. Classify the various physiological needs of the self
3. Identify the institutions and forces that impact the development of various aspects
of identity and the self;
4. Explain the significance of a good health.

Introduction

Who am I? This is the question asked by teenagers – a stage where they are believed to be
vulnerable and issues of self-identity comes in.

This course is intended to facilitate the exploration of the issues and concerns regarding self
and identity to arrive at a better understanding of one’s self. It strives to meet its goal by
stressing the integration of the personal with the academic – relating matters discussed in the
classroom and in everyday experiences of students – for better learning, generating new
appreciation for learning process , developing a more critical and reflective attitude as they
improve themselves for a better quality of life.

Learning Activities

Activity 1 Characterizing Myself

My characteristics or My characteristics or traits My characteristics or

Name traits most similar to most similar to those of traits not similar to those
those of my father my mother of my father or mother
Positive

Negative
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Analyze the chart by answering the following guide questions:

a. Are there (+) positive traits than (-) negative traits written on your chart?
b. Which traits are observable and which are not observable traits in your chart?
c. Compare the traits written on the first two columns with those on the third column.
Look at your answers carefully. Are there more physical traits than non-physical traits
that have been listed?
d. How do you feel about those traits that you have in you? Are you happy for having
those traits?
e. Have you in any way expressed your gratitude to your parents/guardian for passing
those traits to you?

Learning Activity 2 : FILM SHOWING

The student is requested to watch the video titled “The Miracle of Life” by Rendering CG on
YouTube. Answer the activity below. Fill up the words on the space provided after watching
the film.
https://www.youtube.com/watch?v=lM2-8se6pp8

Student’s Complete Name: ___________________________________Section : ________

Answer Activity :

The Path Traveled by the Egg

1. The egg travels through the _______________ after being released from the _______.
2. The fertilized egg contains _________ from both parents.
3. The egg is surrounded by a cloud of __________ .
4. These hairs, called ________ , move the egg along towards the uterus.
5. It takes the egg _____ days to travel _____ inches along fallopian tube.
6. The egg must join with the sperm within ____ hours in order for conception to take
place. If no sperm is present , the egg ______.
When Sperm Enters the Female Body
1. Nearly ___ % of the sperm will die almost immediately after entering the woman’s
body
2. Sperm will remain viable (able to survive ) only for ____ to ____ hours.
3. The sperm has one goal : ______________________________________
4. There are many barriers (things to overcome) for a sperm to reach the egg. Some of
these include :
a. d.
b. e.
c.

When Sperm Enters the Fallopian Tube

1. The fallopian has ____ openings , one leads to the _____ and the other leads to the
__________ .
2. Of the 200 million sperms that enter, only about _____ ever reach the egg.
3. Only ____ sperm will enter and fertilize the egg.
4. Once inside the egg, the sperm undergo a big change, it _________________ .
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5. The genetic material is released from the _________________ .

6. Within ____ hours , the new cell begins to divide.

Factors in the Development of the Physical Self

Heredity and environment are two interacting forces that play a great role in the
development of the individual.

Heredity (nature) is the transmission of traits or characteristics from parents to offspring.

Heredity refers to the genes one inherits from his/her parents which provide the upper and
lower limits of his/her intelligence quotient. It provides the raw materials of which the
individual is made up. Hereditary potentials like physical, mental, social, emotional and moral
traits are passed down to generations through the genes.

Environment (nurture) is the sum total of the forces or experiences that a person undergoes
from conception to old age. It involves the experiences , and the psychological and the physical
exposure of the individuals to the various influences around him/her. It includes the home,
family, friends, school, nutrition, community and other agencies one is in contact with.

One cannot conclude that environment is more important factor than heredity, or that heredity
is more important than environment. Both heredity and environment interact to contribute to
intelligence and personality.
Whether you inherit high or low intelligence genes, make use of your positive things around
you (environment) which will improve yourself.

The Beginning of Life

Life begins at fertilization. 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 (the male sex cells) are produced in the male gonads called testes. On the other
hand the female sex cells (ova) are produced in the female gonads known as 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 289 days
or 36 weeks or 9 calendar months.

One sex chromosome is being contributed by each parent to the offspring. A male
parent may pass either an X or a Y chromosome while a female always gives the X
chromosome. When an X chromosome comes from a father and meets the X chromosome from
the mother, the resulting combination is XX which indicates a female offspring. But when a
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father produces a Y chromosome which pairs with the X chromosome from the mother, the
resulting combination is XY , signifying a male offspring.

Both male and female chromosomes contain several thousands of genes. What are
genes? These are small particles in a string like formation that acts as true carriers of hereditary
characteristics of parents. Within the gene is a substance called Deoxyribonucleic acid (DNA)
which is the code of heredity. This contains all the information as well as instructions about
the newly created organism, and programs the traits that should be inherited. The unfolding of
the inherent traits is Maturation.

Stages of Life Span

An individual undergoes definite stages of development. In each phase, the child

experiences certain developmental characteristics to prepare him/her for the next.
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STAGES OF HUMAN DEVELOPMENT

DEVELOPMENT STAGE AGE

Pre-Natal Period Conception to birth
Infancy Birth to end of the second week
Babyhood End of second week to end of the second year
Early Childhood or Preschool age Two to six years
Late Childhood or Elementary age Six to ten or twelve years
Puberty or Pre adolescence Twelve to thirteen or fourteen years
Adolescence Thirteen or fourteen to eighteen years
Early Adulthood Eighteen to forty years
Middle age Forty to sixty years
Old age or senescence Sixty years to death

ACTIVITY 3 : FAMILY TREE

It’s time to be creative! With materials available, make your own family tree as far back as you
can. Indicate the physical and non-physical traits that you can identify among the members of
your family.
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TAKING CARE OF MY PHYSICAL SELF

Balanced Diet

To be fit and healthy, one needs to have a balanced diet. This includes consuming the
right kind of foods at the right time and in the right proportion. Always put in mind to eat
nutritious foods. Intake of necessary nutrients needed for growth and survival. Eating healthy
prevents diseases and malnutrition. Enjoy your mealtime.

Water
An individual should drink at least 8 glasses of water every day. This allows the body
to function efficiently. Water 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. Milk, coffee,
tea, soda should not be counted as water. Although these drinks contain lots of water, there is
also build up of acid, caffeine or fat.
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Sleep
An individual needs eight or more hours of sleep a day. Sleep gives the bones, muscles,
and the mind time to recover. One very important requirement for a refreshing sleep is a firm
mattress. A soft and lumpy mattress provides uncomfortable positions causing body aches.
Replace the bed with a firmer one or 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 other circulatory problems.

Learning Activity 4

Answer the following questions. (Individual Task)

1. What healthy habits do you practice for a healthy living?

2. Are there things you consider unhealthy but you cannot stop yourself from doing? What
are these? Cite examples.
3. What do you plan to do to become physically fit?

Prepare an achievable Plan Frame of healthy steps to take starting this week onwards. Make
sure you have your own copy in a visible place in your room ( to remind you to work on your
healthy plans)
Days Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Remarks
Activity Ex. No
1 for self junk food
to keep for this
me week
healthy
Activity Ex.
2 for self Exercise
to keep early in
me the
healthy morning
Activity
3 for self
to keep
me
healthy
Activity
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4 for self
to keep
me
healthy
Activity
5 for self
to keep
me
healthy

SUMMARY

As a vessel of the self, the physical well-being of a person must be maintained. This
module explained the stages of development of the physical self, starting from its creation.
Each person must undergo these stages as time goes by. It is never too late to take care of one’s
self regardless of age. Consume the right amount of nutrients , water and sleep. Healthy lifestyle
here we come.

Assessment
Look at the plan frame of healthy steps you have made for the past weeks. Get a used
folder and using the clean part make a collage of the things you would continue to do to keep a
“Healthy Me”.
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MODULE 2 : MATERIAL / ECONOMIC SELF

Objectives:
After this lesson students will be able to :
1. to explain the association of self and possessions ;
2. to identify the role of the consumer culture to self and identity:
3. to appraise one’s self based on the description of material self.
Introduction
• Our life is now full of options.
• And our world, real or digital, is filled with products, all vying for our attention and
money through sales, promotions and product advertisements.
• Advertisements appeal to our desire of feeling better or looking good – our wants.
WANTS POSSESSIONS ------- SELF
SELF IDENTITY
• Belk (1988):
– “We regard our possessions as parts of ourselves. We are what we have
and possess.”
The Lens of the Material Self
Learning Activity
• ACTIVITY – Debit Card Challenge
A very wealthy person gave you a debit card and told you to use it as much as you want to
make yourself happy. What are you going to do with it? Make a list of what you want to
have. Write as many as you want (please make use of the next 30 minutes to make your list).
• James (1890) – the material self is primarily about our bodies, clothes, immediate
family, and home.
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SELF
Body
Abstraction Clothes

• Immediate family
• Home
•
•
•
•
•
our bodies, clothes, immediate family, and home.

SELF
Body
Clothes
Immediate family
Home

We are deeply affected by these (body, clothes, immediate family, and home) because we have
put so much investment of our self to them.
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1. Innermost part
- we are directly attached to it
2. Intentional investing
- We make sure the body
functions well and good
3. Valuable

CLOTHES

1. Essential part of material self

(James, 1890)
2. Form of self expression (Watson,
2014)
“any time we bring an object into the
surface of our body, we invest that object
into the consciousness of our personal
existence takings in its contours to be our
own and making it part of the self”
- Herman Lotze, Microcosmus

SELF
Body
Cloth 1. Parents and siblings
es
Immediate - What they do and become
family affect us.
Home 2. Nearest replica of our self
- We place huge investment in
our immediate family
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HOME

Investment of self to things = attachment to things

Possessions = part or extension of the self
Material Self Investment Diagram

SELF
Body
Clothes
sImmediate family
Home

James (1890)
“A man’s self is the sum total of all what he CAN call his”.

Material Self Investment

Diagram
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WE ARE WHAT WE HAVE

• Belk (1988):
– “We regard our possessions as parts of ourselves. We are what we have and
possess.”

Identification of self starts at infancy

DISTINCTION

ME
Others *
*Who may desire my posessions

Application and Assessment

1. Go back to your Debit Card Challenge List. Put a mark on the left side of each item
with relation to the following categories:
B – body
C – Clothes
F – family
H – home

2. Answer the following questions:

- Which among the categories you have most on your list?
- What do you think this things tell you about yourself?
3. Make a reflection paper about material self. You may use your answers from the
above questions in making your paper.

• Collage making
– Create a collage of your treasured possessions including your current clothing
style. You may use symbols or pictures of your treasured possessions. Put a
short note why you treasure each item.
• Research Paper
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– Make a research paper on the role of Filipino consumer culture to Filipino self
and identity.

 Movie showing – “Confessions of a Shopaholic”. Write down your personal

realizations about a certain addiction to material things and how you could practice
taking care of your material self.

 Make a virtual interview of 5 people whom you consider to be a “shopaholic”. Ask

them how are they able to deal with their material self?
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MODULE 3 : SPIRITUAL SELF

Objectives:
Students will be able to :
2. to explain the concept of soul from the Filipino standpoint
3. to identify various supernatural beings in the Filipino folklore and narrate stories
related to their manifestations
4. to explain the role of religion (and possibly magic and witchcraft) in creating and in
giving meaning to life.

Learning Activity 1
On a piece of paper list down at least 3 different beliefs that you had embraced since you
were a kid up to now. Who influenced you in these beliefs?

Abstraction
Etymological meaning: From the Latin word “religare” which means “the bond between man
and God”; Latin “religio” which means obligation, bond, reverence
Religion as a unified system of beliefs and practices relative to the sacred and the profane,
which unite into one single moral community called church and all those who adhere to them.
In the prevailing religious view among Filipinos is that Man is a tripartite being:
• Body
• Soul
• Spirit
Others would regard the human person as a dualistic being composed of the body (material)
and soul-spirit (spiritual).
The concept of “dungan” spirit or soul
In Western philosophy:
• soul is the principle of life in man
• body is the matter, soul is the form
As long as body and soul are one unit, man is alive.
The ‘soul’ or spirit of a person is called:
Kaluluwa by the Tagalogs Gimokud by the Bagobos Makatu by the Bukidnons Dungan by
the Ilonggos when the person is alive; “kalag” or “detached”, “free”, when he is dead.
The concept of “dungan” spirit or soul
The ‘soul’ or spirit of a person is called:
Ikararuwa by the Ibanags Kadkadduwa by the Ilokanos when the soul is in the physical body
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and karuruwa when it departs

Death is the separation of the soul from the body.
The body cannot stay alive without the soul.
But the soul lives without the body.
Freed from the body, it ceases to experience thirst and hunger, cold and heat.
As spirit, the soul is the opposite of the body which is matter.

The dungan or soul is not normally seen by the human eye. Sometimes, it comes out of the
body and takes on a visible form such as that of an insect or animal.
The dungan may leave the body voluntarily as when the person us asleep.
When a person can see himself in his dreams it means that his “other self” has left the
physical body.
Another involuntary departure of the soul happens when it is lured or captured by bad spirits
or engkantu to be lured out by a skillful shaman
Sickness is the temporary loss of the soul. Its permanent loss is death.
The dungan is ethereal – something light and airy since it travels with the air or the wind.
Prior to its entry and habitation of a human body, the dungan is believed to inhabit the region
above the surface of the earth
It takes a special interest in the “unborn” being, usually a relative, which it has chosen to
inhabit
The Bisayan dungan has a secondary meaning of “willpower.”
A strong dungan is the intellectual and psychological capacity to dominate or persuade others
to one’s way of thinking.
A person with a lot of willpower is said to “have a strong dungan.”
Two people under one roof may lead to a spiritual competition between the two dungan -
defeat (and sickness) of the one with the weaker dungan
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SUPERNATURAL BEINGS IN PHILIPPINE FOLKLORE

ASWANG Filipino ghouls and shapeshifters.

The myth of Aswang is popular in the Visayas, particularly in the provinces of Capiz,
Antique and Iloilo. The aswang is also known as wakwak, tiktik, bal-bal, soc-soc, and
yanggaw.

Tiyanak impakto - it is a baby who died before receiving baptism rites.

White Lady Dressed in white. Long hair. Beautiful face covered in blood. Woman foating on
air…

Tikbalang (also tigbalang, tigbalan, tikbalan, or demon horse)

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Manananggal

Kapre

Engkanto
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Sigbin
Nuno sa Punso

Ways to Interact with the Supernatural

Prayer – As thanksgiving, request, or demand, prayer is generally distinguished from
ordinary use of language by a special gesture, often archaic, speech patterns.

2. Music – Musical instruments, singing, chanting, and dancing are variously used for their
integrating effect on the people as well as on the spirits.
3. Physiological Experience – Drugs, sensory deprivation, mortification of the flesh, etc.
4. Exhortation or Preaching – The person who acts as intermediary between the people and
the gods acts in two directions.

5. Reciting the Code – Many religious have myths that relate the activities of the gods and
describe codes of moral behavior expected by the gods.
6. Simulation – Voodoo employs simulation, or the imitation of things.
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7. Mana and Taboo – The idea that power reside in things that should be touched (the power
of man) and things that should be avoided (things that are taboo).
8. Feasts – The eating of the sacred meal – for instance, Holy Communion as a simulation of
the last supper – is found in many religions.
9. Sacrifices – Some societies make sacrifices to a god in order to influence the god’s action,
either to divert anger or to attract good will.
10. Congregation – the main function of religion is social.
11. Inspiration – The gods pick favored people to communicate with.
12. Symbolism – Religious symbols can be direct representation of deities in the form of
paintings, icons, statues, or masks.
Types of Religious Practitioners

1. Shaman – usually a part-time male specialist who has fairly high status in his community
and is often involved in healing.

2. Sorcerers and Witches – In contrast with shamans who have fairly high status, sorcerers
and witches of both sexes tend to have fairly high status.
3. Mediums – They tend to be females. These part-time practitioners are asked to heal and are
divine while in possession traces-which when they are thought to be possessed by spirits. 4.
Priests – They are generally fulltime male specialists, who officiate at public events.

FUNCTIONS OF RELIGION
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• It satisfies the emotional and spiritual needs of the individual.

• It legitimizes the foundation of the society’s culture and integrates the value system of the
society.
• It integrates and promotes group solidarity.
• It reinforces moral norms by adding sanctions to the secular means of social control.

• It provides one with an explanation for his strivings and helps him to rationalize his
frustrations and sufferings.
• It provides guidance and becomes a means of social control.
• It performs welfare and recreation functions.

Assessment

Reflection:

• How does your faith define you as a person ?

• How does your spiritual self affect the way you view faith and life in general?
• Can you site situations wherein your faith was tested? How did you deal about
this?
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MODULE 4 : DIGITAL SELF

Objectives: At the end of this module, the students must have:

1. defined online identity, selective self presentation and impression management;
2. compare real identity versus online identity; and
3. discussed the proper way of demonstrating our values and attitudes online.

Introduction
These days, more people are becoming active in using the Internet for research,
pleasure, business, communication, and other purposes. Indeed, the internet is of great help for
everyone.
On the other hand, people assume different identities while in the cyberspace. People
act differently when they are online and offline.
Learning Activities

ACTIVITY 1 (Google Classroom)

Three Facts, One Fiction Construct four sentences that start with “I ______________.” You
can talk about your characteristics, strengths, weaknesses, accomplishments, personalities, and
behavior and write in a piece of paper. The three sentences should be true about yourself and
one statement should be a fiction or something that you just made up. Make the activity more
fun by convincing others to believe the fiction statement as true.
1. I _______________________________________________________________________.
2. I ______________________________________________________________________.
3. I _______________________________________________________________________.
4. I _______________________________________________________________________.

Three Facts, One Fiction Group yourself into five. Pass your paper clockwise and let them
check which of the statement about you is a fiction.
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ACTIVITY Three Facts, One Fiction

Example:
1. I love to dance.
2. I have two children.
3. I am an avid follower of Korean novelas.
4. I had my secondary education at a maritime school

ANALYSIS
• What have you learned from the activity?
• Did you learn something from your classmates that you did not know before?
• What were the clues that helped you figure out which statements were facts and fiction about
the others?
• Were your classmates able to discern easily the facts and fiction about you? Why?

ABSTRACTION

WHAT IS ONLINE IDENTITY?

• It is a social identity that an Internet user establishes in online communities and websites. • It
can also be considered as an actively constructed presentation of oneself.
• The number of people who are becoming active online continues to increase worldwide.
• More than half the world now uses a smartphone.
• 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 “broadband.”
• More than one in five of the world’s population shopped online in the past 30 days.
• The Philippines is among one of the countries with the most active Internet users.
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Selective Self-presentation

• According to Goffman, E. (1959) and Leary, M. R. (1995), self-presentation is the “process

of controlling how one is perceived by other people”.
• is the process of creating a digital artefact which is a carefully chosen representation or
expression of one’s real world self.
• This explains why our behavior can change if we notice we are being watched/observed.
Impression Management
• is a conscious or subconscious process in which people attempt to influence the perceptions
of other people about a person, object or event.
• At first this was applied in face-to-face (FtF) communication or interaction; but today, it’s
applied in computer-mediated communication (CMC).
real identity vs. online reality
• In an effort to construct positive image and create a good impression in the digital world, we
gradually lose our real selves along the way. This lead us to ponder on the following questions?

Who are you online?

Are you the “real you” online? If not, who are you?
Are you living in aninsta-lie or reality?

The rise of social media has meant that we as a global population are more connected than we
have ever been in the history of time.

• Social media platforms can have their benefits, however it can have a detrimental effect on
our physical and mental health. Using them too frequently can make you feel increasingly
unhappy and isolated in the long run.

Dr. Tim Bono, author of When Likes Aren’t Enough explained, “When we derive a sense of
worth based on how we are doing relative to others, we place our happiness in a variable that
is completely beyond our control.”
 30

Ways to Combat Social Media Depression

1. Watch your thoughts.

The first step to breaking the cycle of comparison is to become mindful of the thoughts as they
happen. When you find yourself scrolling through photos of other people’s lives, be aware if
there are thoughts coming into your mind that are negative, either towards them or towards
yourself and try to squash that feeling of inadequacy we have inside.

2. Speak to others about the way you are feeling.

Open up to your friends and family about how you are feeling. This can seem silly, but that’s
all the more reason to say it out loud. Often in our minds, we make things out to be a lot worse
than they are in reality. So if you can mention to a friend about feeling a bit crappy after seeing
someone else’s tropical holiday online, you might find they understand. Or even better they
might remind you of the holiday you went on not so long ago that you’d forgotten all about.

3. Focus on what you have.

Starting a gratitude practice is a wonderful way to remind yourself of the fantastic things you
have in your life NOW. Even if you don’t have a lot, there is always something to be grateful
for. Practicing gratitude does not need to be deep or involved, you can be grateful for something
as simple as the breath that flows in and out of your body.
 31

BOUNDARIES OF THE SELF ON-LINE

• Belk (2013) explained that sharing ourselves is no longer new and has been practiced as soon
as human beings were formed but digital devices help us share more information broadly, than
ever before.

• For avid users of Facebook, their social media friends are more updated about their daily
activities than their immediate families.

• Diaries that were once private are now

• Facebook and other social media applications are now a key part of self-presentation for one
sixth of humanity. As a result, researchers and participants become concerned with actively
managing identity and reputation and to warn against the phenomenon of “oversharing”.
Labrecque, Markos, and Mine (2011); Shepherd (2005); Suler (2002); Zimmer and Hoffman
(2011).

• In addition to sharing the good things we experience, many of us also share the bad,
 32

embarrassing, and “sinful” things we experience. We also react and comment on negative
experiences of others. Sometimes we emphatize with people and also argue with others online.

• Consequently, we should have a filtering system to whatever information we share online, as

well as to what information we believe in, which are being shared or posted by others online.

SMART SHARING
The following guidelines help us share our selves online in a smart way that protects ourselves
and does not harm others. Before posting or sharing anything online, we should consider the
following questions:
• Is this post/story necessary?
• Is there a real benefit to this post–is it funny, warm-hearted, teachable–or am I just making
noise online without purpose?
• Have we (as a family or parent/child) resolved this issue? An issue that is still being worked
out at home, or one that is either vulnerable or highly emotional, should not be made public.
• Is it appropriate? Does it say within the boundaries of our family values?

• Will this seem as funny in 5, 10, or 15 years? Or is this post better suited for sharing with a
small group of family members? Or maybe not at all?
Rules to Follow Here are additional guidelines for proper sharing of information and ethical
use of the internet. New (2014)
• Stick to safer sites
• Guard your passwords
• Limit what you share

• Remember that anything you put online or post on a site is there forever, even if you try to
delete it.

Rules to Follow
• Do not be mean or embarrass other people online.
• Always tell if you see strange or bad online behavior.
 33

• Be choosy about your online friends.

• Be patient.

APPLICATION :
Choose from the following activities:
Content based on “Becoming a Responsible Internet User”
a. Given the chance to contribute an article to a local newspaper. (not less than 300 words)
b. Adapting a tune from your favorite song, create original lyrics ( 3- 4mins song)
c. Make a collage/original drawing (long size bondpaper) with explanation of your work
of masterpiece.

Assessment (Google classroom)

Quiz
I.Write True or False.
____ 1. Sharing of my personal password online.
____ 2. Search information needed for school tasks and outputs.
____ 3. Click and add all to be your friends.
 34

____ 4. Stick to sites that are safe.

____ 5. Keeping in touch with friends near and far through internet.
____ 6. Take all comments given on social media seriously.
____ 7. Post pictures of my younger brother who accidentally in a humiliating situation.
____ 8. Download pictures related to my online class.
____ 9. Bash others on their personal accounts.
____ 10. Hack other person’s account.

II. In what way can you convince people to be responsible internet users.
What steps/actions should you take to share this knowledge of taking care of our digital
selves in these pandemic times?
 35

MODULE 5 THE SELF FROM THE PHILOSOPHICAL PERSPECTIVES

TIME 4 HOURS
ALLOTMENT
INSTRUCTOR AILEEN ALVAREZ-TRANQUILO, RGC
MARIA THIRZA O. FERNANDEZ, RPm

FACEBOOK Aileen Alvarez / thirza ojas

EMAIL aileen.tranquilo@chmsc.edu.ph
mariathirza_fernandez@tup.edu.ph

III. TARGETED TOPIC LEARNING OUTCOME

At the end of the module you should have:

1. Explain the nature of the nature and meaning of the self.
2. Evaluate one’s perspective of the self from one’s own point of view.
3. Discuss the different representations an conceptualizations of the self from various
disciplinal perspectives
4. Discuss the different representations and conceptualizations of the self from the
Oriental and Western philosophical perspectives.

IV. ASSESSMENT

1. Who am I
2. What am I
3. Why am I existing
4. Where will I be from here?

V. TEACHING-LEARNING ACTIVITIES
• ENGAGE
If we are indeed unique, the task of proving it seems to be getting
difficult.

The questions now lie before us:

Who at what are we?
Are we a little lower than angels,
Or are we a little higher than apes?

• EXPLORE

Write what you want to know about the topic and in the Third column, write what
you learned from the topic.
 36

• EXPLAIN

PHILOSOPHICAL PERSPECTIVES OF THE SELF OUTLINE

The Essentialist View
1. The Judaic & Christian Traditions
2. The Greek Rationalist Tradition
- Plato and Aristotle
3. The Theocentric Tradition
- St. Augustine
4. Self in the Modern Period
- Rene Descartes
- John Locke
- Karl Mar
The Protean View
1 Oriental Philosophy
- Hinduism and atman
- Buddhism and anatman
- Taoism
2. The Self-Created Self
- Jean Paul Sartre
3. Postmodernism
- The Protean Self
- Neuro-science and the Self
Who or What Are We?
To aid in our inquiry, we can use the structures of the Avocado and the Artichoke as
metaphors for human nature.
The Essentialist Model/Avocado View
• An avocado-
• pear-shaped tropical fruit
• yellowish flesh
• a single large seed at the center
 37

The seed at the center contains all the essential information about what makes an avocado
an avocado.
The Avocado View
1. The Judaic and Christian Traditions
a) Humans are made in the image and likeness of God
b) Animals may have instincts and intelligence but they are not made in God’s
likeness
c) We are self-conscious
d) We have the capacity to love
e) We have fleshy outward appearance but inside we share the divine nature
2. The Greek Rationalist Tradition
a) Reason is at the core our being
b) Our reasoning ability sets us apart from other terrestrial beings
c) Reason controls emotions & appetites
d) We may act like animals at times, but only because we are not using reason to
control the other parts of our being
e) Humans alone are capable of living according to reason
The Soul’s Origin and Home
-Socrates
“. . . the soul is in the very likeness of the divine, and immortal, and intellectual, and
uniform, and indissoluble, and unchangeable” (Phaedo)
-Plato
The other world of Forms
- Aristotle
 Denied the world of Forms
 Said the form exists within the object
 The soul exists only in the body
 When the body dies, the soul dies with it
- Aristotle
 Denied the world of Forms
 Said the form exists within the object
 The soul exists only in the body
 When the body dies, the soul dies with it
Greek – Western Tradition
• A life dominated by reason is the ideal
• Reason is like a charioteer (Plato)
• It’s been this way since Plato in the Western world
• It may seem like a good idea, but when culture identifies rationality with men and
emotionality with women problems arise
• A life dominated by reason is the ideal
• Reason is like a charioteer (Plato)
• It’s been this way since Plato in the Western world
• It may seem like a good idea, but when culture identifies rationality with men and
emotionality with women problems arise

. The Theocentric Tradition

• St. Augustine of Hippo
 38

• Nature (behind which, of course, stands God) gives us a general sense of our
duties. Social institutions shape these to promote "socially useful" habits such as
justice. But these efforts do not truly suffice to make us good.
• The most important part of a person is the inner person, i.e., the mind.
• St. Augustine of Hippo
• Ethically, the most important part of the mind is not the intellect (or reason) but
the will.
• The orientation of the will determines whether we love lower goods (such as
bodily goods, wealth, and reputation) or higher goods (virtue and, above all,
God).
• Although originally neither good nor bad, the human will became corrupted so
that it is in most cases inclined to love
• Good persons are those whose will and reason are subordinated to faith in God
and devotion to God's will (i.e., that we should live righteously).
• Faith is a gift of grace that we cannot command but only receive when it comes.
• Yet the wicked actions of persons lacking faith who violate basic principles of
justice come from within them and so they merit proportionate punishment by
human authorities.
• God's grace may work on us when we are studying Scripture, but much study of
Scripture is no guarantee of receiving it.
The Self in the Modern Period
• Our culture is still basically a male dominated society.
• Mitchell indicated that in the 70’s women tried to be more manlike in business –
didn’t work too well (some still try – because of expectations, . . .)
• Women (or anyone) who accept the value of emotions run the risk of being
viewed as second class citizens
• We are learning, however, that suppressing emotions can be unhealthy
• Rationalism may be important, but emotions are an important aspect of life as
well
• Feminism – “the theory that women should have political, economic, and social
rights equal to those of men and should define their own roles”
• Mitchell suggests:
• “If we define our humanity in terms of our rationality, the superior
computational skills of a computer program may threaten us.”
• She also asks – Are androids candidates for human status, according to the
Greek rationalist tradition stressing that life dominated by reason is the ideal?

ELABORATE
ESSAY
1. Explain the two metaphors that Mitchell uses for describing the views of human nature:
Avocado & Artichoke. Which view are you more leaning towards? Expound on your
stand.
 39

2. What is technology (e.g. EMI, AI, android) doing to the traditional Western definition
of humanity being uniquely rational? Will we still be unique beings even if androids
finally behave and think like we do? Why?
 40

MODULE 6 THE SELF FROM THE PSYCHOLOGICAL PERSPECTIVES

TIME 4 HOURS
ALLOTMENT
INSTRUCTOR AILEEN ALVAREZ-TRANQUILO, RGC
MARIA THIRZA O. FERNANDEZ, RPm

FACEBOOK Aileen Alvarez / thirza ojas

EMAIL aileen.tranquilo@chmsc.edu.ph
mariathirza_fernandez@tup.edu.ph

VI. OVERVIEW

The course deals with the nature of identity, as well as the factors and forces that affect the
development and maintenance of personal identity.

The directive to “know oneself” has inspired varied and countless ways to comply with.
Among the questions that everyone has had to grapple with at one time or other is “Who
am I?” At no other period is this question asked more urgently than in adolescence –
traditionally believed to be a time of vulnerability and great possibilities. Issues of self and
identity are among the most critical for the young.
This course is intended to facilitate the exploration of the issues and concerns regarding
self and identity to arrive at a better understanding to one’s self. It strives to meet this goal
by stressing the integration of the personal with the academic – contextualizing matters
discussed in the classroom and in the everyday experiences of students - for better
learning, generating a new appreciation for the learning process, and developing a more
critical and reflective attitude while enabling them to manage and improve themselves to
attain a better quality of life.

This module will walk you through the directive to “know oneself”. Among the questions
that everyone has had to grapple with at one time or other is “Who am I?” At no other
period is this question asked more urgently than in adolescence – traditionally believed to
be a time of vulnerability and great possibilities. Issues of self and identity are among the
most critical for the young.

VII. TARGETED COURSE LEARNING OUTCOME

CLO1 Help student understand the nature of identity including factors that influence
and shape personal identity.
CL02 Aid students develop a more critical and reflective attitude in exploring the
issues and concerns of the self and identity for a better and proper way of
understanding one’s self.
CLO3 Demonstrate critical and reflective thought in analyzing the development of
one’s self and identity by developing a theory of the self
 41

CLO4 Explore the different aspects of self and identity

CLO5 Understand the theoretical underpinnings for how to manage and care for
different aspects of the self
CLO6 Apply new skills to one’s self and functioning for a better quality of life
VIII. TARGETED TOPIC LEARNING OUTCOME

At the end of the session the learners must have:

 identified oneself based on William James Theory of Self
 differentiated one’s real self and ideal self
 valued the importance of alignment of oneself

IX. ASSESSMENT
REFLECTION:
1. Who am I
2. What am I
3. Why am I existing
4. Where will I be from here?

X. TEACHING-LEARNING ACTIVITIES
• ENGAGE

On a clean sheet of paper, draw a symbol or symbols of what represents your

“SELF”.
Now, grab your mobile phone and message a classmate, and describe to
yourpartner your work. Screenshot your discussion:
1. How do you feel while sharing your work to your pair?
2. Do the activity help you know more about yourself? Why or why not?

• EXPLORE
Write what you want to know about the topic and in the Third column, write what
you learned from the topic.
 42

EXPLAIN
PSYCHOLOGICAL PERSPECTIVE OF THE SELF

William James, a renowned American psychologist, developed a theory of self

consciousness in his work ,Principles of Psychology, which was published in 1890.
James discusses the composition of what makes the Self, and breaks it down into "I"
and "Me" and explaining the differences and importance of each. The "Me" is
explained as being the material, social, and spiritual components of the ego. The
theory also details self esteem describing it as the ratio of an individual's actual
behavior in contrast to their pretensions.
Self Esteem
 43

James describes self esteem as how we view our self image, and whether or not we
approve of it. The idea of self esteem is defined by our concepts and how well we like
ourselves. It also links in with our inner values which define our ego that was mentioned
before. The self image is further described as being our social roles, body image, and
personality traits.

The way that self esteem is derived is by measuring the gap between the ideal self and the
self image. The ideal self is a person's concept of what the perfect person should be, as
well as what they see as their full potential (usually a potential that cannot be achieved).
This ideal self may be close to a person's self image, which would mean that this person
has a high self esteem. The greater the difference between someones self image and ideal
self, the lower the resulting self esteem.

Material. Social. Spiritual.

Self-Seeking. Bodily Appetites and Desire to please, be Intellectual, Moral and

Instincts noticed, Reli -
Love of Adornment, admired, etc. gious Aspiration,
Foppery, Sociability, Conscientiousness
Acquisitiveness, Emulation, Envy,
Constructiveness Love, Pursuit of
Love of Home, etc. Honor,
Ambition, etc.

Self- Personal Vanity, Social and Family Sense of Moral or

Estimation Modesty, etc. Pride, Mental
Pride of Wealth, Fear of Vainglory, Superiority, Purity, etc.
Poverty Snobbery, Sense of Inferiority or
Humility, Shame, of Guilt
etc.

THE "ME"

The "Me" is a component of the self that is broken down into the Material, Social, and
Spiritual. Each of these is then broken down into Self-Seeking and Self Estimation. The
material aspect encompasses every material thing that a person values and desires. The
attainment of these materials can help someone build up their self image. The social
component is important because it highlights a persons position in society. This is an
aspect of The self image that is often underestimated. However a person's role in society
can often work to shift their self esteem in either way. Finally the Spiritual "me" is the
hardest to fully understand. It basically states that a persons values and morals combined
with intellect can build play a role in their self image and the "me"
 44

REAL SELF VS. IDEAL SELF

• The real self is who we actually are.
 It is how we think, how we feel, look, and act.
It can be seen by others, but because we have no way of truly knowing how others view
us, the real self becomes our self-image
• The ideal self is how we want to be.
 It is an idealized image that we have developed over time, based on what
we have learned and experienced.
 May include components of what our parents have taught us, what we
admire in others, what our society promotes, and what we think is in our
best interest.

ELABORATE

1. Each of you will prepare a sheet of paper. Fold it into three parts.
2. In a sheet of paper write your name and write 3 words that you think best
describes yourself in the first column.
3. Once you are through, think of words that you would like to be described or
wished to be with in the second column.
4. Share your paper to a classmate and let him/her write 3 words that he/she
thinks best describes you.
Analysis
 How did you feel when you were trying to identify words that describe your self?
 How did you feel when you were asked to identify what you would wished to be?
 How did you feel when you were asked to identify what you would wished to be?
 45

 Do you have the same description of yourself and your classmate?

 What makes it similar or different? Why?
 How do you feel about their responses?

 EVALUATE

A Self-Assessment Test for Congruence

The following demonstration test illustrates a version of a "Q-sort", a self-assessment

procedure for measuring congruence, a state of internal consistency which Carl Rogers
saw as important to healthy personality growth. A brief discussion follows the test, which
is self-scoring (as described below). Please read the directions, and complete part A before
going on to part B!

Part A
Please select ten adjectives from the following list which you feel describe what you are
like. (You may find it useful to write them down on a sheet of paper, or at the back of this
page.) Try to be as honest and accurate as possible in making the choices to describe
yourself. (For example, don't omit an adjective that describes you well if it happens to be
somewhat negative, like "anxious".) Once you have selected the ten which best describe
you, then arrange them in order, from the most important/significant aspects, to those
which are least significant in describing your personality. Write them down, with the rank
order on a piece of paper and then go on to part B.

ANXIOUS ATTRACTIVE CARELESS DEPRESSED

DISHONEST ENERGETIC FUNNY HAPPY

HONEST INTELLIGENT KIND LAZY

OPTIMISTIC ORGANIZED OUT-GOING PLAIN

RELAXED SAD SERIOUS SHY

SLOPPY STRONG UNHELPFUL WEAK

Part B
You are now requested to do the same task again, but this time selecting ten terms to
describe what you wish you were like--that is, your personal ideal. (For example, you may
feel that you are shy, but would like to be extraverted.) Do not refer to the list from part A
in making your choices! Once you have selected ten, arrange them in rank order, from the
most important/significant, to those which are relatively unimportant in your imagined
ideal. As in part A, write them down, in ranked order, on a piece of paper.

Scoring
 46

Take the two lists from parts A and B, and assign values to the ranks in each list, with the
first term = 10, the second term =9, etc. (the last term will have a value of 1). Now,
identify any adjectives that do not appear in both lists (appearing in different positions
doesn't matter). For any terms which do not appear in both lists, change the value to zero.
For terms which appear in both lists, give the value assigned for the term in list A to the
term in list B. Then, using the values you have assigned to the two lists (including the zero
terms), apply the following formula:

(sum of list A + sum of list B)/(1.1) = score

The score range is from 0 to 100, with 100 representing a perfect match of self and ideal
self (i.e., complete congruence); if half the terms appear in both lists (but with different
ranks), the median score would be approximately 50. In general, the lower the score, the
less congruent is the relationship between one's self and ideal self.

Note that this demonstration is not meant to be a serious clinical device, and no claims are
made as to its validity or reliability! (Even the scoring system is an approximation, as a
correlation coefficient would provide a more precise indicator.) It is provided here simply
as a learning tool, to better understand Rogers' concepts of self, ideal self, and congruence.

 Processing questions:
 Are your real and ideal self closely aligned? Why or why not?
 How can you make your real and ideal self closely aligned? What steps are
you going to do to attain alignment?
IMPORTANCE OF ALIGNMENT
 If the way that I am (the real self) is aligned with the way that I want to be (the
ideal self), then I will feel a sense of mental well-being or peace of mind.
 If the way that I am is not aligned with how I want to be, the incongruence, or lack
of alignment, will result in mental distress or anxiety.
 The greater the level of incongruence between the ideal self and real self, the
greater the level of resulting distress.

 QUIZ ON GOOGLE CLASSROOM

Reference:

https://sites.google.com/site/psychologyofpersonalityperiod8/home/self-theories/james-
personality-theory
 47

MODULE 7 THE SELF FROM THE ANTHROPOGICAL PERSPECTIVES

TIME 2 HOURS
ALLOTMENT
INSTRUCTOR AILEEN ALVAREZ-TRANQUILO, RGC
MARIA THIRZA O. FERNANDEZ, RPm

FACEBOOK Aileen Alvarez / thirza ojas

EMAIL aileen.tranquilo@chmsc.edu.ph
mariathirza_fernandez@tup.edu.ph

XI. OVERVIEW

The course deals with the nature of identity, as well as the factors and forces that affect the
development and maintenance of personal identity.
The directive to “know oneself” has inspired varied and countless ways to comply with.
Among the questions that everyone has had to grapple with at one time or other is “Who
am I?” At no other period is this question asked more urgently than in adolescence –
traditionally believed to be a time of vulnerability and great possibilities. Issues of self and
identity are among the most critical for the young.
This course is intended to facilitate the exploration of the issues and concerns regarding
self and identity to arrive at a better understanding to one’s self. It strives to meet this goal
by stressing the integration of the personal with the academic – contextualizing matters
discussed in the classroom and in the everyday experiences of students - for better
learning, generating a new appreciation for the learning process, and developing a more
critical and reflective attitude while enabling them to manage and improve themselves to
attain a better quality of life.

This module will walk you through the directive to “know oneself”. Among the questions
that everyone has had to grapple with at one time or other is “Who am I?” At no other
period is this question asked more urgently than in adolescence – traditionally believed to
be a time of vulnerability and great possibilities. Issues of self and identity are among the
most critical for the young. It seeks to understand the construct of the Self using the

XII. TARGETED COURSE LEARNING OUTCOME

CLO1 Help student understand the nature of identity including factors that influence
and shape personal identity.
CL02 Aid students develop a more critical and reflective attitude in exploring the
issues and concerns of the self and identity for a better and proper way of
understanding one’s self.
CLO3 Demonstrate critical and reflective thought in analyzing the development of
one’s self and identity by developing a theory of the self
CLO4 Explore the different aspects of self and identity
CLO5 Understand the theoretical underpinnings for how to manage and care for
 48

different aspects of the self

CLO6 Apply new skills to one’s self and functioning for a better quality of life

XIII. TARGETED TOPIC LEARNING OUTCOME

At the end of the topic, you are expected to:

1.Recognize what the field of anthropology can contribute to the understanding of the
self.
2.Understand how culture and self are complementary concepts.
3.Discuss the cultural construction of the self and social identity.
4.Explain the concept of identity struggles.
5.Develop insights on how to achieve a sense of self, situated in multicultural and
dynamic situations.

XIV. TEACHING-LEARNING ACTIVITIES

Colours of Society • In your groups, read and understand the cultural significance for
each colour.

• EXPLORE
Now, grab your mobile phone and message a classmate, screenshot your
discussion:
3. How do you feel while sharing your work to your pair?
4. Do the activity help you know more about yourself? Why or why not?
 49

1. EXPLAIN
1. The Self and Others: An Anthropological Approach October 22, 2010
2. Agenda • Colours of Society • Introduction to Self: An Anthropological Approach •
Cultural Anthropology • Margaret Mead and her comparative study • Nature vs.
Nurture • Case Studies • Assignment: Debate
6. Introduction to Self: Anthropological Approach • What is the self? Anthropologists
believe that concepts of the self, and who we are is culturally constructed. Cultural
Anthropology: the study of how culture shapes human ideas and learned behaviour.
7. Cultural Anthropology Cultural Anthropology: the study of how culture shapes
human ideas and learned behaviour. Ethnocentrism: the tendency to judge other
cultures b y one’s own values Cultural Relativism: respecting and accepting all
cultures
8. Margaret Mead (1901-1978) • Conducted field work in New Guinea, Polynesia and
other Pacific Islands • Findings supported the notion that the learned culture, not
biology (nurture not nature) largely determines human behaviour • Study:
Arapesh/Mundagumor /Tchambuili
9. Comparative Study
10. Conclusions • Most personality traits associated with ‘masculinity’ and ‘femininity’
are due to learned behaviour and not heredity. • Nurture determined human
behaviour not nature.
11. Nature vs. Nurture • Nature: inherited, biological characteristics • Nurture: learned,
environmental forces Which has more of an impact on personality development?
12. Case Studies • “The Boy Who was Raised a Girl” from The Human Way. • Excerpt
from the text book Human Way, Images of Society, about Twin Studies
13. Assignment- Debate • Groups of 4 • 2 people will be arguing for nature • 2 people
will be arguing for nurture • Use the examples given in class as well as other
resources to compile information for your debate. • Follow the guidelines and rubric
on the assignment page
 50

ASSESSMENT:
• QUIZ ON GOOGLE CLASSROOM
 51

MODULE 8 THE SELF FROM THE SOCIOGICAL PERSPECTIVES

TIME 2 HOURS
ALLOTMENT
INSTRUCTOR AILEEN ALVAREZ-TRANQUILO, RGC
MARIA THIRZA O. FERNANDEZ, RPm

FACEBOOK Aileen Alvarez / thirza ojas

EMAIL aileen.tranquilo@chmsc.edu.ph
mariathirza_fernandez@tup.edu.ph

XV. TARGETED TOPIC LEARNING OUTCOME

At the end of the topic, you are expected to:

1. explain how social processes such as socialization influence the development of
the self
2. Interpret Mead’s theory of self in term of the differences between “I” and “me”

2. EXPLAIN
 One of the most important sociological approaches to the self was developed by
American sociologist George Herbert Mead. Mead conceptualizes the mind as the
individual importation of the social process.
 This process is characterized by Mead as the “I” and the “me. ” The “me” is the
social self and the “I” is the response to the “me. ” The “I” is the individual’s
impulses. The “I” is self as subject; the “me” is self as object.
 For Mead, existence in a community comes before individual consciousness. First
one must participate in the different social positions within society and only
 52

subsequently can one use that experience to take the perspective of others and thus
become self-conscious.
 Primary Socialization occurs when a child learns the attitudes, values, and actions
appropriate to individuals as members of a particular culture.
 Secondary socialization refers to the process of learning the appropriate behavior as
a member of a smaller group within the larger society.
 Group socialization is the theory that an individual’s peer groups, rather than
parental figures, influences his or her personality and behavior in adulthood.
 Organizational socialization is the process whereby an employee learns the
knowledge and skills necessary to assume his or her organizational role.
 In the social sciences, institutions are the structures and mechanisms of social order
and cooperation governing the behavior of a set of individuals within a given
human collectivity. Institutions include the family, religion, peer group, economic
systems, legal systems, penal systems, language and the media.

Key Terms

 The self: The self is the individual person, from his or her own perspective. Self-
awareness is the capacity for introspection and the ability to reconcile oneself as an
individual separate from the environment and other individuals.
 generalized other: the general notion that a person has regarding the common
expectations of others within his or her social group
 socialization: The process of learning one’s culture and how to live within it.
 community: A group sharing a common understanding and often the same
language, manners, tradition and law. See civilization.

George Herbert Mead: George Herbert Mead (1863–1931) was an American

philosopher, sociologist, and psychologist, primarily affiliated with the University of
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Chicago, where he was one of several distinguished pragmatists. He is regarded as one of

the founders of social psychology and the American sociological tradition in general.

Sociological theories of the self attempt to explain how social processes such as socialization
influence the development of the self. One of the most important sociological approaches to
the self was developed by American sociologist George Herbert Mead. Mead conceptualizes
the mind as the individual importation of the social process. Mead presented the self and the
mind in terms of a social process. As gestures are taken in by the individual organism, the
individual organism also takes in the collective attitudes of others, in the form of gestures,
and reacts accordingly with other organized attitudes.

This process is characterized by Mead as the “I” and the “me. ” The “me” is the social self
and the “I” is the response to the “me. ” In other words, the “I” is the response of an
individual to the attitudes of others, while the “me” is the organized set of attitudes of others
which an individual assumes. The “me” is the accumulated understanding of the
“generalized other,” i.e. how one thinks one’s group perceives oneself. The “I” is the
individual’s impulses. The “I” is self as subject; the “me” is self as object. The “I” is the
knower, the “me” is the known. The mind, or stream of thought, is the self-reflective
movements of the interaction between the “I” and the “me. ” These dynamics go beyond
selfhood in a narrow sense, and form the basis of a theory of human cognition. For Mead
the thinking process is the internalized dialogue between the “I” and the “me. ”

Understood as a combination of the “I” and the “me,” Mead’s self proves to be noticeably
entwined within a sociological existence. For Mead, existence in a community comes before
individual consciousness. First one must participate in the different social positions within
society and only subsequently can one use that experience to take the perspective of others
and become self-conscious.

 EVALUATE
Group Activity on Google Classroom: “Me and this Pandemic”
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RUBRICS
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