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UTS Module 2 1 - understanding the self

understanding self (Negros Oriental State University)

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Module

in

GE 1
Understanding the Self

Daryll T. Ege
Instructor

______________________________________
Student’s Name

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Module 2

Chapter 2: Unpacking the Self

Introduction:

It was discussed in the previous lesson that the self can be best understood by revisiting its prime movers. We have
defined the different concepts and ideas of the self from the various fields of studies such as philosophy and psychology.

Aside from knowing the different definitions and views about the self, our society or the external environment helps shape
ourselves.

This module is entitled “Unpacking the Self” because we will slowly unpack or open our self and look into its different
aspects – physical and sexual, spiritual, political and digital self.

Course Learning Outcomes:

At the end of the module, students are expected to:

2.1. Articulate and discuss the latest developments in the specific field of practice;
2.4. Act in recognition of professional, social, and ethical responsibility.

Contents of the Module:

This module contains the following lessons:

1. The Physical and Sexual Self
2. The Spiritual Self

Directions on how to use the module properly:

In order to deeply profit from this module, please be guided by the key point presented below.
1. This module contains two (2) major lessons. Each lesson is explained concisely yet comprehensively. You are
then requested to thoroughly read the discussion in order for you to fully understand the lesson.
2. Every lesson contains its Specific Learning Outcomes (SLOs). SLOs are knowledge and skills you are expected
to acquire at the end of the lesson.
3. At the end of every lesson, you will find the Learning Activities/Exercises. You are required to sincerely answer
them to assess if SLOs are attained.
4. Do not hesitate to chat, call, or send me an email if you have questions.
5. Don’t forget to answer the Practice Task/Assessment and the Assignment and it shall be checked by me.

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Lesson 3

The Physical and Sexual Self

Specific Learning Outcomes:

At the end of this lesson, you should be able to:

1. discuss and elaborate concepts associated with the sexual self, including sex and gender;
2. identify factors that impact the physical self and to one’s sexual development; and
3. analyze and evaluate issues associated with physical well-being.

Motivation:
Fill out the table below by listing the common observable changes when a male and female hits puberty stage.

Male Female

 BODY SHAPES  BODY SHAPES

 VOICE  HEIGHT
 SKIN COLOR  SKIN COLOR
 STARTS HAVING STABLES  FACIAL FEATURES
 FACIALS FEATURES  ATTITUDES
 STARTS HAVING ADAMS APPLE  MENSTRUATIONS
 ATTITUDES
 HEIGHT

Discussion:

The Biology of Sex

A crucial aspect of the self is one’s physical features. People are often recognized initially by their physical features,
including the face, bodily structure, height and weight. However, more than the physical attributes, people should also
consider their physical competencies, judgment of physical worth and perception of beauty.

The physical self is shaped by biological and environmental factors. The physical self, however, is surrounded by issues
associated with health, hygiene, sex and gender, and standards of beauty.

At birth, the sexual genitals (penis for males and vagina for females) are biological factors distinguishing males from
females. Moreover, during puberty, observable changes in the body or also known as the secondary sexual characteristics
begin. For males, the changes include the growth of facial and bodily hair, emergence of Adam’s apple and muscle
development. For females, the onset of menstruation and noticeable changes in the hips and breast.

Aside from these observable developments in males and females, the release of hormones (testosterone for males and
estrogen for females) triggers physiological changes in the reproductive system. Thus, at this stage, males and females
start to become capable of procreation; males start producing sperm while females begin producing eggs.

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Sexual Identity and Gender Orientation

At birth, one’s sexuality depends on his or her physical features and genitals. Most of the time one’s sexuality and gender
orientation correspond with each other. However, biological and gender orientation are two different things.
 Biological Sex – is one’s assignment upon birth and is dependent on physical feature
 Gender – is am identity that is learned and embraced by the individual

Sexual identity and gender orientation underlie one’s concept of self. A person experiences his or her sexuality through
individuality; one’s belief and behavioral lifestyle are based in his or her own perception.

Human Sexual Behavior

Human sexual behavior is defined as any activity – solitary; between two persons or in a group.

o Types of Behavior
- The various types of human sexual behavior are usually classified according to gender and number of
participants
1. Solitary Behavior
- Self-stimulation that leads to sexual arousal and generally, sexual climax
- Majority of females and males fantasizes of some socio-sexual activity while they gratify
themselves
- Example: Masturbating
2. Socio-sexual Behavior
- Participants of this behavior usually include two or more people.
 Heterosexual – between male and female
 Homosexual – between male and male/female and female

Sexual intercourse, also known as coitus, is the reproductive act in which the male organ (penis) enters the female
reproductive tract (vagina). Adolescent couples who engage in sexual intercourse are usually overwhelmed by the
sensation they feel during the act. In addition, most teenagers, who engage in this type of activity with their partners often
rationalize the act by claiming that they “love each other”. However, if the woman is fertile during the time if intercourse,
pregnancy is like to occur and having a child entails a big responsibility.

Aside from pregnancy, another consequence of impulsive sexual intercourse is the risk of acquiring sexually transmitted
diseases (STDs).

Thus, it is very important that everyone should make responsible decisions with regard to sexuality and sexual behavior.
Responsible sexual behavior entails the following:
1. Respect for one’s body.
2. Maturity in thoughts and deeds.
3. Being guided by one’s personal belief and core values.
4. Being future-oriented.

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Learning Activities/Exercises:

I. Identification.

1. This is an identity that is learned and it depends on the preference of femininity and masculinity of an individual.
GENDER

2. A couple or an individual may acquire this as a consequence of impulsive sexual intercourse especially if they engage in
multiple sexual partners.
SEXUALLY TRANSMITTED DISEASES

3. Type of behavior that an individual gratifies his or her self.

SOLITARY BEHAVIOR

4. Also known as the act where the male reproductive organ enters the female reproductive tract.
COITUS

5. Sexual behavior between a male and male/female and female.

HOMOSEXUAL

II. Essay.
Creative Work. Propose a program in school or community that will raise the awareness of the students and to help
eliminate STD’s and teenage pregnancy especially among youth.

SEX EDUCATIONS TO SENIOR HIGH STUDENTS. BECAUSE, NATIONWIDE, 47 PERCENT OF HIGH

SCHOOL STUDENTS HAVE HAD SEXUAL INTERCOURSE, AND 24 PERCENT REPORT HAVING HAD
FOUR OR MORE PARTNERS BY GRADUATION (CDC 2012). IN 2011, NEARLY 40 PERCENT OF
SEXUALLY ACTIVE HIGH SCHOOL STUDENTS HAD NOT USED A CONDOM DURING THEIR LAST
SEXUAL INTERCOURSE (CDC 2012). THESE BEHAVIORS INCREASE THE RISKS OF PREGNANCY
AND STIS, INCLUDING HIV. THROUGH SEX EDUCATION TEENS ESPECIALLY TO THOSE WHO HAVE
SOLITARY BEHAVIOR OR TO THOSE WHO IS CURIOUS ABOUT SEXUAL INTERCOURSE. WOULD
HAVE KNOWLEDGE AND COULD KNOW WHAT TO DO. IT IS TO AVOID TEENAGE PREGNANCY
AND THE SPREAD OF STD’S.

Teacher Intervention:
For questions and clarifications please contact me on…
Messenger: Kael Ege
Email: jerickege@gmail.com

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P.S. I intend to keep my phone number private, for privacy reasons, so if ever you have questions just contact me on the
given platforms. Thank you

Practice Task/Assessment:

Based on you answers in the previous activity you’ve answered in the motivation, relate and answer the questions below.

1. Were you able to experience the same changes in your body? When and how?

Yes, I have experience same changes in my body especially when I starts to have a menstruation and the change of my
body shapes. It all happens when I start on my junior year in high school.

2. How does society shape the sexual behavior of an individual?

Our society contains a set of laws, rules, and regulations which acts as the power to shape the actions and behaviors of an
individual. It dictates what jobs would be suitable for us, what we should wear, how we should look, who we are to
socialize with and what is acceptable or not. And also social media has a great impact of shaping an individual, because
through this flatform people tends to follow what’s trend and could meet other people around the world who could
influence one individual what to act, wear, etc.

Feedback to Assessment:
Answers to Learning Activities/Exercise 1:

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Reflection or Insights:

o What are some of the difficulties that you have encountered while working on this module?

I didn’t really encounter some difficulties while answering this module.

o What are some of the most interesting discoveries that you have gathered while studying the lesson?

The most interesting discoveries that I encounter is the different problems that a teen who experience puberty,
and also the different behaviors that a person have. I never did I imagine that there are many behavior a
person would have if they have experienced puberty because I never really experience those kinds of
things I just experience that changes in terms in my physical appearance but never in my sexual
behavior.

References:

Biography.com. (2020). Retrieved 23 September 2020, from https://www.biography.com/scholar/socrates

The Basics of Philosphy.(2020). Retrieved 28 September 2020, from https://www.philosophybasics.com/

Alata, E. J. P., Bernardo, N. C., Jr., Serafica, J. P. J. & Pawilen, R. A. (2018). Understanding the Self (First Edition). Rex
Book Store, Inc.

~end of Lesson 1~

Lesson 2

The Spiritual Self

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Specific Learning Outcomes:

At the end of this lesson, you should be able to:

1. Identify various religious practices and beliefs;

2. understand the nature of spirituality and religiosity and how it is manifested in daily life;
3. explain ways of finding the meaning of life.

Motivation:

1. Think of five (5) things that make you happy. It can pertain to people, objects, qualities and other factors. Write
them on the circle.

BTS

FOOD
K-DRAMA

FRIENDS FAMILY

Discussion:

Now that we have discussed one aspect of the self – the physical and sexual self, let us then try to unpack and open
another aspect and that is the spiritual self.

This lesson focuses on the spiritual dimension of the self. It broadly tackles the different aspects of spirituality from
existence, relatedness or connection and the inner soul. And it also talks about different religions as well as its practices,
beliefs and rituals.

Spirituality has been studied widely by a number of researchers and academics across several disciplines but remains to be
elusive in terms of having a standard definition. Highlighting the mind-body-spirit connection, the spiritual self is an
ongoing, personal life journey, contextualized by the beliefs in a higher being, culture, relationship, nature and discovery
of meaning in one’s life.

A number of definition have been formulated regarding spirituality, religion and ritual.

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 Spirituality – it is the aspect of the self that is associated to an individual’s process of seeking and expressing
meaning and how he or she is connected to the self, to others, to the moments and to everything else that
composes his/her environment, including the sacred and significant. (Puchalski, 2014)

 Religion – Rebecca Stien works on the definition of religion as a “set of cultural beliefs and practices”. (Stien,
2014)

 Ritual – Ritual is the performance of ceremonial acts prescribed by the tradition or sacred law (Birtannica 2017).
Ritual is a specific, observable mode of behavior exhibited by all known societies. It is then possible to view ritual
as a way of defining or describing humans.

Some World Religious Beliefs and Practices

There are different religions with different beliefs and practices. Some of the major world religions are:

1. Buddhism

 Buddhism believes that life is not a bed of roses. Instead, there are sufferings, pain, and frustration.
 When people suffer, they want to experience the goodness of live and avoid disappointments. It becomes a habit
known as the “reactive cycle” of wanting and hating, like and dislike, craving and aversion.
 This reactive cycle can be broken through the practice of meditation, acquiring more wisdom and deeper
understanding, and acceptance of things as they are.
 Dharma – Buddha’s teachings; Buddhists’ holy scripture

2. Christianity

 Christians believe in the Trinitarian God – one God in three personas: God the Father (Creator), God the Aon
(Savior), and God the Holy Spirit (Sustainer).
 Eternal life after death will be achieved through faith in Jesus Christ. Jesus Christ is, God the Son, who came in to
flesh, to spread the Good News of Salvation. He died on the cross for the sin of the humanity but resurrected from
the death.
 The Holy Bible is the sacred scripture of Christians.
 Sacrament of Baptism and Sacrament of Communion are practiced by Christian churches.
o Sacrament of Baptism symbolizes the birth in Christian World.
o Sacrament of Communion is an act of remembrance of Jesus Christ’s sacrificial love.

3. Hinduism

 Hindus believe that existence is a cycle of birth, death and rebirth, governed by Karma.
o Karma – is a concept where the reincarnated life will depend on how the past life was spent.
 Hindus believe that the soul passes through a cycle of successive lives and its incarnation is always dependent on
how the previous life was lived.
 Vedas is the sacred scripture of the Hindus.

4. Islam

 Muslims believe in Allah, who is their “One God”.

 They believe in the unity and universality of God. Muslims also have a strong sense of community called
“Ummah” and an awareness of their solidarity with all Muslims worldwide.
 Islam means “willing submission to God”.
 Muslims believe that Mohammed is the last and final prophet sent by God.
 The Holy Book of Islam is called the Quran.
 Two of the major festivals in Islam are Eidul-Fitr and Eidul-Adha.
o Eidul-Fitr is the celebration at the end of Ramadan
o Eidul-Adha is celebrated within the completion of the pilgrimage called the “Hajj”.

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5. Judaism

 The Jews believe in the God of Abraham, the same God that liberated the Hebrew slaves from Egypt to Canaan,
the Promise Land through the leadership of Moses and later. Joshua.
 The Jews believe in the coming of Messiah, the Savior.
 The Sacred Scripture of the Jews is called Torah.

Religious beliefs, rituals, practices and customs are all part of the expression of the spiritual self. What to believe and
how to manifest the belief is entirely dependent on the individual, to the self.

Finding and Creating the Meaning of Life

Another extensive study about the self can be seen in the works of Dr. Viktor E. Frankl. Frankl was born on March 26,
1905 in Vienna, Austria. He graduated with a medical degree from the University of Vienna on 1930. He was assigned in
Vienna Hospital suicide ward and headed to the Rothschild Hospital eight years later.

He was a survivor of the Holocaust; leading him to publish a book about Logotherapy.

 Logotherapy
- Logotherapy is a psychotherapy introduced by Dr. Frankl, who is considered the Father of Logotherapy.
- The main belief of Logotherapy is that “man’s primary motivational force is search for meaning”.
- Logotherapy aids individuals to find personal meaning in life, whatever situation that may be. It uses the
philosophy of optimism in the face of tragedy. Where people are capable of “turning suffering into human
achievement and accomplishment”.

 Basic Concepts of Franklian Psychology:

1. Life has meaning under all circumstances.

2. Main motivational for living is our will to find meaning in life.
3. Freedom to find meaning.

 Frankl’s Sources of Meaning:

1. Purposeful Work
2. Courage in the face of difficulty
3. Love

Learning Activity/Exercises:

I. Identification

1. It is the celebration at the end of Ramadan.

EIDUL-FITR

2. They believe in reincarnated life.

HINDUS

3. They practice meditation to avoid reactive cycle.

BUDDHISTS

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4. God the Holy Spirit is also our ________.

SUSTAINER

5. Torah is the sacred scripture of the ______.

JEWS

II. Essay
Answer the following questions.

1. How do you view your life at the moment? Is it good or bad? Why?
I COULD SAY THAT AT THE MOMENT MY LIFE IS GOOD I AM CONTENTED BECAUSE BOTH
MY PARENTS ARE IN A GOOD HEALTH NO ONE IN MY FAMILY MEMBERS ARE INFECTED
WITH THE VIRUS. WE HAVE A FOOD SERVES IN OUR TABLE AND I DIDN’T HAVE ANY
PROBLEMS WITH MY STUDIES WETHER IT FINANCIALY OR ACADEMICALLY.

2. When you are going through a difficult time, what is the first thing that comes to your mind? Explain.
When I am going through difficult times especially about my studies, the first thing that comes to my mind
is my dreams, ambitions and also the trust my parents give to me. When the idea of dropping out of school
is always popping out in my mind. I always think the possible scenario if I stop schooling what would my
future be like.

Teacher Intervention:
For questions and clarifications please contact me on…
Messenger: Kael Ege
Email: jerickege@gmail.com
P.S. I intend to keep my phone number private, for privacy reasons, so if ever you have questions just contact me on the
given platforms. Thank you

Practice Task/Assessment:

Envisioned Self Plan.

Answer the following questions.

1. Who are you or what would you become:

a) In five years:

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b) In ten years:

2. What are the challenges you might encounter and what are your motivations for your envisioned self:

a) In five years:
In five years, I think the challenges that I would encounter is employment. Especially if this pandemic
would continue. My motivation to achieve my envisioned self is my family and God. Because of my
families support I can be who i want to be. And through God, he guides me to avoid making wrong
decisions and meeting wrong people.

b) In ten years:
In 10 years would be disappointments, stress and having trouble if the career that I pick is correct. And
lastly facing the reality. My motivation for my envisioned self is my family and God. my family gives
me reasons to keep on working hard, because they are the reason to all my hard work. And God is the
one who gives me strength to keep on fighting in this cruel reality of life.

3. What is your perception on goal setting?

Goal setting is like choosing your own food. Because no one can dictate on what you choose. because that is
your food, in short, that is your goal, so that you are only can make decision.

Feedback to Assessment:
Answers to Learning Activities/Exercise 1:

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Reflection or Insights:

o What are some of the difficulties that you have encountered while working on this module?

I have not really encountered difficulties while answering this module.

o What are some of the most interesting discoveries that you have gathered while studying the lesson?

There’s this interesting topic in the module about different spiritual belief in other religions. It is my first time
reading it and it really struct to me that humans have different beliefs and that’s what makes us different from
one another.

References:

Biography.com. (2020). Retrieved 23 September 2020, from https://www.biography.com/scholar/socrates

The Basics of Philosphy.(2020). Retrieved 28 September 2020, from https://www.philosophybasics.com/

Alata, E. J. P., Bernardo, N. C., Jr., Serafica, J. P. J. & Pawilen, R. A. (2018). Understanding the Self (First Edition). Rex
Book Store, Inc.

~end of Module 2~

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