1

UNIT 1: THE SELF FROM VARIOUS PERSPECTIVES

 

1.0 Intended Learning Outcomes

a. Discuss the different representations and conceptualizations of the self from
various disciplinal perspectives;
b. Compare and contrast how the self has been represented across different
disciplines and perspectives;
c. Examine the different influences, factors and forces that shape the self;
d. Demonstrate critical and reflective thought in analyzing the development of
one’s self and identify by developing a theory of self.
 
1.1. Introduction

This chapter deals with the fundamental concepts, theories and principles
relative to self and identity. It will help you understand the construct of self from
various disciplinal perspectives. The discussion below will focus on
understanding the self from the field of philosophy, sociology and anthropology.

Philosophy employs the inquisitive mind to discover the ultimate causes,

reasons and principles of everything. It goes beyond the scientific investigation by
exploring all areas of knowledge such as religion, psychology, politics, physics, an
even medicine. Hence, the etymological definition of philosophy “love of wisdom
could pertain to the desire for truth by formulating never ending questions to
every inquiry about the nature human existence. The nature of the self is a topic of
interest among philosophers.

The philosophical framework for understanding the self was first introduced
by the ancient Greek philosophers Socrates, Plato, and Aristotle. This chapter
presents an overview of the philosophical perspective of self to assist students
identify one’s self – to gain knowledge. It intends to give wider perspective in
understanding the self. The different views of prominent philosophers regarding
the nature of the self are discussed while there are disagreements in how
philosophers view of the self, most of them agree that self-knowledge is a
prerequisite to a happy and meaningful life.

Knowing the self also requires an understanding of our society and its
culture. It is impossible to ultimately know the self without comprehending the
culture of our society. The self as a social being, is influenced by the values,
traditions and beliefs that society holds dear. Culture is defined by Edward Taylor
as “a complex whole which includes knowledge, beliefs, arts, morals, laws,
 2

customs, and any other capabilities and habits acquired by a member of society.

Sociology
is the scientific study of human life,
social groups, whole societies and the
human world. It deals with human
behavior as social beings and their Anthropology
relationship with many other people. is inclusive study of the human race,
its culture and society, and its physical
development. It deals with the origin of
humanity and its cultural development.

Anthropology and sociology lead us to dig deeper into how we see ourselves
in the lights of the culture which we are exposed to. It is hope that the following
discussion will help you develop a better understanding of self and find the true
meaning of life which is the very end of this learning material.

1.2 Topics/Discussion (with Assessment/Activities)

1.2.1 Philosophical Self

1.2.1.1 Socrates
His philosophy underlies in the importance of the notion
“knowing oneself”. Man’s goal in life is to obtain happiness.
Happiness motivates us to act towards or avoid things that
could have negative effects in our lives. As such, by fully
“knowing oneself” a person will be able to achieve happiness.
Possession of knowledge is a virtue; ignorance is depravity
(evil, corruption, wickedness). A person’s acceptance of
ignorance is the beginning of acquisition of knowledge.
AN UNEXAMINED Knowing ourselves, lies in our own abilities, and wisdom.
LIFE IS NOT WORTH
LIVING Understanding ourselves is through internal questioning or
introspection (understanding our strengths and weaknesses,
likes vs. dislike)

1.2.1.2 Plato
Followed the idea of Socrates in knowing thyself. According to
him, a person who is a follower of truth and wisdom will not be
tempted by vices and will always be correct/moral/ethical. He
believed in the division of a person’s body and soul which
forms the person as a whole aside from the material things and
could be observes and associated with a person. He further
THE SELF IS AN believed that the soul is divided into 3 different parts that has
IMMORTAL SOUL
different views, leading to different behaviors:
 3

- APPETITIVE SOUL
the part of the person driven by desire and need to satisfy
oneself. This satisfaction involves physical needs and
pleasures and desires, objects and situations

- SPIRITED SOUL
the courageous part of a person. One who wants to do
something or to right the wrong that they observe. This is very
competitive and is very reactive. Competitiveness drives one
to expect positive results and winning

- RATIONAL SOUL
the drive of our lives. The part that thinks and plans for the
future (the conscious mind). It decides what to do, when to do
it and the possible results one could have depending on their
actions

1.2.1.3 St. Augustine

Follows that the idea that God encompasses us all, that
everything will be better if we are with God. God and his
teachings affects various aspects in life ( that everything is better
if we devote ourselves in mending our relationship with
god.)His idea of a man and how to understand who we are as
person is related to our understanding of who we are and how
we question ourselves. He rejected the doubtfulness of the
academy in which one cannot or should not accept ideas from
others. Our notion of ourselves and our idea of existence comes
from a higher sense of which bodily senses may not perceive or
understand and the more one doubts and questions his life
means, the person is actually living.

Teaching of the church and establishing our senses of self with

God identifies the essence of our existence and role in the world
(the reason for this is because our bodies are limited). We need
to establish relationship with God thorough being virtuous

1.2.1.4 Rene Descartes

He believed in modern dualism or the existence of body and
mind and its importance to ones’ existence where presented
with the evidences from experiment as well as philosophical
reasoning. He was known to be the proponent of methodical
 4

doubt’ (continuous process of questioning – what we perceive

and accepting the fact that doubting, asking questions are part
of one’s existence. According to him, a person is comprised of
mind (think and question or doubt what the body has
experienced) and body (perceives from the different senses).
Body and its perceptions cannot fully be trusted or can easily be
deceives. We should focus on the mind in order to perceive as
who we are or the essence of our existence because we cannot
always trust our senses. the more we think and doubt what we
perceived from our senses and the answer that came from such
thinking or doubting leads to better understanding of ourselves.
Being in constant doubt regarding one’s existence is proof that a
person actually exists

1.2.1.5 John Locke

His works paved the way to several revolutions to fight the
absolute powers of monarchs and rulers of his time that led to
the development of government, politics and economic system
that we now know. Work on the self is the most represented by
the concept “tabula rasa” (blank slate”). The experiences and
perceptions of a person is important in the establishment of who
that person can become. He does not disregard the experiences
of the person in the identification and establishment of who we
are as a person. He stated is born with knowing nothing and
that is susceptible to stimulation and accumulation of learning
from the experiences, failures, references and observations of
the person

1.2.1.6 David Hume

Focused his works in the field of empiricism, skepticism and
naturalism. According to him, self is accumulation of different
impressions, and does not exceed the physical real and there is
no permanent self because impressions of things are based from
our experiences where we can create our ideas and knowledge
but it may also improve or totally be replaced

1.2.1.7 Immanuel Kant

He established that the collection of impressions and different
content is what it only takes to define a person. Awareness of
different emotions that we have, impressions and behavior is
THE SELF
5

only part of ourselves. To fully understand the self, a certain

level of consciousness or sense that uses our intuition which
synthesizes all experiences, impressions and perceptions of
ourselves will pave the way to define and know who we really
are. He argued that the sense called “transcendental
apperception” is an essence of our consciousness that provides
basis for understanding and establishing the notion of self by
synthesizing one’s accumulation of experiences, intuition and
imagination. the idea of self is not only an object that we
perceives ad reacts to whatever it is we are experiencing; we
also have the capabilities to understand beyond those
experiences and be able to think and have a clear identification
who we are and establish a sense of self that is unique and
distinct from others

1.2.1.8 Sigmund Freud

Known for his works on human nature and the
unconsciousness. He believed that the man has different levels
of consciousness that provides an idea how a person develops a
sense of self.
Man has 3 aspect of personality
- ID
THE SELF IS
MULTILAYERED the child aspect of a person, attention is on satisfaction of
one’s needs and gratification driven by pleasure principle

- SUPER EGO
the conscious of one’ personality, it has the inclination to
uphold justice and do what is morally right and socially
acceptable actions. Involved in the notion of right or
wrong that is imparted to us by our parents or people that
took care for us during childhood
- EGO
the mediator between the ID and superego. Operated
within the boundary of reality. Primary function is to
maintain the impulses of the ID to an acceptable degree

He also introduces the levels of consciousness

- Conscious – where minority of our memories are

being stored and the memories that are in the
conscious is easier to be tapped or access
 6

- Pre-conscious - the middlepart of the entity of our

consciousness. The memories stored in this area can
still be accessed but with a little difficulty
- Unconscious – this is where majority of our memories
since childhood are deeply rooted. It is difficult to tap
the memories. It would need a trained professional
and several special techniques in order to make some
memories resurface

He believed that we are a by product of our experiences in the

past and that are actions are driven by the idea of resisting or
avoiding pain, and are molded from our need for pleasure or
being happy

1.2.1.9 Gilbert Ryle

Self is behavior presented by the person. Behavior that we
show, emotions, and actions are the reflection of our mind and
as such is the manifestation of who we are. Does not believe
that mind and body are two separate entities which is said to
be evident in the unexplainable phenomenon or abilities of the
mind where the soul is considered; however, to some they can
co-exist. To him, once we encounter others, their perceptions of
THE SELF IS THE what we do, how we act, and the way we behave will then
WAY PEOPLE
result to the understanding of other people and establishing of
BEHAVE
who we are

1.2.1.10 Paul Churchland

The self is defined by the movement of our brain. His work
revolves around folk psychology or common sense psychology
(the notion and terms being used to explain behavior or to
explain how a person feels, thinks, and act with regards to
physiological phenomenon that is happening in the body as
well as definition brought by emotions. He conceptualized
about neurophilosophy wherein the believed that to fully
understand one’s behavior, one should understand the
THE SELF IS THE different neurological movement of the brain that pertains to
BRAIN
different emotions, feelings, actions and reactions and how
such brain movements affect the body.. Understanding the
different neural pathways, how they work and what
implications are those movements to people is a measurable
classification on one’s behavior.
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1.2.1.11 Maurice Merleau-Ponty

Self- regarded that the body and mind are not separate entities
but rather those two components are one and the same. He
coined the idea of phenomelogy of perception (unity of the
function of the mind and the body) which is divided into three
divisions:

THE SELF IS 1.The Body that both receives the experiences as well as
EMBODIED
SUBJECTIVITY
integrates such experiences in the different perception

2.The perceived world – the accumulation of the

perception as integrated by the experiences of the body

3. The people and the world – enable one to not only be

able to integrate the other objects in the world but also to
be able to experience the cultural aspect and relate to
others

Idea of perception follows the idea of gestalt psychology (gives

importance on the whole than the sum of its parts. Perception
guides our action based from our experiences. The body
perceives while our consciousness provides the meaning of
interprets the various perception we have in the world and the
self could be established by the perceptions we have in the
world. One’s actions, behavior and language used could be
said to be the reflection of our united perception of the world

ASSESSMENT #1
1. Key Terms: list some terminologies assigned with each philosopher. Briefly define or describe each
term.

Philosopher Key Terms Definition

Socrates
Augustine
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Descartes
Hume
Kant
Freud
Merleau-Ponty

2. Textual analysis. Explain the passage.

Reflecti Choose one of the philosophers and use

his frame in understanding the self.

on Journa
Name:

l
Course & Year Level:

Subject:

Class Schedule:

Guide Questions:

How does philosophy help us to understand ourselves?

Which Philosophy of Self relates your own belief and how

does it impact to your self-understanding
 personality and outlook in life?
9

How to Write a Reflection Paper: Step-by-Step Guide

Step 1: Create a Main Theme

After you choose your topic, write a short summary about

what you have learned about your experience with that
topic. Let readers know how you feel about your topic—
and be honest.

Step 2: Brainstorm Ideas and Experiences You’ve Had

Related to Your Topic

You can write down specific quotes, predispositions you

have, things that influenced you, or anything memorable.
Be personal and explain, in simple words, how you felt.

Step 3: Analyse How and Why These Ideas and

Experiences Have Affected Your Interpretation of Your
Theme

Pick an idea or experience you had from the last step, and
analyse it further. Write your reasoning for agreeing or
disagreeing with it.

Step 4: Make Connections Between Your Observations,

Experiences, and Opinions

Try to connect your ideas and insights to form a cohesive

picture for your theme. You can also try to recognize and
break down your assumptions, which you may challenge in
the future.

Reflecti
Continuation….

on Journ
Rubric for Reflection/Analysis

al
Criteria Unsatisfactory Developing Accomplished Exemplary
Beginning
Content 1 2 3 4
Reflection Reflection lacks Reflection Reflection Reflection
critical thinking. demonstrates demonstrates demonstrates a
Superficial limited critical some degree of high degree of
connections are thinking in critical thinking in critical thinking in
made with key applying, applying, applying,
course concepts analyzing, and/or analyzing, and/or analyzing, and
and course evaluating key evaluating key evaluating key
materials, course concepts course concepts course concepts
activities, and/or and theories and theories and theories from
assignments from readings, from readings, readings, lectures,
lectures, media, lectures, media, media, discussions
discussions, discussions activities, and/or
activities, and/or activities, and/or assignments.
assignments assignments. Insightful and
Minimal Connections relevant
connections made through connections made
made through explanations, through
explanations, inferences, contextual
inferences, and/or examples. explanations,
and/or examples. inferences, and
examples.
Personal 1 2 3 4
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1.2.2 Sociological and Anthropological Self

1.2.2.1 The Sociological view of Self

A The self as a product of modern society among others

BB Self as Necessary Fiction

C Post-Modern View of the Self

A THE SELF AS A PRODUCT OF MODERN SOCIETY AMONG

OTHERS

• With modernization, the self becomes a “delocalized” self

-which is free to seek its own identity; defining religion,
theological tradition; free from customary constraints hence,
deviating from the traditional way of life.
• Clifford Geertz (1973) believes that struggle of one’s
individuality is only possible in modern-society where
religion-theological traditions are gradually replaced by
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rational and scientific calculations; and the intimate personal

affiliations are replaced by exceedingly impersonal
associations brought about by urbanized way of life.

Conditions of the Self in the Modern Society

1. The newfound freedom threatens the very
authenticity of the self (e.g. love).
BB 2. Alienation- human beings haunted by the
every images they have created—a need to
create enabling environment for “developed
self”
3. Objectification of the body (e.g. medical
practice)
4. Dehumanization of Self

SELF AS NECESSARY FICTION

• Self is nothing more than a metaphor—a representation of

something abstract; symbolic
• A true given self us not what unites these experiences, but it
is the presumed unity of these experiences that gave rise to
concept of the self.

C POST-MODERN VIEW OF THE SELF

• Self is a product of modern discourse that is historically and
socially imprisoned by what is capable by norms.
• According to N. Green, self is “digitalized” in cyberspace, a
virtual version of who you are.
The following are manifestations:
1. Information technology dislocates the self, thus,
self is “digitalized” in cyberspace.
2. Global migration produces multicultural
identities.
3. Post-modern selves are “pluralized” self.

1.2.2.2 Mead and the social self

“the self is not there from birth, but it is developed over time from social
experiences and activities”

Sociologist George Herbert Mead believed that people develop

 12

self-images through interactions with other people. He argued

that the Self, which is the part of a person’s personality
consisting of self-awareness and self-image, is a product of
social experience. He outlined four ideas about how the self
develops:

1. The self develops solely through social experience

Mead rejected Freud’s notion that personality is determined
partly by biological drives.

2. Social experience consists of the exchange of

symbols
Mead emphasized the particularly human use of language
and other symbols to convey meaning.

3. Knowing others’ intentions requires imagining the

situation from their perspectives
Mead believed that social experience depends on our seeing
ourselves as others do, or, as he coined it, “taking the role of
the other.”

4. Understanding the role of the other results in self-

awareness.
Mead posited that there is an active “I” self and an objective
“me” self. The “I” self is active and initiates action. The
“me” self continues, interrupts, or changes action depending
on how others respond.

2 sides of SELF

“ME” “I”
Considered the socialized aspect of Considered the present and future
the individual phase of self

Represents learned behaviors, Represents individual’s identity

attitudes and expectations of based on the response to the “Me”
others and society

THREE SATGES OF DEVELOPMENT OF SELF

13
 14

THE LOOKING-GLASS SELF:

Our Sense of Self is Influenced by Others’ View of Us

According to sociologist Charles Horton Cooley, individuals

develop their concept of self by observing how they are
perceived by others, a concept Cooley coined as the “looking-
glass self.” The looking-glass self describes the process wherein
individuals base their sense of self on how they believe others
view them. Using social interaction as a type of “mirror,”
people use the judgments they receive from others to measure
their own worth, values, and behavior. This has three steps:

1. We imagine how we appear to another person.

2. We imagine what judgements that person makes of
us based on our appearance and the way we
present ourselves.
3. We imagine how that person feels about us, on the
basis of the judgements they've made.

SOCIAL COMPARISON THEORY:

Our Sense of Self is Influenced by Comparison with Others

We all compare ourselves to others in our social worlds,

whether it is comparing our looks to those of celebrities we see
in the media or our talents to those of our friends or colleagues.
In literature, this comparison is known as social comparison.
Social comparison refers to a behavior where we compare
certain aspects of ourselves to other people so that we have a
better assessment of ourselves (Buunk & Gibbons, 2007).
The social comparison process involves people coming to know
themselves by evaluating their own attitudes, abilities, and
traits in comparison with others. In most cases, we try to
compare ourselves to those in our peer group or with whom
we are similar.
There are two kinds of social comparison:
1. Upward Social Comparison
This takes place when we compare ourselves with
those who we believe are better than us. These
upward comparisons often focus on the desire to
improve our current status or level of ability. We
might compare ourselves to someone better off
 15

and look for ways that we can achieve similar

results.

2. Downward Social Comparison

This takes place when we compare ourselves to
others who are worse off than us. Such downward
comparisons are often centered on making
ourselves feel better about our abilities or traits.
We might not be great at something, but at least
we are better off than someone else.

1.2.2.3 The Anthropological Self

Anthropology is a study of all aspects of human condition. This

includes human history, the present human condition, and even
the future possibilities. It also examines the biology, interactions
in society, language and especially culture (Kottak, 2009).
Anthropology explores the interconnectedness and
interdependence of human cultural experiences in all places and
ages.
Two very important concepts in anthropology:
• Culture is traditionally defined as systems of human
behavior and thought. This covers all customs,
traditions and capabilities of human as they function
in society.
• Enculturation is the transmission of culture from one
generation to the next.

The anthropological self takes a holistic dimension of the

individual person. It considers both the biological and
environmental aspects of the person. The genetic component
plays a significant role in the cultural development of an
individual. Anthropologists even suggest that the genes of the
person living in a particular community are already a necessary
component for the enculturation of the person. In the same way,
environment exposure is also a vital component in the creation
of the cultural self.

When the self is able to distinguish what is acceptable behavior

and what is not, it only follows that the self is already able to
recognize the differences of one’s self and the other. This ability
 16

to manage the differences between selves is what makes the self-

embedded in culture. The claim of the self as embedded in
culture can only be embraced when the self recognizes its
relation to everything else. The complexity of cultural identities
of people, things, and events shall be recognized and respected
by the self. The individual self must remain reflexive of the
similarities and unique differences of everything around it. This
shows that the self should not maintain the individualistic,
independent and autonomous entity but the self should be able
to maintain his or her solid culturally reflexive identity in
relation to everything and everyone else.
 17

ASSESSMENT #2
1.3 References
  Multiple Choice. Encircle the letter of your chosen answer.
1. _______ believes that struggle of one’s individuality is only possible in modern-
society where religio- theological are gradually replaced by rational and scientific
calculation.
a. Nitzsche
b. Geertz
c. Mead
d. Cooley
2. Self for __________, is the sum of individual’s action, thoughts and feelings.
a. Nitzsche
b. Geertz
c. Mead
d. Cooley
3. In this stage, children can begin to understand and adhere to the rules of the games.
a. Game
b. Language
c. Play
d. Preparatory
4. _________ is an American sociologist best known as a founder of American
pragmatism, a pioneer of symbolic interaction theory, and as one of the founder of
social psychology.
a. Nitzsche
b. Geertz
c. Mead
d. Cooley
5. It represents the self as subjects, and the individual’s impulse.
a. “I”
b. “Me”
c. “You”
d. “We”
6. In this stage, children mimic those around them. The __________ stage starts from
the time we are born until we are about age two.
a. The Preparatory Stage
b. The Play Stage
c. The Game Stage
d. The Mead’s Stage
7. In Mead’s three stages of development of self. Children age two to six years old are
in the _______ stage, during this stage children play pretend and do not adhere to
the rules in organized games.
 18

a. The Preparatory Stage

b. The Play Stage
c. The Game Stage
d. The Mead’s Stage
8. The third stage is the _______ stage. In this stage, children can begin to understand
and adhere to the rules of games. The child begins taking this perspective into
account during this stage.
a. The Preparatory Stage
b. The Play Stage
c. The Game Stage
d. The Mead’s Stage
9. He is known for his concept of looking- glass self.
a. Nitzsche
b. Geertz
c. Mead
d. Cooley
10. ______________ is a study of all the aspects of human condition.
a. Philosophy
b. Anthropology
c. Sociology
d. Psychology
 19

Reflecti My SELF through the

on Journ
Name:
years…

al
Course & Year Level:

Subject:

Class Schedule:

Guide Questions:

PRESENT: Can you think of a behavior/belief that you

have right now which you acquired from others?

PAST: Why do you think you were able to adopt such

behavior/belief?

FUTURE: Do you think there will come a time that you will
no longer use the behavior/belief that you acquired? Why?

How to Write a Reflection Paper: Step-by-Step Guide

Step 1: Create a Main Theme

After you choose your topic, write a short summary about

what you have learned about your experience with that
topic. Let readers know how you feel about your topic—
and be honest.

Step 2: Brainstorm Ideas and Experiences You’ve Had

Related to Your Topic

You can write down specific quotes, predispositions you

have, things that influenced you, or anything memorable.
Be personal and explain, in simple words, how you felt.

Step 3: Analyse How and Why These Ideas and

Experiences Have Affected Your Interpretation of Your
Theme

Pick an idea or experience you had from the last step, and
analyse it further. Write your reasoning for agreeing or
disagreeing with it.

Step 4: Make Connections Between Your Observations,

Experiences, and Opinions

Try to connect your ideas and insights to form a cohesive

picture for your theme. You can also try to recognize and
break down your assumptions, which you may challenge
in the future.
 20

Reflecti
Continuation….

on Journ
al
Rubric for Reflection/Analysis
Criteria

Content
Reflection
Unsatisfactory
Beginning
1
Reflection lacks
critical thinking.
Developing

2
Reflection
demonstrates
Accomplished

3
Reflection
demonstrates
Exemplary

4
Reflection
demonstrates a
Superficial limited critical some degree of high degree of
connections are thinking in critical thinking in critical thinking in
made with key applying, applying, applying,
course concepts analyzing, and/or analyzing, and/or analyzing, and
and course evaluating key evaluating key evaluating key
materials, course concepts course concepts course concepts
activities, and/or and theories and theories and theories from
assignments from readings, from readings, readings, lectures,
lectures, media, lectures, media, media, discussions
discussions, discussions activities, and/or
activities, and/or activities, and/or assignments.
assignments assignments. Insightful and
Minimal Connections relevant
connections made through connections made
made through explanations, through
explanations, inferences, contextual
inferences, and/or examples. explanations,
and/or examples. inferences, and
examples.
Personal 1 2 3 4
Growth Conveys Conveys limited Conveys Conveys strong
inadequate evidence of evidence of evidence of
evidence of reflection on reflection on reflection on own
reflection on own work in own work with a work with a
own work in response to the personal personal response
response to the self-assessment response to the to the self-
self-assessment questions posed. self-assessment assessment
questions posed. Demonstrates questions posed. questions posed.
Personal growth less than Demonstrates Demonstrates
and awareness adequate satisfactory significant
are not evident personal growth personal growth personal growth
and/or and awareness and awareness and awareness of
demonstrates a through few or through some deeper meaning
neutral simplistic inferences made, through inferences
experience with inferences made, examples, made, examples,
negligible examples, insights, and well developed
personal impact. insights, and/or challenges. insights, and
Lacks enough challenges that Some thought of substantial depth
inferences, are not well the future in perceptions and
examples, developed. implications of challenges.
personal insights Minimal thought current Synthesizes
and challenges, of the future experience. current experience
and/or future implications of into future
implications are current implications.
overlooked. experience.
Writing 1 2 3 4
Quality Poor writing style Average and/or Above average Well written and
lacking in casual writing writing style and clearly organized
standard English, style that is logically using standard
clarity, language sometimes organized using English,
used, and/or unclear and/or standard English characterized by
frequent errors with some errors with minor errors elements of a
in grammar, in grammar, in grammar, strong writing
punctuation, punctuation, punctuation, style and basically
usage, and usage, and usage, and free from
spelling. Needs spelling. spelling. grammar,
work. punctuation,
usage, and spelling
errors.
Timeliness 1 2 3 4
Journal reflection Journal reflection Journal reflection Journal reflection
is submitted 2-3 is submitted 1-2 is submitted is submitted on or
days (49-72 days (25-48 within 1 day (24 before deadline.
hours) after the hours) after the hours) after the
deadline. deadline. deadline.
TOTAL POINTS
 21

1.3 References

Alata, E.P., Caslib Jr., B., Serafica, J.J., Pawilen, R.A (2018). Understanding the Self. (1st
Ed.). Manila. Rex Bookstore.

Villafuerte, Salvacion L., Quillope, Al F., Tunac, Rudjane C., Borja, Estela I. (2018)
Understanding the Self. Nieme Publishing House Co.Ltd.

http://psychology.iresearchnet.com/social-psychology/self/looking-glass-self/

https://plato.stanford.edu/entries/mead/

1.4 Acknowledgement

The images, tables, figures and information contained in this module were
taken from the references cited above.