LA CARLOTA CITY COLLEGE
City of La Carlota
MODULE IN GE 1 UNDERSTANDING SELF
HERBRT C. DONGUINES
Instructor
Email add: krub630@gmail.com
Fb account: Herbert Krub
Phone#:09274013755
I. COURSE TITLE : GE 1
II. NUMBER OF UNITS:
III. COURSE DESCRIPTION:
IV. COURSE OUTCOMES:
-oOo-
BAM DEPARTMENT
Understanding Self
3 units
This course is intended to facilitate he exploration of the issues
and concerns regarding self and identity to arrive at a better
understanding of oneself. It strives to meet this goal by stressing
the integration of the personal with the academic, contextualizing
matters discussed from the lesson and in everyday experiences of
the students – making 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 their selves to attain better quality of life.
At the end of the semester the students can;
1. Discuss the different representations and
conceptualizations of the self from various disciplinal
perspectives.
2. Compare and contrast how the self has been represented
across different disciplines and perspectives.
3. Examine the different influences, factors and forces the
shape the self
4. Explore the different aspect of self and identity.
5. Demonstrate critical, reflective thought in integrating the
various aspects of self and identity.
V. COURSE OUTLINE:

A. Midterm Coverage

Module 1 - The Self from Various Perspectives 1

Lesson 1 Philosophy
Lesson 2 Sociology and Anthropology (Self, Society, and Culture)

Module 2 - The Self from Various Perspectives 2

Lesson 1 Psychology
Lesson 2 Self in Eastern and Western Thoughts

Module 3 Unpacking Self 1

Lesson 1 Physical Self and Sexual Self

Module 4 – Unpacking Self 2

Lesson 1 Spiritual Self and Material Self

B. Semi- Final Coverage

Module 5 – Being a Filipino and the Political self

Lesson 1 Filipino Values and Traits
Lesson 2 Markers and How to be a Good Filipino

Module 6 - Who Am I in the Cyberworld (Digital Self)

Lesson 1 Impacts of Digital Advancements to Identity
Lesson 2 Reasons for Engaging the Digital Hype

B. Final Coverage

Module 7- Intellectual Development

Lesson 1 What is Intelligence?
Lesson 2 Managing Time

Module 8 – Emotion: Nature and Management

Lesson 1 What Kind of Emotion Affect You?
Lesson 2 Handling Extreme Emotions and Stress

VI. CONTENT DISCUSSION:

MODULE 1 THE SELF FROM VARIOUS PERSPECTIVE 1

Learning Outcomes:
a. Explain why it’s essential to understand Self.
b. Describe and discuss the notions of the self from various Philosophers’ point of view.
c. Compare how the Self has been represented in different Philosophical school.

Lesson 1: Philosophy

PHILOSOPHY - study of the fundamental nature of knowledge, reality, and existence, especially
in an academic discipline.
- a particular theory that someone has about how to live or how to deal with a particular
situation.

PHILOSOPHY- academic discipline concerned with investigating the nature of significance of

ordinary and scientific beliefs
- investigates the legitimacy of concepts by rational argument concerning their implications,
relationships as well as reality, knowledge, moral judgment, etc.

Much of philosophy concerns with the fundamental nature of self. The Greeks were the ones
who seriously questioned myths and moved away from them to understand reality and respond
to perennial questions of curiosity, including the question of the self. The following are
discussions of different perspectives and understandings of the Self according to its prime
movers. From philosophers of the ancient times to the contemporary period.

THE PRE-SOCRATICS
The Pre-Socratics (Thales, Pythagoras, Parmenides, Heraclitus, Empedocles, etc.)
were concerned with answering questions such as…

• What is the world really made up of?

• Why is the world the way it is?
• What explains the changes that happen around us?

THE PRE-SOCRATICS

• Arché- origin or source/ the “soul”/ the primal matter

• The soul’s movement is the ultimate arché of all other movement
• Arché has no origin outside itself and cannot be destroyed
• Explains the multiplicity of things in the world

*DO YOU AGREE THAT THERE IS A DIFFERENCE BETWEEN THE BODY AND THE SOUL? *
*DO YOU THINK YOU HAVE BOTH? WHAT’S THE DIFFERENCE BETWWEEN THE TWO? *

SOCRATES

• Concerned with the problem of the self

• “The true task of the philosopher is to know oneself”
• “The unexamined life is not worth living”
• Underwent a trial for ‘corrupting the minds of the youth’
• Succeeded made people think about who they are
• ‘The worst thing that can happen to anyone is to live but die inside’
• “Every person is dualistic”
• Man = Body + Soul
• Individual = imperfect/permanent (body) + perfect & permanent (soul)

PLATO

• 3 components to the soul:

rational soul – reason & intellect to govern affairs
spirited soul – emotions should be kept at bay
appetitive soul – base desires (food, drink, sleep, sexual needs, etc.)

• When these are attained, the human person’s soul becomes just & virtuous.

*WHAT HAPPENS TO A PERSON WHOSE 3 COMPONENTS OF THE SOUL ARE IMBALANCED? *

(ST.) AUGUSTINE

• ‘Spirit of man’ in medieval philosophy

• Following view of Plato but adds Christianity
• Man is of a bifurcated nature
• Part of man dwells in the world (imperfect) and yearns to be with the Divine
• Other part is capable of reaching immortality
• Body – dies on earth; soul – lives eternally in spiritual bliss with “God” (#lifegoalz)

*DO YOU BELIEVE IN THE CONCEPT OF THE SOUL COMING TO HEAVEN AFTER DEATH? *

*WHAT MAKES US PEOPLE DIFFERENT FROM ANIMALS? *

(ST) THOMAS AQUINAS

• Man = matter + form

• Matter (hyle) – “common stuff that makes up everything in the universe”
• Form (morphe) – “essence of a substance or thing”; (what makes it what it is)
• The body of the human is similar to animals/objects, but what makes a human is his essence
• “The soul is what makes us humans”

MODERN PHILOSOPHY:

Rene DESCARTES

• Father of Modern Philosophy

• Human person = body + mind
• “There is so much that we should doubt”
• “If something is so clear and lucid as not to be doubted, that’s the only time one should
believe.”
• The only thing one can’t doubt is existence of the self
• “I think, therefore I am”
• The self = cogito (the thing that thinks) + extenza (extension of mind/body)
• The body is a machine attached to the mind
• It’s the mind that makes the man
• “I am a thinking thing. . . A thing that doubts, understands, affirms, denies, wills, refuses,
imagines, perceives.”

*DO YOU AGREE WITH THE STATEMENTS ABOUT THE SELF (body & soul) SO FAR? *

*WHAT SEEMS TO BE QUESTIONNABLE IN THEIR CONJECTURES? *

David HUME

• Disagrees with the all the other aforementioned philosophers

• “One can only know what comes from the senses & experiences” (he is an empiricist)
• “The self is not an entity beyond the physical body”
• You know that other people are humans not because you have seen their soul, but because
you see them, hear them, feel them etc.
• “The self is nothing but a bundle of impressions and ideas”
• Impression –
- Basic objects of our experience/sensation
- Forms the core of our thoughts

• Idea –
- Copies of impressions
- Not as “real” as impressions
• Self = a collection of different perceptions which rapidly succeed each other
• Self = in a perpetual flux and movement
• We want to believe that there is a unified, coherent self, soul, mind, etc. but ~~actually~~ it is
all just a combination of experiences.

Immanuel KANT

• Agrees with HUME that everything starts with perception/sensation of impressions

• There is a MIND that regulates these impressions
• “Time, space, etc. are ideas that one cannot find in the world, but is built in our minds
• “Apparatus of the mind”
• The self organizes different impressions that one gets in relation to his own existence
• We need active intelligence to synthesize all knowledge and experience
• The self is not only personality but also the seat of knowledge

*HOW DO YOU FEEL ABOUT THE DISCUSSION SO FAR? *

Gilbert RYLE

• Denies the internal, non-physical self

• “What truly matters is the behavior that a person manifests in his day-to-day life.”
• Looking for the self is like entering LU and looking for the “university” (explain!)
• The self is not an entity one can locate and analyze but simply the convenient name that we
use to refer to the behaviors that we make

MERLEAU-PONTY

• A phenomenologist who says the mind body bifurcation is an invalid problem

• Mind and body are inseparable
• “One’s body is his opening toward his existence to the world”
• The living body, his thoughts, emotions, and experiences are all one.
• If you hate this subject, Merleau-Ponty understands you.

ANY QUESTIONS?
Lesson 1 Activity 1

1. Trace back all the pages of Lesson 1 and try to locate all questions with the (*) int the
beginning and in the end. Answer all the questions honestly.

2. Why is it important to know yourself?

3. From all the Philosophers in Lesson 1, to whom do you strongly agree? To whom you strongly
disagree? Explain your reason.

Activity 2 Circle the words that best describes you.

Adaptive Self-Aware Tolerant

Dependable Intelligent Fearless
Compassionate Hard Worker Capable with Hands
Respectful Calm Humble
Energetic Eccentric Clever
Creative Confidant Thoughtful
Complex Realistic Cautious
Balanced Cooperative Shy
Quiet Attentive Picky

3 more words that describe you: _________________________

_________________________
_________________________

Are you really sure you are these words you chose? Since when? Since childhood? Or did
someone have big influence in your life? Share your answer.
Lesson 2: The Self, Society, and Culture

How much of you are essential? How much of who you are now is a product of society,
community, and family?
Has your choice of school affected yourself now? If you were born in a different family and
schooled in a different college, how different would you be?

What is the Self?

The self is commonly defined as “separate, self-contained, independent, consistent, unitary, &
private.” (Stevens, 1996)
Is the self actually a private entity?
The self is always affected by external circumstances that bump and collide with it. It is ever-
changing and dynamic, allowing external forces to take part in its shaping.

The Social Constructivist Perspective, then

- explains that there is a strong relationship between the self and external reality.
- argues that the person and their social context are merged, one cannot easily be separated
from the other. (Stevens, 1996).
- argues that the self is not static which stays constant through and through. Rather, it is in a
struggle with external reality and malleable in its dealings with society.
- the self has a social life and can be influenced. Therefore multifaceted.

*How can people be multifaceted? *

The Self & Culture

According to Mauss, every self has two faces: personne and moi

Moi – a person’s self of who he is, his body, his basic identity, his biological givenness.

Personne – the social concepts of what it means to be himself, what it means to live in a
particular institution, a family, religion, nationality, and how to behave given expectations &
influences.
- the self (especially the Personne) morphs according to different circumstances and
contexts.
- the self is shaped by different aspects of culture such as international relations,
environmental/territorial concerns, language/lingo, romantic relationships, etc.

The Self & the Development of the Social World

How do people actively produce their social worlds? How do children growing up become social
beings?
How do twins coming out from the same mother turn out to be different when adopted
separately?
More than his givenness, one is believed to be in active participation in shaping the self.
Recent studies indicate that men & women in their growth & development engage actively in
shaping themselves.

Mead & Vygotsky

- “the human mind is something that is made”

- the way that human persons develop is with the use of language acquisition & interaction
w/others.
- we process information in form of internal dialogue
- therefore, the cognitive & emotional development of a child is a mimicry of how it is done in
the social world.
- a child internalizes values, norms, practices, and social beliefs through exposure to dialogs
that will become part of his individual world.

Self in Families

- while every child is born w/ givenness, disposition coming from his parents’ genes and general
condition of life is a factor in forming self
- human beings are born virtually helpless and the dependency period of a human baby to its
parents are longer than most animals.
- in becoming a fully realized human, a child enters a system of relationships, most importantly
the family. This is where the person learns how to live & their selfhood.
- it is what a family initiates a person to become that serves as the basis for the person’s
progress.
- the child learns language and behavior from its family.
- without a family, biologically and socially, a person may not even survive or become a human
person.

Gender and the Self

- gender is an aspect of the self that is subject to alteration, change, and development.
- from the point of view of social sciences and the self, it is important to give leeway to find,
express, and live his identity.
- our gender partly determines how we see ourselves in the world. Society often forces a
particular identity unto us by depending on our sex/gender.
- gender has to be personally discovered and asserted and not dictated by culture and society.
Lesson 1 Activity 1

1. How would you describe yourself in one sentence?

2. What is your role in your family?

3. In your opinion, how will the society assist you understand yourself more?

Activity 2 Give your answers by drawing another pie.

Hopes and Future Where do you hope to be in 10

Strengths
Interests
Values History
Family What
What
What is
are
skills
Wherereally
you
and
important
really
havetalents
youinterested
do
cometoyou
you?
have?
in?
from?
years?
MODULE 2 THE SELF FROM VARIOUS PERSPECTIVE 2

Learning Outcomes:
a. Identify different ideas in Psychology about the “Self”.
b. Create own definition of the “self” based on the definitions from Psychology.
c. Compare how the self can be influenced by the different institutions in the Society.
d. Differentiate the concept of Self according to Western thought and Eastern perspective.

Lesson 1: Psychology (The self as a Cognitive Construct)

Cognitive psychology - concerned with mental processes (as perception, thinking, learning, and
memory) especially with respect to the internal events occurring between sensing and the
expression of behavior.
Cognition - the mental processes involved in gaining knowledge & comprehension. It includes
thinking, knowing, remembering, judging and problem-solving.
These are higher-level functions of the brain and encompass language, imagination, perception,
and planning. In psychology, the self is defined as: “the sense of personal identity and of who
we are as individuals.”
William James (1890) conceptualized the self as: “I” – the thinking, acting, and feeling self.
“Me” – the physical characteristics; capabilities In Carl Rogers’ (1959) theory of personality: “I”
– the one who acts and decides “Me” – what you think or feel about yourself

Another concept of the self is IDENTITY /SELF-CONCEPT:

Identity/Self-concept – composed of personal characteristics, social roles, responsibilities.

- it is what comes to your mind when asked about who you are.
- it is not fixed in one-time frame

Rogers captured this idea in his concept of SELF-SCHEMA, our organized system or collection of
knowledge about who we are. The self-schema includes your hobbies, family, religion,
nationality, interests, work, course, age name, etc, as you grow and adapt to the changes
around you, they also change. They actively shape and affect how you see, think, and feel about
things. Psychological theories see the self and identity as mental constructs, created and
recreated in memory. Current researches point to the frontal lobe of the brain as the area
associated with
processes concerning the self. One influential psychologist of our generation is Sigmund Freud,
he sees the self and the mind as a result of interaction between these 3 parts:

Id - the instinctual part of the mind that contains sexual and aggressive drives and hidden
memories. It is selfish and wishful in nature. Illogical and fantasy oriented.
Ego - the realistic part that mediates between the desires of the id and the super-ego. Modified
by the direct influence of the external world. The decision-making component of personality.

Superego - operates as a moral conscience. Applies the values of society which are learned
from one's parents and others.

The theory of symbolic interactionism (G.H. Mead) argues that the self is created & developed
through human interaction. We are social products because:

1. We do not create ourselves out of nothing.

2. We need others to affirm and reinforce who we think we are.
3. What’s important to us is influenced by our social/historical context.

When we are aware of our self-concepts, that is called SELF-AWARENESS.

The 2 types of self we can be aware of are:

1. The private self – your internal private thoughts and feelings

2. The public self/image – geared to having a good presentation of yourself to others.
- Carver & Scheier (1981)

Self-awareness presents us three other self-schemas:

1. Actual self – who you are at the moment

2. Ideal self – who you like to be
3. Ought self – who you think you should be (responsibilities, etc)

Self-awareness may be positive or negative. At other times, we may experience “loss of

individual self-awareness and accountability in groups. A lot of people attune themselves with
the emotions of their group. Being in a large crowd may lessen our self-control. Social
relationships affect or self-esteem through social comparison. In this theory, we learn about
ourselves, the appropriateness of our behaviors, as well as our status, by comparing ourselves
to other people.

Downward social comparison – is a common type of comparing ourselves to others. We create

a POSITIVE self-concept by comparing ourselves with those who are WORSE than us.

Upward social comparison – is comparing ourselves with those who are better than us. It can
be MOTIVATION for some, but it could also LOWER YOUR SELF-ESTEEM because it shows your
weaknesses.
These also occur not only in individuals but also in groups. Social comparison is connected to
the self-evaluation maintenance theory, which states that we feel THREATENED when someone
outperforms us, or does better than us. Especially when that person is a close
peer/partner/friend.

We usually act in 3 ways in these situations:

1. We distance ourselves from the person.

2. We reconsider the aspect or skill you were outperformed in.
3. We try to improve that aspect of ourselves.

But then, sometimes to increase or maintain self-esteem, some may become NARCISSISTIC.
Meaning: overly high self-esteem, self-admiration, self-centeredness. There is a difference
between self-esteem and narcissism. People with high self-esteem are usually outgoing,
adventurous, adaptable in a lot of situations. But they could also be bullies and experiment on
abusive behavior, drugs, alcohol, etc.

Lesson 1 Activity 1

1. Compare the concept of self of William James to the concept of Rogers. Share your ideas.
2. Give the benefits and also the drawbacks of social comparison. Share your experiences.
3. In your own words, give a brief definition of “Self”

Activity 2 Complete the sentence to give a portrait of yourself.

The best advice I receive is _____________________________________________________

I feel most productive when ____________________________________________________

I spent too much time doing ____________________________________________________

My idea of fun is _____________________________________________________________

The thing my friends like about me is ____________________________________________

Lesson 2: The Self in Western and Eastern Thoughts

Besides a general observation of cultural/artistic/principal differences showing the distinction

between western & eastern concepts of “self”, in this lesson we will also look at religious beliefs
and political philosophies that greatly influenced the mindset of each culture. A lot of the
theories we discussed before are Western theories so this time we shall focus more on Eastern
ideas.

Confucianism – can be seen as a code of ethical conduct, of how one should act according to
their relationship with other people. Also focused in having a harmonious social life. The
identity and self-concept are interwoven with identity/status of the community, sharing its
pride and failures.
Chun-tzu – a man of virtue/noble character. Self-cultivation is important but for him, his
properly social relationships are also crucial.
Confucianism promotes having a “subdued self”: the personal needs are repressed for the good
of many.

Some Quotations:
* “Life is really simple, but we insist on making it complicated.”
* “The more man meditates upon good thoughts, the better will be his world at large.”
* “When anger rises, think of the consequences.”
* We have two lives and the second begins when we realize we only have one.”

Taoism – living in the way of Tao or the universe. Adopts a free flowing, relative, unitary,
paradoxical view of almost everything. Taoism rejects the hierarchy (order of command) and
strictness brought by Confucianism and prefers a simple lifestyle. From this POV it is considered
correct not to interfere with the spontaneity or alter it by any means, expressed by ‘wuwei’
(inaction as in abstention of any action opposing nature). BUT Wuwei’. The self is not just an
extension of the family/community, but it is also part of the universe. The ideal self is
SELFLESSNESS, but NOT forgetting the self but rather living a well-balanced life with society and
nature, being open and accepting change, forgetting prejudices and egocentric ideas, and
thinking about equality. Th e ‘Three Jewels of Tao’ refer to the three virtues of Taoism:

1) compassion, kindness, love

2) moderation, simplicity, frugality
3) humility, modesty

Some Quotations:
* “Clay is shaped into a bowl, but it is the empty space that makes it useful.”
* “Sentiment changes – truth is eternal.”
* “The journey of a thousand miles begins with one step.”
* “Nothing is softer and more flexible than water. Yet no one can resist it.”
Buddhism – the self is an illusion, born out of ignorance, or trying to hold/control things, or
human-centered needs. Therefore, the self is a source of suffering. It is our quest to forget
about the self, forget the cravings of self, break the attachments you have with the world, so
you may attain Nirvana. The Buddhist concept of no-self (Anatta), (“ non-self” or “ substance
less”) – in Buddhism, the doctrine that there is in humans no permanent, underlying substance
that can be called the soul.

THE 4 NOBLE TRUTHS OF BUDDHISM

1. The Truth of Suffering – old age, sickness, death, failed expectations.

2. The Truth of the Origin of Suffering – roots of evil: Greed, Ignorance, Hatred)
3. The Truth of the Cessation of Suffering – to end suffering, one must be liberated from
attachment.
4. The Truth of the Path to the cessation of Suffering – identifying the way to right
understanding;
judgment; speech; action; effort; concentration; etc.

Some Quotations:
* With our thoughts, we make the world,”
* “You will not be punished for your anger; you will be punished by your anger.”
* “A painful truth is always better than a hidden lie.”
* “Happy people build their inner world. Unhappy people blame their outer world.”

The self is NOT the focus of Eastern / Asian philosophies. They always believe the self to be part
of a bigger context/narrative/ perspective. In striving to become a better person, one does not
create a self above other people, RATHER, a self should be beneficial to his community as well
as in order and harmony with everything else. *If you would look at the Western perspective
(our past discussions), we also consider the role of the environment/ society in those topics but
their purpose of relating it are different. They always put the self forward as the primary/most
important figure. In Western thought, they consider the self as INDIVIDUALS in a way that you
are distinct from another person, etc. In Eastern thought, you see the other person as part of y
ourself, as well as what you create. Everyone is interconnected with specific roles. Westerners
may seem to have loose association or even loyalty to their groups. Competition is the name of
the game and they are straightforward and forceful in their communication as well as decision-
making. Eastern or oriental persons look after the welfare of their groups and values
cooperation. They would be more compromising and not directly express their ideas. In the
case of the Filipino people, we both possess western and eastern influences due to colonization
experience and other complicated events in our nation’ history. There are also various ethics
among provinces and regions, etc.
Lesson 2 Activity 1

1. Compare two Western Philosophers concepts with two Oriental Philosophies related to Self.
Give your findings.

2. Give 3 quotation from the different beliefs and give your insight.

3. Why isn’t the “Self” the main focus of Eastern philosophies? Share your opinion?

Lesson 2 Activity 2 Setting Priorities About Values

Values are beliefs, feelings, and principles that guide a person’s actions and give those actions
meaning. Rearrange the following words, with #1 your top priority and #12 the least.

Values

1. Money
2. Peace of mind 1. __________________________
3. Happiness 2. __________________________
4. Success 3. __________________________
5. Nature 4. __________________________
6. Spiritual Life 5. __________________________
7. Friends 6. __________________________
8. Taking on Challenges 7. __________________________
9. Satisfaction with Work 8. __________________________
10. Learning 9. __________________________
11. Balancing Your Life (work and play) 10. __________________________
12. Physical Health 11. __________________________
12. __________________________

MODULE 3 UNPACKING SELF 1

Learning Outcomes:
a. Discuss the developmental aspect of reproductive system.
b. Describe the erogenous zones
c. Explain human sexual behavior
d. Discuss different Sexual problems

Lesson 1: The Physical and Sexual Self

The sex chromosomes of humans define the sex (male or female) and their secondary sexual
characteristics. From childhood we are controlled by our genetic makeup. It influences the way
we treat ourselves and others. But aside from our genes, our society or external environment
helps shape our selves. This lesson helps us better understand ourselves through a discussion
on development or sexual characteristics and behavior. Marieb (2001) explains that the gonads
(reproductive glands that produce the testis or ovary) begin to form until the 8th week of
embryonic development. In the earliest stages of human development, the structures of males
and females are alike and said to be in the indifferent stage. The formation of the male and
female structures depends on the presence of testosterone. The release of testosterone causes
the formation of duct system, followed by the external genitalia. While the formation of ovaries
causes the development of the female ducts, and external genitalia is not produced.
Interventions in the development may cause abnormalities, such as being
pseudohermaphrodite or hermaphrodite, as well as cryptorchidism. Puberty is the period of life
at 10 – 1 5 years old when the reproductive organs develop to their adult size and become
functional because of the rising levels of hormones (male = testosterone, estrogen = females).
Reproductive capability continues until old age in males and menopause in females. Diseases
associated with the reproductive system Infections are the most common problems associated
w/ the reproductive system in adults. In females, usual vaginal infections include Escherichia
coli which spread through the digestive tract, sexually transmitted microorganisms such as
syphilis, gonorrhea, herpes, and yeast. Tumors of breast and cervix are common reproductive
cancers in females. In males, the most common conditions are prostatitis, urethritis, and
epididymitis: results of sexual contacts where STDs are transmitted. Prostate cancer is a
widespread problem among males. Most women hit the highest point of reproductive abilities
in their 20s. In their late forties, menopause occurs. Estrogen levels also go down causing the
shrinking of breasts and drying of vagina. Among males, there is no counterpart to menopause
but aging declines testosterone secretion. Healthy men are still able to father well into their 80s
and beyond.
Erogenous zones - refer to parts of the body that are primarily perceptive and increase arousal
when touched in a sexual manner. Some commonly known erogenous zones are the mouth,
breasts, genitals, and anus.

Human sexual behavior - any activity that induces sexual arousal. Two major factors that
determine human sexual behavior are:

1) inherited sexual response patterns that evolved as means of ensuring reproduction that
becomes part of each individual.
2) degree of restraint/ influence exerted by society in expression of his sexuality.

Types of (sexual) Behavior

1) Solitary Behavior – self-gratification or self-stimulation that leads to arousal and climax.

Usually done in in private but also in a sociosexual relationship. Begins at beginning of puberty
and usually involves fantasies.
2) Sociosexual behavior – begins in childhood, motivated by curiosity such as showing or
examining genitalia. Necking or petting is considered as part of the learning process of
courtship and finding a marriage partner. Coitus refers to the insertion of the male organ to the
female organ.

Physiology of Human Sexual Response

Sexual response follows a pattern of sequential stages or phases when activity is continued:

1st: Excitement phase

Caused by increase in pulse and blood pressure, results in increased skin temperature, flushing,
swelling, rapid breathing, secretion of genital fluids, vaginal expansion, and muscle tension.
2nd: Plateau phase
Generally, of short duration. If stimulation is continued, orgasm usually occurs.
3rd: Sexual climax
A feeling of abrupt, intense pleasure, increase of blood pressure, spasms of pelvic muscles
causing contraction of female organ and ejaculation by the male. Also causes involuntary
vocalizations.
4th: Resolution phase
Return to a normal physiologic state. Males return to normal even if stimulation continues, but
continued stimulation can produce additional orgasms in females.
Nervous system factors the autonomic system is involved in controlling the involuntary
responses. With the initiation of sexual stimuli, the efferent cerebrospinal nerves transmit
messages to the brain. The brain will interpret the message and dictate the immediate
response of the body.
The hypothalamus and limbic system are responsible for regulating sexual response. Animal
experiments show that each individual has 2 sexual responses coded in the brain: one for
mounting behavior and mounted behavior. There are some reflex responses that are not brain-
controlled, such as ejaculation for the male and vaginal discharges for female. But the brain can
overrule these reflexes, as it does when sexual response is inappropriate.

Sexual problems may be classified as physiological, psychological, and social in origin. Any given
problem may involve all three categories; a physiological problem, for example, will produce
psychological effects, and these may result in some social maladjustment.

Physiological – abnormal development of genitalia or part of the

brain connected to sexual response.
Physiological problems of a specifically sexual nature are rather few. Only a small minority of
people suffer from diseases of or deficient development of the genitalia or that part of the
neurophysiology governing sexual response. Many people, however, experience at some time
sexual problems that are by-products of other pathologies or injuries.

Psychological – caused by social inhibitions, attitudes, ignorance,

Psychological problems constitute by far the largest category. They are not only the product of
socially induced inhibitions, maladaptive attitudes, and ignorance but also of sexual myths held
by society. An example of the latter is the idea that good, mature sex must involve rapid
erection, protracted coitus, and simultaneous orgasm. Magazines, marriage books, and general
sexual folklore reinforce these demanding ideals, which cannot always be met and hence give
rise to anxiety, guilt, and feelings of inadequacy. Some common problems are as follows:

Premature Ejaculation happens if the male cannot delay ejaculation long enough to induce
orgasm in a sexually normal female at least half the time. This generally means that vaginal
penetration with some movement (although not continuous) must be maintained for more
than one minute. The average American male ejaculates in two or three minutes after vaginal
penetration, a coital duration sufficient to cause orgasm in most females the majority of the
time.

Erectile impotence is almost always of psychological origin in males under 40; in older males,
physical causes are more often involved. Fear of being impotent frequently causes impotence,
and, in many cases, the afflicted male is simply caught up in a self-perpetuating problem that
can be solved only by achieving a successful act of coitus. In other cases, the impotence may be
the result of disinterest in the sexual partner, fatigue, distraction because of nonsexual worries,
intoxication, or other causes—such occasional impotency is common and requires no therapy.

Ejaculatory impotence, the inability to ejaculate in coitus, is quite rare and is almost always of
psychogenic origin. It seems associated with ideas of contamination or with memories of
traumatic experiences. Occasional ejaculatory inability may be expected in older men or in any
male who has exceeded his sexual capacity.

Lesson 1 Activity 1

1. What are the common sexually transmitted diseases reported in Health Centers/ Hospitals?

2. Most examples of psychological sexual problems give occur in men; can you give some
examples of sexual problems that happen to women?

3. What are the causes of abnormalities such as being pseudohermaphrodite or

hermaphrodite?

4. State more differences between Solitary behavior and Sociosexual behavior.

Activity 2 My Unique Album

Think about the people, places, and experiences in your life that are very special to you. This is
where you get your psychological needs met. Write two examples in each box of how you meet
this particular need.

Belonging Recognition

Self-Esteem Safety
 Freedom Fun

MODULE 4 UNPACKING 2

Learning Outcomes:
a. Explain the association of self and possessions
b. Identifies the role of consumer culture to self-identity
c. Identify various religious practices and beliefs
d. Explain the self in relation with religious beliefs

Lesson 1: The Spiritual Self and Material Self

The association of self to possessions // role of consumer culture to self & identity
In The Principles of Psychology, W.James described the components of self as
1. Constituents;
2. Feelings & emotions;
3. Actions of self-seeking.

Under Constituents, the self is composed of the material self, the social self, the spiritual self,
and the pure ego. We are living in the world of sale and shopping spree. Almost everywhere,
including the digital space, we find promotions of product purchase. Product advertisements
are suggestive of making us feel better or look good. What makes us want to have those
products are connected with who we are. What we want to have and already possess are
related to our self. “We regard our possessions as parts of ourselves. We are what we have
and what we possess.” – Belk, 1988. Our wanting to have and possess has a connection with
another aspect of the self, the material self.

MATERIAL SELF – primarily about our bodies, clothes, immediate family, and home. We are
deeply affective by these things because we put so much investment of our self to them.

BODY - The innermost part of our material self. We are directly attached to it and we can’t liv e
without it. We strive hard to make sure that this body functions well and good. We also have
preferential attachment to certain parts because of its value to us.

CLOTHES – “any time we bring an object into the surface of our body, we invest that object
into the consciousness of our personal existence and make it a part of us” (Watson, 2 014).
Our clothes affect our attitude and behavior. It is a form of self-expression. We wear clothes
that reflect us.

FAMILY –our parent and siblings hold an important of our self. What they do or become
affects us. When an immediate family member dies, a part of us dies too. When their lives are
in success, we feel their victories as well. In their failures, we are also put to shame. We think
of our family as a replica of our self.

HOME – it is our earliest nest of selfhood. Our experiences in life are sometimes recorded and
marked in our home. The home is an extension of our self, we directly connect ourselves to it.
“We regard our possessions as part of ourselves. We are what we have and what we possess”
– Belk, 1988 The identification of the self to things started in our infancy stage. As we grow
older, putting importance on our material possessions decreases. We value more things like
happiness, significant events, accomplishments, and people in our lives.

CONCLUSION: the possessions that we dearly have tell something about who we are, our self-
concept, our past, and even our future.

THE SPIRITUAL SELF:

Religious practices and beliefs, finding the meaning of life.

SPIRITUAL SELF – is the most intimate, inner subjective part of the self. It connects to the
satisfaction of having an ability to argue and discriminate, of one’s m or al sensibility and
conscience. The ability to use oral sensibility and conscience may be seen through the
expressions of religion, its beliefs and practices.
Cultural rituals are also manifestations of what people believe in. Seeking the meaning of life is
a journey that the spiritual self is on.

RELIGION – a set of cultural beliefs and practices that usually include:

- a belief in anthromorphic supernatural being; such as spirit/gods

- a focus on sacred supernatural, with a feeling of reverence and awe
- presence of supernatural energy that is found on supernatural as well as physical beings and
objects
- performance of ritual activities
- articulation of worldview and moral codes through narratives/’stories
- provide creation of social bonds and social control within a community

RITUAL – the performance of ceremonial acts prescribed by tradition or sacred law. A specific,
observable mode of behavior exhibited by societies. It is possible to view it as a way of
defining/describing humans.
3 fundamental characteristics of rituals:
1. A feeling of respect, awe, admiration, in relation to the sacred
2. Dependence upon a belief system expressed through myth
3. Symbolic in relation to its reference

SOME WORLD RELIGIOUS BELIEFS AND PRACTICES

Buddhism Beliefs – Buddhism believes that life is not a bed of roses. There are suffering, pain,
frustrations. When people suffer, they want to experience the goodness of life and avoid
disappointments. This can be resolved by practice of meditation, acquiring wisdom, and
deeper understanding and acceptance of things as they are. Buddhists also believe in the non-
violence principle. And the acquiring of wisdom through the reflection of Dharma.

Customs & Practices – two types of meditation practices:

Samatha: mindfulness of breathing and development of lovingkindness
Aipassana: aims at developing insight into reality.

Christianity Beliefs – Christians believe in the holy trinity: God the Father, God the Son, God
the Holy Spirit. Eternal life after death will be achieved through faith in Jesus Christ, God the
Son, who came into flesh to spread the Good News. He died on the Cross for the
sins of humanity.

Customs and Practices – Sacrament of Baptism and Communion are practiced by Christian
churches. Baptism symbolizes birth in Christian World, while Communion is an act of
remembrance of Christ’s love. Christmas and Resurrection are two major celebrations in
Christianity.

Hinduism Beliefs – Hinduism covers a wide range of traditional beliefs and religious groups, so
there is no single founder or leader. Hindus believe that existence is a cycle of birth, death and
rebirth, governed by Karma. It is a concept where the reincarnated life will
depend on how the past life was spent. Vedas are sacred scriptures
of Hindus.

Customs and Practices – Diwali is the festival of lights while Navrati is the festival of nine
nights, which celebrate the triumph of good over evil.
Islam Beliefs – Muslim’s believe in Allah, their “One God” . They believe in the unity and
universality of God. Muslims have a strong sense of community. Islam means “willing
submission to God” The Holy Book of Islam is called the Quran.

Customs and Practices – Muslims believe in the 5 pillars of Islam:

1. Shahadah – “There is no God but the one true God and Mohammed is his messenger.
2. Salat – the prayer that is practiced 5 times a day,
3. Zakat – monetary offering for the poor . 2.5% of Muslim’s assets.
4. Hajj – yearly pilgrimage to Mecca.
5. Sawm – fasting during Ramadan
Judaism Beliefs – the Jews believe in the God of Abraham, the God that liberated slaves from
Egypt to Canaan, the promised Land. Jews believe in the coming of Messiah, the Savior. Their
sacred scripture is called Torah.

Customs and Practices – five major festivals observed by Jews:

1 . Rosh Hashanah : the New Year
2. Yom Kippur : Day of Atonement
3. Pesach : Passover
4. Shavuot : Pentecost
5. Sukkot : Tabernacles. The Jewish Sabbath begins on Friday evening at
sunset and is an important time when families gather for the
Sabbath meal.

CONCLUSION: Religions, rituals, etc. are all part of expressing the spiritual self. How to
manifest the belief is dependent on the person.

Lesson 1 Activity 1

1. What material thing you own right now that you can’t live without? Explain.

2. Which customs of other religious beliefs you see yourself practicing? Which practices you
find unacceptable to you? Give your opinions.

3. What’s your insight in the phrase “Life is a world of sale and shopping spree”?
Give your insight.

Activity 2 “What If” Discussion Groups

What would you do and why?

• What if you won a million dollars? What would you do with the windfall?
 • What if you could travel to any place in the world? Where would you go, why would you go
there, and who would you invite along?

• What If you were granted three wishes? What would you wish for?

• What if you had the power to give yourself a special ability? What talent or ability would
you?
give yourself and why?

• What if you had the chance to spend a day with anyone in the world? Who would you
choose?
and why?
MODULE 5 BEING A FILIPINO AND THE POLITICAL SELF
Learning Outcomes:

At the end of the lesson, the student will be able to:

1. Develop a Filipino identity;

2. Identify different Filipino values and traits; and

3. Reflect on his or her selfhood in relation to his national identity.

INTRODUCTION

Because of the advent of globalization, Internet connectivity, and cheaper flight fares, one
becomes more and more conscious of the world outside the Philippines. A decade ago, only the Ms.
Universe and inputs from relatives who work abroad exposed us to other countries. At present, with just
one click of a finger, one can easily witness and behold the Eiffel Tower, the Pyramids of Giza, or the
Great Wall of China. Real time, one can even watch a street performer in Australia via Skype. One can be
in Kuta beach in Bali with the same platform. Along with this exposure is our connectivity with people of
different nationalities. Social networking sites allow us to interact with people of different nationalities.
Scholarship grants have been in surplus too. One, therefore, as a consequence of globalization, gains
more access to comparison with other nationalities, their cultures, their beauty, and for some, these
other peoples’ advantages over us.

One then is confronted with the perennial question and challenge of affirming one’s nationality.
Should we even be proud of being a Filipino? How does this affect our sense of “self”? What does one’s
nationality contribute to a healthy view of oneself? This will be discussed in this chapter.

Activity

Cut out pictures from magazines and newspapers of illustrations that call to your mind your
being a Filipino. Paste them below.
ANALYSIS

Answer the following questions below in relation to what you have posted above.

1. How does the pictures remind you of your being a Filipino?

2. Are you proud of being a Filipino? Why and why not?

3. Imagine you were of a different nationality, what would change in you aside from your
nationality and origin?

4. How extensive are the effects of being a Filipino in your selfhood?

Lesson 1: The Political Self and Being Filipino

ABSTRACTION

What makes a Filipino a genuine Filipino? Do physical characteristics (such as having dark hair,
flat nose, and dark complexion) make one a Filipino? Or is it a person’s language, birth place, and
ethnicity? If you were to introduce yourself as a Filipino to a person of another nationality and he or she
asks, “Who are Filipinos?”, what will you reply?

Come to think of it, the Philippines as we know it has only emerged in the 1890s after over three
centuries of colonization of the Spaniards, Americans, and Japanese. And it has only been a little over a
century since then. Their foreign culture, beliefs, language, and religion have made a huge dent in our
own by setting a foundation to a contemporary Filipino identity and culture. To date, colonial mentality
remains an issue. Given the wide discrepancy between the two periods, would it be safe to say that
Filipinos have truly developed an identity of their own? Or are we still living in the shadow of our
colonial friends?
 In this chapter, you will learn that an individual’s race, ethnicity, physical characteristics are not
the only factors that make a person’s national identity. Values and traits are also important indicators
that set apart one nationality from the others. These values and traits may not always be a positive
thing, but being able to identify one’s self apart from other nationalities and point out possibility.
Through common goals, principles, and values of its people, a nation empowers itself.

Who Is the Filipino?

Filipinos are often referenced from globally renowned personalities like Manny Pacquiao, Lea
Salonga, and Michael Cinco who made Filipinos better recognized around the world through their
expertise. However, being a Filipino is far more than just being related to these notable figures.
Independence Day and Buwan ng Wika celebrations prompt us to go back to our roots and reflect on
the question: “Who is the Filipino?”

Technically, according to the Philippine Constitution, Filipino citizens are “… those whose fathers
and mothers are citizens of the Philippines, those born before January 17, 1973, of Filipino mothers,
who elect Philippine citizenship upon reaching the age of majority, and those who are naturalized in
accordance with law,” (1987). However, citizenship is not the only marker of being a Filipino. Culture
and history have greatly influenced the manner Filipinos learn, live, and behave to date. It is said that
people who were born and grew up in the same culture develop and share common personality traits
and values. Generations after generations, common traits and values have been passed on that the
Filipinos of today still embody.

Filipino Values and Traits

The Philippine is a lush island paradise famous for its grandiose mountain views, pristine
beaches, rich and diverse culture changing from province to province. While the Philippines may well
known for its awe-inspiring beauty, perhaps the Filipinos’ unique traits, reputable values, and laudable
talents make the Philippines a place to be.

Tourists who have visited the Philippines can never forget the big and bright smiles that greeted
them, the colorful and loud jeepneys, the common Filipino phrases such as “Mabuhay!” and “Salamat!”
and habits such as saying “po” at “opo” to the elders, leaving shoes or slippers at the front door before
entering a house, and the importunate asking of “Kumain ka na ba?” meaning “Have you eaten yet?”.
Indeed, it is a marvel to experience first-hand these unique traits of the Filipinos. Few of these traits are
discussed in the next section.

The Filipino Hospitality

A Filipino trait that is known far and wide is the Filipino’s brand of hospitality. Filipinos welcome
their guests and tourists as if they are their own brothers and sisters by always making them feel at
home, offering them something to eat or even a place to stay. They will bring out their best sets of
plates and china for their honored guests and would even go as far as spending a lot of money and going
into debt just so they can satisfy them. In most local shops, Filipino salesmen will greet their customers
with warm welcome and say thank you when they leave even without buying anything. Filipinos also
anticipate giving tours to friends who will visit their hometown and treating them to the best
restaurants and delicacies for free. During festivals or fiestas, Filipinos serve heaps of festive food and
invite the whole barangay over. They are also fond of giving pasalubong or tokens from their travels and
pabaon or farewell gifts to their visitors.

Respect for Elders

Filipinos greet their elders by kissing their hand while saying “Mano po!” and constantly using
“po” at “opo” in conversations. Forgetting to address older people properly will regard them as rude and
impolite. There is also a wide array of references to elder people such as ate for older sister, kuya for
older brother, tito and tita for uncle and aunt, lolo and lola for grandfather and grandmother, manong
and aling for older people outside he family.

Close Family Ties

Filipinos maintain a tight relationship with their family regardless that the children are old
enough and already have their families of their own. They are also fond of family reunions during
birthdays, holidays, and fiestas year-round. Some Filipino families even opt to live in a big house where
everyone can stay together. Nursing homes are usually not an option for family members and choose to
take care of their elders themselves.

Cheerful Personality

Filipinos have the habit of smiling and laughing a lot. They smile when they are happy, sad, or
sometimes even when they are angry. Smiling has been a coping strategy for many Filipinos especially
during trying times and calamities. Filipinos have a tendency to smile and wave at the camera despite
being interviewed after a fire or flooding incident. They always try to maintain a positive outlook in life,
which makes them resilient and able to manage almost everything with a simple smile.

Self-Sacrifice

The self-sacrificing attitude of attitude of Filipinos can be seen as an extension to the Filipino
hospitality. Filipinos go out of their way to extend their help to friends, families, and loved ones. They
wish comfort and better lives for their loved ones and would even go to the extent of working abroad
hundreds of miles away from their families to earn more money and save up for them. Overseas Filipino
Workers (OFW) sacrifice a lot that is why they are regarded as the modern-day Filipino heroes. There
also times when the eldest among the children of the family would give up school to work and provide
for the rest of the family and educate his or her siblings.

“Bayanihan”

The bayanihan spirit is giving without expecting something in return. Filipinos are always ready
to share and to help friends and loved ones who are in need. It may not always be n monetary form, but
the time and effort they give also count as a form of help for them. In calamities, this is especially
showcased by Filipinos.
“Bahala na” Attitude

The Filipino version of the famous line Hakuna Matata meaning “no worries.” This phrase is said
to have originated from “Bathala na” where Bathala means God and the phrase meaning leaving
everything into God’s hands. It can also be viewed as something similar to the cheerful and positive
attitude of Filipinos and allowing situations take care of themselves instead of worrying about them.

Colonial Mentality

Colonial mentality is regarded as the lack of patriotism and the attitude where Filipinos favor
foreign products more than their own. This does not only concern goods, but the desire to look more
foreign than local and keep up with the foreign beauty trends is included. It is attributed to the centuries
of colonization Filipinos had experienced under the Spaniards, Americans, and Japanese rule.

Mañana Habit

This is the Filipino term for procrastination. It was derived from a longer Filipino phrase called
“mamaya na,” which means doing things that could have been done at the present at a later time. It is a
poor habit of laziness which results in a heavier workload.

Ningas Kugon

Ningas is a Filipino term for a flame and kugon is Cogon grass that easily burns out after it is put
into flames. Ningas kugon refers to the attitude of eagerly starting things, but quickly losing eagerness
soon after experiencing difficulty just as fast as the fire has ignited. Laziness is a common problem
among Filipinos that is why Filipinos are regarded as “Juan Tamad” or “Lazy Juan.”

Pride

Most Filipinos hold on to their pride as if this is more precious than keeping a good relationship
with family and loved ones. When two parties are not in good terms, they find it so hard to apologize
and wait until the other party asks for an apology first.

Crab Mentality

A toxic trait among Filipinos where one resents the achievement of another, instead of feeling
happy for that person. Just like crabs in a container, they pull each other down and ruin each other’s
reputation rather than bringing them up, which results in no progress. Filipinos should change this
troublesome attitude and focus more on inadequacies in order to improve one’s self.
Filipino Time

Filipinos have this common attitude of arriving late at commitments, dinner, and parties
especially if they are meeting someone close to them. They tend to not observe punctuality altogether.
The 7:00 p.m. call time becomes everyone is using Filipino time.

Lesson 2: Markers and How to be a Good Filipino

Filipino Markers

What then are the hallmarks of our being Filipino? What makes us truly relish in our being a
Filipino? The following are the constant reminders of our nationality.

1. Proverbs or Salawikain

Filipino proverbs, just like any other proverbs, are saying that convey a lesson and
reflection on Filipino practices, beliefs, and traditions. Damiana Eugenio, regarded as the
Mother of Philippine Folklore classified proverbs int six categories (Eugenio 2013):

a. Proverbs expressing a general attitude towards life and the laws that govern life;
b. Ethical proverbs recommending certain virtues and condemning certain vice;
c. Proverbs expressing a system of values;
d. Proverbs expressing general truths and observations about life and human nature;
e. Humorous proverbs; and
f. Miscellaneous proverbs.

An example of Filipino proverb is the saying “Kung may tiyaga, may nilaga,” which means that hard
work will be rewarded.

2. Superstition
Filipinos also subscribe to their own set of superstitions passed down from generation
to generation. Some of these beliefs may be influenced by beliefs from other cultures, but
Filipinos have retold these superstitions according to their own experiences and they sometimes
end up even more interesting.

A woman singing while cooking will end up a spinster according to a Filipino superstition
so parents remind their daughters to avoid singing while preparing their meals. Filipinos also
avoid taking pictures in threes as the one in the center is said to die, according to another
superstition.

3. Myths and Legends

 Due to the Philippines’ rich culture and history, numerous myths and legends have
sprung about things that are beyond one’s imagination. These stories are aimed to explain the
origin of things, at the same time, teach a valuable lesson. Some of these stories stemmed in
Pre-Christianity period, but have evolved to the stories we know today.
A famous Filipino legend is about the origin of the pineapple fruit. It is about a story of a
young and lazy girl named Pina who always asked where her mother kept the things she needed
without looking for them first, so her mother wished that eyes be planted on Pina’s face so she
would start using her eyes. To her mother’s surprise next morning, Pina was gone and a fruit
implanted with “eyes” al around its body was left which was later called “pineapple.”

4. Heroes and Icons

Heroes serve as a reminder of true patriotism and nationalism as they have sacrificed
their lives for the sake of their country’s freedom and progress. Every year, Filipinos lend a
whole day to celebrate our heroes, usually the last Monday of August, to remember their
greatness, bravery, freedom we know today.
Famous icons such as Lea Salonga, Manny Pacquiao, and our very own national hero,
Jose Rizal, also serve as important Filipino markers as they have made the Filipino name more
pronounced worldwide through their own expertise.

How to Be a Good Filipino

Now you know that your traits and values are important indicators of your being Filipino, the
problem now is how to truly become one and how you can be useful to the development and progress
of your country. Below are a few ways on how you can practice nationalism and patriotism:

1. Be an active Filipino citizen

A good Filipino citizen should be aware of the current events and participate in
government programs that aim for the country’s progression and development. By simply
exercising your right to vote, you also become an active citizen. When it comes to voting, the
rich and the poor have equal voting rights, every Filipino citizen of legal age have a say in
choosing the right leaders for the Philippines who are genuine in helping and caring for the
Filipino people.

2. Study the Philippine History

The road if the Philippine history is long and bloody, and by learning and fully
understanding the events of the Philippine history, one will learn so much as to why it is so
important to love one’s country with your life, extend help to fellow Filipinos in need, and
recognize abuse of political power.

3. Support local products

When you buy local products, you do not only support local manufacturers and
businessmen, but you also help strengthen the local economy. How is this so? There will be
 more demand of local products, thus, local businesses will be in need for more employees which
will open new job opportunities. The business owners will also invest withing the country and
are less likely to leave. Supporting our local products also displays our creativity, innovativeness,
and resourcefulness.

4. Speak the Filipino language

The history of the Filipino language was a long and hard as the Philippine History. Jose
Rizal highlights the importance of speaking the national language as way of displaying the love
for one’s country. Speaking Filipino also serves as a unique identifier of being a Filipino. It has
been a decade-long debate whether to use Filipino as the instructional language in school and to
translate textbooks into Filipino, however, this is still not strictly imposed.

5. Do not spread fake news and be democratic in engaging with dissent.

This period in the history of the Philippines has seen how internet has spawned tons of
possibilities for us, both good and bad. Nowadays, it is easier for Filipinos working abroad to
communicate with their loved one left in the Philippines through the Internet. Despite this, the
Internet has also made the spread of fake news very common. Likewise, the Internet has also
made us engage in heated arguments with people across the globe about our political positions.
It is a part of being a Filipino to sort out everything that one reads before actually buying it and
spreading it like wildfire. It is also the responsibility of every Filipino to recognize disagreement
in political views, be tolerant, and argue intelligently without having to resort into name-calling
people.

APPLICATION AND ASSESSMENT

1. Make an acrostic that describes you in relation to your being a Filipino below:

O
2. Discuss how being a Filipino affects your “self.” How can becoming a better Filipino influence your
duty
MODULE 6 WHO AM I IN THE CYBERWORLD (DIGITAL SELF)

Lesson Objectives:

At the end of this lesson, the students shall be able to:

1. Understand the nature of digital 'self'

2. Decipher advancements to one's identity; the Impact of digital you

3. Learn how the social media altered the concept of the 'self; and

4. Identify how the digital self is formed through time.

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. We have our real identity and online identity.

ACTIVITY

Three Facts, One Fiction

Construct four sentences that start with “I am __________________.” The first three sentences
should be true about yourself. You can talk about your characteristics, strengths, weaknesses,
accomplishments, personalities, and behavior. The last statement should be a fiction or something that
you just made up. Make the activity more fun and make others believe that last statement to be true.

1. I am ________________________________________________.
2. I am ________________________________________________.
3. I am ________________________________________________.
4. I am ________________________________________________.

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 others? Were your classmates able to discern easily the facts and fiction about you?
Why?

Case Analysis

Jelian is a senior high student who works full time as a gamer. He is hooked to his desktop for 12
hours daily, attends school 8 hours a day and rests for 4 hours. He lives in a digital world surrounded by
his game consoles and motivated by the characters he embodies in the world of digital games. He is
virtually an avatar in the flesh. Even in school, Jelian is preoccupied with the procedures and the cheats
in leveling up in his games. His performance in school is below average and often he is detached from
the rest of the real world. Point to Ponder How does being a gamer impact the life and maturity of
Jelian? Elaborate your answer.

ABSTRACTION

The number of people who are becoming more active online continues to increase worldwide.
More than half of the population worldwide now uses the Internet. It has only been 25 years since Time
Berners-Lee made the “World Wide Web” available to the public, but in that time, the Internet has
already become an integral part of everyday life for most of the world’s population. The Philippines is
among one of the countries with the most active Internet users.

 More than half of 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 development of massive technology in the field of communications has immensely influenced
the life, work, habits and experiences of people across the globe. The constant increase in the use of
digital communication such as the social media has undeniably defined the formation of a digital self
among individuals. The impact of technological advances in every area of human life has evidently
expanded the concept of 'self among people. Each has a digital self which is what we use to be a part of
the technological world. This digital self is a decoy that we use to conceal our real self. As we share our
selves to the world, we try to hide our true self to cover up the issues that we have about ourselves and
show the world that we are fine and perfect. As we show the significant others, our cover through the
digital self we, on the other hand, expect affirmation and acceptance. Indeed, the digital world has made
things happen more swiftly which includes finding a partner or losing one through dating sites and the
social media; customize a character and joining gaming tournaments worldwide; filter or edit an image
according to the physical features desired; or maybe store and transfer loads of file using our hand-held
gadgets.

Remarkably, the recent decade has introduced developments that created great impact in our lives
and some of them are the following:

1. Internet

2. Social Networking Sites (Facebook, Tweeter, My Space etc)

3. Text Message or Short Message Service (SMS)

4. Smart Phones

5. Applications (Apps)

6. You Tube
7. Blogs/Vlogs

8. Search Engines like Google, Yahoo and Bing

9. World Wide Web

10. Email

11. Chat rooms

12. On-line shopping

13. Dating Sites

14. GPS (Global Positioning System)

15. Wifi or Wireless Network

16. Game Consoles (Play Stations, Wii etc)

Lesson 1: Impacts of Digital Advancements to Identity

1. Disconnectedness

The increasing use of gadgets and presence in the social media results in being disconnected
from the people around us. As we rush to check and connect to the online world we neglect to interact
face to face with those who demand attention from us. Often, we prefer to stay stuck on the social
media creating recent posts or stalking on someone else account for hours while being mentally
insensitive to the happenings around us. Such reality is what disconnects us from our relationships. In
the UK alone, studies have revealed how adults are immersed more than 20 hours each week being on
the Internet and this exposure is growing. The same is also the case in the U.S. with 30% of adults being
engaged for hours on the social media. This shows the critical reality in many countries across the globe
as individuals prefer to spend more of their time online than interacting face to face (f2f) with their
family members, peers, co-workers, and the like.

2. Developing and Nurturing Virtual Relationship

The progressive development in the features of, social networking sites allows individuals to
gain thousands of friends and even millions of followers. This eventually leads to creating virtual
relationships which satisfies the need for relationships and intimacy. However as this can provide
positive impact on the individual the same can also cause inability to maintain face to face relationships
which demands more personal adjustments and understanding of human differences. Hence, it can be
concluded that relationships have become superficial as we tend to nurture the relationship only within
the confines of the digital environment which demands simple duties such as liking or sharing a friend’s
recent post online.

3 Online Recklessness

The online world has provided its users the opportunity to express themselves by
communicating their thoughts and responses whether in the form of an emoticon, emoji, animated gif,
meme or through traditional words. These are ways to express positive or negative feedback on a recent
post seen on a random feed in a social networking site. The digital world provides us with the chance of
expressing our thoughts and viewpoints from the confines and comforts of our rom but do we really use
this freedom with a sense of responsibility? If we state an unconventional response that can trigger
public outrage or collective reaction from all of those who can see our raw reactions, are we willing to
stand for the consequences? We are all liable for our acts but many have revealed the tendency is to be
reckless and irresponsible. They cannot regulate and monitor on their expression of emotions. After the
damage has been done through the posting of opinions of personal reactions online, the next step is to
delete the same. This is definitely a manifestation of extreme recklessness which does not in any way
help in the development of maturity among individuals.

4. Distorted Identity Formation

The digital world offers the opportunity to create several identities according to our hearts'
desire. An individual can change his citizenship, gender, looks, character, and status in the online world.
The desire to be someone else or to create an ideal 'self in this realm can be achieved instantly through
the advance features offered in 'the social networking sites as enhanced by open sourced applications
(Apps). The identity that we desire to project Online may either reflect our true self or our ideal self.
However as we work for affirmation from our Online friends and acquaintances, we tend not to
be'truthful to ourselves. Indeed, nobody wanted to be rejected, everyone desires to be loved and
accepted but as the Online world offers varied ways to enhance our image then that becomes our tool
to create a 'new identity' that will guarantee acceptance by the valued online friends, followers and
acquaintances despite the deviation from what is real.

5. A Significant Portion of Our lives is Being Broadcasted

The online world gives its users the chance to have that 'celebrity feel'. As a form of expressing
our awe on a new gadget then we pose its image online; in trying to share the joy of consuming a well-
plated meal then we pose it online; to show how we feel about a recent break-up then we pose it
online; to express our emotions about a heated argument with our parents then we daily encounter
with life and all is trimmings. We pose everything from pose it online. This is how individuals spend each
moment in their daily encounter with life and all its trimmings. We post everything from food to travel
to relationship status and minor and major events in our life. If analyzed well, it shows that every detail
of what we post online is for public consumption. Without considering the risks and hazards, the online
world has evidently become for the most of us.

6. Digital Self-Harm

" Almost of similar degree to mutilating oneself we show how sad and problematic we are
through the online space. We tend to demean ourselves on public as we tend to validate our insecurities
and weaknesses among our online friends and followers. Studies have revealed that around 6% of
adolescents between the ages of 12 to 17 years are practicing this so-called "digital self-harm," and they
are done through the use of smartphones. The loneliness, emptiness and anxiety digital technology
produce results in the declining mental health and the increasing rate of adolescent suicide. As the
online world has provided a means for these individuals to express themselves, it also allows the chance
to post bad self-impressions about one's looks and traits which later validates insecurities and low self-
concept. Engagement in this online behavior also permits 'cyber bullying' as the details about the
individual's weaknesses are set in front of public eye.

7. Contribute to a Declining Mental Health

Severe exposure and engagement in the digital world can result to extreme loneliness and
anxiety especially among teens. The inability to gain attention from the significant others results to
sadness and frustration. This is contributing a lot to a declining mental health as the individual is unable
to overcome stress. Crimes arise due to this reality as they develop angst and heighten emotional issues
which they cannot resolve in a more mature manner.

8. Self-Obsession

Severe exposure to the online world has evidently increased the incidence of 'narcissism.' Many
have become self-obsessed and self- absorbed as facilitated and promoted by the social media. As social
networking sites allow escape from the daily woes of life, expectations consequently arise. Users expect
that there will be following and responses to their posts whether it is an image, a quote, an emotional
post evident through Tikes' 'shares' and 'tweets.' Individuals who submit themselves to the mentality
propagated by these social networking sites have become preoccupied by trying to produce their best
photos and images; detailed account of their most recent activities as well as the best image of the cup
of coffee they have bought from that high-end café with a location posted on their Facebook, Instagram
or Twitter accounts. All of these accounts have to do with themselves, what they are doing now, who
they are with and what they feel now. Individuals have become so engrossed with themselves.

Lesson 2: Reasons for Engaging in the Digital Hype

Considering that most individuals have an interest in creating an identity which may be a lot
different from our real-life persona then the digital web provides the best avenue to achieve that fresh
change anytime we desire to engage and eventually disengage. This relatively interesting venture in the
vast digital world created much hype among young and older generations alike. It offers a unique
experience which makes great impact on the way individuals express themselves as largely the same
sentiment is driven by the following basic reasons:

1. Every individual, desires to meet the expectation of the significant others in his/her life. Many would
not readily post their photos online but will edit or filter the same to ensure that they look a lot better in
their digital images. The use of several online applications (Apps) facilitates this need;

2. Online posting of objects as well as current statuses is expected to receive responses and reactions
from their followers as in the form of "likes' and 'shares.' These are gestures that boost their ego and
self- esteem.

3. As Abraham Maslow had stated in the 'Hierarchy of Needs' (1943), each has the need to belong.'
Everyone desires to 'blend in.' And so when everyone on the social media poses photos of his/her food
then all others follow the trend. Uploading of these images creates a feeling of being part of the hype. 4.
The digital web provides individual with much more freedom to express themselves in varied forms.
Whether verbally or non-verbally these digital platforms create an avenue to communicate and express
ideas and views just about everything;
5. The digital world allow the individual to achieve his or her 'ideal self whether it is physical such as
those provided by online applications to improve their images physically. And it could also be
emotionally as platform users can express themselves by 'Vlogging' or even "Blogging.' Whichever
manner results in an emotional experience that makes one feel 'good' about his or her self.

Activity 1

Define the nature and function of the following concepts.

1. Internet
_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________.

2. Social Network
_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________.

3. Short Message Service

_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________.

4. Smartphone Applications
_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________.

5.Vlogs
_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________.

6. Search Engines
_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________.

7. World Wide Web

_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________.

8. Email
_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________.

9. Chat rooms
_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________.

10. Online Shopping

_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________.

11. Dating Sites

_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________.

12. GPS
_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________.

13. Wifi
_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________.

14. Game Consoles

_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________.

Activity 2

Research and discuss about the nature and concern of the following developments that pervaded the
digital world in recent years.

1.Sochi Problems
_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________.

2. Break the Internet

_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________.

3. Ice Bucket Challenge

_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________.

4. Facebook Experiment
_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________.

5. Minecraft
_____________________________________________________________________________________
_____________________________________________________________________________________
___________________________________________________________________________.

Are you a Good Web Citizen?

Online anonymity sometimes allows people especially teenagers report that it’s a cruel, cruel
online world.

Cruelty, harassment, and bullying are closely tied with questions of online identity – like how we
choose to express ourselves, how we establish positive community norms, and how we stand up against
behavior that’s offensive, demeaning, or upsetting.

Although most negative behaviors online do not rise to the level of bullying, online interactions
are often fraught with misunderstanding because they do not come with cues like body language or
changes in tone of voice, we get face-to-face.

Rules to Follow

Here are additional guidelines for proper of information and using the Internet. (Your Online
Identity 2014)

 Stick to safer sites

 Guard your passwords
 Limits what you share
 Remember that anything you put out online or post on a site is there forever, even if you try to
delete it.
 Do not mean or embarrass other people online.
 Always tell if you see strange or bad online behavior.
  Be choosy about your online friends.
 Be patient.

APPLICATION AND ASSESSMENT

Creative work – Form groups of with three to four members. In an illustration board, make a
slogan or a poster about becoming a responsible Internet user. Use coloring materials to improve your
output. Share your output in class and record and comments/reactions of your classmates. For
individual work make your own poster slogan and by posting it to your social media account. Remember
to keep tabs on the comments to see you digital friends’ reaction.
MODULE 7 INTELLECTUAL DEVELOPMENT

Lesson Objectives:

At the end of this lesson, the students shall be able to:

1. Explain the varied definitions of intelligence;

2. Justify how intelligence can be developed through habits;
3. Evaluate the role of intelligence in identity formation; and
4. Develop ways to enhance one’s image through intellectual development.

Introduction

Mental ability forms part and parcel of one’s image. Intelligence is a component that has to be
considered when analyzing the ‘self’. As we are all different in several ways, intelligence is one element
that separates one from all others of equal demographics. All other things equal, individuals have the
ability and even the skills to learn. However, their innate capacity allows them to acquire and imbibe
more from their external environment. This learning whether significant or not becomes a basis for
making decisions pertinent to everyday living.

Lesson 1: What is Intelligence?

Several philosophers have asserted that individual cannot be absolutely measured because
standards are at times subjective. Einstein himself said that, “The true sign of intelligence is not
knowledge but imagination.” While Socrates said, “I know that I am intelligent, because I know that I
know nothing.” The true measure of intelligence and its definition cannot be absolutely established.
Hence, we refer to how psychologists have endeavored to conceptualize intelligence.

Coon (2006) summed up relevant insights about the essence of intelligence. He stated that
Charles Spearman (1927) proposed that intelligence is the single factor that enables problem solving
and doing well in all areas of cognition. Louis Leon Thurstone (1938) proposed that there are seven
primary abilities such as verbal, memory, numerical abilities, etc. Raymond Cattell (1963) described
intelligence as crystallized and fluid and includes knowledge and skills measure by tests and vocabulary.
The same arises from experience, acculturation and education. Fluid intelligence is hereditary, based om
neurophysiological structures manifested in a person’s ability to think and reason abstractly.
Furthermore, Robert Sternberg (1991) state that intelligence consists of the componential, experiential
and contextual intelligence. The componential aspect focuses on the mental components involved in
analyzing which is entailed in academic intelligence.

Today, intelligence (Sternberg 2004) is defined as the global capacity to act purposely, to thin
rationally and deal effectively with the immediate environment. Intelligence involves reasoning,
problem solving ability, knowledge, memory and successful adaptation to one’s surrounding.
 Howard Gardner himself has pointed onto the eight multiple intelligences that an individual may
possess. The same may allow an individual to excel in any of those whether it has to do with cognitive
abilities, psychomotor activities and the like. Such differentiates a person as it creates greater potential
that may influence his self-concept and self-esteem. Belief that one has potentialities and gifts assures
strength from within that may manifest in how he communicates with others and how he asserts
himself as a significant entity who may contribute significantly to the resolution of issues and concerns
confronting his immediate community.

Developing Intellectual Abilities

As intelligence forms part of our identity and imagery, varied ways have to be adopted to
enhance one’s intellectual ability. Everything begins with the motive to go forth and advance. As this is
basically in the mental facet hence it becomes a necessity that the individual should not only possess the
ability but the drive to learn, re-learn and unlearn. Learn about new things that may aid in the
promotions of life skills, re-learn relevant elements that may continue to affect one’s behavior and
persona and to unlearn those antiquated and obsolete ideas and ways of life that are no longer true and
appropriate.

Study Habits

Educations provides an individual a license that will equip him achieve future goals that is crucial
to the image that he wants to project to the significant others. For one developing study habits can aid
well a learner whether in his or her current studies or future endeavors. Adopting certain behaviors
pertaining to the consummation of his duties as a student can assure success in the academe and even
in the workplace.

Following are ways to deal with the everyday physical, emotional and intellectual requirements in the
school.

1. Have the Right Mindset

Consider studying as a necessary reality, something that leads to us to our

dreams and our goals. Creating a positive mindset allows us to have the
motivation to absorb everything that we need to work on. Moreover, being
positive about academic activity that you will perform reflects an attitude of
gratitude such as it makes us appreciate that we are lucky to have the
opportunity to have formal education. The same sentiment will place the mind in
the right position to grasp the activities entailed in preparing or school work.

2. Practice ‘Zero Navigation’ When Preparing for the Coursework

Each individual is pre-occupied with much concern in his/ her everyday life. It is
very common that a learner who is subjected to stress and the pressure of
everyday life cannot focus on whatever needs to be done. Trying to ‘emptying’
our thoughts with all these worries makes us ‘zero in’ towards the attainment of
our goal for the days. A workload will be accomplished easily and quickly if we
keep our focus.

3. Choose the Proper Venue for Studying

Studying in the conducive environment contributes a lot to the accomplishment

of the task at hand. No time is wasted on rereading and rethinking due to a noisy
and chaotic environment. Hence, it is important not only to choose an organized
environment such as the library but to fix your venue before you delve onto
reviewing your lessons or working on your homework.

4. Make a Reviewer
 It is mandatory for students to make reviewers for every coursework. It s highly
improbable for one to review directly from the textbooks or references. Such
may result in information overload and ‘intellectual indigestion.’ Writing a
reviewer will assure a student that there is familiarity with the concepts and
later mastery of the lesson.

5. Bring Only the Things that You Need

There is need to get rid of ‘distractions.’ Such is true when one brings gadgets,
computer games and the like. Unless they are needed to do accomplish your
coursework. Books, pes, references and extra sheets of paper?

6. Be Smart, Use Device such as Mnemonics

There is always the best strategy to review and imbibe the lessons at 100%.
Using the acronyms of the concepts being studied, one can easily remember
terms and keywords. An example of which is PEMDAS which stands for
Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction to
solve problems efficiently.

7. Choose the best Time to Study

It is highly proven that the best time to review is during waking up period. When
the brain has relaxed for a while such as after getting a ‘power nap’ or a 45-
minute short sleep. The brain in this state can absorb all that you can feed it and
retrieve as well as all stored knowledge. The brain is quick and efficient when it is
able to rest especially after a long, tough day. Hence, it is a waste of time
reviewing or studying right after you have gotten home, tired and already ‘burn
out.’

8. Never be Dependent on the Worldwide Web and Your Personal Computer

Learn to be self-efficient without relying much on the use of computers and the
net. Not everything from these sources is highly valid and reliable. It is never
wanted to include distorted information or ideas that are just hearsays. Not all
sources from the internet have credibility.

9. Reward Yourself

‘Every good deed deserves a reward.’ Everyone who has exerted mush effort to
accomplish relevant tasks should be rewarded. Such reward can be from one’s
own self. The same will reinforce good behavior and motivate an individual. A
nice cup of coffee or an ice-cold soda is enough o make one’s self happy and
motivated.
 10. Have a Sense of Accomplishment

Writing a list of all that you have to accomplish pertinent o school work is
necessary from the most minute to the most grandiose task, a list should be kept
and checked every time ne activity is achieved or done.

At the end of the day one can see his accomplishments and develop a higher
regard for one’s self. Indeed, one can look froward to the next day for more
accomplishment.

Understanding Learning Styles

How do you learn? What is your unique learning style? Are you aware that there are
certain ways to learn depending on what appeals to the learner? Learning styles refer to a
range of approaches to learning which is highly dependent on how an individual will be
receptive of the learning experience. Learners differ in how they process information and in
what manner hey are able to perform such process.

Educators should be aware of the learning styles of students but investigations have
concluded that there is no need to adjust to a learner’s style of learning. Hence, it is necessary
that the individual be aware of his/her strengths and weaknesses especially when it comes to
effectively absorbing new learning experiences.

1. Visual learners: Learn though Seeing…

These learners need to see the teacher’s body language and facial expression to fully
understand the content of the lesson. They tend to prefer sitting at the front of the
classroom to avoid visual obstructions (e.g. people’s heads). They may think in pictures
and learn best from visual displays including: diagrams, illustrated text books, overhead
transparencies, videos, flipcharts and hand-outs. During a lecture or classroom
discussion, visual learners often prefer to take detailed notes to absorb the
information.

2. Auditory Learners: Learn through Listening…

They learn best through verbal lectures, discussions, talking things through and
listening to what others have to say. Auditory learners interpret the underlying
meanings of speech through listening to tone of voice, itch, speed and other nuances.
Written information may have little meaning until it is heard. These learners often
benefit from reading text aloud and using a tape recorder.

3. Tactile/ Kinesthetic Learners: Learn through, Moving, Doing and Touching…

 Tactile/Kinesthetic persons learn best through a hands-on approach, actively exploring
the physical world around them. They may find it hard to sit still for long periods and
may become distracted by their need for activity and exploration.

Developing Learning Skills

Considering that individuals have different ways to learn and grasp concepts, then it
follows that an understanding of our strengths and weaknesses will equip us with knowledge as
to how we should go about overcoming and compensating for our deficiencies.

Below are steps to go about this need to develop learning skills based on what one
needs.

Step 1. One has to identify his learning reference and understand its intricacies so as to
understand the best approach to learn;

Step 2. Determine if the chosen learning reference will suffice your understanding of your
learning need;

Step 3. Develop those areas to which you think you are deficient. There is always a chance for
an individual to not only compensate on those gray areas but desire to improve on the
same.

Varied Learning Styles

Differences in personality and identity imply variety in learning styles. One can be good in
listening to earn new things while others perform better visually or kinesthetically. Our genes
and experience determine how we will be able to absorb and process new information. Hence,
it should be appreciated that what is true to a specific individual may not apply to another.

1. Sensory learners – if one relies too much on sensing he tends to prefer what is familiar,
and concentrate on facts he knows instead of being innovative and adapting to new
situations. Seek out opportunities to learn theoretical information and then bring in
facts to support or negate these theories;
2. Intuitive learners – if he relies too much on intuition, he risks missing important details
which can lead to poor decision-making and problem solving. He learner should learn
facts or memorize data that will help assess a theory or procedure. There is a need to
slow down and look at the details instead of just browsing;
3. Visual Learners – concentrate more on pictorial or graphical information than on
words, this gives a distinct disadvantage because verbal and written information is still
the main preferred choice for delivery of information. Practice note-taking and seek
out opportunities to explain information verbally;
4. Verbal Learners – when information is presented in diagrams, sketches, flow charts in
ca develop and reduce time spent learning and absorbing information. Learning can be
 through audio-visual presentations. When working on notes categorize information
according to the concepts and create visual links;
5. Active Learners – there is a need to concentrate on assessing information and
summarizing situations. Take time to digest information before discussing it with
others;
6. Reflective Learners – ‘Haste makes waste.’ Too much thinking takes too much time.
There comes a time when a decision has to be made quickly. Be involved in group
decision-making and be able to apply the information in the most practical manner;
7. Sequential Learners – breaking down the concepts and data in its smallest components
proves to be good but unproductive. One has to slow down and focus on the goal of
the activity. Determine how actions will help in the longer term. There is a need to
pause to look at the ‘bigger picture; and
8. Global Learners – this individual can easily see the bigger picture and so desires to
immediately to splurge on the activity. Disadvantage is he is not able to reflect yet on
how to attain the goal as there is always the best strategy and approach. There is a
necessity always to contemplate and decide on certain issues and concerns to
effectively resolve problems and dilemmas.

Lesson 2: Managing Time

Time is a scarce resource today. Thomson (2014) stated that everyone has many
demands on her or his time. Demands conflict and compete. Time management is important
because there are just so many hours in a day in which you can accomplish your plans. A
schedule, according to Thomson, can help in planning for the use of one’s time and to
determine how one ca best use his resources. Learning how to manage one’s time allows
identification of what is important from what is not and therefore preventing neglect of those
people and things what we should prioritize in our lives such as family and social life. Being
conscious about the use of our precious time creates not only a stress-free day but a more
productive life.

Developing Time Management Skills

1. Write a ‘To Do’ List

One has to make a simple list of things that he has to accomplish for the day. A
daily list of things to do can be worked on. Even the simplest task can be included in the
list such as:
a. Borrow book;
b. Do homework on Psychology;
c. Do laundry etc.

Aside from having a set of reminders, this allows organization of activities for the
day and at the end of the grueling day, one can check on what he has accomplished and
 realize whether he was able to meet his goals. This definitely will add sense of
accomplishment to the individual.

2. Create a Weekly and Monthly Planner

A plan for the upcoming week and month will make one foresee what will
happen in the next days to come. Being able to check on the next events will give an
idea as to what and how do we go about the actions that we will take. Resource will be
used wisely as well the activity is planned way ahead.

3. Be Prepared for All Your Activities Way Ahead

Preparing everything that you need for all the expected activities will give you
ample time t set up and deliver your project/program well. This will reduce time wasted
on cramming caused by lack of preparation.

4. Be on Time or at Least 15 Minutes Earlier

If the activity requires a participant or attendee to be at the venue at around 1

o’clock then it is imperative that he or she should be there at least 15 minutes earlier.
Time management allows an individual to develop soft skills that denote respect for
other people’s time. We cannot expect them to always accept our explanation or even
‘alibis’ for being late. Tardiness is a counter-productive behavior that does not only steal
time but it negates one of respect and credibility as well.

Developing Decisiveness

Each of us is confronted by everyday dilemma. There comes moment to which we are

caught in between objects or realities that we both desire but we cannot both acquire.
Conflicts arise during incidents where there is no option but to perform. In these cases, one’s
ability to decide is being challenged. Maturity and emotional quotient (EQ) are required at
these trying moments. Decisions, therefore, are complex choices thus the needed to develop
one’s ability to decide as one matures becomes a necessity.

Here are some tips o come up with the best decisions:

1. Refrain from Relying on ‘fate’ ad the Supernatural

Some people decide by flipping a coin; asking for some signs; asking for deceased
relatives signals etc. These strategies are quite queer and out of human logic. One can
never leave to fate or destiny what demands scientific and logical intelligence t resolve
issues and concerns;
 2. Choose People of Authority When Asking for Advice
Everybody has a confidante or a trusted friend whom they can approach during
moments of trials. However, this does not mean that these people ae authoritative as
well as objective enough to provide you with the best advice. Most of them will have
their subjective biases and prejudice which will definitely affect their suggestions. And
these ultimately will affect the individual seeking for advice as it is their life that is at
stake.

3. Consider Always the Pros and Cons

Weighing things well is a necessary procedure to take in decision making.
Consider the arguments if you choose a specific option and the consequences if the
same will be the taken. Understanding the complete scenario will equip us with the
advantages and disadvantages of a given options.

4. Stand your Ground

Making decisions demand a degree of understanding and intelligence pertaining
to the pros and cons of the choices made. It is an issue as well if the individual
can stand his or her ground? Believing in the choice made matte much as it
shows that an individual has the strength of character, integrity, and credibility.

Activity 1
Explain the impact of the following concepts on the nature of self and identity.
1. Intelligence -
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________.

2. Abilities –
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________.

3. Learning Styles -
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________.

4. Habits -
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________.
5. Time management skills -
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________.

Activity 2

Respond to the following situations by expressing your relevant insights and decisions.

1. It is examination day on two of your subjects the next day and you need to submit a project
that was assigned only a day ago. How will you manage to get a good grade on the examination
while there is a need to comply with the project deadline?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________.

2. You are ordered by your teacher to create designs for the bulletin board for the scheduled
exhibit in your school. Unfortunately, it is never in your skill to cut and color or even create
designs. You are more adept to solving mathematical equations and even constructing essays.
How will you possibly survive this work assignment entrusted to you for this major school
event?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________.

3. You took a series of IQ test administered by your school’s guidance office and apparently your IQ is
between 90-110 which means you are “average normal” intelligence. You were surprised since your
siblings have superior IQ. Given such reality how can you possibly improve your intelligence quotient?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________.
MODULE 8 EMOTION: NATURE AND MANAGEMENT

Lesson Objectives:

At the end of this lesson, the students shall be able to:

1. Understand the impact of emotions to the ‘self’:

2. Identify ways to develop coping skills;
3. Assess one’s ‘Self’ in the face of life pressures; and
4. Develop ways to effectively manage the effects of life pressures.

Introduction

Our emotions and how we handle it reflect our image and ‘self’. The ways by which we express
our varied emotions whether positive r negative manifest our identity and personality. It may, therefore,
make or break us and our relationship with the significant others.

Emotions comes from the Latin word ‘emovere’ which means ‘to move out.’ Emotions are
spontaneous responses to certain stimuli. It is a natural and random response to situations that may
cause anger, sadness, happiness, and fear. They are caused by stimulus that demands either positive or
negative reactions. Emotions are complex, state of feeling that results in physical and psychological
changes influencing behavior as it arouses the nervous system. Emotions emanate from the right area of
our brain that is basically subjective and feeling. Furthermore, it has to be noted that emotions result
from one’s perception of specific situation. Even the imagined ‘death of a loved one’ can already trigger
responses and emotions which may include facial expressions and gestures.

Physiological reactions may result from certain emotional state that may even lead to
‘psychosomatic illnesses.’ This s an illness that is produced by the brain as it perceives its current reality.
An anxious, grieving and angry brain can definitely poison its own physical self.

Lesson 1: What Kind of Emotions Affect You?

A. Positive Emotions – a classification of pleasant emotion which may include happiness,

excitement, joy, relief, triumph, jubilation. It connotes an expression where one finds himself
smiling or laughing with a feel of ‘elation.’ These come from positive experiences especially
when one is able to attain or satisfy his expectations and desires.
B. Negative Emotions – a classification of emotion involving sadness, disgust, annoyance, anxiety,
anger, jealousy, fear, and the like. It is shown through facial expression that is manifested in an
unhappy face, tears, discomfort, pain and even psychosomatic illness.

The Nature of Stress

Stress is defined as a state of extreme difficulty pressure or strain. It is a way by which the body
responds to the pressures from the external environment. Stress is unpleasant as it puts the mind and
the body in a dilemma where it is threatened or challenged. When an individual is pushed to move out
of his comfort zone then much stress is imminent. Life changes, therefore, are stressful but then again it
is entirely dependent on an individual who will view his current circumstance as either stressful or not.
 The major life experiences that we undertake everyday are surprisingly less stressful that those
accumulated woes that we get to encounter every day. The daily hassles that we encounter such as lack
of sleep and rest; unending work requirements, lack of money, traffic jams, discourteous people are the
classic reasons that cause individuals to get sick and suffer from biological ‘wear and tear.’

The concept of stress was developed by Hans Selye (1936) which brought forth the theory of
stress reaction known as the ‘General Adaptation Syndrome.’ This states that a body under stress
generally undergoes response stages: alarm, resistance, and exhaustion. Alarm happens when the
individual recognizes the threat; resistance is when the person desires either to confront the stressor
known as ‘fight’ or to run away from the stressor ‘flight.’ The final phase which is exhaustion is where
body’s resources will be depleted.

Some stressors include but are not limited to the following:

Types of Stress

1. Positive Stress or ‘Eustress’ – this is experienced by the body as an unpleasant stimulus

becomes a source of motivation. Such happens when the attainment of the goal is being
expected. And so, despite the provision of effort and extreme sacrifice whether
psychological or physical, the individual is motivated to push more to achieve the goal.
Examples of which are those who join the famous ‘Survivor’ and ‘Amazing Race’ series
which rewards the ultimate wines with a big sum of money and travel opportunities.
Hence, despite the hardships entailed by the competition, the contestants
enthusiastically go for the goal.
2. Negative Stress o ‘Distress’ – this type of stress causes not only pain in the mind but
also as it makes the individua literally sick. This may be the stressor bringing about the
feeling of ‘emptiness’, helplessness, and hopelessness. Example of which is a ‘barrister’
 who has failed the licensure exams for lawyers thrice or more despite efforts of
attending extensive review sessions. The frustration created is enough to distress the
body and mind.

Effects of Extreme Emotions and Stress

Stress is your body’s way of responding to any kind of demand or threat. According to
the helpguide.org., when you feel threatened, your nervous system responds by releasing a
flood of stress hormones, ad including adrenaline and cortisol, which rouse the body for
emergency action. Your heart pounds faster, muscles tighten, blood pressure rises, breath
quickens, and your senses become sharper. Theses physical changes increase your strength and
stamina, speed your reaction tie, and enhance your focus.

This is known as the ‘fight or flight’ stress response and is your body’s way of protecting
you. When working properly, stress helps you stay focused, energetic, and alert. I emergency
situations, stress can save your life – giving you extra strength to defend yourself, for example,
or spurring you to slam on the brakes to avoid an accident. Stress can also help you rise to meet
challenges. Stress is what keeps you on your toes during a presentation at work, sharpens your
concentration when you are attempting the game-winning free throw, or drives you to study
for an exam when you’d rather be watching TV. However, beyond our comfort zone, stress
stops being helpful and can stat causing major damage to your mind and body.

Below are the responses of the body to extreme emotions and stress overload

1. Physical Impact
a. Increase in the rate and depth of breathing;
b. Blood becomes more concentrated;
c. Heart and pulse rate increases;
d. Senses become extremely keen;
e. ‘Butterflies in one’s stomach;
f. ‘Goosebumps’;
g. Cold sweat;
h. Dry mouth;
i. Adrenaline rush
2. Health Problems
a. Pain of any kind
b. Heart disease
c. Digestive problems
d. Sleep problems
e. Depression
f. Weight problems
g. Auto immune diseases
h. Skin conditions, such as eczema
3. Cognitive Symptoms
 a. Memory problems
b. Inability to concentrate
c. Poor judgment
d. Seeing only the negative
e. Anxious or racing thoughts
f. Constant worrying
4. Emotional Symptoms
a. Moodiness
b. Irritability or short temper
c. Agitation, inability to relax
d. Feeling overwhelmed
e. Sense of loneliness and isolation
f. Depression or general unhappiness
5. Behavioral Symptoms
a. Eating more or less
b. Sleeping too much or too little
c. Isolating yourself from others
d. Procrastinating or neglecting responsibilities
e. Using alcohol, cigarettes, or drugs to relax
f. Nervous habits ( e.g. nail biting, pacing)

Lesson 2: Handling Extreme Emotions and Stress

Extreme emotions and Stress are common in human life. Its debilitating effect renders
us to unable to healthily confront such and resolve the same. Hereunder are some ways to
respond efficiently to extreme emotions and stress. (helpguide.org)

1. Social Engagement

This is the most evolved strategy for keeping ourselves feeling calm and safe.
Since the nerve connects the brain to sensory receptors in the ear, eye, face and heart,
socially interacting with another person – making eye contact, listening in an attentive
way, feeling understood – can calm you down and put the brakes on defensive
responses like ‘fight-or-flight.’ When using social engagement, one can think and feel
clearly, and body function such as blood pressure, heartbeat, digestion, and the immune
system continue to work uninterrupted.

2. Mobilization

This is otherwise known as the ‘fight-or-flight’ response. When social engagement is not
an appropriate response and we need to either defend ourselves or run away from
danger, the body prepares for mobilization. It releases chemicals to provide the energy
you need to protect yourself. At the same time, body functions not needed for fight or
flight – such as the digestive and immune system – stop working. Once the danger has
 passed, your nervous system calms the body, slowing the heart rate, lowering blood
pressure, and winding back down to its normal balance.

3. Immobilization

This is the least evolved response to stress and used by the bod only when social
engagement and mobilization have failed. You may find yourself traumatized or ‘struck’
in an angry, panic-stricken or otherwise dysfunctional state, unable to move on. In
extreme, life-threatening situations, one may even lose consciousness, enabling one to
survive high levels of physical pain. However, until one is able to arouse his body to
mobilization response, the nervous system may not be unable to return to its pre-stress
state of balance.

Other Ways of Coping

As we showered with pressures in our daily confrontation with life, we are challenges
and motivated to resolve these issues in several manners. As we resist, we choose to either
“Fight or Fly.” It is a matter or deciding as to how the same can be faced. Now, facing these
stressors does not mean similar measures. Each issue requires different ways or approach.
Indeed, the nature of the problem or issue becomes a matter of significance and scrutiny.

There are here effective approaches which can be considered as efficient ways to
confront stressors. These include the following reactions depending on the nature of one’s
current reality or predicament:

A. Aggressive Reaction

This is a response to a certain stimulus in a harmful or unpleasant manner. The act

has the intent of hurting, or causing pain onto something or someone else. This is
performed to replicate or even avenge the given provocative action. It can be verbal or
through the use of words or non-verbal through assault on a person or his possession.
This is exemplified by punching a wall; kicking a chair or even slapping a person on the
face. The same can also be performed in several forms which include:

1. Displaced Aggression is directing the aggressive act towards another person or

the objects that are causing the stress or maybe the cause of frustration (e.g.
hammering or buffering desktop)

2. Scapegoating is an aggressive behavior where one blames another person or

objects for his failures or fault (e.g. pointing an accusing finger onto an innocent
classmate)
 3. Free-Floating Anger is an aggressive response which is prolonged as a sign of
extreme anger (e.g. continually becoming aggressively emotional every time you
are reminded of a past issue).

4. Suicide is an aggressive response which is self-destructive as a result of hatred

for oneself or to another which resulted to extreme frustration. It is an
aggression that is directed to the self.

B. Withdrawal Reaction

This response to stress involves the use of ‘defense mechanisms’ which

subsequently protects the ‘ego’ or ‘the self’ from further pain usually caused by
those significant people surrounding an individual.
Defense mechanisms are unconscious responses developed by Sigmund Freud
through the theory of psychoanalysis which is aimed to reduce one’s anxiety caused
by life pressures and inevitable stressors. It protects the individual from
psychological pain. Such defenses are the following:

1. Denial – refusing to accept an external reality o protect the ‘self,’ an unconscious

way to evolve emotional conflict (e.g. stating that he or she is not aware of what
is going on).
2. Displacement – shifting one’s aggression towards something or someone that is
a lot weaker and uncompromising (e.g. hitting a helpless dog)
3. Intellectualization – use of reasoning to effectively avoid confrontation with an
emotional stress thereby protecting the self. (e.g. explaining a husband’s illness
through medical terms that may logically lead to possible death).
4. Rationalization – providing a logical justification for a decision made or an act
earlier performed to make a excuse for a mistake or erratic decision done
thereby preventing ridicule from others. (e.g stating how relieved you are when
you broke up with a boyfriend with a foul breath).
5. Reaction-Formation – a defense mechanism in which unacceptable emotions are
being replaced by its opposite to prevent rejection from others. (e.g. being
sacredly devoted to the teachings of one’s religion to cover up worldly desires
such as addiction to pornography).
6. Projection – attributing one’s fault or negative emotions onto others to express
the sentiment though not recognizing it (e.g. stating that some classmates do not
like you though it is you who dislike them).
7. Regression – in the face of hurts we use an ‘imagines time machine’ to revert to
a more pleasant past where we are more safe and secure (e.g. embracing and
talking to your stuffed toy which you had since you were in grade school).
8. Repression/Suppression – defense mechanisms where one pushes the
unwanted thoughts onto the unconsciousness which however may manifest in
the future unknowingly. (e.g. swearing to avenge one’s unfortunate life in the
near future).
 9. Sublimation – refocusing or rechanneling one’s energy to something more
acceptable and productive (e.g. playing basketball aggressively to let go of one’s
anger).
10. Fantasy – utilizing imagination as a way to escape from life’s real problems and
stress. In here, one imagines that he is a success in all his desired which
somehow is a form of self-help but may prove to be very negative if one starts to
live in his ‘world of fantasy’. (e.g. feeling that one is driving his own luxury car
with his own chauffer while in a public utility vehicle).

C. Compromise reaction

A strategy to resolve an emotional stressor by devising ways to achieve a better

state for both parties involved. It may possibly lead to acceptance that ay result to
‘peaceful co-existence.’

The Role of Self-Esteem in Coping

An individual confronted with loads of stressors and pressure becomes weak inside and
out. Without support, he or she will definitely experience emotional difficulties and neglect.
Hence, it become a necessity to enhance the individual’s self-esteem and self-worth to arm him
or her with the ability to efficiently confront daily woes.
Popular wisdom holds that self-esteem is the key to practically all positive outcomes in
life according to Weiten (2009). Its impact is on the ‘emotional sphere’ and is directly related to
greater happiness.
Self-esteem is one’s over-all regard of the self and its worth. It is an evaluation of one’s
abilities, characteristics traits and other unique qualities. Understanding and appreciation of the
‘self’ leads to a higher degree of confidence to the individual. Believing in one’s self leads to
greater confidence and higher ability to cope with stressors. Self-esteem equips one to confront
efficiently the pressing realities of life. It allows one to develop a ‘hardy’ personality that can
withstand the greatest pressure in one’s life. Hence, if an individual is able to enhance self-
regard then it is highly feasible that whatever comes along, whether these are extreme
difficulties or the usual woes of daily living, the individual can efficiently handle its effects. A
strong identity can endure the impact of the harsh realities of life and come out triumphant
with higher level of maturity ready to face the next stages of this journey called ‘life’.
Signs of High and Low Self-Esteem

Developing High Self-Esteem

A person with high sense of self-esteem develops a shield that will secure hm from
greater pain. If one has a positive assessment of his over-all worth then he creates a positive
outcome in his life. Develop a positive self-image that will convince you that you are a person of
great value and that there is more to life than just worrying and being anxious.

1. Develop Hardiness
A syndrome that mitigates the impact of stress and extreme emotions. Hardiness
is a disposition marked by commitment, challenge and control that is directly related
with strong stress resistance. Hardiness may reduce the effects of stress by altering
stress appraisals or fostering more active coping (Crowley et al 2003).

2. Be Positive
No need to be worried that things would not work as planned. “Positive
thoughts attract positive people and positive events.” One needs to develop the skill of
attracting only positive frequency so as to attain what is desired.

3. Be Grateful
According to Ronda Byrne in “The Secret,” one should start from an attitude of
gratitude so he may see the things that he possesses rather than his deficiencies. People
need to be grateful for being unique so there will be appreciation instead of frustration.

4. Use Mantra
Look at the mirror and do a positive self-talk. Focus on your beauty, your
strengths, your uniqueness and the things that you have. Practice deep breathing while
doing this start believing in you through positive self-talk.
 5. Be Humorous
One should find comic relief by watching funny films and reading feel-good
books. This can be done by finding happy thoughts in everything that is done and
encountered. Being happy makes an individual good-natures and high-spirited.

6. Be Productive
An idle person is subjected to more negativity as this preoccupies one with
issues. Tendency is jus to discuss more about one’s hurts and pains that further
aggravate negativities.

7. Be Empowered
Learning more about one’s strengths and investing on them gives an individual
higher worth. Upgrading one’s abilities and potentials provides greater faith in one’s
self. Achieving more and going the extra mile provides one with more ‘laurels’, hence,
more confidence.

What Determines Your Ability to Manage Stress?

We are all different in what we want, what we dislike, how we manage and confront life issues.
Some people seem to be able to roll with life’s punches, while others tend to crumble in the face of far
smaller obstacle or frustrations. Some people even seem to thrive on the excitement and challenge of
high-stress lifestyle. Your ability to tolerate stress depends on many factors, including the quality of your
relationships and support network, your life experiences, your emotional intelligence, and genes.

Activity 1
Explain your insights about the following concepts.

1. Stress -
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________.

2. Eustress -
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________.
3.Distress -
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________.

4. Social Engagement-
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________.

5. Mobilization -
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________.

Activity 2
Site your own stressors for each aspect below.

Physical Stressors Psychological Stressors

2. Do you think that life stressors are normal occurrences in one’s life? Why?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________.
VII. ASSESSMENT: This will be in the form of the following:

A. Assignments/ outputs - 20%

B. Quizzes - 20%
C. Periodic Examination
(Midterm and Final) - 60%
TOTAL 100%

VIII. REFERENCES:
 Chafee, J. (2013). Who are you? Consciousness, Identity
and the Self. In the Philosopher’s Way: Thinking Critically
about Profound Ideas.

 Demello ,M. (2014). Beautiful Bodies and Fat an Thin

Bodies. In Bodies: An Introduction

 Dunlosky , K.A. Rawson, E.J. Nathan, & D. T. Willingham

(2013). Improving Student Learning with Effective Learning
Teachniques: Promising Directions from Cognitive and
Educational Psychology. Psychological Science in the Public
Interest.

 Neff, K. (2012). The Science of Self Compassion. In Germer

& Siegel . Compassion and Wellness in Psychotherapy.

 Jonathan V. Macayan. (2018). Understanding the Self, C &

E Publishing, Inc. Quezon City.

 Ronuel L. del Rosario. (2018). UNDERSTANDING THE SELF

THE SELF FROM VARIOUS PHIILOSOPHICAL PERSPECTIVES