FINALS
Lesson 1
Philosophical Perspectives of the Self
Philosophy as a subject presents various
philosophers offering multiple perspectives on
just about any topic including the self.
Philosophically, discussion of the self is a
basic search for meaning and purpose in life.
Determination, rationalization, and
identification of the self set the direction from
which an individual travels to fulfill his or her
purpose in life. The inability to define oneself
leads to a lot of contradictions within the self
later on; hence , it is one of the many
imperatives in life to know oneself and to go
on with the business of leading a life charted
by oneself.
Philosophical Orientations:
 Empiricism – the belief that there is no
such thing as innate knowledge, instead,
knowledge is derived from sensory
experience.
 Rationalism – the belief that there is
innate knowledge, and that there are
different sources of knowledge.
 Idealism – objects of knowledge is held
to be dependent on the activity of the
mind.
Antiquity/Classical Philosophers:
Socrates – Knowledge is the personification
of good, and ignorance is that of evil;
self-knowledge is the ultimate virtue.
“An unexamined life is not worth living.”
“Know thyself.”
Plato – moral virtue is rooted in the intellect,
and leads to happiness.
Aristotle – the ideal (essence) is found inside
the phenomena (matter), and the universals
inside the particulars.
Medieval/Middle Ages Philosopher:
St. Augustine – All knowledge leads to God;
only the pure heart can see God;
love of God, faith in Him, and
understanding of the Gospel will ultimately
lead to happiness.
Enlightenment Philosophers:
Rene Descartes – “Cogito ergo sum” – I
think therefore I am.
The self is a thinking thing whose whole
essence or nature is merely thinking.
The self is different from the body hence,
the self and body exist but differ in existence
and reality.
Mind-body dichotomy – through (mind)
will always precede action (body).
Only humans have hubris (excessive
pride) because of the fact that humans are
the sole rational animals in existence.
John Locke – founded on consciousness
(the perception of what passes in a Man‟s
own mind).
According the Locke, consciousness can
be transferred from one substance (body and
soul) to another therefore, the soul can
change, but consciousness remains the
same.
Tabula Rasa – this concept posits that
everyone started as a blank slate, and the
content is provided by one‟s experiences over
time.
David Hume – there is no self as a mental
entity for “what we call a mind is
nothing but a heap/collection of different
perceptions.
” The self is nothing but a complex set of
successive impressions or perceptions.
Immanuel Kant – consciousness is formed
by one‟s inner and outer sense: the inner
sense (comprised of one‟s psychological
state and intellect) and the
outer sense (consists one‟s senses and the
physical world).
Contemporary/ Modern Philosophers:
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Sigmund Freud – the self is multilayered and
is composed of the three structures of the
human mind – the id, ego, and superego
Gilbert Ryle – opposed the Cartesian notion
of “Cogito ergo sum.”
The mind is not separate from the body.
Logical / Analytical Behaviorism – a theory
of mind which states that mental concepts
can be understood through observable
events.
The self is a combination of the mind and
body; “I act, therefore I am.”
Paul and Patricia Churchland – Eliminative
Materialism – ordinary, common sense
understanding of the mind is deeply wrong
and that some or all of the mental states
posited by common sense do not exist.
To understand the self, one must study the
brain, not just the mind.
Maurice Merleau-Ponty – body has two
types: subjective body (as lived and
experienced), and objective body (observed
and scientifically investigated),
The self is embodied subjectivity –
humans are neither disembodied minds
(existing without body) nor as complex
machines, but as living creatures whose
subjectivity (consciousness) is actualized in
the forms of their physical involvement with
the world. “I am my body.”
Lesson 2: The Self from the Sociological
Perspective
George Mead’s The Social Self – the self
is not biological but social. Self is something
that is developed through social interaction.
 Self has two parts, self-awareness
and self-image.
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 Role playing – the process in which
one tales on the role of another by
putting oneself in the position of the
person with whom he or she interacts.
 According the Mead, self is not inborn.
Babies cannot interpret the meaning of
other people‟s behavior.
Three stages of development:
 imitation or preparatory stage – the
child imitates the behavior of his
parents,
 play stage – involves the child playing
the role of others, and
 game stage – the child comes to see
himself from the perspective of other
people.
Phases of the self: the I self and the Me
self
 I self – the phase of the self that is
unsocialized and spontaneous.
 Me Self – the self that results from the
progressive stages of role playing or
role taking and the perspective one
assumes to view and analyze own‟s
behaviors.
 Generalized Others – an organized
community or social group which gives
to the individual his or her unity of self.
Charles Horton Cooley’s Looking-glass
Self
– a social psychological concept providing
that the self is developed as a result of one‟s
perceptions of other people‟s opinions.
Steps:
(1.) people imagine how they must appear to
others,
(2.) people imagine the judgment on that
appearance, and
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(3.) people develop themselves through the
judgment of others.
Private Self – the cognition that involves
traits, states, and behaviors.
Public Self – the cognition concerning the
generalized other‟s view of the self.
Collective Self – cognition concerning a view
of the self that found in memberships in social
groups.
Social Identity Theory by Henri Tajfel
– the person‟s sense of who he is
according to his membership to a certain
group.
 In-group – the group where a person
belongs.
 Out-group – the group where a
person do not belong.
Postmodernism – not a philosophy but a
report on the mindset of the western culture
in the latter half of the 20th century.
Andersen (1997) Four Basic
Postmodernist Ideas
 Multiphrenia – refers to the many
voices speaking about who you are,
and what you are.
 Protean – the self that is capable of
changing constantly to fit the present
conditions.
 De-Centered – a belief that there is no
self at all.
 Self-in-relation – humans do not live
their lives in isolation, but in relation to
people and to certain cultural contexts.
Erving Goffman’s Dramaturgical Model of
Social Life – social interactions may be
compared to a theater, and people to actors
on a stage where each plays a variety of
roles.
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Three Regions:
 Front Stage – the region where actors
perform in conformity with the
expectations of theaudience.
 Back Stage – the region where actors
act/behave differently. Where actors
are their natural selves.
 Off-Stage - the region where actors
meet audience independently.
Kenneth Gergen’s Saturated or
Multiplicitous Self – the saturated self is
constantly in connection to others, a self that
absorbs a multitude of voices and takes in a
seemingly endless stream of information.
Lesson 3: The Self from the
Anthropological Perspective
 Cultural Identity and National
Identity
Culture – derived from Latin word cultura or
cultus, meaning care or cultivation.
 Identity – refers to “who the person
is,” or the qualities and traits of an
individual that make him different from
others.
 Cultural Identity – refers to the
identity or feeling of belongingness to
certain culture group.
 Cultural Identity Theory – explains
why a person act and behaves the way
he does.
 Nation – a group of people built on the
premise of shared customs, traditions,
religion, language, art, history, etc.
 National Identity – refers to the
identity or feeling of belongingness to
one state or nation.
 Material Culture – a type of culture
like national flag, national emblem, or
seal representative of allthe people
who are a part of the nation.
 Non-material Culture – embodies the
shared understanding of a group of
people including norms, beliefs, and
traditions.
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Brian Morris’s Anthropology of the Self –
the self is not an entity but a process that
orchestrates an individual‟s personal
experience. As a result of this process, a
person become self-aware and self-Reflective
about his place in the surrounding world.
 Dialogical Self Theory – introduced in
1992 by Hubert Hermans. The theory
regarded the “self” as the “Society of
Mind.” The self is considered as
extended to significant others in the
environment that populate the self as
monological relationships may
emerge.
 Individual Self – reflects the
cognitions related to traits, states, and
behaviors that are stored in memory
(e.g. “I am religious).
 Relational Self – reflects cognitions
that are related to one‟s relationships
(e.g. “I am the father).
 Collective Self – reflects cognitions
that are relatedto one‟s group (e.g. “I
am an Ilocano”).
Identity Struggles – introduced by Anthony
Wallace and Raymond Fogelson. It
characterizes the discrepancy between the
identity a person claims to possess and the
identity attributed to that person by others.
When an individual perceives that he
or she is assigned a wrong impression, he or
she will probably always defend his or her
identity. The best possible solution is to this
situation is to talk to the person and establish
a mutual understanding regarding one‟s way
of perceiving himself or herself as opposed to
how he or she thinks he or she perceived by
others. It has to be done as soon as possible
in order to prevent future conflicts. The
confrontation, however, must be done in a
calm and respectful manner.
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Lesson 4: The Self from the Psychological
Perspective
Lesson 5: The Self in Western & Eastern
Thoughts
The Self from the Psychological
Perspective
 William James’s Self Theory –
divided the self into two categories –
Me and I.
 A human being has the capacity to be
a thinking subject and the object of his
own thinking at the same time. As a
thinking subject, an individual is both
conscious of his environment, and
conscious of his existence.
 I – constituted by the continuous
stream of consciousness internal to an
individual.
 Me – a person turns into a „me‟ when
he makes himself the object of his own
thinking.
Three Categories of the Self
 Constituents of the Self – refer to the
further subcategories of the self,
including the material self, social self,
spiritual self, and pure ego.
 Self-feeling – the feelings and
emotions aroused in the individual
because of his knowledge and
appraisal of his empirical existence in
the world.
 Self-seeking – the actions the self-
prompts – the effort of every individual
to preserve and improve oneself based
on one‟s self - knowledge and resulting
self-feelings.
Carl Rogers’s Self Theory – the self does
not exist at birth, it is developed gradually
during childhood wherein one differentiates
the self from non-self.
By means of free choice and action, one can
shape himself based on what she wants to
be.
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• Real Self – who an individual actually is,
intrinsically. How one thinks, feels, looks,
and acts.
• Ideal Self – the perception of what a
person would like to be or thinks he or
she would be. Base on the idealized
image.
• Congruence – an agreement between
the real self and the ideal self.
• Self-Concept – the totality of complex,
organized, and dynamic system of
learned beliefs, attitudes, and opinions
that each person holds to be true about
his personal experience.
Aspects of Self-concept
Existential Self – begins when an individual
recognizes his existence as a separate entity
from others and realizes that he will continue
to exist over a period of time and space.
Categorical Self – starts after a child
recognizes his existence as a separate entity
and becomes aware that he is an object of
the world.
Three Components of Self-Concept
1. Self-worth or self-esteem – is what one
thinks about oneself.
2. Self-image – how one sees himself, which
is important for good psychological health.
3. Ideal Self – the person that one wants to
be.
Donald W. Winnicott’s True Self and False
Self
 True Self – known as the real self,
authentic self, original self, and
vulnerable self. The core of who you
are, the original you, unshaped by the
upbringing of society.
 False Self – known as the fake self,
ideal self, perfect self, and pseudo self.
Composed of the parts of the self,
wherein behaviors are altered, feelings
are repressed, and one‟s needs are
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set aside in order to fit in with others.
Also called the adapted self.
 Social Mask – helps one to interact
properly in a larger variety of
interpersonal contexts.
Global versus Differentiated Models
 Global Models look into a human being
in his or her totality, as an indivisible
entity that cannot be broken down into
parts.
 Gestalt Psychology – guided by the
principle that “the whole is greater than
the sum of all its parts.”
 Humanistic Psychology – guided by the
principle that “human beings, as
humans, supersede the sum of their
parts.”
 Differentiated Models look into a human
being through examining its parts for it is
divisible or can be broken into
components.
 For Sigmund Freud and Carl Jung, the
psyche is divided into three – id, ego,
and superego.
 Id – exists since birth and pertains to
instinct. Driven by libido (sexual energy).
 Ego – developed as a product of coping
with anxiety brought about by the id‟s
repression of impulses.
3. Superego – operates according to the
morality principle.
 Albert Bandura’s Agentic Theory of
the Self – rejects the notion that
selfhood is culturally influenced or
controlled by urges, rather, it looks
upon every human being as capable of
thinking, deciding, foreseeing, and
controlling his or her actions, free to
decide for himself. This is called as
human agency.
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The Self in Western and Eastern Thoughts
1. Individualism versus Collectivism
 Individualism – an orientation
concerned with the independence and
self-reliance of the individual. Puts
more emphasis on promoting the
individual and the immediate family‟s
welfare. The Western Culture focuses
on Individualism as it gives more
emphasis on freedom and choice – an
independent self that is free from the
influence of culture and environment
and from the expectations and welfare
of society. Does not promote isolation,
it is grounded on the idea that an
individual makes judgments.
 Collectivism – an orientation
characterized by belongingness to
larger groups or collectives. Gives
more importance to loyalty to the in-
group, which in turn takes care of the
individual‟s welfare. The Eastern
Culture focuses on Collectivism as it
gives more importance on
relationships, roles, duties, obligations,
and the preservation of culture and
tradition. This is an idea that man
should think, live, and act toward
certain goals that benefit the group.
2. Buddhism – there is no such thing as
atman (self). The atman is impossible to
perceive by one‟s senses for it does not
actually exist in any metaphysical, material,
and spiritual level. Everything is just an
illusion, an imaginary concept born as a
product of evolved consciousness and
misguided thinking of humans. Humans have
no real knowledge of a self, or a clear proof of
claiming that there is a self.
3. Confucianism – a way of life propagated
by Confucius. It regards an individual as a
member of a larger whole, not as a separate
being. The ethical teachings of Confucius are
based on human relationships as reflected in
his concept of Five Cardinals.
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Relationships or Five Cardinals:
• Between the King (Ruler) and the Subject
(Ruled)
• Between father and son
• Between husband and wife
• Between brothers
• Between friends
4. Taoism – emphasizes living in harmony
with the Tao (way or path), a religion and a
philosophy at the same time. Tao is nothing
but the expression of the unity of the universe
and of the path which human beings must
take to preserve that unity. Going against the
will of nature or universe disrupts the cosmic
order (the Yin and Yang).
5. Hinduism – the Upanishads contain some
key concepts of Hinduism. “Story of Creation”
tells about the origin of the universe and
humans. “In the beginning, the Self was
alone, in the shape of a person (Purusha). He
first said, „This is I‟; therefore, he became „I‟
by name. ”Therefore even man is asked, he
first says, “This is I” and then pronounces the
name which he may have. From this story of
creation, the Self called Purusha created a
wife out of himself. The wife bore Man and
then transformed herself into a cow, which
prompted Purusha to transform into a bull.
This transformation continues, and believe
that everything originated from Purusha or
(same as the creator)
 Atman (referred to as the self, spirit, or
soul) is the same self-described in the
creation. In Hinduism, the atman is
one with Brahman (the absolute,
transcendental power).By being
identified with the Brahman, the atman
indicates a true self which underlies
one‟s existence.
Chapter 2:
Unpacking the Self
Lesson 6 – The Physical Self
• Refers to the body the tangible aspect of the
person that can be directly observed and
examined. (Singh, 2017)
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 Defining traits and features of the body
like sex, height, weight, complexion,
hair, and facial features.
 Does not include the abstract
characteristics (e.g. kindness,
generosity, loyalty, obedience, and
other qualities).
 The physical appearance is attributed
to both genetics (heredity, DNA,
chromosomes) and environment
(physical and social).
Impact of Culture on Beauty and Body
Image
 Each culture has their own set of
beauty standards, which means
society prescribes the standards of
beauty (what is beautiful and what is
not).
 Only the physical features like our
facial features and body figure are
considered to be bases for beauty.
Beauty as Both an Asset and a Liability
Asset Liability
More attention and Bullying
Opportunities Catcalling
Beauty pageants Harassment
Acting career Act of Lasciviousness
Endorsements Stalker
Will there be beauty, if there is no sight?
 Beauty is always referred to be seen
through the naked eye.
 Aesthetics have laid down the laws
and principles to determine beauty
(could be heard –beautiful voice,
melody; felt – contextualized or
projected as the purity of the heart;
understood – based on appreciation).
 Therefore, blind people could still
perceive beauty even if there have no
sight, as beauty can have different
phases/facets).
How to Achieve Physical Well-Being?
1. Eat healthy foods
2. Maintain a healthy lifestyle
3. Follow proper hygiene
4. Engage in daily exercise
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5. Take vitamins and drink fruit juices
6. Avoid stress
7. Spend less screen times
Lesson 7 – The Sexual Self
 Sigmund Freud – all human behavior
is motivated by the desire to feel
pleasure. Organized and controlled by
two instincts called sexuality and
aggression. These instincts are driven
by a form of psychic energy called
libido.
 An individual becomes physically
mature upon reaching the age of
puberty.
 Testosterone –male hormone
 Estrogen and Progesterone – female
hormones
 Chromosomes – XY for Males and
XX for Females
Male Reproductive System
1. Penis – primary male sex organ
2. Testes or testicles – responsible for
production of sperm cells and testosterone
3. Vas Deferens – tube that connects with
the urethra.
4. Scrotum – a skin carrying the testes.
5. Sperm – the male sex cell.
6. Prostate Gland – secrets fluid to nourish
the sperm
7. Epididymis – stores and carries sperm
Female Reproductive System
1. Ovary – produces ova or egg cells
2. Ovum – female reproductive cell, also
called egg cells
3. Fallopian Tubes – carry the eggs from
ovary to uterus
4. Uterus – nurtures fertilized egg cells that
develops to a fetus
5. Cervix – directs the sperm to the uterus
6. Vagina – receives the penis during sex,
and where the baby passes during birth
7. Vulva – external genital organ of the
female
Erogenous Zones – a part of the body that is
highly sensitive and the stimulation of which
leads to sexual responses.
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Human Sexual Responses – has four
phases
1. Excitement – the body gets ready for
sexual activity. Males experience penile
erection and females experience swelling of
the clitoris and vaginal lubrication.
2. Plateau – a person will retain the
conditions achieved during the excitement
phase, waiting for the climax
3. Orgasm – climax of the cycle. Males
release semen and females experience
contraction of the vagina
4. Resolution – the body gradually returns to
its normal level of functioning
Diversity of Human Sexual Behaviors
1. Masturbation – act of stimulating one‟s
own genitals
2. Sex – the act of stimulating one‟s genitals
through the actual penetration of an orifice
Types of Sex
 Oral Sex – the stimulation of genitals
through the use of mouth
 Vaginal Sex – the stimulation of
genitals through the penetration of
penis to the vagina
 Anal Sex – the stimulation of genitals
through the anus
 Premarital sex – sexual activities
outside of marriage
 Marital sex – sexual activities within
the bounds of marriage
 Extramarital sex – sexual activities
that married people engage in with
people they are not married to
3. Heterosexuality – sexual attraction to the
opposite sex
4. Homosexuality – sexual attraction to the
same sex
5. Bisexuality – sexual attraction with the
opposite or same sex.
Sexually Transmitted Diseases (STDs)
1. HIV/AIDS (Human Immunodeficiency
Virus/ Acquired Immune Deficiency
Syndrome) – a spectrum of conditions
caused by being infected with HIV.
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2. Gonorrhea – a bacterial infection of the
mucus membranes. Usual symptom in men
include secretion of yellowish-white fluid, for
women, painful urination with discharge.
3. Syphilis – an infection caused by cork
screw shaped bacterium called Treponema
pallidum. Causes sores on infected area.
4. Genital Herpes – viral infection which
causes blisters on the genitals.
5. Genital Warts – warts caused by the
human papilloma virus (HPV).
6. Chancroid – a bacterial infection that
causes sores or ulcers on the genitals.
7. Pubic Lice (Crabs) – very small parasites
that infest the genital area.
8. Scabies – a skin condition caused by the
tiny mites called Sarcoptes scabies.
9. Trichomoniasis – an infection caused by
a parasite called Trichomonas vaginalis.
10. Molluscum contagiosum – a skin
condition characterized by small lumps which
are pearly-white or slightly pink.
11. Pelvic Inflammatory Disease (PID) – a
complication caused by chlamydia or
gonorrhea.
12. Chlamydia – caused by the bacteria
Chlamydia trachomatis that do significant
damage to the human reproductive system.
Methods of Contraception
1. Folk Method
Post-coital Douche – washing of vagina to
remove the sperm
 Prolonged Lactation – longer period
of lactation
2. Behavioral Contraceptives
 Rhythm – couples abstain for a
certain period during the fertile time of
woman
 Ovulation – uses the observed mucus
discharge of the vagina at the
beginning of woman‟s fertility period
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 Withdrawal or Coitus Interruptus – a
man withdraws his penis before
orgasm
 Coitus reservatus – man withholds
ejaculation and lets the erection
subside inside the vagina
3. Mechanical Contraceptives
 Condom – thin rubberized material to
block sperm
 Diaphragm – shallow rubber cup
inserted to the vagina to block sperm
 Cervical Caps – fitted to the cervix by
a doctor
4. Chemical Contraceptives
 Vaginal Suppositories and Tablets –
contains spermicide
 Contraceptive jellies, creams, and
vaginal foams
5. Intrauterine Device – small device
inserted to the uterus be a physician
6. Pills – renders a woman infertile for a
specified period. Oral contraceptives may
have side effects on some users and should
not be used at all by some women.
7. Sterilization – permanent infertility
 Vasectomy – males
 Tubal Ligation – females
8. Injectable – contraceptive injected to
women to prevent ovulation and usually last
for three months.
Lesson 8– The Material Self
 William James (1890) – the Material
Self is the self that consists of the
body, clothes, immediate family, home,
and other things one considers to be
his or her own. We invest ourselves in
our material possessions – because of
it, we feel a deep connection to them.
“I shop, therefore I am.”
 Material possessions are objects of
instinctive preferences that may or
may not be related with a person‟s
most practical interests in life.
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 An individual‟s body is the primary
component of our material self
(includes the kinds of clothes one
prefers to wear, and what accessories
one would put on.
 Consumer Culture – credit cards
have allowed people to buy goods and
avail services even without cash or
checks on-hand. Gives both
advantages and disadvantages to
users.
Advantages Disadvantages
 Convenience
 Debt
 Security of Transactions
 Abuse of usage
 Security of Transactions
 Risk of not saving money
 Comfort
 Impulse buying
 Rewards
Advertisement – a major force
changing/swaying of consumer options or
decisions. Influential in shaping how and why
people consume goods and services. The
reason why companies to tap the services of
famous celebrities to endorse their products.
 Needs – things that are essential for
survival
 Wants – synonymous to luxury. Thing
you buy but you can live without.
 Utility – the practical purpose of the
object you own
 Significance – the meaning you
attach to the object you own
Lesson 9 – The Spiritual Self
Religion – introduces the concept of
supreme beings as a cause of reason of all
phenomena. A set of rituals made to
coordinate with the goal of either obtaining or
hindering changes in human condition and
nature‟s state. Believes that there is an
architect of all things.
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• Omnipotent – all powerful
• Omniscient – all knowing
• Omnipresent – ever-present
Religion has many functions such as
providing sense of the word, strengthening
norms and identity, setting sanctions for
individual behavior, and giving serenity in
facing life changes.
The Concept of the Soul
 Monism – a view that there is only one
substance and only on being. The soul
and the body are one.
 Dualism – a view that mind and body
are two independent substances.
• For Western Philosophers, a human person
is a rational being constituted of soul and
body.
• Soul – a superior of the body and can exist
independently (along with the body), invisible
and immortal, serves as he life-force of the
body.
• Kaluluwa – the Filipino term of soul or spirit.
Has two forms of existence:
(1.) physical – the soul is connected on the
human body and life, and
(2.) spiritual – the soul exists on its own.
• Dungan – the Bisayan (Ilonggo) concept of
the soul, lacks material substance and is
extremely light that it travels with the wind.
Does not stay in any specific part of the body.
A young person may manifest nausea,
headache, stomachache, fever, etc. due to
the concept of usug.
Religious Rituals
 Rituals – patterns of behavior or
practices that are related to the
sacred. For
Catholics, rituals are called Sacraments,
and there are seven:
 Baptism
 Holy Eucharist
 Confirmation
 Reconciliation
 anointing of the sick
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 marriage
 Holy Order.
 Religious people use rituals to give
honor to the divine power/s they
believe in and to serve as a reminder
of their religious obligations. The
interdependence between rituals and
beliefs is possible such that rituals
validate beliefs. Ultimately, rituals
strengthen the sense of
belongingness.
 Rites of Passage – rituals that mark
important stages in individual‟s life
cycle. Helps individuals through the
crucial crises or major social
transitions in their lives, like birth,
puberty, marriage, parenthood,
advancement to a higher class,
occupational specialization, and even
death.
Life Crises are Divided into Three
Stages:
 Separation – removes an individual
from everyday society. The concept of
isolation.
 Transition – the individual performs
the necessary rites/rituals to get/attain
his/her new status.
 Incorporation – formal return and
readmission into society with the new
status.
Magic and Witchcraft
 Magic – involves the manipulation of
the supernatural for good or evil
purposes. Usually performed to ensure
production of good crops, the
replenishment of game, fertility of
domestic animals, and the prevention
and cure of illnesses.
 Sorcery – makes use of materials,
objects, and the medicines to invoke
malevolence.
 Witchcraft – accomplish the same ills
(as sorcery) by means of thought and
emotion alone.
In the Philippines:
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 Barang – done as an act of revenge
for wrongdoing. Natabang –
experience illnes like stomachache.
 Nabarang – more painful and deadly
experience as a swarm of insects
through body openings.
 Kulam for the Tagalogs wherein
dolls, candles, and prayers are used
during rituals.
Finding and Creating Meaning in Life
Roman Catholics – God is the architect and
designer of all things
 Atheists – there is no God and
everything will end upon death.
 Albert Camus – human life is absurd.
Lesson 10 – The Political Self
Aristotle – man is, by nature, a political
animal. This is because man is a social being
and that people are naturally drawn to various
political involvements in order to satisfy his
social needs.
• Politics imbibes man on several
things – first, politics is concerned
with power.
 Second, politics functions based on a
particular social economic and cultural
context. Third, politics is personal.
Fourth, politics goes hand-in hand
withsociety.
Political Culture – the pattern of individual
attitudes and orientation towards
politics among members of a political
system. (Almond and Verba, 1965)
Characteristics of Philippine Political
Culture
• Dominance of family ties or kinship
system – consanguinity (blood
relations)
• is given outmost importance. Ritual
kinship or the kumpadre system where
the sacredness of baptism or
sacrament of marriage is used to get
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Favors is evident in politics.
Euphemism – officials and employees in
lower positions are not frank or
straightforward in criticizing officials of higher
rank. People use parinig or patutsada instead
of confronting the officials immediately
address the problems.
Utang na loob – Filipinos feel obliged to
repay immediately or in the future any favor
they receive from another person.
Sense of overdependency – some
constituents rely on an elected official or
patron politician for their personal and
economic needs.
Belief that majority of politicians are
corrupt – the term buwaya has been used to
describe corrupt politicians in the Philippines
signifying their greed for money and power.
Lack of political maturity – people elect
officials based on their popularity and
personality, and not on performance and
platform.
Establishing a Democratic Culture
 Democracy – a system of government
in which all citizens are eligible
members of the state.
Sovereignty belongs in the people.
Basic Features of Democracy:
1. Rule of the majority – the decision of the
majority prevails. (Vox populi, vox dei – the
voice of the people is the voice of God.)
2. Protection of human rights
3. Upholding the rule of law
Ideal Citizenship
 Citizenship – denotes the status of
being a legal member of a nation-state.
 Ideal Citizen – a person who follows the
laws, protects and takes care of the
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environment, and contributes to the
welfare of the people.
 Governance – defined as the traditions
and institutions that determine how
authority is exercised in a particular
country.
Includes
(1.) the process by which governments are
selected, held accountable, monitored, and
replaced;
(2.) the capacity of governments to manage
resources efficiently;
(3.) the respect of citizens and the state for
the institutions that govern.
Nolan Principles of Good
Governance:
 Selflessness – means caring for what
the people need and want instead of
promoting personal interests.
 Objectivity – means being neutral and
free from biases in making decisions.
 Integrity – means maintaining a good
name and character.
 Honesty – means telling the truth,
hiding nothing, and being transparent
at all times.
 Accountability – means being liable
and responsible for one‟s actions.
 Openness – means being transparent
with whatever information one
handles.
 Leadership – means being able to
lead the way for development that
would benefit all.
 Positive Filipino Values
 Bayanihan
 Flexibility
 Damayan
 Religious
 Familism
 Respect for Elders
 Optimism
 Remedyo Attitude
 Hospitality
 Matiyaga
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 Regionalism
 Utang na Loob
Negative Filipino Values
 Bahala na attitude
 Crab Mentality
 Colonial mentality/blue-seal
mentality
 Belief in Kapalaran
 Crab mentality
 Manana Habit
 Euphemistic
 Ningas Kugon
 Filipino time
 Oversensitivity
 Gaya-gaya attitude
 Pakikisama
 Lack of Sportsmanship
 Tsamba Lang Attitude
Lesson 11 – The Digital Self
 Digital Self – consists of how one
expresses himself or herself in various
online platforms.
 What Not to Post Online?
1. Sexy or revealing pictures
2. Pictures or videos showing private
moments with loved ones
3. Pictures or videos showing bad habits
4. Negative comments on another person‟s
attitudes
5. Posts announcing conflicts with other
people
6. Posts of the results of a particular
competition with the names of the defeated
participants
7. Comments showing strong opposition to
certain issues
8. Comments with foul, vulgar, indecent, and
offensive words
9. Pictures or videos revealing one‟s financial
status
10. Pictures or videos showing family trips
11. Pictures or videos displaying one doing
good deeds
12. Pictures or videos in hospitals
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13. Posts of every single thing you do
 Dichotomies of the Self
1. Producer or consumer – do your material
possessions define who you are?
2. Offline versus online – will there be a
consistency between what is seen online
and what is perceived offline?
3. Body versus technology – technology and
consumerism allow people to easily redefine
and recreate themselves.
 Are You a Responsible Netizen?
You should know what behaviors are
accepted and what behaviors to avoid.
1. Sharing of Fake News – “Think before
you click.”
2. Cyberbullying
3. Sharing of Viruses and Malicious
Content
 How to Fight Social Media Addiction?
• Limit the time for use of social media.
• Do not participate in the discussion of
political issues
• Do not post in social media for the sake of
posting
• Read books instead of spending time
reading news, articles, and issues on social
media.
• Spend time to communicate with your
family at home even to your neighbors
and your officemates.
Lesson 12: Becoming a Better
Student
Learning – involves change. Changes in
one‟s behavior mostly occur through
experience. Generally, it involves acquiring
changes in the present knowledge, skills
habits, behaviors, or tendencies through
experience, practice, or formal education.
Characteristics of Learning:
Learning is purposeful – every human
action is motivated or inspired by one‟s aims,
goals, or intentions. Goals can be short-term
or long-term. Learning occurs because it is
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planned, desired, or even forced. There is
always a purpose why a person seeks more
knowledge.
Learning is a result of experience –
learning is often associated with a change in
behavior as a result of experience. This
entails that learning comes with one‟s
interaction with the environment.
Learning is multifaceted - “A sound mind in
a sound body.” This exemplifies the
connection between the physical and mental
well-being of a person. One must hone not
just his intellectual, but also physical,
emotional, social, and spiritual potentials.
Learning is an active process – learners
should not be mere passive receivers of
information. They should actively participate
in the learning process. Learners
should also recognize the importance of
lifelong learning.
 What Happens During Learning?
• Brain Changes
(1.) new nerve cells may grow and new
neural networks will be formed,
(2.) the strength of existing synaptic
connection changes, thus functionally
changing the connectivity within the neural
networks in response to sensory stimuli, and
(3.) new synapses are formed between
neurons which
represent new memories
• Behavioral Changes – learning will
become a permanent change in behavior as
a result of experience.
 Becoming a Self-Regulated Learner
• Self-regulated learning – the learner‟s
ability to regulate or control one‟s own
learning and behavior. According to Barry
Zimmerman, an effective learner regulates
one‟s own learning by: (1.) planning and
setting goals, (2.) using strategies and
monitoring performance, and (3.) reflecting on
one‟s own performance and adapting
strategies to achieve goals. Once a learner
becomes a good self-regulator, he or she
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develops a set of skills and habits to be an
effective learner.
Learning to be a Better Student - “If you are
not getting better, you are getting worse.” -
Pat Riley
Good Study Habits:
 Get Organized – plan ahead of time
and do not procrastinate. Fix study
area and eliminate all distractions.
 Prepare your review materials –
make review notes/flashcards. Make
mind maps and mnemonic patters to
recall terms and concepts. Record
important lessons and listen to it.
 Ask help – seek help from your
teacher, classmates, or other people if
you cannot understand a lesson.
 Test yourself or ask someone to test
you
 Allot time to take a break and eliminate
stress.
 Create or join a study group –
enables you to take notes, discuss
thoughts, brainstorm ideas and tutor
concepts.
 Teach what you have learned.
 Study to understand, not to remember.
Lesson 13: Setting Goals for Success
• John Maxwell – “Have you tried playing
darts without a dartboard? Have you tried
playing basketball without a ring? Or playing
golf without a hole?”
• A life without a purpose is a wasted life.
• A life without a goal is a pointless life.
Alfred Bandura’s Theory of Self-Efficacy –
one‟s belief in his/her ability to succeed in
specific situations or accomplish a task.
Belief – if a person believes in himself or
herself, then half the battle is already won. If
one has faith, then nothing is impossible.
Ways to Strengthen Self-Efficacy:
Mastery Experiences – first-hand or direct
experiences that a person acquires.
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Hone your talents and skills and gain
mastery of the technical know-how to be
ready to face tasks and challenges.
Vicarious Experiences – emanate from
observing people especially those that one
regards as his/her role models. Find a mentor
and follow him/her.
Verbal Persuasion – the motivation coming
from influential people (family, friends,
mentors). Statements like “kayang kaya mo
„yan” and “ikaw pa, maning-mani lang „yan
sa‟yo” provide very significant motivation.
Emotional and Physiological States – the
condition of your body and mind is important
since you will use those to prove to yourself
that you can succeed. “A sound mind in a
sound body.”
 Carol Dweck’s Growth Mindset
Theory
• Mindset – the implicit theories that
individuals hold regarding the nature of
intelligent behavior.
• Fixed Mindset – people believe that basic
qualities such as intelligence and talents are
fixed traits.
• Growth Mindset – people believe that
talent and intelligence are developed through
learning, effort, training, and practice.
 Edwin Locke’s Goal-setting Theory –
a goal has two sides: (1.) mastery goal,
and (2.) performance goal.
• Mastery goal – the desire to gain
knowledge and skills
• Performance goal – the desire to look
competent in the eyes of others
Principles of Goal Setting:
Clarity – being clear and not being vague. A
goal must be SMART (Specific, Measurable,
Attainable, Relevant, Time-Based).
Challenge – a goal must trigger the
knowledge, skills, and abilities of a person
A goal should require extra effort for its
attainment.
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Commitment – reflects a person‟s dedication
towards the attainment of the set goals.
Attaining of goals requires sincerity and
focus. You should always finish what you
have started.
Feedback – serves as a mechanism to
ensure that everyone is sharing the
same goal is on the right track and all are in
the same direction.
Task Complexity – pushes people to take
the extra mile and work hard. The more
complicated the goal or task is, the higher
your motivation will be.
 Julia Rotter’s Expectancy Theory –
focuses mainly on the expectations that
shape a particular behavior in a
particular situation. Learning creates
cognitions that guide behavior. A
person‟s decision to engage in a
behavior is determined by what the
person expects to happen, following the
behavior and the value the person
places on the outcome.
• Internal locus of control – a person
believes that events are controlled by his/her
own efforts.
• External locus of control – a person
believes that events are determined by
external forces over which he/she has no
control.
Success – all about achieving something as
a product of one‟s initiative and effort.
Success is subjective as it comes from a lot
of sources. Success is the feeling of
fulfillment of an aspiration or desire, these
feelings stay and become sources of pride.
King (2004) – Categories of Success
Mental – understanding and accepting one‟s
intellectual abilities, feelings, and emotions.
Spiritual – equates to having a sound body
and spirit.
Personal – overcoming one‟s physical and
psychological limitations like overcoming a
phobia.
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Career – achieving milestones on one‟s
career.
Financial – means financial stability, free
from debt.
Social – reflects respect and recognition one
has from the community.
Physical – possessing the desired qualities
of one‟s body.
Family – having a harmonious and happy
family.
• One can‟t have it all, but the continuous
chase for success makes life more
challenging and worth living.
Lesson 14: Taking Charge of One’s
Health
 Biorhythm – the self is dominated by
three domains that operate in a cycle.
These manifests regularly and one may
dominate the other.
Three Domains that Dominate the
Self:
Physical Domain – includes coordination,
strength, and well-being.
Intellectual Domain – includes alertness,
analytical functioning, logical analysis,
memory or recall, and communication.
Emotional Domain – includes creativity,
sensitivity, mood, perception, and awareness.
• Taken as a whole and as a framework or
indicator of health, these domains must be
balanced by individuals. Any imbalance
results in incongruence and thus in an
unhealthy situation.
 Personal Health Responsibility –
involves active participation in one‟s own
health and healing plan through
education and lifestyle changes. People
should think more of prevention over
cure.
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 Stress – the reaction of our
physiological and psychological self to
any kind of demand or threat. Could be
positive (eustress) or negative (distress).
 Eustress – a beneficial stress that can
be in the form of physical, psychological,
and biological stimuli.
 Distress – occurs when there is a
tension buildup which becomes
unbearable and difficult to cope with.
 Stressor – any event or stimuli that
compels a person to adjust or change.
These are the common stressors:
Catastrophic events and life threatening
experiences – abrupt, unforeseen traumas
like calamities, terror attacks, accidents,
physical and sexual abuse.
Life changes and strains – separation of
parents, illness in the family, change of
workplace, transfer of domicile (home).
Chronic Problems – exist for a long period
including suffering from serious illness, failure
to acquire/get a good job.
Everyday Hassles – irritations, pressures,
and annoyances that may not be significant
stressors, but whose cumulative effect can be
significant. Example: traffic congestion, long
lines, etc.
Stress Tolerance – ability of an individual to
endure stress. This is dependent
on a person‟s physiological and
psychological constitution.
Signs and Symptoms of Poorly Managed
Stress
Physical – inability to sleep, fatigue,
headache, cramps, unpleasant aura, and
gastrointestinal problems. Could also cause
aging and malignant diseases like cancer.
Emotional and Behavioral – lack of
concentration, irritation, nervousness, panic,
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lack of appetite in food or too much intake of
food, low level of enthusiasm and desire, and
mood swings.
Coping with Stress
• Problem-focused coping method –
attempt to change or eliminate the causes of
stress. Includes confrontation, seeking social
support and undertaking careful and
deliberate problem solving.
• Emotion-focused coping method – aimed
at controlling negative emotional
consequences of stressors. Includes self-
control, distancing, accepting responsibility,
and wishful thinking.
The Need for Self-Care and Self-
Compassion
•Self-care – “You cannot give what you don‟t
have.” Self-care – All activities that a person
does to maintain and improve his physical,
psychological, emotional, social, and spiritual
well-being.
• Physical self-care – activities one does to
maintain and improve his physical wellbeing.
• Psychological self-care – activities one
does to deal or resolve mental health issues,
address both positive and negative emotions,
and learn to deal with negative self-criticism.
• Emotional self-care – activities one does to
cope with stress and deal with grief.
• Social self-care – activities one does to
connect with people valuable to him/her.
• Spiritual self-care – activities one does to
strengthen one‟s relationship with his belief.
Benefits of Self-care
1. Enhanced productivity
2. Improved vitality
3. Enhanced self-esteem
4. Increased self-knowledge
5. Mindfulness and self-compassion –
showing compassion to one‟s self.
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 FINALS
6. Being open to and moved by one‟s own
suffering, expressing care, and kindness
towards oneself.

 Three Components of Self-

compassion

Self-kindness – not being physically and

verbally harsh to oneself. Self-beration is a
kind of verbal abuse directed to oneself. Self-
harm is the act of harming oneself through
physical means damaging to the individual.

Common Humanity – means acceptance

that one is an imperfect being, one makes
mistakes along with everyone else, and one
does not always get what he or she wants.

Mindfulness – the practice of being fully

present in the moment. One has to turn
toward his painful thoughts and emotions in
order to embrace himself with compassio

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FINALS

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