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CRACKING THE SELF

GE – US UNDERSTANDING THE SELF

July Anne S. Gahisan

Josephine R. Adraincem

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CRACKING THE SELF: Understanding the Self

Copyright 2020

Copyright

by

July Anne S. Gahisan

Josephine R. Adraincem
and
Jose Rizal Memorial State University

All rights reserved. This book or any portion thereof

may not be reproduced or used in any manner whatsoever
without the express written permission of the authors
except for the use of brief quotations in a book review.

Page and cover design: Juniel B. Lozares

Editor:
ISBN:

Published by:
JOSE RIZAL MEMORIAL STATE UNIVERSITY – Dipolog Campus
The Premier University in Zamboanga del NorteNational Highway, Turno, Dipolog City, 7100
Tel. No. (065) 212 – 2292

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 Course Introduction

Understanding the Self is a core subject in the General Education Curriculum. This course will help the
learners in understanding the nature of the self, the self in different perspectives, and basically in searching for
the answer on the question, “who am I?” This course will also help the students understand the factors that
shape the self – the factors that make the individuals the same yet different. Another factor that is talked about
in the course is culture and the differences in people from different ends of the world.
This course is classified as a core subject since the modern world requires skills in dealing with people
which is somehow overlooked before but now classified as a 21 st –century requirement. This is a kind of skill
that is needed in all careers or professions. This course is intended for adolescents who are searching for their
identity. In the world of psychologists Erik H. Erikson, “adolescents experience a stage of identity vs. identity
confusion”. This crisis experienced and the different issues faced by adolescents in the current time are
presented and explained in this course. The course does not end on answering the why’s of the issues. But it
is also concern about making the lives of adolescents better. This course will provide the students with ways of
setting and achieving their goals, managing stress, properly handling their emotions, and properly managing
themselves.
Series of activities with worksheets are offered in this course while properly observing the diversity of
students, multiple intelligences, and gender sensitivity as special features of this learning package. The use of
software application and presentation is utilized to create the output of learners as well as Google classroom
for an online class.
As a flexible learning package, this course includes course introduction, course syllabus, learning
guide, learning contract, summative assessments, course requirements, and activities and assessments to be
accomplished.
This learning package is distinct from other books because it has the following major parts:
Course Introduction –It presents vital information about the course.
Course Syllabus-This provides vital information on the course outcomes, learning outcomes, activities,
assessments, grading system, and the course requirements.
Learning Guide- This provides significant information as to the students’ schedules of submitting the
output and the course requirements, feedback modality, communication mechanism, and the contact
information of the instructor/professor and other authorities of the University/Campus.
Learning Contract- It is a document that contains the commitment of the learners in accomplishing the
activities which includes also the Data Privacy Act, plagiarism rules, safety reminders, and parents’ support.
Summative Assessments- These are forms which include the summative assessment plan,
summative assessment instructions, and assessment rubrics.
Flexible Learning Module- This is the meat of the package that contains the front contents, module
content (learning outcomes, pretest, content, learning activities, and assessments), and the back contents.
With this learning package, it is hoped that adolescents will be able to better understand themselves
and others, maximize their abilities, and build a more harmonious relationship.

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Course Syllabus

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 Learning Guide
The key to successfully finish this material lies in your perseverance to sincerely and honestly perform
the learning activities and accomplish the assessments. This flexible learning package is developed with the
aim to aid your learning for this course. Aside from meeting the content and performance standards of this
course in performing all the learning activities and assessments, you will be able to learn the skills and values
which are needed in achieving the future skills and the graduate attributes to become globally competitive
individuals.
Classroom Rules and Conduct
The following are the house rules which will help you to be on track and successfully finish this
course:
1. Schedule and manage your time to read and understand every component of this learning
package.
2. Study on how you can manage to perform all the learning activities in consideration with your
resources and accessibility to technology. Do not ask questions that are already answered in the
guide.
3. If you did not understand the readings and the other tasks, read again. If there are still
clarifications and questions, feel free to reach me through the contact information indicated in this
guide.
4. Do not procrastinate. As much as possible, follow the timetable.
5. Read and understand the assessment and technology tools as indicated in the directions in every
assessment or activity.
6. Before the end of the midterms, you will be tasked to send back the material trough the pigeon
boxes in your department. For online learners, you will submit your output and other tasks in the
google classroom. While waiting for my feedback of your accomplished module, you may continue
on accomplishing the tasks in the succeeding units that are scheduled for the finals.
7. Most importantly, you are the learner; thus, you do all the tasks in your own. You may ask
assistance and guidance from your parents, siblings or friends, but all the activities shall be
performed by you alone.
8. Course requirements must be submitted as to schedule.
9. Plagiarism is strictly prohibited. Be aware that plagiarism in this course would include not only
using another’s words, but another’s specific intellectual posts in social media. Assignments must
be done independently and without reference to another student’s work. Any outside sources
used in completing an assignment, including internet references must be fully cited on any
homework assignment or exercise.
10. All students should feel free to talk to the instructor face-to-face or through media during office
hours.
11. Academic accommodations are available for students with special needs. Students with special
needs should schedule an appointment with the instructor early in the semester to discuss any
accommodations for this course.

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Evaluation
To pass the course, you must observe the following:

1. Read the course module and answer the pretest, quizzes, and self-assessment activities.
2. Write your thoughts and suggestions in the comment boxes.
3. Perform all the learning activities.
4. Accomplish the assessments.
5. Submit the course requirements.
6. Perform the Midterm and Final Assessments
7. Pass the Midterm and Final Examinations

Technology Tools

In order to perform all the learning activities and accomplish the assessments, you will need these
software applications: word processing and presentation software. These are applications that are
available in your desktop or laptop that will not require internet connection. All materials and activities that
will involve reporting, interpretation, and video making will be created using Microsoft word or any
application alike, be saved in the CD or flash drive. These materials will be submitted through the pigeon
boxes. For online learners, materials will be uploaded in google classroom.

Feedback Modality and Communication Mechanisms

Feedback system will be facilitated through text messaging. If you need to call, send me a
message first and wait for me to respond. Do not give my CP number to anybody. I will not entertain
messages or calls from numbers that are not registered. You may send your clarifications and questions
through the google classroom.
Grading Plan

The term grade is computed using the formula:

40% - Performance
30% - Major Requirements
30% - Formative Assessment
Midterm Grade = 100% of the Midterm Grade (if applicable)
Final Grade = 50% of the Midterm Grade + 50% of the Final Term Grade (if
applicable)

Contact Information

Person/Office Email address CP number

Instructor Reymarbalancar20@gmail.com 09488605168
IMDO
FLS

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 CAS
DSAS
Library
DRMMO

JOSE RIZAL MEMORIAL STATE UNIVERSITY

LEARNING AGREEMENT
By signing this learning agreement, I commit to the following terms and conditions of Jose Rizal Memorial
State University in the implementation of Flexible Learning System. Specifically, I commit to observe the
following:
1. That I must observe all guidelines of the state pertaining to the prevention ofCOVID, specifically to
stay home, to observe physical distancing and the use of face masks when interacting withothers.
2. That I shall prioritize my health and safety while I comply with all thenecessary learning activities
and assessments needed in my enrolledcourses.
3. That I will exhaust all means of complying the requirements at home or in a less risky place and
location that will not allow me to be exposed to otherpeople.
4. That I have already read and understood all instructions pertaining to myenrolled courses.
5. That I commit to do all the learning activities diligently, following deadlines andthe learning guide
enabling me to deliver the courserequirements.
6. That I commit to answer all forms of assessment in the learning packagehonestly.
7. That I shall initiate in giving feedback to my instructor at least once every twoweeks.
8. That I shall not reproduce or publish any part of the learning package content without the written
consent of the University and theauthor/s.
9. That I shall not commit any form of plagiarism in all courserequirements.

Conformed:
_______________________________ ___________________
Name and signature of student Date signed
_______________________________ ___________________
Name and signature of parent/guardian Date signed

_______________________________
Contact Number of Parent/Guardian

**Please email the signed copy of this learning agreement to your instructor as soon as you have received the learning
package.

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Jose Rizal Memorial State University
Form No. F16: Summative Assessment Plan

Background:This form aims to document the summative assessment strategies that a teacher deems
appropriate to the course being taught and its corresponding course outcomes. Summative assessments
are methods used to evaluate student learning, skill acquisition, and academic achievement at the
conclusion of a defined instructional period – typically at the end of a course or a semester. Summative
assessments are requirements across all courses in JRMSU. Please refer to the JRMSU Handbook on
Flexible Learning for theguidelines in designing summative assessments.

Course Title: Understanding the Self SY/ Sem: 2020-2021/ 1st Semester
Course Code: GE - US

Summative Assessment Plan

No. Course Title of Description Scoring/ Weight
Outcomes Assessmen Grading (%) in
t Standard
Final
Grade

1 Evaluate and Cumulative Complete the diagram Rubric 15%

appreciate the Work/Project on the perspectives of Performanc
explanation of the philosophers and the e
self in various behaviors of people in
disciplines. Student Blog the Eastern and
Project Western parts of the
Compare and world.
analyze their own
culture both local Make a blog
and national to Online Exam presenting the
the Western and cultures of people
Eastern groups. from different parts of
the world. Then write
a reflection on culture.

2 Explore the Cumulative Fill – in the graphic Rubric 15%

critical aspects of Work outlines of the Performanc
self and issues biological, sexual, and e
encountered by physical self.
adolescents. Concept Make a reflection on a
Demonstrate Mapping research paper about
critical reflective the relationship
thought on the between biology and
issues of Online Exam social factors.
adolescents and
integrate this in Create a concept map
shaping one’s on the specialized
identity and cells and the methods
developing of contraception.

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 proper behavior.

Jose Rizal Memorial State University

Form No. F17: Summative Assessment Instructions to Learners

Title of Assessment: Student Blog

Course Code: GE – US Course Title: Understanding the Self
Assessment No.: GE – US_2 Due: October 2, 2020
Date of Release of Results: October 12, 2020

Introduction and Rationale:

Millennial and Generation Z students are natives and grew up in the internet
world. The internet is an avenue where students express their ideas in an online way.
Blogging or weblog is a popular platform using the internet where students can share
their ideas about a certain subject.
As a student in JRMSU having attributes of globally competitive, innovative,
and effective communicator, the course outcome of comparing and analyzing the
culture of people locally, nationally, and internationally can be met using blogging
which is an innovative way of expressing ideas in modern times.
Students need to research on the different cultures of people in various parts of
the world. They will then analyze and reflect on them on how culture matters. As future
graduates dealing with different people both locally and internationally, this
assessment will help the students develop flexibility, adaptability, and foster
harmonious relationships when immersed in different people.

Instruction:
Using blogger.com, make your blog (for instruction on making the blog check
in our google classroom). Choose 1 country/state on each continent (Europe, North
America, South America, Africa, Australia, Asia except Philippines, and Philippines)
and present the culture of people (traditions, clothing, language, social habits, music,
cuisine, and religion).
You may use pictures in presenting the culture and give a short caption. As
your last post write your reflections on culture. You may use the questions below as
your guide.

What have you learned about the cultures of people?

How people different and alike?
How different/similar are the Filipinos from the rest f
the world?
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Does culture matter? Why?
Submit your work in the pigeon boxes or by copying the link of your blog in our
google classroom. (Minimum of 150 words)
Title of Assessment: Cmaps
Course Code: GE – US Course Title: Understanding the Self
Assessment No.: GE – US_4 Due: October 23, 2020
Date of Release of Results: November 3, 2020

Introduction and Rationale:

Cmaps or Concept Mapping is a graphical tool to organize and structure
knowledge. This tool is beneficial for visual learners although other types of learners
can also benefit from them. As a university believing in multiple intelligences of
learners, this type of assessment can cater to the visual, spatial, and linguistic
intelligences. Through the Cmaps, students will be able to critically reflect on the
issues of adolescents and integrate this in shaping their identity and developing proper
behavior.
Students need to carefully read the content of the module and research on the
web regarding the specifics of the concepts. The content of the module only provides
the basics/summary of the concept which needs students’ effort to research additional
information using other sources.

Instruction:
Create a concept map on the topics found on pages 51 and 52. You can use
different shapes, figures, and lines. You are given freedom on how you want to show
your concept map. Examples of concept maps are shown on our google classroom.
You may research the internet or other sources for additional information. See the
rubrics on the next pages.

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 Unit 1 – The Self in Various Disciplines
Activity 1 – Philosophers Views: The Same or Different?

CATEGORY 4 - Excellent 3 – Good 2 - Fair 1 – Below

Standard

Content The major The major The major The major

concept is concept is concept is concept is not
correctly written. correctly written. somewhat clear clear. The
Shows very clear But the and there is a comparison and
and detailed comparison and need for more contrast is not
comparison and contrast is not improvement on well established
contrast. well established the showing only
and shows only establishment of random
general its comparison collection of
information. and contrast. information.

Accuracy All the Almost all the Most information Most information
information is information is is written is inaccurately
written correctly. written correctly. correctly. written.

Grammar and No errors in Makes 1 – 2 Makes 3-4 errors Makes more that
Spelling grammar or errors in in grammar or 4 errors in
spelling that grammar or spelling that grammar or
distract the spelling that distract the spelling that
reader from the distract the reader from the distract the
content. reader from the content. reader from the
content. content.

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 Activity 2 – The Eastern and Western Thoughts in 3, 2, 1….

CATEGORY 4 - Excellent 3 - Good 2 - Fair 1 – Below

Standard

Content All the questions All the questions One or two Two or more
are answered are answered to questions are questions are
thoroughly and some extent. unanswered. unanswered and
completely. Some answers the reader is left
given left the with several
reader to “fill in questions.
the blanks”.

Comprehen Answers give the Answers are Answers are Answers are
reader important relevant and relevant but unclear and not
Siveness
information that interesting but several portions related.
goes beyond the one answer is are unsupported.
obvious or unsupported.
predictable.

Grammar and No errors in Makes 1 – 2 Makes 3-4 errors Makes more that
Spelling grammar or errors in in grammar or 4 errors in
spelling that grammar or spelling that grammar or
distract the spelling that distract the spelling that
reader from the distract the reader from the distract the
content. reader from the content. reader from the
content. content.

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 Activity 3 – The Face Mask

CATEGORY 4 - Excellent 3 - Good 2 - Fair 1 – Below

Standard

Character Followed Followed Followed Did not follow

Drawing instructions and instructions and directions with directions and
the characters in the characters in few characters. mask have few
Analysis
the drawing are the drawing are to no characters.
clear and clear.
detailed.

Character Answered in a Answered in Answered in a Answers are not

Paragraph concise and clear manner clear but not cleared.
Analysis clear manner with detailed detailed manner.
with detailed analysis.
analysis.

Grammar and No errors in Makes 1 – 2 Makes 3-4 errors Makes more that
Spelling grammar or errors in in grammar or 4 errors in
spelling that grammar or spelling that grammar or
distract the spelling that distract the spelling that
reader from the distract the reader from the distract the
content. reader from the content. reader from the
content. content.

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 Activity 4 – A Sociological Scenario of “If and Then”

CATEGORY 4 - Excellent 3 - Good 2 - Fair 1 – Below

Standard

Values The “then” The “then” The “then” Responses were

responses were responses were responses were consistently not
respectful and respectful and respectful and in respectful.
were in used appropriate appropriate
appropriate language but language, but
language. once or twice there was one
language was sarcastic remark.
not.

Content and All information Most information Most information Information was
Understanding presented was presented was presented was usually not clear.
clear and clear and clear but was not The response
thorough. The thorough. The usually thorough. shows an
response has response was The main points inadequate
depth, forceful presented with were presented understanding of
and convincing. depth and ease. with ease. the topic

Grammar and No errors in Makes 1 – 2 Makes 3-4 errors Makes more that
Spelling grammar or errors in in grammar or 4 errors in
spelling that grammar or spelling that grammar or
distract the spelling that distract the spelling that
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 reader from the distract the reader from the distract the
content. reader from the content. reader from the
content. content.

Assessment B – Hybrid Blog

CATEGORY 4 - Excellent 3 - Good 2 - Fair 1 – Below

Standard

Interest Exceptional Tried to make Put lots of Provided little

presentation on an interesting pictures but pictures and
the culture of blog on the there is a little information
people from different culture evidence that which are not
different of people from the presentation very interesting
countries. different is in an to the audience.
countries. interesting way.

Comprehensiveness All the elements There is 1 All places All places

of culture are element which required are required are
presented in is not included included but presented but
each place in the lacks 2 lacks 3 or more
required. presentation of elements of elements of
culture however culture. culture.
all places

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 required are
included.

Main idea and The main idea The main idea Either the main There is no
Details and its details and details are idea or details is evidence of any
on the reflection clear. One or unclear. There main idea or
are clear. The more of the are missing details.
details support details is off details or they
the main idea. topic. are off topic.

Organization Very interesting Interesting to The reflection is The reflection is

to read and is read but there is a little not interesting
on topic. one or two interesting and to the reader.
details that are two or more
off topic. details are off
topic.

Grammar and No errors in Makes 1 – 2 Makes 3-4 Makes more

Spelling grammar or errors in errors in that 4 errors in
spelling that grammar or grammar or grammar or
distract the spelling that spelling that spelling that
reader from the distract the distract the distract the
content. reader from the reader from the reader from the
content. content. content.

Unit 2 – The Biological, Sexual, and Physical Self

Activity 1 – The Biological and Social Self

CATEGORY 4 - Excellent 3 - Good 2 - Fair 1 – Below

Standard

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 Accuracy All the Almost all the Most information Most information
information is information is is written is inaccurately
written correctly. written correctly. correctly. written.

Organization The ideas are The ideas are Connections The ideas are
clear, detailed, connected but between ideas unclear and
and connected. with little are fuzzy. nonexistant.
variations.

Reflection The reflection The reflection is The reflection is The reflection is

has a strong recognizable somewhat not clear, the
feeling that the which shows recognizable and paper just ends.
writer fully understanding of shows little
understands the the research understanding of
research paper. paper. the research
paper.

Grammar and No errors in Makes 1 – 2 Makes 3-4 errors Makes more that
Spelling grammar or errors in in grammar or 4 errors in
spelling that grammar or spelling that grammar or
distract the spelling that distract the spelling that
reader from the distract the reader from the distract the
content. reader from the content. reader from the
content. content.

Activity 2 – Graphic Outline on the Cases of STDs

CATEGORY 4 - Excellent 3 - Good 2 – Fair 1 – Below

Standard

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 Accuracy All the Almost all the Most information Most information
information is information is is written is inaccurately
written correctly. written correctly. correctly. written.

Organization The ideas are The ideas are The ideas are The ideas are
connected, well connected and fuzzy and unclear and
controlled and well controlled generally well leave out
elaborated. but occasionally controlled but necessary
do not elaborate sometimes important
enough. spend too much information.
time on details
that don’t matter.

Sources All sources are All sources are Most sources are Many sources
credible and credible and credible and are less than
cited correctly most are cited cited correctly credible and are
following the correctly following the not cited
APA format. following the APA format. correctly.
APA format.

Grammar and No errors in Makes 1 – 2 Makes 3-4 errors Makes more that
Spelling grammar or errors in in grammar or 4 errors in
spelling that grammar or spelling that grammar or
distract the spelling that distract the spelling that
reader from the distract the reader from the distract the
content. reader from the content. reader from the
content. content.

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 Activity 3 – The Physical Self

CATEGORY 4 - Excellent 3 - Good 2 – Fair 1 – Below

Standard

Accuracy All the Almost all the Most Most information/

information/facts information/facts information/facts facts are
are reported are reported are reported inaccurately
accurately. accurately. accurately. reported.

Sequencing Details are Details are Some details are Many details are
placed in a placed in a not in a logical not in a logical
logical order and logical order but order and order and that
presented in an sometimes less distract the there is little
interesting interesting. reader. sense in the
manner. writing.

Content The main idea The main idea is The main idea is The main idea is
stands out and is clear but the somewhat clear not clear and
supported by supporting and there is a there is a
detailed information is need for more seemingly
information. general. supporting random
information. collection of
information.

Creativity Work is Work is generally Work is Work is not

exceptionally unique, detailed, occasionally unique, detailed
unique, detailed, and interesting. unique, detailed, or interesting.
and interesting. Shows good and interesting. Lacks
Shows an understanding of Shows minimal understanding of
exceptional the activity. understanding of the activity.
understanding of the activity.
the activity.

Grammar and No errors in Makes 1 – 2 Makes 3-4 errors Makes more that
Spelling grammar or errors in in grammar or 4 errors in
spelling that grammar or spelling that grammar or
distract the spelling that distract the spelling that
reader from the distract the reader from the distract the
content. reader from the content. reader from the
content. content.

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 Assessment B – Concept Mapping

CATEGORY 4 - Excellent 3 - Good 2 - Fair 1 – Below

Standard

Accuracy All the Almost all the Most Most information/

information/facts information/facts information/facts facts are
are reported are reported are reported inaccurately
accurately. accurately. accurately. reported.

Logic Each of the Many of the Some of the Few of the steps
steps makes steps make steps make make sense and
perfect sense sense and sense and some few paths end in
and all of the almost all of the of the paths end a logical choice.
paths end in a paths end in a in a logical
logical choice. It logical choice. choice.
is also presented However,
in an interesting presentation is
manner. less interesting.

Diagram There is enough All information is Not enough There is not any
information in all accurate in the information in the information or
of the figures figure, but there figures and some what is written is
and all is not enough of the not at all correct.
information is information. information are
accurate. not accurate.

Effort The map is very The map is well The map is kind Little thought and
well thought and thought and of thought out effort was put
designed. A designed. A and shows some into the design.
large amount of good amount of thought into the
effort was put effort was put design. Some
into the final into the final amount of effort
product. product. was put into the
final product.

Grammar and No errors in Makes 1 – 2 Makes 3-4 errors Makes more that
Spelling grammar or errors in in grammar or 4 errors in
spelling that grammar or spelling that grammar or
distract the spelling that distract the spelling that
reader from the distract the reader from the distract the
content. reader from the content. reader from the
content. content.

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 PREFACE
Understanding the self subject is closely linked to BS Psychology and other related disciplines.
However, this course is present in all programs. The rationale is simple - since everyone is a social being,
hence there is a need to understand the self. The fundamental question is, “Who am I?” yet this question is
difficult to answer. This module will help you look for answers on this basic question interestingly and easily
within your comprehension level.

Writing this module is a tough but exciting experience. Will it translate to your learning process?
Perhaps, but keep on fighting. It took us several revisions on the learning activities, assessments, and contents
until we come up with this module. We know you will experience the challenges and revisions too as you make
your activities. But we assure you that the activities are within your level. Also, this module is written efficiently
and cognitively exciting presentations on the perspectives and concepts of the self.

This module is composed of four units. The first unit talks about the self in various disciplines like the
philosophical, psychological, sociological, and anthropological self. The second unit contains biological, sexual,
and physical self. The third unit is intended for other concepts of the self like material, spiritual, digital, and
political. The fourth unit is for the current concerns of the self like stress, intelligence, and achieving your
dreams. After the contents, you will find suggested readings and visual presentations to ease and deepen your
understanding of the topics. Other parts of the module are the pre-test and post-test, learning activities, and
assessments.

As a future graduate of Tourism Management and Hotel and Restaurant Management, this module will
benefit you in better understanding yourself and others especially that you will be working with diverse people
locally and abroad. Although this module is intended for BSTM and BSHM, other programs can also benefit
from this module since soon you will be dealing with various people. Your learning in this module will help you
adapt to diverse cultures without forgetting your roots or your Filipino identity.

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 ACKNOWLEDGMENT

The development of this course module would not be possible without the help of the following people.

Dr. Daylinda Luz R. Laput, the University President, for the enthusiasm and inspiration given which
led to the completion of this course module.

Dr. Alice Mae M. Arbon, the OIC Vice President for Academic Affairs, for initiating the Flexible
Learning System zoominar series. The learning we get from the webinars contributed very much on the
fulfillment of this module.

The Flexible Learning System team chaired by Dr. Jovito C. Anito for guiding us and providing the
information with hands-on learning from experts who heartily share their knowledge on module making. Also,
for the comments, constructive criticism, and valuable suggestions which led to the strengthening of the
substance of this course module.

The IMD team headed by Dr. Jovelyn M. Cantina, the Director for Instructional Materials
Development, for painstakingly reading the content of this module. Their comments, editorial suggestions, and
encouragement help in finishing this module while incorporating the standards set by the institution.

To our family for always being there at all times, guiding, loving, and inspiring the authors which served
as the foundation of this course module.

Above all, to the almighty God, the source of hope, strength, inspiration, knowledge, health, and never-
ending blessings. All the glory is yours.

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 Table of Contents

Copyright iii
Course Introduction iv
Course Syllabus vi
Learning Guide xi
Learning Agreement xv
Summative Assessment Plan xvi
Preface xxviii
Acknowledgment xxix

Unit 1 – The Self in Various Disciplines 1

The Self from the Views of Philosophers 2
Concept of the Self: Western and Eastern Thought 5
The Self: Ideas in Psychology 8
The Self in Sociological and Anthropological Perspectives 12

Unit 2 – The Biological, Sexual, and Physical Self 22

The Biological Self 23
The Sexual Self 33
Physical Self 39

References 54
Glossary 56
RUBRICS 59
USER’S EVALUATION 67
Answer Key 69

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 Unit 1 – The Self in Various Disciplines
Unit 1 – The Self in Various Disciplines
In this unit, you will take a journey of the self from various disciplinal perspectives:
Philosophical, Western and Eastern Thoughts, Psychological, Sociological, and
Anthropological. These perspectives will give you an insight into how Great Thinkers in the
past explain the development of self. At present, you will find similarities and differences in
your understanding of self when compared to their perspectives. It is understandable if
you agree or disagree with some. In the end, you will be able to develop a better
description of the self.

Learning Outcomes

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

● Describe the different notions of the self from the point of view of the various
philosophers across time and place.
● Classify Eastern / Oriental perspectives of the self from Western
perspectives.
● Explain the psychological, sociological, and anthropological concepts of the
self.

Pretest

Answer the following by writing the letter of the correct answer on the space before the
number.

_____ 1. The Philosopher who is famous on the line “cogito ergo sum” or “I think
therefore I am, is?
a. Socrates b. Descartes c. Kant d. Plato
_____ 2. Who among the philosophers is famous in the classical period?
a. Socrates b. Aquinas c. Descartes d. Ponty
_____ 3. Which belief is most closely associated with Confucianism?
a. Reincarnation b. Prayer c. Nirvana d. Filial Piety
_____ 4. A happy human being is someone living a simple life hence this is the goal of
__________ teaching.
a. Confucianism b. Taoism c. Buddhism d. Chuntuism
_____ 5. This teaching talks about selflessness without forgetting the self
a. Confucianism b. Taoism c. Buddhism d. Chuntuism
_____ 6. The quotation of, “do unto others, what you like others to do unto you” is
associated to _________.
a. Confucius b. Lao Tzu c. Gautama Buddha d. Socrates
_____ 7. The quotation of, “knowing others is wisdom, understanding self is
enlightenment” is associated to _________.
a. Confucius b. Lao Tzu c. Gautama Buddha d. Socrates

_____ 8. A psychologist who believes on the interaction of the id, ego, and superego is
__________.
a. Rogers b. Freud c. James d. Adler
_____ 9. The healthy part of personality is the Ego because it holds the
a. Emotion b. Intellect c. Soul d. Values
_____ 10. In order to increase your self – esteem, the most effective strategy of
comparing is through_______ comparison.
a. downward b. upward c. low self d. high self

Thank you for answering! Once you are done, you may check
your answers on page 67 . If your score is above 5 points then you
have good learning on the perspectives mentioned. However, if your
score is below 5 there is nothing to worry because you will surely
improve as you go through this unit. Whatever your score is, read and
understand the content of this unit and click the suggested link. Let us
now start learning the self in various perspectives.

30
 Content

The Self from the Views of Philosophers

Table 1.
The Philosophers and their Guiding Principles
Philosophers Time Guiding Principle

Socrates c. 469-399 B.C. Nothing will change unless you make the change
yourself.
Plato c. 428-348 B.C. Be kind and charitable to others, and you’ll inspire
strength within your endeavors.
Augustine 354 A.D. – 430 Be of one mind and heart on the way to God.
A.D. Love -- love of God, love of neighbor -- is the
centre of Christian life.
Aquinas 1225 - 1274 Faith and reason ultimately come from God and
that the two work in collaboration. In truth, our
faith guides our reasoning, while reason clarifies
and demystifies faith. 
Descartes 1596-1650 I concluded that I might take as a general rule the
principle that all things which we very clearly and
obviously conceive are true: only observing,
however, that there is some difficulty in rightly
determining the objects which we distinctly
conceive.
Hume 1711 - 1776 Curiosity, or the love of knowledge, has a very
limited influence, and requires youth, leisure
education, genius and example to make it govern
any person.
Kant 1724 - 1804 If you’re a painter, keep painting. If you’re a
singer, practice singing. Better your talent
experiences and practice.
Ryle 1900 - 1976 In searching for the self, one cannot
simultaneously be the hunter and the hunted.
Merleau - Ponty 1908 - 1961 The perceived world is the always – presupposed
foundation of all rationality, all value, and all
existence.
Note: Above are the Philosophers and their guiding principle which will give you background on how they view the
self (https://tinyurl.com/ya7h82f5).

Socrates. He is a philosopher in the classical time, a man who came out to question the
problem of the self. He is the first Philosopher who ever engaged in a systematic questioning
about the self. To Socrates, and this has become his life – long mission, the true task of the
philosopher is to know oneself. He believes as claimed by Plato that the unexamined self is not
worth living. During his trial for allegedly corrupting the minds of the youth and for impiety,
Socrates declared without regret that his being indicted was brought about by his going around
Athens engaging men, young and old, to question their prepositions about themselves and
about the world, particularly about who they are (Plato, 2012; Alata et al., 2018, p. 5). For
Socrates, “every man is composed of body and soul” which means that every human person is
dualistic. With this, humans should be aware of who they are and the values that they are
supposed to attain in order to preserve their souls for the afterlife. Socrates thought that the
worst thing that can happen to anyone is not knowing oneself. If this happens, “he only lives but
die inside”.
Plato. He isthe student of Socrates who supported the idea that a man is a dual nature
of body and soul. In addition to Socrates, he added that there are parts or three components to
the soul: the rational soul, the spirited soul, and the appetitive soul. The rational soul forged by
reason and intellect has to govern the affairs of the human person; the spirited part which is in
charge of the emotion should be kept at bay; and the appetitive soul in charge of base desires

31
like eating, drinking, sleeping, and having sexual intercourse is controlled as well. When these
three souls are attained, the human person becomes just and virtuous.
Augustine. Augustine’s view of the human person reflects the entire spirit of the
medieval world. Following the ancient view of Plato and infusing it with the newfound doctrine of
Cristianity. Augustine agreed that man is of bifurcated nature.There is an aspect of man which
dwells in the world that is imperfect and continuously yearns to be with the divine while the other
is capable of reaching immortality.The body is bound to die on earth and the soul is to anticipate
living eternally in a realm of spiritual bliss in communion with God.The goal of every human
person is to attain this communion and bliss with the divine by living his life on earth in virtue.
Aquinas. Thomas Aquinas, the most eminent 13th century scholar and stalwart of the
medieval philosophy, appended something to this Christian view. Adopting some ideas from
Aristotle, Aquinas said that,man is composed of two parts: matter and form.Matter refers to
common stuff that makes up everything in the universe while form refers to essence of a
substance or thing.What makes human person a human person is the soul, his essence.
Descartes. Rene Descartes, Father of Modern Philosophy, conceived that the human
person is having a body and a mind. He claimed that there is so much that we should doubt. If it
is so clear that is the time that it is not to be doubted. The only thing that one cannot doubt is the
existence of the self. For even if one doubts oneself, that only proves that there is a doubting
self, a thing that thinks and therefore, that cannot be doubted. Thus, his famous cogito ergo sum
or I think therefore, I am. The fact that one thinks should lead to conclude without a trace of
doubt that he exists. The self then for Descartes is a combination of two distinct qualities: the
cogito or the thing that thinks which is the mind and the extenza or extension of the mind which
is the body.
Hume. David Hume is a Scottish philosopher who has a unique way of looking at man.
As an empiricist, he believes that man can know only what comes from the senses and
experience. He believes that the self is nothing else but a bundle of impressions. What are
impressions? For David Hume if one tries to examine his experiences, he finds that they can all
be categorized into two: impressions and ideas. Impressions are the basic object of our
experience or sensation. Ideas are copies of impressions. One example is when you touch an
ice cube, the cold sensation is an impression. Impressions are vivid because they are products
of our direct experience with the world. An example of an idea is when you imagine the
coldness of snow if you have not yet experience winter. Ideas are not as lively and vivid as our
impressions.
Kant. Thinking of the self as mere combination of impressions was problematic for
Immanuel Kant. He thinks that the things that men perceive around them are not just randomly
infused into the human person without an organizing principle that regulates the relationship of
all these impressions. For Kant, there is a mind that organizes impressions that men get from
the external world. He suggests that the self is an actively engaged intelligence in man that
synthesizes all knowledge and experience. Thus, the self is the seat of knowledge acquisition
for all human persons.
Ryle. Gilbert Ryle solves the mind – body dichotomy that has been running for a long
time in the history of thought by denying blatantly the concept of an internal, non physical self.
For Ryle, what truly matter is the behavior that a person manifests in his day – to – day life. He
suggest that the self is not an entity one can locate and analyze but simply the convenient name
that people use to refer to all the behaviors that people make.
Merleau – Ponty. Maurice Jean Jacques Merleau - Ponty is a phenomenologist who
asserts that the mind – body bifurcation that has been going on for a long time is a futile
endeavor and an invalid problem. Unlike Ryle who simply denies the self, Merleau Ponty
instead says that the mind and body are so intertwined that they cannot be separated from one
another. The body is the opening towards the existence to the world and because of these
bodies men are in the world. He further believes that the living body, thoughts, emotions, and
experiences are all one.

These are only summaries on the views of different Philosophers about the
self. For deeper understanding and comparisons, please click and read the link
below. I have also included the Pre – Socratic Philosophers for you to have a
better grasp on how their views evolve.

Pre – Socratic Philosophy from Stanford Encyclopedia of

Philosophyhttps://tinyurl.com/y9wkofxs

The Self in Philosophy https://tinyurl.com/y87eeurs

Feminist Perspective on the

32 Self
https://tinyurl.com/yc8ty5sd
 The next lesson is more of the Eastern thought since Western thought is
greatly emphasized in the Philosophical perspectives. You need to look into the
religious beliefs and political philosophies that greatly influenced the culture and
mindset of the Eastern / Oriental people. Remember as a country we are colonized
Concept
by ofthethe Self:but
West Western
we areand Eastern
part of theThought
East plus the influence of social media,
intermarriages,
Figure 1 migration, and the K-pop era. This is not to give you confusion but
times to evaluate where we are coming from and who we, Filipinos, are.
East Thinker meets West Thinker

Note: The figure above shows the difference on the thought of the Eastern and the Western
(https://tinyurl.com/yaacz3jo).

Eastern Thoughts
Confucianism. Confucianism is seen as a code of ethical conduct of how one should
properly act according to their relationship with other people, thus it is focused on having a
harmonious social life.The identity and self concept therefore of the individual is interwoven with
the identity and status of his / her community or culture, sharing its pride as well as its failures
(Ho, 1995; Alata et al., 2018, p. 39). In addition, self – cultivation is seen as the ultimate purpose
of life but the characteristics of chun – tzu, a man of virtue or noble character, is still embedded
in his or her social relationships.The cultivated self in Confucianism is what scholars called as a
“subdued self” wherein personal needs are repressed for the good of many, making Confucian
society also hierarchal for the purpose of maintaining order and balance in society.
Taoism. This is founded by Lao Tzu who was a Chinese Philosopher and writer.Taoism
is living in the way of the Tao or the universe. It is a free – flowing, relative, unitary, as well as
paradoxical view of almost everything. It rejects the strictness brought by Confucianism and
would prefer a simple life. Thus, its teachings aim to describe how to attain that life. The self is
not just the extension of the family or the community; it is part of the universe.The ideal self is
selflessness without forgetting the self, it is a balanced – life with society and nature, being open
and accepting to change, forgetting about prejudices and egocentric ideas and thinking about
equality as well as complementarity among humans as well as other beings. The self therefore
has harmony with everything (Ho, 1995; Alata et al., 2018, p. 39).
Buddhism. There are various groups who have adapted Buddhism thus you may find
differences in their teachings but more likely, their core concept remained the same. The self is
seen as an illusion born out of ignorance, of trying to hold and control things, or human centered
needs, thus the self is also the source of all these sufferings. It is therefore the quest of the
human being to forget about the self, forget the cravings of the self, break the attachments you
have with the world, and to renounce the self which is the cause of all suffering and in doing so
attain the state of Nirvana (Ho, 1995; Alata et al., 2018, p. 39).
Western Thoughts
Western perspective does not discount the role of environment and society in the
formation of the self but the focus is always looking toward the self. The western thought looks
at the world in dualities wherein you are distinct from other person, the creator is separate from
the object he created, in which the self is distinguished and acknowledged. (Wolter, 2012; Alata
et al., 2018, p. 40)
Several studies showed that Americans for example, talk more about their personal
attributes when describing themselves while Asians in general talk about their social roles or the

33
social situations that invoked certain traits that they deem positive for their selves (Gleitman,
Gross, and Reisberg, 2011; Alata et al., 2018, p. 40) Evaluation of the self also differ as
Americans would highlight their personal achievements while Asians would rather keep low
profile as promoting the self can be seen as boastfulness that disrupts social relationships.
The Western culture then is what we would call as an individualistic culture since their
focus is on the person. Asian cultures, on the other hand, are called collectivistic culture as the
group and social relations that is given more importance than individual needs and wants.
By valuing the individual, westerners may seem to have loose association or even
loyalty to their groups. Competition is the name of the game and they are more likely
straightforward and forceful in their communication as well as decision making. Eastern persons
look after the welfare of their groups and values cooperation. They would also be more
compromising and they tend to go around the bush in explaining things, hoping that the other
person would feel what they really want to say (Qingxue, 2003; Alata et al., 2018, p. 41 ).
Westerners also emphasize more on the value of equality even if they see that the
individual can rise above everything else. Asians with their collectivistic culture, put more
emphasis on hierarchy as the culture wants to keep things in harmony and in order (Qingxue,
2003; Alata et al., 2018, p. 41).

The content above is just a short glimpse of how Eastern and Western
culture and beliefs vary. To give you a wider discussion on the mentioned beliefs,
you may click the link https://tinyurl.com/ya8bvd6h (page 21 to 103). The
quotation below will also provide you additional thoughts of the Great Thinkers of
the East.
Confucius
“Wheresoever you go, go with all your heart.”
“Our greatest glory is not in never falling, but in rising every time we fall.” “It does
not matter how slowly you go so long as you do not stop.” “Choose a job you
love, and you will never have to work a day in your life.” “Never do to
others what you would not like them to do to you.”(https://tinyurl.com/y74xorhh)
Lao Tzu
“Being deeply loved by someone gives you strength, while loving someone deeply
gives you courage.”
“Those who know do not speak. Those who speak do not know.”
“The journey of a thousand miles begins with a single step.”
“When I let go of what I am, I become what I might be.”
“The best fighter is never angry.”

The next lesson provides a psychological overview of the self. These are
based on researches that form their concept of self and identity. Psychology is more
of studying the individual mind, hence the concept below is based on the cognitive
construct but it also looked into other factors that affect the individual. Bear in mind
that the main question on this topic is, do you know who you are?   

The Self: Ideas in Psychology

Figure 2
Example of a Self Concept

34
 Note: The figure above is an example of a self – concept or the collection of knowledge about who we are
(https://tinyurl.com/yd5na6y6).

William James. He was one of the earliest psychologists to study the self and he
conceptualized that self has two aspects, the “I” and the “me”. The “I” is the thinking, acting, and
feeling self. The “me” on the other hand is the physical characteristics as well as psychological
capabilities that make who you are. Thus, the “I” is the one who acts and decides while the “me”
is what you think or feel about yourself as an object (Geitman, Gross, and Reisberg, 2011; Alata
et al., 2018, p. 29).
Carl Rogers. He believes that self – concept is not fixed in one time frame. It is referred
as self – schema or our own organized system or collection of knowledge about who we
are.The schema may include changes around you which may include your interests, your work,
your course, your age, your name, your physical characteristics, etc. As you grow and adapt the
changes around you, they also change. But they are not passive receivers, they actively shape
and affect how you see, think, feel, about things or objects (Geitman, Gross, and Reisberg,
2011; Alata et al., 2018, p. 30).
Carl Rogers also speak about the congruence and incongruence of the self – image and
ideal self. Incongruence exists if the person’s ideal self may not be consistent with what actually
happens in life and experiences of the person. Congruence self exists when a person’s ideals
elf and actual experience are consistent or very similar. Rarely, if ever, does a total state of
congruence exist; all people experience a certain amount of incongruence. The closer our self –
image and ideal self are to each other, the more consistent or congruent we are and the higher
our sense of self worth (Simply Psychology, 2020)
Figure 3
Venn Diagram of the Congruence and Incongruence of the Self Image

Note: The figure above shows how incongruence and congruence is different (https://tinyurl.com/y832evu8).

Sigmund Freud. Several psychologists follow the trend of thought of looking deeper into
the mind of the person to theorize about the self, identity, self concept, and in turn, one’s
personality. The most influential of them is Sigmund Freud. Basically, Freud saw the self as
composed of mental processes and behavior which are results of the interaction between the Id,
the Ego, and the Superego.The id is the most primitive of the three structures, it is concerned
with instant gratification of basic physical needs and urges. The superego is concerned with
social rules and morals—similar to what many people call their “conscience” or their “moral
compass.” It develops as a child learns what their culture considers right and wrong. In contrast
to the instinctual id and the moral superego, the ego is the rational, pragmatic part of our
personality. It’s what Freud considered to be the “self,” and its job is to balance the demands of

35
the id and superego in the practical context of reality. Freud believed that the id, ego, and
superego are in constant conflict and that adult personality and behavior are rooted in the
results of these internal struggles throughout childhood. He believed that a person who has a
strong ego has a healthy personality and that imbalances in this system can lead to neurosis
(what we now think of as anxiety and depression) and unhealthy behaviors (Psychodynamic
Perspectives on Personality | Boundless Psychology, 2020).

Figure 4
The Structure of the Mind: Conflict Within the Mind

Note: The figure above shows the three structures of the mind: id, ego, and superego. According to Freud, the job of
the ego is to balance the aggressive/pleasure – seeking drives of the id with the moral control of the superego
(https://tinyurl.com/y7boplmz)

G.H. Mead. He argued that the self is created and developed through human interaction
(Hogg and Vaughan, 2010; Alata et al., 2018, p. 31). Basically, there are at least three reasons
why self and identity are social products: (1) We do not create ourselves out of nothing, society
helped in creating the foundations of who we are and even if we make our choices, we still
operate in our social and historical context in one way or the other; (2) Whether we like to admit
or not, we actually need others to affirm and reinforce who we think we are, we also need them
as reference points about our identity; and (3) What we think as important to us may also have
been influenced by what is important in our social or historical context like what is important to
your family, important as result of your experience while growing, or what you find as important
during the current time (Elmore, Oyserman, and Smith, 2012, 76; Alata et al., 2018, p. 31).
Carver and Scheier. They believed that there are times when we are aware of our self –
concepts, also called self – awareness. They identified two types of the self that we can be
aware of and these are the public and the private self. The private self refers to your internal
standards and private thoughts and feelings while the public self is your public image commonly
geared towards having a good presentation of yourself to others.

Self awareness alsopresent us with at least three other self – schema: the actual, ideal,
and ought self. The actual self is who you are at that moment, the ideal self is who you like to
be, and the ought self is who you think you should be (Higgins 1997 in Hogg and Vaughn, 2010;
Alata et al., 2018, p. 32). This self awareness may be positive or negative depending on the
circumstances and our next course of action. It can keep you from doing something dangerous
yet it can also make you concerned about being observed and criticized by others or what is
called as self – conscious (Jhangiani and Tarry, 2014; Alata et al., 2018, p. 33). Here is the
consequences when there are a discrepancies of the actual, ideal, and ought self.

36
 Figure 5

Self – Discrepancy Theory

Note: The figure above shows the discrepancy of the actual and ideal and actual and ought self which result
to negative consequences (https://tinyurl.com/ybxbg56f)

Our group identity and self awareness also has great impact on our self – esteem, one
of the common concepts associated with the self. One of the ways in which our social
relationship affects our self – esteem is through social comparisons. According to the social
comparison theory, we learn about ourselves, the appropriateness of our behaviors, as well as
our social statues by comparing aspects of our selves with other people. This comparison may
take into two forms: Downward social comparison and Upward social comparison. Downward
social comparison is when we create positive self – concept by comparing ourselves with those
who are worse off than us. Upward social comparison on the other hand is when we compare
ourselves with those who are better off than us. Upward comparison can be a form of motivation
to some but a lot of those who do this actually felt lower self esteem as we highlight more of our
weakness or inequalities (Jhangiani and Tarry, 2014; Hogg and Vaughan, 2010; Alata et al.,
2018, p. 33).

Social comparison also entails what is called self – evaluation maintenance theory which
states that we can feel threatened when someone outperforms us, especially when that person
is close to us. As a result, we react in three ways. First, we distance ourselves from that person.
Second, we reconsider the importance of the aspect or skill which we were out performed.
Third, we strengthen our resolve to improve that certain aspect of ourselves. When the goal is
achieved, self esteem increases (Jhangiani and Tarry, 2014; Alata et al., 2018, p. 34).

However, in the attempt to increase or maintain self – esteem, some people become
narcissistic or being overly high self – esteem, self admiration, and self – centeredness. Though
high self – esteem is viewed to narcissism, many would still argue that healthy self – esteem
may result to an overall good personality but it is not, and should not be, the only source of a
person’s healthy perspective of him/herself. People with high self – esteem are commonly
described as outgoing, adventurous, and adaptable in a lot of situations. However, for those
who will not conform to them they may become bullies or would experiment on abusive
behaviors with drugs, alcohol, and sex. Thus, there is duality in the behavior and attitudes
(Jhangiani and Tarry, 2014; Alata et al., 2018, p. 34).

To give you a thorough discussion on37

the theories above, click the link below.
This link will give you description and illustrative quote of William James
on the concept of I and Me.
 Your mind might feel tired by now of overloaded information going through
the three topics in this unit. Do not worry this is the last and this one presents the
sociological and anthropological views of the self. Unlike a psychological
perspective which is individualistic, these views talk about human social relations
and cultural practices. Let us shift from looking for the answer to the question of
“Who am I?” (of which by now I hope you somehow found the answer) to “How
much the people around you influence who you are?” The answers for these are
based on researches and the concept of great personalities of this field. Let us now
start.    

The Self in Sociological and Anthropological Perspectives

According to these perspectives, the self is separate, self – contained, independent,
consistent, unitary, and private (Stevens, 1996; Alata et al., 2018, p. 14). By separate it means
that the self is distinct from other selves. The self is unique and has its own identity. Self is also
self contained and independent because in itself it can exist. It is consistent which means that a
particular self’s traits, characteristics, tendencies, and potentialities are more or less the same.
Self is also unitary since it is the center of all experiences and thoughts that run through a
certain person. Finally, the self is private since each person sort out information, feelings and
emotions, and thought processes within the self. This whole processes is never accessible to
anyone but the self.
Social constructivists argue that the self should not be seen as a static entity that stays
constant through and through. Rather the self has to be seen as something that is unceasing
flux, in constant struggle with external reality, and is malleable in its dealing with society.

The Self and Culture

Remaining the same person and turning chameleon by adopting to someone’s context
seems paradoxical. However, the French anthropologist Marcel Mauss has an explanation to
this phenomenon. Marcel Mauss was a first generation French sociologist, initially studying
under his uncle Emile Durkheim, the founder of the discipline. His work however fits better
under the banner of anthropology, as he studied the historical emergence of societal forces,
most famously “the gift” through ethnological research (Marcel Mauss: A category of the human
mind: the notion of person; the notion of self, 2020).
According to Mauss, every self has two faces: personne and moi. Moi refers to a
person’s sense of who he is, his body and his basic identity; his biological givenness. Personne
is composed of the social concepts of what it means to be who he is. It has much to do with
what it means to live in a particular institution, a particular family, a particular religion, a
particular nationality, and how to behave given the expectations and influences from others.
In the essay of Mauss (1938), he gives a summarization of the “person” or “self” as
historically variegated and developed concept. He starts with North American and Australian
conceptions, rooted in personnage, or role in society determining identity. While he mentions
concepts of the self that move towards the “I” in India and China, it did not become as prominent
as it would be in Latin society. The persona or mask representing identity becomes prominent in

38
Roman society (Marcel Mauss: A category of the human mind: the notion of person; the notion
of self, 2020).
Language is another interesting aspect of the social constructivism. The Filipino
language is incredibly very interesting to talk about since similar word may mean many things.
Another interesting facet of our language is its gender – neutral. In English, Spanish, and other
languages, there is a clear distinction between a male and female like the pronoun he and she.
But in Filipino there is no specification of gender between male and female, we call it “siya”.
Bottom line, if one finds himself born and reared in a particular culture, one definitely
tries to fit in a particular mold. If a self is born into a particular society or culture, the self will
have to adjust according to its exposure.
The Self and the Development of the Social World
Men and women in their growth and development engage actively in the shaping of the
self.The unending terrain of metamorphosis of the self is mediated by language. “Language as
both a publicly shared and privately utilized symbol system is the site where the individual and
the social make and remake each other” (Schwartz, White, and Lutz, 1993; Alata et al., 2018, p.
18).
Mead and Vygotsky’s Human Person
Human persons develop with the use of language acquisition and interaction with others.
The way we process information is normally a form of an internal dialogue in our head. Those
who deliberate about moral dilemmas undergo this internal dialogue.So cognitive and emotional
development of a child is always a mimicry of how it is done in the social world, in the external
reality where he is in.They both treat human mind as something that is made, constituted
through language as experienced in the external world and as encountered in dialogues with
others. A young child internalizes values, norms, practices, and social beliefs and more through
exposure to these dialogues that will eventually become part of his individual world. For Mead,
this takes place as a child assumes the other through language and role play. A child
conceptualizes his notion of self through this.
Self in Families
While every child is born with certain givenness, disposition coming from his parents’
genes and general condition of life, the impact of family is still deemed as a given in
understanding the self. The kind of family that we are born in and the resources available to us
will certainly affect us and the kind of development that we will have as we go through life. As a
matter of evolutionary fact, human persons are one of those beings whose importance of family
cannot be denied. Human beings are born virtually helpless and the dependency period of a
human baby to its parents for nurturing is relatively longer than most other animals. In trying to
achieve the goal of becoming a fully realized human, a child enters a system of relationships,
most important to which is the family.Without a family, biologically and sociologically, a person
may not even survive or become a human person. One is who he is because of his family for
the most part.
Gender and Self
Gender is one of those loci of the self that is subject to alteration, change, and
development. In the past years, people fought hard for the right to express, validate, and assert
their gender expression. Many conservatives may insist on the biological. However, from the
point of view of social sciences and the self, it is important to give one the leeway to find,
express, and live his identity. This forms part of selfhood that one cannot just dismiss.
The gendered self is then shaped within a particular context of time and space. The
sense of self that is being taught makes sure that an individual fits in a particular environment.
This is dangerous and detrimental in the goal of truly finding one’s self, self – determination, and
growth of the self. Gender has to personally discovered and asserted and not dictated by culture
and the society.

The following are suggested readings which will give you a wider view of
these perspectives.

The Logic of the Gift Toward and Ethic of

Generosity Alan D.
Schrifthttps://tinyurl.com/yda8waov(Page 28 - 31)

39
 Now that you are done with the content of this unit and the suggested
readings, you may proceed to the learning activities. There are different activities for
the four topics. Follow the instructions. The rubrics are on pages _59 – 61_. As to
the submission, you may turn in your output in our google classroom or submit
through the pigeon box. If there are questions and clarification, post your questions
in our google classroom or our group chat. I have trust in you, I know you can finish
this. Have fun with the learning activities!

Learning Activities

Activity No 1
Philosophers Views: The Same or Different?
The diagram below is a compare/contrast chart. Select two Philosophers from the
presentation above. From the title itself, you look for similarities of their views and the views that
make them different. Look first for their similarities and then consider the differences making
sure to indicate on what criteria you are drawing out the similarities.

Philosopher 1 Philosopher 2

Major Concept Major Concept

HOW ALIKE?

HOW DIFFERENT?

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 With regard to

Activity No 2
The Eastern and Western Thoughts in 3, 2, 1….
Summarize your idea by answering the questions below. Write your answers on the
space provided.
Question 1: Based on the lesson, what are the actions/behaviors common to
Eastern/Oriental people as emphasized in Confucianism, Taoism, and
Buddhism?

1.

2.

3.

Question 2: Based on the lesson, what are the actions/behaviors common to Western
people?

1.

2.

3.

Question 3: Give two behaviors/actions of Eastern people that are still observed today.

1.

2.

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 Question 4: Give two behaviors/actions of Western people that are still observed today.

1.

2.

Question 5: Since the Philippines is a colonized country by both Eastern and Western and most of the
behaviors are influenced by them, what Filipino identity that you can classify as unique.

1.

Activity No 3
The Face Mask
Below is a facemask, draw your feelings on the outside on the appropriate label of the
mask. On the opposite side, draw your feelings on the inside. It is okay if your feelings are the
same or otherwise. You may use other paper or paper plate as your mask and paste it here.
Then answer the questions that follow.

Outside Inside

1. Is your inside feeling the same to your outside? Why?

____________________________________________________________________________
____________________________________________________
2. Think about a time when you have pretended to be something that you are not or when you
have hidden your true feelings. Why did you choose to hide a part of your identity?
____________________________________________________________________________
____________________________________________________

Activity No. 4
A Sociological Scenario of “If and Then”
Below is an IF and THEN chart which is similar to cause and effect. The IF scenario is
written in the center of the circle, provide the THEN possible outcome.

THEN

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IF
The modern world
remains conservative
 THEN

IF
The Philippines
legalize divorce.

Assessment

A. Fill in the Blanks

1. Plato added to the belief of Socrates that there are three parts of the soul, namely, rational
soul, spirited soul, and _____________ soul.
2. Aquinas is the most eminent 13th century scholar who adopts the ideas of ______________
that man is composed of matter and form.
3. The cultivated self in Confucianism is what scholars called as _____________
__________ wherein personal needs are repressed for the good of many.
4. Western culture is said to be as individualistic while Eastern culture is __________________.
5. He was one of the earliest psychologist to study the self and he conceptualized that the self
has two aspects, the “I” and the “me”, he is _______
____________________.
6. Sigmund Freud believed that there are three structures of personality namely, ID, Ego, and
Superego. The structure which is present at birth and resides in pleasure principle is called
__________.

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7. It is believed that people compare in two forms, _______________ social comparison when
we create positive self concept by comparing ourselves with those who are worse off than us.
8. This group argues that the self should not be seen as a static entity that stays constant
through and through, they are called _________ __________________.
9. As an evolutionary fact, human persons are one of those beings whose importance of
___________ cannot be denied.
10. One of those loci of the self that is subject to alteration, change and development is called
_____________.

Thank you for answering the test. If your score is below 5,

go back to the topics provided on this module or click the link
attached in our google classroom.
If you are ready to level up, do the second assessment.
The rubric is on page _62_.

B. Student Blog Project

Direction: Using blogger.com, make your blog (for instruction on making the bog check
in our google classroom). Choose 1 country/state on each continent below and present the
culture of people (traditions, clothing, language, social habits, music, cuisine, and religion).
1) Europe,
2) North America,
3) South America,
4) Africa,
5) Australia,
6) Asia except Philippines, and
7) Philippines.
You may use pictures in presenting the culture and give a short caption. As your last
post write your reflections on culture. You may use the questions below as your guide.
1. What have you learned about the cultures of people?
2. How people different and alike?
3. How different/similar are the Filipinos from the rest f the world?

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 4. Does culture matter? Why?

You may use the space below and next page as your draft. Submit your work in the
pigeon boxes or by copying the link of your blog in our google classroom. (Minimum of 150
words)

Reflections on Culture

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Congratulations! You just finished unit 1. If there are other questions

you may contact me on my cell phone number or you may post your
questions in our google classroom. Remember what Confucius says, “It
does not matter how slowly you go so long as you do not stop.” Please write
your insights or thoughts about the activity in the box below. When done,
proceed to Unit 2.

Personal Insights

______________________________________________
Place
your
______________________________________________
picture ______________________________________________
here ______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________
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Developed by:
JULY ANNE S. GAHISAN, MA
Jose Rizal Memorial State University – Dipolog Campus

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