UTS Module

SS 111-UNDERSTANDING THE SELF
M
O
D
U
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Institute of Leadership,
Entrepreneurship & Good
Governance
-General Education
Florie Ann Fermil

Josiedel Santamaria
VISION:
A premiere Higher Institution in Agri-Fisheries and Socio-cultural Development in the ASEAN

Region
Davao del Norte State College envisions being one of the pillars of higher education system by
becoming a premier higher institution that provides agri-fisheries and socio-cultural development in
the ASEAN region.
To attain this, the College strives to become a University with recognized center of development and
excellence; to be a beacon of knowledge; to lead innovation on uplifting lives of every Filipino
family; and to be a strong advocate of nature preservation especially the agriculture and aquatic
resources of the country and beyond.
MISSION:
DNSC strives to produce competent human resource, generate and utilize knowledge and
technology, uphold good governance and quality management system for sustainable resources
and resilient communities.
The College strives to achieve greater goals into becoming a University that upholds high standards in
education, research, extension and production. Particularly, the College commits to:
1. deliver in the areas of instruction, research, extension and production, and good governance;
2. influence development through research, extension and production in collaboration with
stakeholders; and
3. uphold good governance and quality management system through optimum participation,
accountability, transparency and adherence to the rule of law.
CORE VALUES:
The College commits to pursue our vision, accomplish our mission and achieve our goals through our
core values of:
Excellence
Integrity
Innovation
Stewardship
Love of God and Country
Course Description (adopted from CHED)
The course deals with the nature of identity, as well as the factors and forces that affect the development and
maintenance of personal identity.
The directive to Know Oneself has inspired countless and varied ways to comply. Among the
questions that everyone has had to grapple with at one time or other is “Who am I?” At no other
period is this question asked more urgently than in adolescence- traditionally believed to be a time of
vulnerability and great possibilities. Issues of self and identity are among the most critical for the
young.
This course is intended to facilitate the exploration of the issues and concerns regarding self and
identity to arrive at a better understanding of the self. It strives to meet this goal by stressing the
integration of the personal with the academic-contextualizing matters discussed in the classroom and
in the everyday experiences of students- making for better learning, generating a new appreciation for
the learning process, and developing a more critical and reflective attitude while enabling them to
manage and improve their selves to attain a better quality of life.
The course is divided into three major parts: The first part seeks to understand the construct of the self
from various disciplinal perspectives: philosophy, sociology, anthropology, and psychology- as well
as the traditional division between the East and West-each seeking to provide answers to the difficult
but essential question of “What is the Self?” And raising, among others, the question: “Is there even
such a construct as the self?”
The second part explores some of the various aspects that make up the self, such as the biological and
material up to and including the more recent digital self. The third and final part identifies three areas
of concern for young students: learning, goal setting, and managing stress. It also provides for the
more practical application of the concepts discussed in this course and enables them the hands-on
experience of developing self-help plans for self-regulated learning, goal setting, and self-care.
Course Credits : 3 Units
Contact Hours/Week : 3 Hours every week for 18 weeks or 54 hours in a semester
Pre-requisite : None
Course Outcome:
Creation of a Portfolio of the Self, a collection of student’s output throughout the course, which will
showcase their personal reflections and journals of their experiences, thoughts, feelings and emotions
on the various lessons presented.
Intended Learning Outcomes: (adopted from CHED)

The Self from Various Perspectives
1. Discuss the different representations and conceptualizations of the self from various
disciplinal perspectives
2. Compare and contrast how the self has been represented across different disciplines and
perspectives
3. Examine the different influences, factors and forces that shape the self
4. Demonstrate critical and reflective thought in analyzing the development of one’s self and
identity by developing a theory of the self
Unpacking the Self

5. Explore the different aspect of self and identity
6. Demonstrate critical, reflective thought in integrating the various aspects of self and identity
7. Identify the different forces and institutions that impact the development of various aspects of
self and identity
8. Examine one’s self against the different aspects of self-discussed in class
Managing and Caring For The Self

9. Understand the theoretical underpinnings for how to manage and care for different aspects of
the self
10. Acquire and hone new skills and learnings for better managing of one’s self and behavior
11. Apply these new skills to one’s self and functioning for a better quality of life
Course Requirements :
Term Exams (Midterm & Final) 35%

Quizzes 10%
Reflection/Journals/Essays 20%
OtherWritten Outputs 15%
Portfolio 20%
Total 100%
Learning Evidences:
 Portfolio
 Personal Reflection Paper
 Personal Journals/Essays
 Other Written Outputs: Collage/Infographic Output, Poem and others
About the Instructor/Professor
Fullname FLORIE ANN L.FERMIL
Educational Background AB-PSYCHOLOGY & MAED major GUIDANCE &

COUNSELING
Consultation Schedule Wed. & Fri 9am-12nn & Thurs 8am-12nn
Online Class Schedule BACOMM-1A (MWF 4-5PM); BSFAS-1A (TTh 10:30-12nn); BSIS
1A (TTh 1-2:30PM) ; BTLED 1C(MWF 3-4PM) & BSDRM SP
Contact Details:
Mobile Number 09363325996
Email Address florie.fermil@dnsc.edu.ph
Messenger Account Name Florie Ann Fermil
Guidance Office Contact Details
Email Address guidance@dnsc.edu.ph

Facebook Account Name DNSC Guidance
Referral Link To be posted
Table of Contents
Page
Class Reminders 1
Module 0 2-4
Module 1 5
Philosophical Self 6-10

Sociological Self 11-14
Anthropological Self 15-18
Psychological Self 19-27
Summary 27
Assessment 27-29
Module 2 30
Physical Self 31-37

Sexual Self 38-43
Material Self 44-46
Spiritual Self 47-51
Political Self 52-55
Digital Self 56-60
Summary 61
Assessment 61-62
Module 3 63
Goals Setting for Success Self 64-69

Learning to be Learner Self 70-74
Taking Charge of the Self 75-78
Summary 79
Assessment 79-80
Assessment of Learning Evidences 81-83

Photo Credits 84-86
References 87-90
Video References 90
Appendix A
Appendix B
UNDERSTANDING THE SELF
Class Reminders
Here are few things to remember before this class starts.
This is a self-paced module, so you can do it in your own preferred time. But every lesson is
designed with time frame. For example Lesson 1 is good for 1 week, so ideally you can finish the
lesson in a week. Time frame serves as your guide. So do not be so harsh on you self that you
will rigidly follow it but do not also feel too relax that in the end you will be running out of time.
Self-Discipline is the key.
From the title of the subject alone, this is all about YOU. Expect that, you will do self-
examination in various aspects of the self. If along the way, you may feel uncomfortable or
anxious you may contact your instructor for facilitation. Remember, although this is a self-paced
module, you are not ALONE in this journey, your instructor and classmates are with you.
Deadlines for output are every week after the end of the lesson, ideally. But we will be
considerate though, we will compromise.
The course outcome is a portfolio of the self, so make sure that you compile all your outputs in
every lesson we will have.
There are group works in the module your instructor will assign you to a group before the
class starts and that will be your group for the entire semester.
You will maximize txt, call or other social media medium in communicating with your
group mates about your project. NO face-to-face contact with your classmates please for now.
We will create a group chat in messenger app, for announcements and concerns.
Modules are provided and will be sent thru the messenger app in a pdf form. But the subject
is also available in the DNSC Learning Management System on September 4.
You may need to access some videos on youtube, if you do not have internet access we can
give you a copy or if you do not have gadgets we can provide also a transcript of the video later
on.
If you have concerns, questions, and troubles, contact details of your instructor are provided in
the previous page, please choose to let us know than rant it in social media.
English is the medium of the subject but remember we are more concern in context than
grammar.
Since the subject is all about YOU, honesty and authenticity will be much appreciated. You
cannot google everything about yourself. Please always gaze inwardly.
One of the hardest questions in life is "who do you think you are?” this would mean that your
ride in this class will not be easy. But always remember to forgive yourself along the way
and challenge it, as well to keep going. In this way, you will further understand yourself that
eventually lead to liberation of who you are.
Welcome to Understanding the Self student!
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Module 0
Introduction
Good day, student!
Welcome to DNSC & UNDERSTANDING THE SELF class!
How are you, student? Are doing fine? You might feel anxious, sad, or down amidst this pandemic,
but it's normal. Everybody is feeling what you are feeling. It is okay at some point but you have to
balance it with positive feelings. So, you pose for a while and think about three positive things that
happened to you today or things that went well today. Write it down and you can do it for a week.
Such exercise had been found to increase the level of happiness.
Let's dig deeper into feeling good about ourselves before starting your lessons. Anyway, this class is
all about you, so it's necessary that you ample good feelings about yourself. The next activity is
identifying and focusing on your strengths. What are your strengths? How often you use your
strengths or you rather are more conscious about your weaknesses? Well let’s not mind your
weakness this time, rather, let’s find out your strengths, experience a life embracing and utilizing your
strengths every day and you will uncover how good it feels.
Learning Outcome:
 Appreciate and internalize one’s strengths through character strengths test and journaling
 Come up with reasons why it is essential to understand the self
Time Frame: First week
- Values in Action Signature Strengths Test
1. Go to AuthenticHappiness.org or at viacharacter.org and take the “VIA Survey of Character

Strengths” test. Please answer the test honestly.
2. Once you’ve taken the test, let’s capture your signature strengths here:
1.
2.
3.
4.
5.
3. Answer the following questions:
How do you feel about the results?
Do you agree with your results?
What did you realize about yourself from the activity?
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- Assignment
Journaling on Strengths in Action
Now, that you know your top five (5) Character Strengths, you have to deliberately use them
every day in some situation you are in for a week. To keep track of your strengths in action,
use the chart below:
Monday Tuesday
Strength used: Strength used:
Event/Situation: Event/Situation:
How was strength used: How was strength used:
Feelings after using: Feelings after using:
Wednesday Thursday
Friday Saturday
Sunday
Strength used:
Event/Situation:
How was strength used:
Feelings after using:
- Why is it important to understand the self?
Come up with five (5) reasons why is it important to understand the self and briefly explain
each in 2-3 sentences.
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Reasons Brief Explanation
1.
2.
3.
4.
5.
Everything that you do, only make sense if you have reasons for doing it. The reasons you had come
up as to why it is important to understand the self will make your journey in this class meaningful and
purposeful, whilst the strengths you recognized and utilized in the first two activities you had will be
your tools/weapons in the battlefield along the way. There will be ups and downs like any other
journey, it will never be a smooth ride but you have your strengths with you and reasons for this it
will help endure until the finish line.
Guess you are ready to start. Let’s soar high!
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Module 1
The Self from Various Perspectives
Hi student! Welcome to Module 1!
Who Am I? What is the self? These questions led the ancient times to contemporary social sciences
thinkers to explore the wonders of the self. This module will take you to the various ideas of our great
philosophers, sociologists, anthropologists, and psychologists. You will discover their various
perspectives, influences, and factors that help you develop who and what you are today.
Intended Learning Outcomes
 Identify the different representations and conceptualizations of the self from various
disciplinal perspectives
 Examine the different influences, factors, and forces that shape the self
 Compare and contrast how the self has been represented across different disciplines and
perspectives
 Demonstrate critical and reflective thought in analyzing the development of one’s self and
identity by developing a theory of the self
Let’s start your adventure!
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Lesson 1: Philosophical Self
Originally, the word “Philosophy” comes from the Greek roots Philo- means love and Sophos means
wisdom. Socrates, Plato, and Aristotle were considered as great Greek philosophers in Western
during ancient times. They contributed vast authentic ideas about life, love, beauty, nature, and many
more over centuries along with other philosophers. And the "self" or the need to understand the self
was also one hot topic among those philosophers. Hence, this lesson will let you walk through the
important philosophical views in your quest to understand yourself.
Learning Outcomes:
 Distinguish the different notions of the self from the points of view of the various western
philosophers
 Examine the one’s view of the self and compare it to the various views of the philosophers
Time Frame: Second week
Activity
5.4.3.2.1.0 Mindfulness
In this activity, you will purposefully take in the details of your surroundings using each of your
senses. Try to notice small details that your mind would usually ignore. This will let you experience
the here and now.
-Slowly pose for a while and stop whatever you are doing.
-Make yourself comfortable, you can sit or stand, either way.
-Slowly put your awareness to your breathing.
-Make sure that you inhale through your nose and exhale you’re your mouth.
-Breathe in for 5 seconds, hold the breath for 5 seconds, and breathe out for 5 seconds.
-Continue this pattern until you find your thoughts slowing down or until necessary.
-After you are able to find your breath, go through the numbers in order to help ground
yourself in present thinking through external factors:
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5: Acknowledge FIVE things you see around you. Maybe it is a table, maybe it is
notebook, maybe it is a spot on the ceiling, however big or small, then state or say out loud the 5
things you see.
4: Acknowledge FOUR things you can touch around you. Maybe this is your clothes you
wear, hands, ground, grass, pillow, etc., whatever it may be, state/say out loud the 4 things you can
feel.
3: Acknowledge THREE things you hear. Maybe it is the ticking clock, roaring vehicle, or
trees blowing in the wind or maybe you hear your tummy rumbling, internal noises that make external
sounds can count, what is audible in the moment and then state/say out loud the 3 things you can hear
2: Acknowledge TWO things you can smell. Try to notice smells in the air around you, like
an air freshener or freshly mowed grass. Then, state/say out loud the 2 things you can smell
1: Acknowledge ONE thing you can taste. What does the inside of your mouth taste like,
gum, coffee, or the sandwich from lunch? Then, state/say out loud the 1 thing you can taste
0 Acknowledge nothingness you can think nothing. Slowly close your eyes and just breathe
in for 5 seconds, hold the breath for 5 seconds, and breathe out for 5 seconds. Do it 3 times and slowly
open your eyes. And take another deep breath to end.
Analysis
After doing the activity, you can walk through the following questions and briefly answer them based
on your personal experiences and opinions.
1. How do you feel after doing the activity?
2. Did you at some point connect yourself to your body through your senses?
3. How often you connect yourself to your body?
4. What are ways to connect your body?
5. Do you believe that you have soul?
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6. In the activity, when you think of nothingness were you able to connect with your soul?
7. How often you connect yourself to your soul?
8. Is it important to examine the inner self?
Abstraction
Historically, Greeks are the first who strived to seek the truth about the self. They tried to
cross-examine the ageless question such as “Who am I?” As a result, they have produced various
perspectives and views on the self from the ancient period until contemporary times. The self is made
up of body and soul and its relationship is one of their timeless and famous concepts. Come let’s visit
them.
Philosophers Views on the Self
Classical Antiquity
SOCRATES o The first philosopher who engaged in a systematic
questioning about the self.
“An unexamined life is not o Invented the phrase “Know Thyself” and he believed that it
worth living” is the true task of a philosopher.
-Socrates o Know Thyself would mean that a person must stand and live
according to his/her nature. One has to look at him/herself.
o The knowledge of oneself can be achieved only through the
Socratic Method, the dialogue between the soul and itself. He
often played the role of a questioner. He questions because he
believed & knows that he knows nothing, in this way he
discovers the truths.
o He claimed that without striving to know and understand
ourselves, life is worthless.
PLATO o The famous student of Socrates.
o Took off when his teacher died and vastly elaborated on his
“Good actions give strength philosophy.
to ourselves and inspire o He believed to be a dualist; the self has both immaterial mind
good actions in others” (soul) and material body, and it is the soul that knows the
-Plato forms (ideas).
o He claimed that the soul (mind) itself is divided into 3
parts: reason; appetite (physical urges); and will (emotion,
passion, spirit.)
o
Person differs as to which part of their nature is predominant.
o
Individual dominated by reason seeks are philosophical and
seek knowledge; individuals dominated
by spirit/will/emotion are victory loving and seek reputation;
individuals dominated by appetites are profit loving and seek
material gain. Although each has a role to play, reason ought
to rule the will and appetites.
Middle Ages
ST. AUGUSTINE o Called St. Augustine of Hippo; one of the Latin Fathers of the
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Church and one of the most significant Christian thinkers.
“Grant Lord, that I may o He agreed with Plato that human being is dualistic, and he
know Myself that I may then combined his beliefs in the newfound doctrine of
know Thee” Christianity. Unsurprisingly, he also viewed the "self" as an
-St. Augustine immaterial (but rational) soul.
o To give the theory of forms a Christian perspective, he
asserted that these forms were concepts existing within the
perfect and eternal God (The Catholic University of America
Press, 1982).
o He believed that the body possessed senses, such as
imagination, memory, reason, and mind through which the
soul experienced the world. And the senses can only
grasp/feel the temporal objects in the material world yet
the immaterial but intangible God can only be clear to the
mind if one tune into his/her immaterial self/soul.
Renaissance
RENE DESCARTES o A French philosopher and considered as the father of modern
Western philosophy.
“I think therefore I am” o His is known in his famous line “Cogito ergo sum”
-Rene Descartes translated as “I think, therefore I am”
o He stressed that everything that can be perceived by the
senses through the body could NOT be used as proof of
existence and there is only one thing that one could be sure of
in this world and that is doing the act of doubting (Otig, V.
et.al., 2018).
o The body is nothing else but a machine that is attached to the
mind.
o Therefore, what makes a person a person? Descartes said:
"But what then, am I? A thinking thing. It has been said.
But what is a thinking thing? It is a thing that doubts,
understands (conceives), affirms, denies, wills, refuses;
that imagines also and perceives (Descartes, 2008).
DAVID HUME o A Scottish Enlightenment philosopher
o Empiricism is the school of thought that espouses the idea
“A wise man proportions his that knowledge can only be possible if it is sensed and
belief to the evidence.” experienced.
-David Hume o As an empiricist, Hume believed that one can know only
through one’s senses and experiences.
o Argued that the self is nothing but what his/her predecessors
thought of it. It is not an entity over and beyond the physical
body
o What is the self then? Self is simply a bundle of collection
of different perceptions, which succeed each other with an
inconceivable rapidity, and are in a perpetual flux and
movement (Hume & Steinberg, 1992)
Modern Times
GILBERT RYLE o A philosopher and professor.
o Wrote The Concept of Mind (1949), where he criticized
“I act, therefore I am” Descartes' idea that the mind is distinct from the body.
-Gilbert Ryle o Defended that the distinction between mind and matter is a
"category mistake" because it attempts to analyze the relation
between mind and body as if the two were terms of the same
categories (Nath, 2013).
o For him, what truly matters is the daily behavior that a person
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manifests.
o He believed that the actions and behaviors of a person
define the sense of self. "I act, therefore I am."
MAURICE MERLEAU- o He was a philosopher and author.
PONTY o He rejected the mind-body dualism view instead he insisted
that the mind and body are intertwined, that they cannot be
“Physical body is an separated.
important part of the self” o He argued that the body is part of the mind and the mind
-Maurice Merleau-Ponty is part of the body. The mind perceives what the body
senses experience from the external world, then the body
acts out of what the mind perceives.
Indeed, philosophers have varying views on the self, however it is important to note about their
historical backgrounds and orientations which likely influenced most their views. These ideas were
presented for you to contemplate with and determine whether you fit or relate into the given
descriptions of the self.
Application
1. Describe the concepts of self according to the following philosophers in your own words and
relate those concepts to your own concept of self.
Philosophers Concept of the Self Your Own Self-concept

Socrates
Rene
Descartes
St.
Augustine
Gilbert Ryle
2. Make a short reflection about your own philosophical theory of the self, using the insights
you gained from this lesson. Limit your answer into one paragraph with 5-6 sentences.
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Lesson 2: Sociological Self
In philosophical views, the self evolves only in body, soul/

mind, and its relationship. But thinkers become tired of
debating about the dualism nature of the self. And the birth
of social sciences gave a new perspective of the self. The
growth of the group geared the focus on the examination of
the self into its relationship to the external world.
Sociology is one of those sciences that concerned with
studying society, human behavior, and its relationship.
What is the role of society in defining the self then? Start
by doing the activities below to find out.
Learning Outcomes:
 Discover how the others’ views influence the view of the self
 Recognize two social theories of the self
 Analyze one’s I and me self of Mead
Time Frame: Third week
Activity
Mirror, Mirror on the Wall
1. List down your unique characteristics, interests, hobbies, mannerisms, attitudes, skills and the
likes on the left side while on right side are your influences of such unique characteristics
(example: family, friends, relatives and others)
YOUR UNIQUE YOUR INFLUENCES

CHARACTERISTICS
2. Conduct short interview to one of your family member or close friend and ask the questions
below and write their responses inside the box
Interview Questions: Verbatim Response/s:

How would you describe me as a
person?
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What are my positive attributes? As far
as you know.
What are the things you like about me?
Analysis
Now you may go through the questions after the Mirror, Mirror on the Wall activity.
1. How do you find the both activities?
2. What did you realize on the first activity?
3. Do you think that your identity is also a reflection of others especially those surrounds
you?
4. How about the second activity, how do you feel after doing it?
5. Do you believe in what others tell about you?
6. Do you agree with their descriptions on you?
7. How do other opinions affect you?
8. What is the importance of society’s opinion on you?
Abstraction
A human being is consists of unique yet complex self-concept, which developed through time. But its
development heavily influences by the society that surrounds us. And you have already discovered
from your activities some of those forces like self as a mirror/reflection of others and how the
opinions and views of others affect your self-concept and self-esteem. Thus, the self is not created out
of isolation rather it is shaped by observations of and interactions with others.
Further, questions like: are you pretty or not? Are you kind, generous, or polite? Are you good at
Math subject or not? Are you the shy or sociable type of person? If your answer is yes, how would
you know? If you look at those around you then you will see the answers to that question. Others
provide us with "social reality" that helps us determine what to think, feel, and do (Hardin & Higgins,
1996).
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Now, let’s examine in what forms society influences the self.
Looking Glass Self
“I am NOT what I think I am,

I am NOT what you think I am;
I am what I think YOU think I am”
-Charley Cooley
The looking-glass self is a concept created by Charley Horton Cooley in 1902. Such a concept states
that part of how we see ourselves comes from our perception of how others see us. You come to
believe that you are funny if someone tells you that you are funny and that motivates you to throw
jokes to laugh about. This would tell us that we shape our identity based on the others' perceptions
and that we confirm such views in ourselves. Thus, individual and society seemed to be not separable
instead of two aspects that complement in the same phenomena.
According to Cooley, human beings have an inherent tendency to interact or socialize with people and
objects that surrounds them. This is why he suggests that self-feeling and social-feeling must be
harmonized since both are two sides of the same phenomenon, then personal freedom is tied to the
relations that comprise society (Rousseau, 2002). Harmonizing self-feeling and social feelings does
not mean losing one's self in society instead of being responsible for examining the effects of their
actions on others.
Theory of Social Self
A multiple personality is in a certain sense normal

-George Herbert Mead
“Theory of Social Self” was conceptualized by the famous sociologist George Herbert Mead. In his
theory, he proposed that the self that consists of self-awareness and self-image is a product of social
interactions and experiences. It develops over time, thus, the self is not present at birth. He outlined
four ideas of how the self develops:
1. The Self develops through social experiences. Mead believed that as the self develops as it
interacts or gains experiences within his/her society and not pre-determined by biological
components.
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2. Social experience consists of an exchange of symbols. Mead emphasizes that language and
symbols are tools that a person used to interact with as it conveys meaning.
3. Understanding symbols involves being able to take the role of another. To know and
understand the intentions' of others the self often looks or imagines their standpoint.
4. Understanding the role of other results in self-awareness. Mead theorized that there are two
interactive facets of self: "I" the subjective self and the "me" the objective self.
o The "I" is unsocialized, spontaneous and initiator of actions. It acts out of its own and
inner motivation.
o The "Me" is socialized, careful, and cautious of its actions since it product of social
interaction experiences. The part of the self that is aware of how others expect one to
behave. If someone is staring at you, you will think what others think about you and
then, you adjust your behavior according to what is acceptable to others. So the "me"
self counterbalances the actions of the "I".
Application
1. Differentiate the “I” and “Me” self, based on your personal “I” & “Me” experiences
“I” Self “Me” Self
2. Make a short reflection about your own sociological theory of the self, using the insights you
gained from this lesson. Limit your answer into one paragraph with 5-6 sentences.
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Lesson 3: Anthropological Self
Now that you know that

society has an impact on the
self. Let's dig a little deeper
this time! This lesson will
dwell on the influences of
society, particularly your
culture, and how it impacts the
self. The social science that is a
concern on understanding the
human conditions in its
cultural aspect is called
Anthropology; whilst, cultural
anthropology focuses also on
peoples’ beliefs, practices, and
the cognitive and social
organization of human groups.
In this lesson, you will find out
the various influences of
culture on yourself and cultural
differences.
Learning Outcomes:
 Know what is culture
 Illustrate how culture influences the self
 Point out one’s collectivist and individualist characteristics
Time Frame: Fourth week
Activity
Myself and My culture
Observe your own culture and write down all the beliefs, traditions, values, arts, language, ways of
living and the others that you acquire from it. Present it in a form of graphic organizer. Be as creative
as you can.
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Analysis
Reflect on the diagram you have made and come up with an essay that explain how your own culture
influences who you are today. Limit your answer into one paragraph with 5-6 sentences.
Abstraction
What is Culture?
The word "culture" derives from a French term, which in turn derives from the Latin "colere," which
means to tend to the earth and grow, or cultivation and nurture. "It shares its etymology with several
other words related to actively fostering growth." It encompasses religion, food, what we wear, how
we wear it, our language, marriage, music, what we believe is right or wrong, how we sit at the table,
how we greet visitors, how we behave with loved ones, and a million other things. -Cristina De Rossi,
an anthropologist at Barnet and Southgate College in London
Culture refers to the behavior and belief characteristics of a particular society, community or
ethnic group- Warder, 1996
Culture is a shared pattern of behaviors and interactions, cognitive constructs, and understanding
that are learned by socialization. Thus, it can be seen as the growth of a group identity fostered by
social patterns unique to the group. -Center for Advance Research on Language Acquisition
Culture is the complex whole which included knowledge, belief, law, art, morals, custom, and other
capabilities and habits acquired by man as a member of society. – Edward Tylor, 1871
The Self Embedded in Culture
The abovementioned definitions would tell that culture is embedded in the self. Though through time
the culture evolves, changes occur but the self goes along with it. How we see ourselves and how we
relate with others is deeply influenced by the culture we are born with.
Catherine Raeff (2010), a developmental psychologist believed that culture can influence how you
view: relationships, personality traits, achievement, and expressing emotions.
Relationships: Culture influences how you enter into and maintain relationships. For
example, relationships may be seen as voluntary or as duty-based. In Western societies, it is
essential for a person to choose whom to marry while some Eastern Societies still practice
arranged marriage.
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Personality Traits: Culture influences whether (and how) you value traits, like humility,
self-esteem, politeness, assertiveness, and so on, as well as how you perceive hardship or how
you feel about relying on others.
Achievement: Culture influences how you define success and whether you value certain
types of individual and group achievements.
Expressing emotions: Culture influences what will affect you emotionally, as well as how
you express yourself, such as showing your feeling in public or keeping it private.
Individualistic and Collectivist Culture
If someone asked you to finish the sentence, “I am ________”, what sorts of things would you include
in your responses?
Two of the most studied aspects of culture related to the sense of self are independence and
interdependence constructs. Construal in social psychology means how the individual perceives and
interprets the behavior or actions of others towards themselves. Self-construal is rooted in culture and
cultural psychologists proposed two ways of how the self is constructed namely: independent and
interdependent constructs.
 Independent construct reflects an individualistic culture while interdependent construct

depicts in collectivists culture. Individualists tend to have independent views of themselves.
They see themselves as separate from others and define or describe themselves based on
personality traits and characteristics, (for example I am funny, kind, or polite).
 While, collectivists are more likely to have an interdependent view of themselves, which
means they see themselves as connected to others and define or describe themselves through
their relationships and roles ( for example I am a sister, friend, or son).
Going back to the given question above, was your responses focus more on personal
traits/characteristics or your relationship/ roles?
Importance of Cultural Self-Awareness
Again culture helps you define how you see yourself and how you related to others. You have to
acknowledge that how culture greatly shaped you. Consequently, you come to understand your own
identity, roles, and biases and develop the cultural self-awareness that will help you acknowledge with
ease cultural diversity. Remember that individuals differ in many ways: language diversity, cultural
diversity, gender diversity, religious diversity, and economic diversity (Selmi, Gallagher, & Mora-
Flores, 2015). All of these aspects of diversity worked together to form your sense of self. Self-
awareness helps you to respect others' cultures and to acknowledge and understand that individuals
may not develop a sense of self in the same manner.
Application
1. Identify your personal individualist and collectivist characters.
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2. Observe another culture and compare your own culture. Write the comparison you have
observed in the box below.
Your Culture Other Culture
3. Essay making: Make an essay on how self-awareness can help you acknowledge cultural
diversity. Limit your answers into 5-6 sentences.
Congratulations you are almost done with your first module! Keep going!
Remember: You CAN do anything you

want to do if you stick to it long enough
-Helen Keller
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Lesson 4: Psychological Self
Psychology gives emphasis on how humans think, feel, and behave. The
concern of Psychology is everything that concerns human beings from
consciousness, memory, reasoning, motivation, personality, mental health,
and other human experiences. The so-called Science of Self rooted from
various psychological theories and principles and the self has been used as an
object of several psychological constructs. Perhaps, it is important to explore
some psychological theories of the self to further understand it. So, let's
begin.
Learning Outcomes:
 Realize the difference of real and ideal self through a Self-Assessment Test for Congruence
 Discover the influences of various psychological constructs of the self.
 Appreciate the one’ unconscious mind
Time Frame: Fifth week
Activity
1. Self Word Cloud/Wordle

Instructions:
If you do not have Internet Access:
o Write as many descriptions that would show how you think about yourself.
o You can creatively make handwritten word cloud/wordle in the box provide below (Please
see attached example)
o Remember to emphasize the important character/personality you have by making it bold or
big
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If you have Internet Access:
o You can visit the one of links below. Those are sites for wordle generator, you just have to
encode your words (how you think about yourself) and after it will automatically create a
creative wordle.
https://www.wordclouds.com/
https://worditout.com/word-cloud/create
https://wordart.com/
o You can print or take a picture of your personal wordle and attached it in this module.
2. True and False Self

Go back to the words that you have written in your personal wordle and reflect those words.
Classify them into your true and false self based on your own interpretation of True and False
self. Put your true self words under check box and false self words under X box.
Analysis
Fill out the table below after doing the activities:
Feelings: How do you Discoveries: What have Insights: What are the Application: How would
feel about yourself during you discovered about insights/realization you you apply those insights in
and after the activity? yourself? have gained from our your life?
activity?
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Abstraction
Conscious and Unconscious Mind

“Until you make the unconscious conscious, it will direct your life and you will call it fate.”- Carl
Jung
One of the famous and most influential thinkers of Psychology is Sigmund Freud. The most important
contribution of Freud was psychoanalysis, which was based on the theory that behavior is determined
by powerful inner forces where most of which are buried in the unconscious mind. This work of
Freud became the first to answer the questions about the human psyche. Psyche means the totality of
the human mind that includes conscious and unconscious in psychology (Watson, 2014, Otig, 2018).
He distinguished 3 levels of the human psyche and used Iceberg as an analogy to describe it.
Three Levels of Human Psyche
1. Conscious Mind-consists of all the mental processes of

which you are aware of and this is seen in the tip of the
iceberg. For example, you may be feeling hungry at this
moment and you decide to get food to eat.
2. Preconscious Mind-contains thought and feelings that

you are currently aware of, but can easily be brought to
consciousness (1924). This would refer to our "memory".
For example, you are not thinking about your mobile
phone number but when you are asked about it you can
recall it easily.
3. Unconscious Mind- comprises mental processes that

are inaccessible to consciousness but influences your
judgments, feelings, or behavior (Wilson, 2002). For
Freud, this level of the mind is the primary source of
human behavior. Like an iceberg, the most important part
of the mind is the part that you cannot see. Your past
experiences are strongly influenced by your feelings,
motives, and decisions and stored in the unconscious.
According to Mcleod (2019), Freud further structured the human psyche into three parts:
 Id is the primitive and instinctual part of the mind that contains sexual and aggressive drives
and hidden memories
 Ego is the realistic part
 Superego that operates as moral conscience
Further the superego consists of two systems namely: the conscience and the ideal self.
 The conscience gives the guilt feelings to punish the ego. For example, if the ego gives in to
the id's demands, the superego may make the person feel bad through guilt.
 The ideal self (or ego-ideal) is an imaginary picture of how you ought to be, and represents
career aspirations, how to treat other people, and how to behave as a member of society.
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Applying the parts to the levels of the mind, Freud believed that the id is situated entirely in
unconscious mind whilst the ego and superego can be in conscious, preconscious, and unconscious
level of the mind.
Theory of the Self

Seek out that particular mental attribute which makes you feel most deeply and vitally alive, along
with which comes the inner voice which says, 'this is the real me,' and when you have found that
attitude, follow it.
― William James
William James is known as the father of American Psychology and wrote the famous “The Principles
of Psychology”, a book that was considered as one of the most important and influential in the history
of Psychology. In his theory of the self, he proposed that the self has two elements: I-self and Me-
self.
 The I-self is what he called the subjective self or pure ego. This is part of the self that knows
who you are and what you have done in your life. This is further characterized as initiator of
your actions, has sense of identity (aware of being unique from others), continuity ('I am the
same self that I was yesterday,') and awareness (aware of what is going on in the
environment).
 The ME-self is the objective or empirical self, thus it can be thought of as a separate object or
individual a person refers to when describing their personal experiences. James
conceptualized three different but interrelated aspects of the Me self: the material self (all
those aspects of material existence in which we feel a strong sense of ownership, our bodies,
our families, our possessions), the social self (our felt social relations), and the spiritual self
(our feelings of our own subjectivity).
Now, what is the self of all the other selves? James stated:
“A man has as many social selves as there are individuals

who recognize him and carry an image of him I their mind.
To hurt one of these images is to hurt him.”
Real and Ideal Self

"The organism has one basic tendency and striving - to actualize, maintain, and enhance the
experiencing organism”-Carl Rogers
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Carl Rogers was a psychologist and one of the pioneers of humanistic approach to psychology. He
believed that human is motivated to fulfill one’s potential and achieve the highest level of being-ness,
which he coined “actualizing tendency.” Also, he further divided the self into two categories: the
ideal self and the real self.
 The ideal self is the person that you would like yourself to be; it is your concept of the” best
me” who is worthy of admiration.
 The real self is the person you actually are. It is how you behave right at the moment of a
situation. It is who you are in reality-how you think, feel, or act at present.
For a person to achieve self-actualization, the individual’s ideal and real self must be in a state of
congruence. This would mean that a person’s “ideal self” (who yourself would like to be) is congruent
with your actual behaviour/real self (self-image), only then you become a fully functioning person.
For Rogers (1959), how you want feel, experience and

behave that is consistent with your self-image is also a
reflection of what you would like to be, your ideal self. The
closer your self-image and ideal self, the more congruent
you are, and the higher your sense of self-worth.
A person is said to be in a state of incongruence if some of

the totality of their experience is unacceptable to them and
is denied or distorted in the self-image.
As we prefer to see ourselves in ways that are consistent with our self-image, we may use defense
mechanisms like denial or repression in order to feel less threatened by some of what we consider to
be our undesirable feelings. A person whose self-concept is incongruent with her or his real feelings
and experiences will defend because the truth hurts (Mcleod, 2014).
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You want to know how congruent your own real and ideal self? Take the Self-Assessment Test for
Congruence and find out.
A Self-Assessment Test for Congruence
The following demonstration test illustrates a version of a “Q-sort,” a self-assessment procedure for
measuring congruence, a state of internal consistency, which Carl Rogers saw as important to healthy
personality growth. Complete part A before going on to part B!
Part A
Please select ten (10) adjectives from the following list, which you feel describe what you are like.
Try to be as honest and accurate as possible in making the choices to describe yourself. Once you
have selected the ten, which bets describe you, arrange them in order, from the most
important/significant aspect, to those that are least significant in describing your personality. Write
them in the box below. Then go to part B
ANXIOUS ATTRACTIVE CARELESS DEPRESSED

DISHONEST ENERGETIC FUNNY HAPPY
HONEST INTELLIGENT KIND LAZY
OPTIMISTIC ORGANIZED OUT-GOING PLAIN
RELAXED SAD SERIOUS SHY
SLOPPY STRONG UNHELPFUL WEAK
Part B
You are now requested to do the same task again, but this time selecting ten (10) terms to describe
what you wish you were like, that is your personal ideal. (For example, you may feel that you are shy
but would like to be extroverted). Do not refer to the list from part A in making your choices. Once
you have selected ten, arrange them in rank order from the most important/significant, to those that
are relatively unimportant in your imagined ideal. Like in part A, write them down, in ranked order
below.
ANXIOUS ATTRACTIVE CARELESS DEPRESSED

DISHONEST ENERGETIC FUNNY HAPPY
HONEST INTELLIGENT KIND LAZY
OPTIMISTIC ORGANIZED OUT-GOING PLAIN
RELAXED SAD SERIOUS SHY
SLOPPY STRONG UNHELPFUL WEAK
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Answer Box
Part A Part B
Rank Adjectives Rank Adjectives
10 10
9 9
8 8
7 7
6 6
5 5
4 4
3 3
2 2
1 1
Scoring
Take the two lists from Parts A and B, and assign values to the ranks on each list, with the first term =
10, the second term = 9, etc. (the last term will have a value of 1). Now identify any adjectives that do
not appear on both list (appearing in different position doesn’t matter). For any terms which do not
appear on both lists, change the value to zero. For terms that appear on both lists, give the value
assigned for the term on the list A to the term on list B. Then, using the values you have assigned for
the term lists (including the zero terms, apply the following formula:
+ / 1.1 =
Sum of list A Sum of List B Score
The score range is from 0 to 100, with 100 representing a perfect match of the self and ideal self; if
half the terms appear on both lists (but with different ranks), the median score would be
approximately 50. In general, the lower the score, the less congruent is the relationship between one’s
self and ideal self.
Note: This demonstration is not meant to be serious clinical device, and no claims are made as to its
validity or reliability! (Even the scoring system is an approximation, as a correlation coefficient would
provide a more precise indicator.) It is provided here simply as a learning tool, to better understand
Roger’s concept of self, ideal self, and congruence.
Source: http://www.ryerson.cs/~glassman/Qsort.html
True and False Self

Feeling real is more than existing; it is finding a way to exist as oneself. -Donald Woods Winnicott
To attain self-actualization one should be align with the actual self or real or true self, as proposed by
Carl Rogers in the previous topic. But what is true and authentic self? How can you connect to such
self?
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Dr. Donald Winnicott a British psychoanalyst and prominent paediatrician proposed the theory of true
and false self in his paper in 1960. He asserted that a person has two selves the true self and false self.
 The True Self refers to a sense of self; who you really are; and the one who experience/feeling
the moment of being alive.
 The false self is the protective shield the vulnerable true self. Its behaviors are leant and
controlled by the environment that surrounds you.
But how did you develop the false self? According to Winnicott, developing false self starts when you
are a baby and highlighting the importance of the “mother” as your primary caretakers. As a baby,
you cry, laugh and react to things spontaneously and genuinely; you are simply being you. However,
as a baby you are being controlled to be yourself by your mother or caretaker. Then, you start to feel
that your need and desires are unacceptable, thus, you now learn to be “compliant,” to modify and
adjust your impulses and behavior, hiding your true self and start to construct the false self.
For example, when you were a baby you cried out because you want
attention, you want to be hugged and held but your mother responded
differently maybe she kept busy doing her laundry or cleaning the house.
With this, you will just adjust with what they are saying, so you cried out
loud because you don’t need anyone, you are not lonely instead. This would
be a manifestation of your false self but underneath your true self really
longs for attention and hug. The claim of your false self that you don’t need
anyone could even become so strong that your true self initial desire to be
hugged and held may slip out of your consciousness and get hidden away in
your unconscious.
This theory would suggest that the sense of self fosters within your earliest relationships with parents
or caretakers and family. And you will continue to adapt based on your relationships as you grow and
reach adulthood. But where you start is a crucial step in how you move forward.
For Winnicott, one can live successfully even with really active
false selves but you live deep inside feeling unsatisfied. The
more you act according to your false self, the less authentic you
become, resulting to feeling empty that at times you have no idea
why you feel this way.
Application
1. Essay Making: Based on the result of your Self-Assessment Test for Congruence, make an
essay. If the result is far from congruence, tell what you will do to make it congruent but if
your result is near to congruence think of the things that you did that made your true and false
self congruent. Limit your answers into 5-6 sentences within one paragraph.
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2. Reflection Making: Think about your past experiences that still affects you even until now.
Write them in a piece of paper. When you are done you will let go of them symbolically by
doing either of the following: burn the paper; torn it apart; put it in your garbage bin/can; or if
you a have a balloon you can tie the paper and let go of the balloon. Then, make a reflection
about how you felt and your insights after doing the activity. Limit your answers into 5-6
sentences within one paragraph.
3. Group Work: Come up with 5 tips of how to enhance self-esteem. Present it in a form of
infographics. You can maximize these links for online infographics making but you can also
explore others.
Links:
https://piktochart.com/formats/infographics/
https://infograph.venngage.com/signin
https://www.canva.com/create/infographics/
MODULE SUMMARY
This module presented the various perspectives of the self namely: philosophy, sociology,
anthropology, and psychology. In Philosophy, its perspective of self evolves in body and soul nature
of self and its relationship; sociology explored the external factors like society as greatly responsible
for shaping one's shape; whilst anthropology went deeper on studying the self and its culture, it
explained that the self is deeply embedded in a culture where you are born with; and psychology,
focused on the different construct of the self which affects how one view the self consequently affects
its behavior.
MODULE ASSESSMENT
I. Multiple Choice: Select the best answer. Write the letter of your choice in the space
before the number.
1. This philosopher believed that their true task is to know one’s self.
a. Socrates b. Plato c. Hume d. Ryle
2. The philosopher who asserts that showing kindness, care and other acts defines who
you are.
a. Socrates b. Plato c. Hume d. Ryle
3. Among the following philosopher, who advocates the idea of empiricism?

a. St. Aquinas b. St. Augustine c. Gilbert Ryle d. David Hume
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4. A school of thought that proposed that the origin of all knowledge is sense experience.
a. Empiricism b. Essentialism c. Conservatism d. Communism
5. Which among the following is not included in the three components of the soul
according the Plato?
a. Appetitive b. Rational c. Spirited d. Affective
6. Part of the self that acts out of impulses and drives, which also expresses individualism
and creativity
a. Me b. I c. Social d. Sociology
7. I am talkative and active in nature yet I behave and listen to my teachers when I am in
class, my behavior in class uses what component of self?
a. “I” self b. “Real” self c. “Private” self d. “Me” self
8. Looking Glass Self tells us that

a. We continuously reconstruct ourselves in the social process
b. The conception of a person emerges from social interaction
c. We see ourselves from how we believe others see us
d. Self is entwined within a sociological existence
9. Anthropologists believe that there are 2 ways of self-construction namely:

a. Independent & Interdependent c.Independent & Dependent
b. Inductive & Deductive d. Inclusive & Exclusive
10. The development of this self highlights the importance of primary caretaker of baby.
a. True Self b. False Self c. Real Self d. Ideal Self
11. The author of the famous book entitled “the Principles of Psychology
a. Winnicott b. James c. Freud d. Rogers
12. A social science that concern with human condition and culture.
a. Sociology b. Psychology c. Philosophy d. Anthropology
13. The self that has a concept of the “best me” who is worthy of admiration
14. The defensive self since it constantly seeks to anticipate other’s demands and
complying with them
15. Anthropologists believe that there are 2 ways of self-construction namely:

c. Independent & Interdependent c.Independent & Dependent
d. Inductive & Deductive d. Inclusive & Exclusive
II. Using your own words, compare the views of the self, according to the different
perspectives. Then, based on your answers come up with your own theory of the self.
Write your answers in the box provided. (Limit your answers into 2-3 sentences each
views)
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Philosophical Sociological Views Anthropological Psychological
Views Views Views
Theory of the Self

(Limit your answers into 4-5 sentences)
End of Module 1
Congratulations!
Keep on going!!!
Remember: A little progress each

day adds up to big results
-Satya Nani
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Module 2
Unpacking the Self
Welcome to Module 2 student!
Expect that you will unveil more of yourself since this module will journey to various more personal
aspects of the self namely: physical, sexual self, material, spiritual, political even the digital self. You
will examine each, then, reflect on your own experiences based on those aspects of how it influences
and define the self. Are excited? Well, let's begin.
 Explore the different aspect of self and identity

 Demonstrate critical, reflective thought in integrating the various aspects of self and
identity
 Identify the different forces and institutions that impact the development of various
aspects of self and identity
 Examine one’s self against the different aspects of self-discussed in class
(Note: If you feel uncomfortable with some topics in this module, please you may contact me.
Remember that you are not alone on this journey.)
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Lesson 5: Physical Self
We can do nothing without the body,

let us always take care that it is in the
best condition to sustain us.
-Socrates
Physical self refers to the body or

physical appearance. The body is the core source of human experience. Without it, nothing can be
done, just like what Socrates said, not even a simple task. It allows you to experience the external
world. Therefore in understanding the self, you have to examine also several constructs related to
physical self like beauty, body image, self-esteem, etc. But before that, quickly do the activities below
that will guide you to look into your body-image and self-esteem.
Learning Outcomes:
 Appreciate one’s physical beauty through collage making
 Determine one’s level of self-esteem and how it impact to body image
 Recognize the various ideas of beauty
 Create own definition of beauty
 Come up with ways on how to boost one’s body image
Time Frame: Sixth week
Activity
1. Watch the short advertisement of Maxi-Peel | Wag Mong Isuko Ang Laban through this link:
https://www.youtube.com/watch?v=o8Y2RbkvDD4. What did you realize after you watch
the video? Enumerate them below and limit your answers to 3-4 sentences in bullet form.
Realizations/Insights:




2. Beauty/Body Photo Collage
Make a photo collage showing your personal and physical beauty. Be creative as you can be.
Then construct an own definition of body/beauty that would describe your collage. (Note:
Refrain from copying and pasting quotes from the internet. Your honesty and authenticity
matters most). Put your output in the box below
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Definition:
Analysis
Briefly answer the following questions:
1. Which part of your body are you most proud of? Why?
2. Which part of your body are you not happy about? Why?
3. What is your ideal body? Describe the body you want to have?
4. Who/what are your influences on your idea of ideal body?
5. Do you really need another body to be happy? Why or why not?
Abstraction
If you look into the dictionary, you will find various definitions of beauty even you have your version
of beauty, this may be because everyone is unique. Each has different sizes, height, colors, shapes,
complexion, culture, etc. The body is our reflection or representation of our beauty to the world, thus
we create our body image. Thus, several studies proved that body-image is linked to one's esteem.
Let's walk through the various influences of our construct of beauty.
What is Beauty?
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One of the most enduring and well-loved topics is beauty and nature. It evolves together with time,
perhaps, it is vital to revisit some of the great views from great thinkers. You might discover that it
somehow influence how your view.
Philosophical Definitions
Socrates
He found beauty as congruent with that to which was defined as morally good, in short, he thought
beauty coincident with the good
Plato
Beauty resides in the domain of the Forms. The world of Forms is “ideal” rather than material; Forms
and beauty are non-physical ideas for Plato.
Aristotle
Beauty resides in what is being observed and is defined by characteristics of the art object, such as
symmetry, order, balance, and proportion.
David Hume
He argued that beauty does not lie in “things” but is entirely subjective, a matter of feelings and
emotion. Beauty is in the mind of the person beholding the object, and what is beautiful to one observer
may not be so to another.
Immanuel Kant
Beauty is defined by judgment processes of the mind. It is not a feature of the thing judged to be
beautiful.
Psychological Perspectives of Beauty
Halo Effect/Cognitive Bias
Attractive people tend to be more intelligent, better adjusted, and more popular. Whilst, researches
showed that attractive people also have more occupational success and more dating experience than
their unattractive counterparts. In psychology, one theory behind this is the so-called “halo effect.”
The Halo effect is a type of cognitive bias in which our overall impression of a person influences
how we feel and think about their character. Also, it is something referred to as the "physical
attractiveness stereotype" and the "what is beautiful is also good" principle.
One great example of the halo effect in action is our overall impression of celebrities. Since people
perceive them as attractive, successful, and often likable, they also tend to see them as good,
intelligent, kind, and funny. However, the downside of this effect is that our perceptions of one
quality might lead us to biased judgments of other qualities.
Cognitive Psychology
Beauty is defined by the eye –through our perception. According to Goldstein (2011), perception is
comprised of both bottom-up processing (physiological and behavioral experiences) and top-down
processing (prior beliefs).
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To experience beauty physiologically refers to the process in which we are externally stimulated, a
stimulus received by our internal receptors creates an electrical impulse that is sent to the brain for us
to process. For example:
(You see a magazine cover such stimuli activate electrical impulse that sends a message to our brain that interprets it as
"beautiful.”)
While the behavioral experience of beauty, explains is a recognition-by-components theory

(Goldstein, p.51) which suggests that we are not interpreting the face as a whole (the entire face
equals beauty) but rather that we recognize the parts of the face as examples of beauty (beautifully
shaped eye, nose, mouth, cheekbones, etc.) and therefore interpret the entire face as beauty, (e.g.
perhaps a triangle-shaped nose is considered a form of beauty opposed to a rectangle-shaped nose;
or almond-shaped eye versus around one.)
Why does the brain interpret, "beauty" rather than, "ugly?" This can be explained by top-down
processing, as Goldstein (2011) stated: “it is processing that begins with a person’s prior knowledge
or expectations. We already have an idea of what beauty is in our brain, and then the brain simply tags
the understanding of beauty whenever it encounters it. This process of perception can help to explain
how beauty is not a universal idea, but rather dependent on the perception of the individual.
Evolutionary Psychology
For evolutionary psychology, the face is the window into certain fundamental and important
characteristics that would likely suggest a person's quality as a romantic partner and as a mate. Among
consistent factors in facial attractiveness are structural qualities of the face that are highly sex-typical.
The research found out:
 Attractive males in the eyes of females are generally one with relatively prominent
cheekbones and eyebrow ridges and a relatively long lower face.
 While, for females are prominent cheekbones, large eyes, small nose, a taller forehead,
smooth skin, and an overall young or even childlike appearance that would highly attract
males.
Socio-Cultural Aspects of Beauty
Our definition of beauty underlies greatly within our societal and cultural norms. Its common
influences cover in all aspects of social aesthetics, relationships, constructed character of
attractiveness criteria, etc. Thereby, beauty ideals are formed by social relations and cultural
categories and practices (Peiss, 2000). However, since we have varying societies and cultures, beauty
ideals also vary such as "ideals for height, body shape, facial parts, hairstyles, and skin tone.
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For example, plumpness is a symbol of beauty and fertility in African and Eastern cultures where a
plus-sized, usually big-boned and curvaceous, wife symbolized a happy and successful husband.
Whereas plumpness is considered un-ideal it rather symbolizes the lack of willpower in the Western
culture which prides on smaller figures (Foo, 2010). Grogan (2008) agrees by adding that slenderness
in the Western norm represents social success, happiness, and social acceptability.
Filipinos are also highly influenced by Western culture, this is why many women are prompted to
observe rigid diets, exercises or even undergo surgery procedures, and use skin lightening products to
achieve the said beauty ideals. A study by Torres 2012 showed that young Filipino women's
dissatisfactions towards their bodies are mostly stemmed from unreasonable weight concerns and
extreme drive to thinness.
Body Image & Self-Esteem
One of the most important themes, now a day is body image. Society shows strong pressure to be thin,
fit, and beautiful. A model like images always displayed across media: TV, magazines, and even in
social media platforms that sends a message that success, happiness, and belonging only comes from
unattainable beauty. The constant measures of thinness and beauty lead people to scrutinize their
appearance as well as those around them, usually resulting in viewing their bodies harsher than reality
(Lowery, Robinson Kurpius, Befort, Blanks, Sollenberger, Nicpon, et al., 2005).
William James first termed “self-esteem” in his theory of the self. For him, self-esteem is a ratio of
successes to pretensions. It can be increased by lowering aspirations by increasing successes and
distinguished ideal selves from real selves (Wozniak, 1999).
Self Esteem formula:
Success
Self-Esteem =
Pretensions
While, according to self-esteem expert Morris Rosenberg, self-esteem is quite simply one’s attitude
toward oneself (1965). He described it as a "favorable or unfavorable attitude toward the self".
Effects of Body Image to Self-Esteem
Body image (how we view ourselves)

can affect our self-esteem (overall
feeling of worth). According to Jung
and Lee (2006), having low or negative
body image results in low or poor self-
esteem, which often can leave people
feeling defeated or depressed. It can
also lead people to make a bad choice,
fall into destructive relationships, or fail
to live up to their full potential
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While, having positive feelings
towards one's appearance results in
more positive feelings towards one's
overall worth (Boyes, Fletcher, &
Latner, 2007).
Too high body-image may also result

in too much of self-esteem that can also
lead to narcissistic personality disorder
(self-centeredness), can certainly be
irritating to others and can even
damage personal relationships
However, one’s esteem is not fixed and it is measurable, which means you can test for and improve
upon it. You want to find out if you have low or high self-esteem? Then, let’s take the Rosenberg Self
Esteem Scale.
Rosenberg Self-Esteem Scale
Below is a list of statements dealing with your general feelings about yourself. Please indicate how
strongly you agree or disagree with each statement by putting a check mark in the column of your
choice.
Items Strongly Agree Disagree Strongly

Agree Disagree
1. On the whole, I am satisfied with myself.
2. At times, I think I am no good at all.
3. I feel that I have a number of good qualities.
4. I am able to do things as well as most other people.
5. I feel I do not have much to be proud of.
6. I certainly feel useless at times.
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7. I feel that I'm a person of worth, at least equal to
others.
8. I wish I could have more respect for myself.
9. All in all, I am inclined to feel that I'm a failure.
10. I take a positive attitude toward myself.
Score:
Scoring:
Item 2,5,6,8, 9 are scored: “strong disagree” 1 point, “disagree” 2 points, “agree” 3 points, and
“strongly agree” 4 points. While for 1,3,4,7,10 are scored: “strong disagree” 4 points, “disagree” 3
points, “agree” 2 points, and “strongly agree” 1 point. Sum scores for all ten items. Keep scores on a
continuous scale. Higher scores indicate higher self-esteem.
Note: You can also take the same test online if you want through this link:
https://openpsychometrics.org/tests/RSE.php. You can just screenshot the result.
Application
1. Discuss your Rosenberg Self-Esteem Scale result. How do you feel about it and what did you
realized?
2. Create a 3-4 lines of your own or personalized definition of beauty. (Note: Honesty and
authenticity matters most).
3. Now you have your own definition of beauty, think of 3 things on how to boost your personal
body image. And use infographic templates available in the internet in presenting your tips,
print it and attach in this module. (Note: Honesty and authenticity matters most).
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Lesson 6: Sexual Self
Self-love is about respecting and appreciating every single part of who are, and being proud to be you.
-Miya Yamanouchi
Sexual self refers not just to the biological and physical domains but as well as its emotional and
social domains. But, initially, it rooted in physical characteristics found in man (penis) and female
(vagina), bodily transformation during adolescents that triggers physiological responses that leads to
beliefs and behaviors associated with sex. During this stage, the sexual curiosity is so high and gender
orientation starts to manifest. Sexuality is a crucial aspect of human as it affects one's thoughts and
behavior. Thus, it is important to be aware of it to make responsible choices concerning one's sexual
self.
This lesson will take you to the biology of sex and clarifies the gender-related terms. The
consequences of sexual choices and tips for regulating sexual behaviors will also be explored. Now,
you may start by doing the activity.
Learning Outcomes:
 Understand some gender related terms.
 Internalize the importance of one’s sexuality
 Explain the biology of sex, sexual characteristics & sexual cycle
Time Frame: Seventh week
Activity
1. Research the different secondary sexual characteristics during adolescence and 4 stages of
sexual cycle and fill up the tables below.
Secondary Sexual Characteristics

Male Female
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Excitement Plateau Orgasm Resolution
2. Metaphors of Sex and Gender. Based on your previous knowledge about sex and genders think of
metaphors that would describe your knowledge on it. Write your answers below.
Terms Metaphor Description

Sex
Gender
Female
Male
Gay
Lesbian
Gender Identity
Analysis
1. Were you able to experience the same changes you have written in the first activity
above (secondary sexual characteristics? When?
2. How was your experience? Briefly describe.
3. How does your society shape your gender orientation and even sexual behavior?
Abstraction
Biology of Sex
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Biological characteristics specifically sexual genitals differentiate male and female; penis and testes
for males and vagina and ovary for females. Biological and physiological change occurs during the
puberty stage. Biologically, secondary sexual characteristics develop which you have discovered
already from the activity.
In the same stage, releasing hormones testosterone for males and estrogen for females occurs which
triggers physiological changes within the adolescent's reproductive system. Such triggers would likely
lead the adolescent to experience sexual urges, become to be more sensitive to sexual stimuli, and feel
sexual arousal.
Arousal may be exhibited through penile erection in men and vaginal lubrication or wetness in
women. If sexual arousal is satisfied through sexual intercourse, orgasm would be reached. The
refractory period or period of rest after orgasm is likely to longer for men. Thus, women can achieve
multiple orgasms due to shorter refractory periods. These bodily sensations are normal and typical in
any sexual activity since they triggered by hormones within the body. These physiological sensations
are part of the sexual response cycle, which shown below.
The kind of sexual activities that they engage in may vary, during adolescence stage, it is common to
watch and read pornographic materials, engage in kissing and petting, and perform masturbation or
the act of stimulating one's genitals for sexual pleasure.
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Definitions of Gender- Related
Concepts
Sex: the traits that distinguish

between males and females. It
refers especially to physical and
biological traits, typically assigned
at birth (or before during
ultrasound) based on the
appearance of external genitalia.
Gender: the condition of being

male, female, or neuter. It implies
the psychological, behavioral,
social, and cultural aspects of
being male or female (i.e.,
masculinity or femininity.)
Gender Identity: refers to one's

sense of oneself as male, female,
or something else (APA, 2011).
When one's gender identity and
biological sex are not congruent,
the individual may identify along
the transgender spectrum (APA,
2012; Gainor, 2000).
Gender Expression: refers to an

individual's presentation —
including physical appearance,
clothing choice, and accessories
— and behavior that
communicate aspects of gender
or gender role. Gender
expression may or may not
conform to a person's gender
identity. Sexual orientation: refers to the relationship between our
Examples: gender and the gender to which we are sexually and
• Transvestites emotionally attracted. Science has shown that both genetics
• Crossdressers and the environment have a role in causing sexual orientation.
• Drag Queens (female
impersonators)  Heterosexual (attracted to the opposite sex)
• Drag Kings (male  Homosexual (attracted to the same sex)
impersonators)  Bisexual (attracted to both sexes)
 Asexual (people who are not attracted to any gender)
Importance of Sexuality and Sexual Attributes
Expressing one's individuality, belief, and behavioral lifestyle is based on one's perception of
sexuality. Thus, sexual orientation and gender identity constitute your concept of the self. The
responsibility of your self-expression lies mainly in you, though sexual orientation and gender identity
Page | 41
are socially constructed. Your responsibility includes your expression of your beliefs on sex, gender,
and behavior. It is important to note that you are in the stage wherein your sexual curiosity is at its
peak, any sexual behaviors you make entail consequences. Awareness and acceptance of your
sexuality would like to lead you to informed choices to avoid consequences that you are not ready for
like: pregnancy and sexually transmitted diseases.
Consequences of Sexual Choice
1. Early Pregnancy
Unintended pregnancies can lead to poor education and a lack of social and economic
opportunities for teenage mothers. It also entails physical risks such as miscarriage, emotional
stress, and health risk for both mother and child. For males, they also burdened by the
responsibilities of caring for a new child.
2. Risk of acquiring Sexually Transmitted Diseases (STDs)
Syphilis- is a bacterial infection usually spread by sexual contact. The disease starts as a painless
sore — typically on your genitals, rectum, or mouth. Syphilis spreads from person to person via
skin or mucous membrane contact with these sores.
Gonorrhea- is an infection caused by a sexually transmitted bacterium that infects both males and
females. Gonorrhea most often affects the urethra, rectum, or throat. In females, gonorrhea can
also infect the cervix. It is most commonly spread during vaginal, oral, or anal sex.
Chlamydia- is a sexually transmitted infection (STI) caused by bacteria called chlamydia

trachomatis. Usually, it doesn't cause any symptoms and can be easily treated with antibiotics.
However, if it isn't treated early it can spread to other parts of your body and lead to long-term
health problems.
Genital Warts- are one of the most common types of sexually transmitted infections. Nearly all
sexually active people will become infected with at least one type of human papillomavirus
(HPV), the virus that causes genital warts, at some point during their lives. It affects the moist
tissues of the genital area.
AIDS/HIV- Acquired immunodeficiency syndrome (AIDS) is a chronic, potentially life-

threatening condition caused by the human immunodeficiency virus (HIV). By damaging your
immune system, HIV interferes with your body's ability to fight infection and disease. HIV is a
sexually transmitted infection (STI).
Responsible Sexual Behaviors: (Macayan, Pinugu, & Castillo, 2018).
1. Respect for one’s body. It means taking care of one’s body and avoiding activities that undermine
one’s worth and respect
2. Maturity in thoughts and deeds. It refers to being objective, rational, and calm, instead of being
swept away by one’s emotions.
3. Being guided by one’s personal beliefs and core values. Everyone, especially adolescents,
should always be grounded by his or her principles and self-worth.
4. Being future-oriented. Instead of focusing on the present, a person should always weigh his or
her present actions with possible consequences in the future. Sexual pleasure might be
overwhelming at the moment but always focus on what it will entail in the future.
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Application
1. Group Work. Propose a program in school or in your community that would raise awareness
either of the following:
a. Sexually Transmitted Diseases
b. Gender Equality & Gender Sensitivity
c. Consequences of Early Pregnancy
2. Create a diagram that would explain what you have learned in the biology of sex.
3. Reflection: How can you give importance to your own sexuality?
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Lesson 7: Material Self
A man's Self is the sum total of all that he CAN call his, not only his body and his psychic
powers, but his clothes and his house, his wife and children, his ancestors and friends, his
reputation and works, his lands and horses, and yacht and bank-account.
-William James
According to William James, the self has two elements: the "I" self and "Me" self. Do you still
remember that student? For him, the "Me" self is composed of 3 aspects and one of them is the
material self. Thus, he defines material self as all those aspects of material existence in which we feel
a strong sense of ownership, our bodies, our families, our possessions. This lesson will tour you to
your material self based on James' definition. Descriptions of various compositions the material self
and how it became an extension to one's self will also be examined. Now, do the activity below.
Learning Outcomes:
 Appraise one’s self based on the description of material self
 Point out the components of the material self
 Demonstrate gratitude towards one’s possessions.
Time Frame: Eighth week
Activity
My Material Possessions: Fill out the table below
No. Five things that you Five People that you Five Favourite Five Favourite Body
possess have Places at home Parts
1
2
3
4
5
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Analysis
Answer the following questions:
1. Why do you those things, people, places and parts important to you?
2. How do you felt when you think about those things, people, places and parts?
3. How do you take care of those things, people, places and parts?
Abstraction
Objects, people, or places that you can call yours, refer to the Material Self. It can be distinguished
into two: the bodily self and extracorporeal self, as for Rosenberg (1979) he referred it as the
extended self. The bodily component is the innermost and intimate part of who you are, includes all
parts of your body your hands, legs, and others. While extracorporeal self refers to
outside/beyond/extends the body and other people. It also includes other people (family), pets (dogs,
possessions (mobile phones, clothes, and other things), places (home), and products of your labor
(paintings).
It is not the physical entities themselves, however, that comprise the material self. Rather, it is our
psychological ownership of them (Scheibe, 1985). For example, a person may have a favorite chair
she likes to sit in. The chair itself is not part of the self. Instead, it is the sense of appropriation
represented by the phrase “my favorite chair.”
William James (1890) specified the components of the material self. For him, it comprises of one’s
body, clothes, immediate family, and home. He described them as:
The body is the innermost part of the material self in each of us; and certain parts of the
body seem more intimately ours than the rest. The clothes come next. The old saying that the
human person is composed of three parts—soul, body, and clothes—is more than a joke. We
so appropriate our clothes and identify ourselves with them that there are few of us who, if
asked to choose between having a beautiful body clad in raiment perpetually shabby and
unclean, and having an ugly and blemished form always spotlessly attired, would not hesitate
a moment before making a decisive reply. Next, our immediate family is part of
ourselves…Our home comes next…All these different things are the objects of instinctive
preferences coupled with the most important practical interests of life. We all have a blind
impulse to watch over our body, to deck it with clothing of an ornamental sort, to cherish
parents, wife, and babes, and to find for ourselves a home of our own which me may live in
and ‘improve.’ –William James
Instinctively, we are driven to collect things/properties, and through time we create an attachment to
these collections and we put some degree of ourselves to it. Such possessions become intimately
ours and an important part of our extended self
Application
1. Photo Album. Create a photo album your material self.
Page | 45
2. Poem Making. Based on the activity, “My Material Possessions” make a poem about how thankful
you are for having them. Limit your poem into 2 stanzas with 5 lines each and also create your own
title.
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Lesson 8: Spiritual Self
Spiritual self highlights the mind-body-spirit connection. It is a personal life journey, contextual belief
in higher being, culture, relationships, nature, and the discovery of the meaning of one's life. Thus, in
understanding the self, it is necessary to explore also what gives the self a meaning beyond the
material self. In this lesson, you will have a journey to various definitions of spirituality and how it
differs from religion. You will also find out your own spirituality, what brings to the self and how to
apply spiritual self-care.
Learning Outcomes:
 Define one’s spirituality
 Differentiate spirituality and religion
 Apply spiritual self-care
Time Frame: Nineth week
Activity
1. Meditation: Do meditation by following the steps below. Or if you have internets access you
may also check the links below for further guide.
How to Meditate
Read these steps, make sure you’re somewhere where you can relax into this process, set a timer, and give it a
shot:
1) Take a seat- Find a place to sit that feels calm and quiet to you.
2) Set a time limit- If you’re just beginning, it can help to choose a short time, such as five or 10 minutes.
3) Notice your body- You can sit in a chair with your feet on the floor, you can sit loosely cross-legged, you can
kneel—all are fine. Just make sure you are stable and in a position you can stay in for a while.
4) Feel your breath- Follow the sensation of your breath as it goes in and as it goes out.
5) Notice when your mind has wandered- Inevitably, your attention will leave the breath and wander to other
places. When you notice that your mind has wandered in a few seconds or minutes it is okay, just simply return
your attention to the breath after.
6) Be kind to your wandering mind- Don’t judge yourself or obsess over the content of the thoughts you find
yourself lost in. Just come back.
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7) Close with kindness - When you’re ready, gently lift your gaze (if your eyes are closed, open them). Take a
moment and notice any sounds in the environment. Notice how your body feels right now. Notice your
thoughts and emotions.
That’s it! That’s the practice. You go away, you come back, and you try to do it as kindly as possible.
Links for further meditation guide:
https://www.mindful.org/how-to-meditate/
https://positivepsychology.com/meditation-techniques-beginners/
https://www.verywellmind.com/different-meditation-techniques-for-relaxation-3144696
https://www.innerpeacefellowship.org/how-to-
meditate/?gclid=EAIaIQobChMI0Nqkjp2S6wIVT9eWCh12rw4vEAAYASAAEgLfDPD_BwE
2. Question & Answer: After meditation, answer briefly the following:
1. How do you view your life at the moment? Is it good or bad? Why?
2. When you are going through a difficult time, what is the first thing that goes through
your mind? Explain briefly
3. Think of moments when you were having a serious problem, why do you think it
happened to you?
4. How am I of value to myself, to others, and to what I believe in?
Analysis
From your answers in the activity section, think of one tagline that can capture all your responses
above. Write it in the box below.
Tagline:
Abstraction
What is Spirituality?
There are several definitions of spirituality, to state a few:
Page | 48
It is the aspect of the self that is associated with an individual's process of seeking and expressing
meaning and how he or she is connected to the self, to others, to the moment, and to everything else
that composes his or her environment, including the sacred and significant. -Puchalski, 2014
It is any experience that is thought to bring the experiencer in contact with the divine; it is not just
any experience that feels meaningful. –Beauregard & O’Leary, 2007
It is a personality and private beliefs that transcend the material aspects of life and give a deep sense
of wholeness, connectedness, and openness to the infinite. -Myers and colleagues, 2000
Those definitions would commonly tell us that:
 Spirituality is about meaning and purpose that go beyond the external realities. It is
uncommon for Filipinos when we are at our lowest moment we always think that there is a
reason or purpose why it happened/why we are in such a situation. As we experience things in
life we tend to come up with realizations and meaning to what or why it happened. Thus,
these meanings now influence now how we view life and become the basis for our values and
personal views.
 Spirituality is relational. It connects with different aspects of existence in our life: to others,
nature and sacredness and divinity. We are always in the process of finding and creating
meanings to our lives and relationships with ourselves, other people, and also with our higher
being. The way we relate to ourselves, others, and nature speaks vastly from our personal core
values.
 Spirituality is sacred and transcendent. We generally believe that there is a force higher
beyond the self or even beyond the universe. Though death is inevitable, believing in life after
death shapes greatly how we act and live our current life. Sacredness, on the other hand, is
always our trigger to attain peace and life fulfillment.
 Spirituality is a natural part of one’s developmental process. However, we are not born
with innate spirituality; it is something we acquired as a result of various personal, social, and
environmental factors throughout our lifetime.
Spirituality versus Religion
Spirituality and religion are two terms that we often used interchangeably. The table below shows the
distinct differences between the two terms.
Aspects Religiosity Spirituality

Definition It is a personal set or institutionalizedConnotes an experience of connection to
system of religious attitudes, beliefs, and
something larger than you; living
practices; the service and worship of Godeveryday life in a reverent and sacred
or the supernatural. manner.
Origin Religions are most often based upon the Spirituality is more often based upon the
practical application of the founder’s
lives, teachings, and beliefs of a historical
or archetypal figure (e.g. Christ, Buddha,
teachings. Spiritual aspirants heed the
Moses, Muhammad) advice of Japanese poet Matsuo Basho,
“Do not seek to follow in the footsteps of
the wise. Seek what they sought.”
Experience Objective Experience: Formal religion is Subjective Experience: Leans more
usually put a greater focus on the toward self-referral or the internalization
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externals: houses of worship (e.g., a of your awareness of your soul.
church), books of scripture, eternal
rituals, and observances
Form Structured: It is a structured, frequently Unstructured: It breaks free from the
rule-based construct that to some degree restrictions and rigid structure. The
governs the behavior of its members. spiritual aspirant recognizes that he or she
is on a “pathless path” of self-discovery.
Approach Traditional: Due to their centuries- to Evolutionary: Spirituality refers to both a
millennia-old histories, religions are by more flexible and adaptive mindset
nature often deeply rooted in tradition, toward core teachings of the great
ritual, creed, and doctrine. wisdom traditions but also reflects the
understanding that, as the name implies,
spiritual growth is an evolutionary
process.
Emotions Fear: Despite the best of intentions, Love: Spirituality typically discards the
religions can sometimes contain a subtle vestiges of fear and worry in favor of a
(or not so subtle) undercurrent of fear more loving, compassionate approach to
woven into their teachings. life—and death.
What does spirituality bring to one’s self?
Enhancing one’s spirituality brings positive results to life, to name a few: (Macayan, Pinugu, &
Castillo, 2018)
1. It has been associated with positive physical and mental health, and well-being.
2. A spiritual person finds contentment and serenity in his/her life circumstances.
3. He/she finds an anchor in whatever he or she believes in and aligns his or her thoughts,
words, and actions to his or her spiritual beliefs.
4. He/she engages in activities that boost his/her self-respect and actualization.
5. It increases self-esteem, enhances interpersonal relationships through the establishment of
trust, and encourages people to engage in positive, meaningful behavior. Through spirituality,
6. Questions such as “Am I a good person” or “how can I live my life to the fullest” are
answered.
7. Spirituality allows one to become resilient amidst challenges and roadblocks that occur in
daily life.
Hindi tayo ngumingiti dahil may nakakatawa.Ngumingiti tayo dahil masaya tayo.Masaya tayo dahil sa kaibuturan ng ating
puso alam natin may kakapitan tayong pag-asa.Alam natin may pag-asa dahil may nagmamahal sa atin na pinananaligan
natin at may malakas tayong pananampalataya. Our Smile Comes From Our FAITH
-Vice Ganda (concert of typhoon Yolanda)
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Application
1. Based on the definition of spirituality abovementioned, create your own definition of

spirituality. Limit your answer into 1 or 2 sentences.
2. Differentiate your OWN spirituality and religiosity.
Aspects Spirituality Religiousity

Definition
Origin
Experiences
3. Journal on Spiritual Self-Care.

 Read the article about spiritual self-care from these links:
 https://carleyschweet.com/spiritual-self-care/
 https://spiritualfitclub.com/spiritual-activities-self-care-begin-today/
 https://chopra.com/articles/10-spiritual-self-care-tips-you-need-to-know
 Then, do at least one of the recommended activities from the article and make a
daily journal about your experiences. Do it for a week.
Mon Tue Wed Thurs

Daily
Experiences
Fri Sat Sun

Daily
Experiences
Page | 51
Lesson 9: Political Self
Man is by nature a
political animal
-Socrates
Political Self refers to the innate obligation to participate in the political activities in the society and
help and care for the community where the individual belongs. Such civic responsibility closely
links to one's self as it gives also meaning and identity. Hence, this lesson will explore political self
concepts like politics and active citizenship. It also will show you the importance of active
citizenship. So, let's begin.
Learning Outcomes:
 Internalize one’s political self
 Demonstrate active citizenship
Time Frame: Tenth week
Activity
1. During Covid-19 pandemic, write down all the things that you did to help your Filipino
community. Or you can put also pictures and its descriptions (optional).
2. Write your story about the first time that you exercise your right to vote either in the
Sangguniang Kabataan or National elections.
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Analysis
Answer the questions below in relation to the activities above.
1. How do the activities remind you of your being a Filipino?
2. Are you proud of being a Filipino? Why or Why not?
3. In your opinion, can an adolescent like you initiate change in the society? Why or why not?
Abstraction
Politics refers to the actions or activities concerned with achieving and using power in a nation or
society. As a member of society or social citizen, we are naturally obligated to participate in a
political system. Also as a social being, we are instinctively drawn to be involved in various political
activities to satisfy our social needs.
The nature of politics and political systems is rooted in the characteristics of the nation's people,
culture, traditions and value orientations, economics, education, religion, and other aspects. All of
those shape the country's political landscape. Thus, an individual's personal beliefs and choices are
consistent also with one's personal politics. Also, politics go together with society, thus influences the
residents' beliefs, ethics, and behavior. This makes stronger politics a stronger impact on the self.
Political Self is our inclination to participate in political activities that should serve the interests of all
sectors of society. One’s sense of accountability should be manifested in promoting certain
advocacies through healthy political engagement. This is aligned with the concept of active
citizenship ( Macayan, Pinugu & Catillo, 2018)
What is Active Citizenship?
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It is an umbrella concept regarding the rights and responsibilities of citizens. Its core values include
participation and belonging to a caring community.
Examples: Actively participating in the following activities:
 Petitioning
 Protesting
 Campaigning
 Voting
 Volunteering for charitable groups
 Promoting advocacies for reforms
 Any action that promotes and sustains democracy
Why is Active Citizenship important?
The goal of active citizenship is to inculcate and influence society at large. But why is it important to
be active citizen for a youth like you?
1. Participating activities make you aware of issues, challenges, and concerns within your
community which will lead you to support and uphold advocacies for reforms.
2. It will help you develop efficacy and competence, as you are considered to be "future leaders"
in society.
3. It helps you embrace individuality.
4. Exposure to political activities will help you develop your sense of self, foster critical
thinking, advocacy formation, comprehension, and awareness of social issues.
5. Your participation in any political and social activities can result in radical change culturally
and politically, which can be felt even in future generations.
‘Di ba nga sabi ni Jose Rizal:
With this, you have to participate if

you want change, as youth are
considered as one who is next in line
leaders of the society. It begins now,
since everything begins with the self.
Application
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1. Political/ Social Statement: Choose a particular political or societal issue that you feel
strongly about. Write down the nature of the issue in the first box and your personal
statement/stand to the issue in the second box. Limit your answers into one paragraph each
with 4-5 sentences.
2. Why do you feel strongly about this issue? Explain briefly.
3. What can you do as an individual to address this issue? Explain briefly.
Congratulations, one more lesson and you are already done with this module!
Keep going!
Remember: The HARDER you work

for something, the GREATER you will
feel when you achieve it.
Tumblr.com
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Lesson 10: Digital Self
Going on a digital detox is a great

way to exercise mental self-care
Ladybossblogger.com
One of the new normal that brought by COVID-19 pandemic is the use of technology for work,
study, leisure, and others. Most of the things you do now are online, thus, you create an
image/persona online which is called your digital self. Digital web allows you to have different
personas that differ from real identity; you can be what you want online which you find hard to do
in real life. Does it impact the self? How? What is the digital world and how it affects one's
wellbeing? These questions are the concern of this lesson. So, let's get started.
Learning Outcomes:
 Understand digital identities and technoference
 Identify various effects of online identities to one’s self
 Internalize the one’s screen-time and responsible online behavior
Time Frame: Eleventh week
Activity
1. Watch the short video entitled: Are You Living an Insta Lie? Social Media Vs. Reality
through this link: https://www.youtube.com/watch?v=0EFHbruKEmw. What did you realize
in the video? Enumerate them below.
Realizations/Insights:




2. Three Facts, one Fiction
Construct four sentences that should start with I am ____________. Three of the four sentences
should be true about you. You can talk about your characteristics, personalities, behaviour and
others. One statement should be a lie – something that you just made up about yourself. Make the
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activity more fun by making your classmates believe that the statement is true. (Note: This is by
pair activity. Assignment of pair will be made by your instructor. And you may do the activity
through txt or chat. And you may screenshot your conversation as your output)
1. I am _____________________________________
2. I am _____________________________________
3. I am _____________________________________
4. I am _____________________________________
Analysis
1. What have you learned from the activity?
2. Did you learn something from your classmates that you did not know before?
3. What were the clues that helped you figure out which statement were facts and fiction?
4. Were your classmates able to know easily the facts and fiction about you? Why?
5. Applying the same activity in the virtual world, how do people portray themselves online?
Abstraction
Digital World
We are now living in a digital world, COVID 19 pandemic compelled us to shift digitally. Most of us
are doing online, work, study, and even leisure’s- online gaming live-streamed concerts and
performances, online shopping. Everything is happening in the digital world. Though it makes our
lives comfortable and easy especially if you have connectivity and finances to spend on internet load.
Technology that helps us connect into our digital world which includes: physical devices, applications
(apps), and websites is no surprise to have a big impact in our daily lives especially we spend so much
of our time onscreen. This reliance on the use of technology has led to some potential consequences
towards the self and one's wellbeing.
Digital Identities
You present yourself in so many ways in various contexts like your presentation of yourself when you
are with your parents may be different when we are with your friends or when you are with
classmates for instance. And this extends to the online world. Your construction of yourself in the
online world results in the emergence of a new kind of self. Digital technologies allow us to reinvent
ourselves creatively. We tend to feel that we have a certain control to construct our personal identity
more in the online environment than in physical.
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In an online world you can take control of how you look.
Oftentimes people edit their image as such it will suit the
image they want to project. That it is why the question “did
the picture happen?” has become a mantra whenever we
see in social media stream of pictures of workouts,
challenges, steps taken, dinners, family parties (that we
didn’t attend), and holidays.
Besides, our written word often represents us far more than our voice and conversations are not, for
the most part, conducted in real-time (at least not at the speed of speech), we can be more selective
about what we post, carefully crafting our sentences to cultivate the right impression.
Who don’t know “selfie” nowadays? In selfie, you can do

anything about how you want to look like. You can focus on
your best angle, filter or alter, or do tricks like cropping for
better composition. Evening out skin tone, removing wisps of
hair, altering jawlines, re-sizing eyes and mouth – all can be
done on your phone. Just like the meme beside.
In the online world, then, you can, to a large extent, try to be who you want to be – or at least
experiment with your identities and try things out with far less risk than you might encounter in the
physical world.
Digital Identity and Personal Wellbeing
The control that one can modify persona depending on various situations and audiences thus, most
often than not we create contrasting personas that would likely cause personality dissonance. This
liberation and mismatch between our physical selves and our projected online identities can do
wonders for our sense of wellbeing.
"Technoference" have you heard about this? The concept was coined by Brandon McDaniel which
looks into how the use of technology intrudes upon familial relationships. It often refers to everyday
intrusions and interruptions upon people's lives due to the use of technology, whether with sleep,
parenting, or other areas of life. Here are some technoferences
Screen Time. The pandemic causes an increase in screen time for most of us. Gadgets are the first
and last thing that we use most of the day. Consequently, often result in a lack of sleep even Netflix
CEO claimed that their biggest competitor is sleep.
According to the study Saunders & Vallance (2017), excessive electronic use raises the risk of
obesity, interferes with social activities and family time, and takes a toll on a teen's mental health.
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Snapchat Dysmorphia. This editing can warp perception of
self-image: the adjusted image being seen as correct; the
unfiltered, unedited image becoming a source of
dissatisfaction, the condition is termed as “snapchat
dysmorphia” by the doctors in Boston University School of
Medicine. A 2018 survey by The American Academy of
Facial Plastic and Reconstructive Surgery found that one of
the biggest patient motivations is the desire to look better in
selfies. Filters and edits have become the norm, altering
people’s perception of beauty worldwide. This idea makes us
more self-conscious with our imperfections thus, this can be
stressful.
Fake News. How we interact with

technology and use the information we get
from it could have an impact on how we
behave and perceptive things. The digital
society offers vast information with just a
click, that's why it is important to understand
its creation and dissemination processes. If
we fall for manipulated and biased
information such as "fake news," this can
also harm our decisions and understanding
of the world.
FOMO. Fear of missing out. The ability to

remotely check email or news bulletins can
help make more efficient use of time, but
the fear of not seeing an email or news
story (or not seeing it promptly enough),
and missing out (even briefly) on some
morsel of information, compels increased
checking of digital devices. In 2017 study
of college students found that fear of
missing out was a key factor in sleep
deprivation.
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Digital Wellbeing
Digital wellbeing is often defined in terms of the capabilities and skills that an individual requires to
successfully make use of digital technologies. The Jisc Six Elements of Digital Literacy identifies the
following capabilities as being essential for digital wellbeing:
1. look after personal health, safety, relationships and work-life balance in digital settings;
2. use digital tools in pursuit of personal goals (e.g. health and fitness) and to participate in
social and community activities;
3. act safely and responsibly in digital environments;
4. negotiate and resolve conflict;
5. manage digital workload, overload, and distraction
6. act with concern for the human and natural environment when using digital tools.
This all requires an understanding of the benefits and risks of digital participation with health and
wellbeing outcomes (JISC, 2019).
Application
1. Check your mobile phone if you have built in digital wellbeing app, if you do not have you
may download digital wellbeing app or screen time in Google Play. This tool will help you
monitor your digital usage daily. Monitor your screen daily for a week, have it screenshot.
After a week compile your screenshots and reflect on it. Then, answer the questions below:
a) How does social media and technology tools influence your daily life and as a member of your
family?
b) If you were to completely avoid the most frequently used social media in your life, how would
you feel? What would be its effect on your life?
c) If you were to completely, avoid the most frequently used technology tool in your life, how would
you feel? What would its effect on your life?
d) How do you foresee the future of technology in your life? What role would technology play in
that future?
2. Group Work. Come up with 4-5 tips on becoming a responsible internet user and present it
through infographic. Then, post it on your social media accounts. Submit only a screenshot
of your work through messenger.
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MODULE SUMMARY
This module explored the different aspects of the self. Firstly, the physical self, unveiled how one
perceives beauty, its influence on body image, and self-esteem. Sexual self explained the biological
development of sex and the consequences of sexual behavior. It also provided different gender-related
terms that affect one's concept of the self. Material self walked you through the possessions you have
and how it became part or extended self. It emphasized that your attachment to your collections or
possessions led you to be intimately connected with them and it became an important part of the self.
Spiritual self, you journeyed through your spirituality, which gives one's life meaning and sense of
purpose. It also became an important part of the self since it helps one to surpass challenges knowing
that there's higher being beyond the self and even universe. Political self, tackled one's obligation to
participate in political endeavors, as a social being, active participation that serves the best interests to
its society not only helps you develop competencies and sense of self but can bring radical change to
society that can be felt in future generations. Lastly, the digital self discussed the implications of your
online usage and identities. It introduced you to various “technoferences" like screen time, snapshot
dysmorphia, fake news, and FOMO.
MODULE ASSESSMENT
I. Identification: Identify the following statements and write your answers in the space
before the number.
1. The philosopher who believed beauty is observable and can be defined

by characteristics of an art thing.
2. Beauty for him is defined by judgement.
3. Concept that suggests when one sees a face, he/she will not interpret it as
a whole but rather recognize its parts.
4. It is a process that the idea of beauty begins with the person’s prior
knowledge or expectations.
5. Term used to describe how one views the self.
6. A period of rest after orgasm
7. Stage of development when sexual curiosity is at its peak.
8. Refers to one’s sense of self.
9. Sexual orientation that is attracted to same sex
10. The innermost part of the material self
11. It refers to objects, people or places that you can call yours.
12. Often based on the lives, teachings and beliefs of historical figure
13. Refers to the actions or activities concerned with achieving and using
power in a nation or society
14. It includes the physical devices, applications, and websites.
15. Known as our online visual appearance
II. Examine the different aspects of yourself and come up with two sentences each that
would best describe it. Write your answer below.
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Physical Self Sexual Self Material Self
Political Self Spiritual Self Digital Self
End of Module 2
Congratulations!
You are one module away from the finish line.

Keep it up!
Remember: You may not be there yet

but you are closer that you were
yesterday
Cooinsmart.com
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Module 3
Managing and Caring for the Self
Hi student! Welcome to the final module for this subject!
And Congratulations, you have come this far!
Perhaps, one of the most important benefits of knowing yourself that lead to understanding it is that
you will come to realize your own worth. Once you realize it, you will start managing and caring for
yourself. The question now is how? How will you manage and care yourself to become the best
version of you? That is the concern of this module. It will present various techniques on how to set
and attain one’s goals, how to become better learner and most all how to care and love yourself.
 Understand the theoretical underpinnings for how to manage and care for different
aspects of the self
 Acquire and hone new skills and learning for better managing of one’s self and behavior
 Apply these new skills to one’s self and functioning for a better quality of life
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Lesson 11: Setting Goals for Success Self
What you get by achieving your goals is not as important as

what you become by achieving your goals.
-Michelangelo Buonarroti, Renaissance artist
This lesson will delve into the importance of goals

setting and ways to effectively achieve one’s goals. It will also appraise one’s mindset as it is seen to
have an impact to the success of the attainment of your goals. Now let’s check first your own short
and long term goals by doing the following activities below.
Learning Outcomes:
 Know the importance of goal setting and different mindsets
 Make and apply goal setting plan
 Deliberately apply growth mindset
Time Frame: Twelfth & Thirteenth weeks
Activity
5-10 Selfie
1. Draw your envisioned “Future Self” in the box below. Five and ten year from now, who
would you be?
Five Years
Ten Years
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Analysis
1. Future Self Plan
Descriptions: Describe of Motivations: What are Actions: What are your

your goals above (from your motivations of your action plans to achieve
your drawing) goals? your goals
Five
Years
Ten
Years
2. Answer the questions briefly.

a. How do you feel about your plans?
b. What insights you get from the activity?
c. What is goal setting for you?
3. Watch the video “The Power of YET” in this link: “The power of yet _ Carol S Dweck _
TEDxNorrköping_J-swZaKN2Ic_360p”. While watching the video, make notes using the
format below.
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Key Points Details
Summary
Abstraction
Goal-Setting
When it is obvious that the goals cannot be reached, don’t adjust the goals, adjust the action steps.
Confucius 551-479 B.C.
Does the quote familiar to you? If not, this maybe the right time to write it down and memorize it.
Without a doubt, you have already been exposed to countless inspirational quotes just to stay
motivated towards your goals. Though, reading quotes like those somehow can change your goal-
driven action but it is not always enough.
In 90% of the cases, reading motivational quotes and making promise to yourself to work harder,
change this or that habit, or improve an aspect of your life guarantees failure. Why is this? If setting
goals and succeeding is part of what makes ‘human,’ then how do we address this fail-prone
tendency?
Most goals are possible to achieve, but people are unsuccessful at goal-setting which is the most
essential ingredients to any given goal.
It is time to explore the science behind goal-setting. Let’s flip that 90% failure rate on its head.
Goal-Setting Research: Findings and Statistics
Many studies on goal-setting reveal that the habit of making goals is strong, cross-culturally;
however, the rate of attaining those goals via small, manageable changes is weak.
The following findings summarize the last 90 years of goal-setting:
o Cecil Alec Mace conducted the first study on goal-setting in 1935;

o People who write their goals are more likely to achieve their goal than those who don’t by
50%;
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o Motivation experts agree that goals should be written down, and carried with oneself, if
possible;
o 92% of New Year resolutions fail by the 15th of January;
o Carefully outlined goals, which can be measured and set within specific timeframes, are
more effective;
o Explaining your goals to someone you are close to, or making the commitment public,
substantially increases your chances of reaching your goal;
o By contrast, goals that are kept to oneself are more likely to be mixed up with the 1,500
thoughts that the average person experiences by the minute;
o Often, achieving a goal means sacrificing something or putting aside certain habits, or
beliefs about yourself–it may even result in an emotional or physical toll;
o Harvard research documents that 83% of the population of the United States do not have
goals.
o Goal-setting typically yields a success rate of 90%;
o Goals have an energizing function. The higher the goal, the greater the effort invested
(Locke & Latham, 2002).
Why Set Goals in Life?
The truth is that some goals are achieved while others are not and it’s important to understand why.
Mark Murphy the founder and CEO of LeadershipIQ.com and author of the book “Hard Goals: The
Secret to Getting from Where You Are to Where You Want to Be.”
A HARD goal is an achieved goal, according to Murphy. He tells us to put our present cost into the
future and our future benefit into the present, which really mean that don’t put off until tomorrow
what you could do today.
We tend to value things in the present moment much more than we value things in the future. Setting
goals is a process that changes over time. The goals you set in your twenties will most likely be very
different from the goals you set in your forties. Whatever your age doesn’t really matter in the end, as
long as you continually revisit your life goals and work to update them.
What are the Benefits of Goal Setting?
Edward Locke and Gary Latham (1990) are leaders in goal-setting theory. Their research showed that
goal affects one’s behaviour and performance. Goal increases energy that leads to higher effort and
persistence. Thus, working towards meaningful goals and achieving it provides a sense of direction,
purpose, and meaning in life. The more goals you set within healthy boundaries the more likely are to
build self-confidence, autonomy, and happiness. Thus, according the Locke and Latham, goal setting
can be a very powerful technique, under right conditions.
Effective Ways of Goal Setting
Locke and Latham pointed out five goal setting principles that can help improve your chances of
success.
1. Clarity is important when it comes to goals. Setting goals that are clear and specific eliminate
the confusion that occurs when a goal is set in a more generic manner.
2. Challenging goals stretch your mind and cause you to think bigger. This helps you
accomplish more. Each success you achieve helps you build a winning mindset.
3. Commitment is also important. If you don’t commit to your goal with everything you have it
is less likely you will achieve it.
4. Feedback helps you know what you are doing right and how you are doing. This allows you
to adjust your expectations and your plan of action going forward.
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5. Task Complexity is the final factor. It’s important to set goals that are aligned with the goal’s
complexity.
Fixed and Growth Mindsets
How you view your goals and your overall belief and thinking process may affect its success. It is also
important that you develop a mindset towards goal settings.
It is your overall mindset that is going to dictate your success or failure and how you cope with
challenges along the way. It is not saying that all you need is mindset but your mindset will be your
guide to move forward. If your mindset stated that your goals are terrible or you won’t get far, then
you will act accordingly. You will not be working hard because you will spend time thinking that you
can’t achieve it anyway. On the other hand, if you believe your goal is purposeful, then you will be
more willing to put more effort towards it.
Carol Dweck studies human motivation. She spends her days diving into why people succeed (or
don’t) and what’s within our control to foster success. Dweck’s work shows the power of our most
basic beliefs. Whether conscious or subconscious, they strongly “affect what we want and whether we
succeed in getting it.” Much of what we think we understand of our personality comes from our
“mindset.” This both propels us and prevents us from fulfilling our potential.
She asserts that people have two types of mindset: fixed and growth mindset. In her interview in 2012
she described both mindsets as:
“In a fixed mindset, students believes their basic abilities, their intelligence their talents are
just fixed. They have a certain amount and that’s that, and their goals become to look smart
all the time and never look dumb. In the growth mindset, students understand that their
talents and abilities can be developed through effort, good teaching and persistence. They
don’t necessarily think everyone’s the same or anyone can be Einstein, but they believe
everyone can get smarter if they work for it, (Upclosed, 2017).”
Now, the question is what kind of mindset do you have? Fixed or growth mindset?
Application
1. Goal Setting Plan. Based on your learning in this lesson, make a short term goal plan (make
sure that your plan is attainable within week). And apply your plan in the following week and
a journal about your personal experience/insights in attainable your goal.
Day 1 2 3 4 5
Experiences/
Insights
2. Apply growth mindset in daily in any aspect of your life it may be making decisions or in the
problem you have encounter and other. And make a journal how you apply it and your
insights. Use the format below.
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Day 1 2 3 4 5
How
Insights:
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Lesson 12: Learning to be Learner Self
The beautiful thing about

learning is that no one can take it
away from you.
-B.B. King
The top most priority of being a student is to learn not just inside the classroom but also in all aspects
of life. Lessons you learned will be your powerful tool towards you’re a better future. But how you
learn? What are the effective ways to learn? Well, you will learn how to learn in this lesson.
Learning Outcomes:
 Appreciate own metacognition skills through taking Metacognitive Awareness Inventory
(MAI)
 Discuss what is metacognition
 Apply one’s crafted study plan
Time Frame: Fourteenth & Fifteenth weeks
Activity
1. Watch the video “Learning how to learn by Barbara Oakley.” And you can find the video in
this link: Learning how to learn _ Barbara Oakley _ TEDxOaklandUniversity_O96fE1E-
rf8_360p. Then answer the following questions:
A. What are the three things that you have learned in the video?
1.
2.
3.
B. What are the three things that are unclear to you?

1.
2.
3.
C. What are the three questions you would like to ask from the speaker?
1.
2.
3.
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2. Metacognitive Awareness Inventory (MAI). Answer the inventory and evaluate yourself as a
learner. You may download it through this link:
https://www2.viu.ca/studentsuccessservices/learningstrategist/documents/MetacognitiveAwar
enessInventory.pdf (accessed date: August 24, 2020). You can access the file in the appendix
A in this module if you do not have internet access.
Analysis
Answer the following questions:
1. How do you feel about the results of your MAI?
2. Would you agree with your results? Why? Why not?
3. Based on your own experiences, what are your best strategies in studying? List it down in the
box.
4. Is your list consistent with your MAI results?
Abstraction
Metacognition
Studies showed that when you are able to think about how you think, how you process information,
how you utilize techniques while you are studying, you have higher chance of improving your
learning process than those who do not reflect on their methods. And this concept is called
metacognition.
Flavell (1970) a cognitive researcher, professor of psychology, introduced the term, metacognition.
He (1977) was the first to recognize that specific strategies for remembering, categorizing and
recalling, needed information, which can be consciously directed by learners. Metacognition is
defined as “cognition about cognition, knowing about knowing” or often simply defined as, “thinking
about thinking”. In Flavell’s words metacognition refers to one’s knowledge concerning one’s own
cognitive processes or anything related to them e.g. the learning – relevant properties of information
or data. For example, I am engaging in metacognition if I notice that I am having more trouble
learning A than B; if it strikes me that I should double check C before accepting it as fact (Begum &
Mohan, 2007).
Metacognition is classified into 3 components:
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1. Metacognitive Knowledge or Metacognitive Awareness
It is what individuals know about themselves and others as cognitive processes, knowledge
that can be used to control cognitive processes. Flavell further divides Metacognitive
Knowledge into 3 categories: Knowledge of Person variables, Task variables, Strategy
variables.
a. Knowledge of Person variables refers to general knowledge about how human

beings learn and process information, as well as individual’s knowledge of one’s own
learning processes.
b. Knowledge of Task variables include knowledge about the nature of the task as well
as the type of processing demands that it will place upon the individual.
c. Knowledge of Strategy variables include knowledge about both cognitive and
metacognitive strategies, as well as conditional knowledge about when and where it is
appropriate to use such strategies.
2. Metacognitive Awareness involves 3 kinds of content knowledge.
a. Declarative Knowledge is the factual information that one knows; it can be declared,
spoken or written. An example is knowing the formula for calculating momentum in
a physics class (Momentum = Mass times velocity)
b. Procedural Knowledge is knowledge of how to do something, of how to perform the
steps in a process. For example, knowing the mass of an object and its rate speed and
how to do the calculation. Monitor the selection and application as well as the effects
of solution processes and regulate the stream of solution activity that represents,
according to Kluwe (1982).
c. Conditional Knowledge is knowledge about when to use a procedure, skill or
strategy and when not to use it; why a procedure works and under what conditions;
and why one procedure is better than another.
3. Metacognitive Regulation
Metacognitive Experiences involve the use of Metacognitive Strategies or Metacognitive

Regulation (Brown, 1987). Metacognitive strategies are sequential processes that one uses to
control cognitive activities, and to ensure that a cognitive goal (eg:- understanding a text) has
been met. These processes help to regulate and oversee learning, and consist of planning and
monitoring cognitive activities, as well as checking the outcomes of those activities. Thus
metacognitive regulation is the regulation of cognition and learning experiences through a set
of activities that help people control their learning.
4. Metacognitive Experiences
Metacognitive experiences are those experiences that have something to do with the current,
on-going cognitive endeavour. Metacognitive experiences usually precede or follow a
cognitive activity. They often occur when cognitions fail, such as the recognition that one did
not understand what one just read. Such an impasse is believed to activate metacognitive
processes as the learner attempts to rectify the situation.
Metacognition Exercises
According to Waterloo Student Success Office, the following are skills that can help you in exercising
metacognition.
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1. Knowing your limits. One cannot really make any significant advancement in using
metacognitive skills without having honest and accurate evaluation of what you know and
what you do not know. Knowing your limits also look at the scope and limitations of your
resources so that you can work with what you have at the moment and look for ways to cope
with other necessities.
2. Modifying your approach. It begins with the recognition that your strategy is not appropriate
with the task and/or that you do not comprehend the learning experience successfully. For
example, recognizing that you do not understand you are reading, you should learn to modify
your strategy in comprehending your material. You might want to read and reread a page in
five minute intervals instead of trying to finish the material in one setting. You may want to
make a summary or code for yourself instead of using keywords or highlighting sections of
what you are reading.
3. Skimming. This is basically browsing over a material and keeping an eye on keywords,
phrases, or sentences. It is also about knowing where to search for such key terms. This
technique works best when you want to get an idea about the contents of a reading material,
when you are trying to read through several materials in a limited time, or when you want to
focus on certain details and among others.
4. Rehearsing. This is not just about repeatedly talking, writing, and/or doing what you have
learned, but also trying to make a personal interpretation or summary of the learning
experience. One of the fun ways to do this is by imagining yourself being interviewed about
your task.
5. Self-Test. This is trying to test your comprehension of your learning experience or the skills
you have acquired during learning. Self-test does not only focus on what you have learned but
also on how you learned it. After the experience, you should also ask questions like, “what
strategies did I use,” how successful were my learning strategies” and how can I further
improve my learning skills?”
Other strategies can also be applied like: self-reflection, finding mentor or support group, thinking
out loud, and welcoming errors. Welcoming errors would mean that along your way you can
make mistakes rather than dismissing them and avoiding responsibility for committing them, you
must process them, learn from its lessons and have courage to view it positively.
Application
1. Create a diagram using SmartArt graphic that would explain your understanding of
metacognition.
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2. Study Plan. Make a study plan good for a week using the strategies discussed in this
lesson. And make a journal about your experiences in applying your study plan. You are
free to design your own study plan that you think will suit your metacognition needs but
use the journal format below:
Day Mon Tue Wed Thurs Fri Sat Sun

Experiences
You are just one lesson away. You can do it!!!
Remember: When you come to the end of

your rope, tie a knot and hang on.
-Franklin D. Roosevelt
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Lesson 12: Taking Charge of the Self
College life is exciting but at the same time full of challenges for students. Some challenges or
experiences can be inspiring and motivating but some are overwhelming and may lead you to
exhaustion and stressed. Managing stress is crucial for academic success and personal well-being for
students. Thus, the goal of this last lesson is to understand stress and coping, and to point out some
techniques and apply it to daily life.
Learning Outcomes:
 Recognize one’s current level of stress
 Identify some coping techniques
 Demonstrate Relaxation Techniques
 Realize the importance of taking charge of one’s health through making a self-Care plan
Time Frame: Sixteenth & Seventeenth weeks
Activity
3. Assess one’s current stress level by answering the “College Student’s Stressful Event
Checklist” from the Arizona State University available through Research Gate. Use this link:
file:///C:/Users/user/Downloads/CollegeStudentStressfulEventChecklist.pdf. Then Write
your score in the box below. You can access the file in the appendix B in this module if you
do not have internet access.
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Analysis
Answer the following questions briefly:
• How do you feel while you were doing the checklist?
• Is the result near to your present perceived stress level? How do you feel with the result?
• How do these identified life events affect your life now?
• What is your reflection after sharing with your classmate?
• What is your perception about stress and self-care?
Abstraction
What is Stress?
Stress is a state of mental or emotional strain or tension resulting from adverse or very demanding
circumstances. It is a mental and physical response to the demands of your environment (e.g. at home,
work, school, etc.). It is normal to feel stressed. It is a universal, human experience. What is more
important is how you respond to stress.
Not all stress is bad for you. In fact, stress is good for human beings (to some degree) to maintain an
overall good health. The human body may tend to toward a relatively stable equilibrium, especially
those maintained by physiological processes, yet it also requires stimulation to ensure optimal
functioning of the organs and tissues, such as the heart and muscles. How can stress be good? When
stress serves as a motivation for positive activities, then it is considered beneficial. Beyond its optimal
point, stress of any kind does more harm than good.
Three kinds of stress:

1. Eustress
 It is considered as good stress
 A result from a situation or activity that you find motivating or inspiring
 Enjoyable and not threatening activity
 e.g. graduation, promotion, winning a competition and etc.
2. Neutress
 A neutral stress
 A sensory stimulus that has no direct consequence or effect on the person
 A situation or activity that you do not find threatening yet not enjoyable
 e.g. incident you hear from the news
3. Distress
 Situations or activities that you consider negative, harmful, threatening. It could happen
for just a short span of time or it could linger for prolonged periods (hours, days, months,
years.)
 e.g. punishment, injury, negative feelings, financial problems and work difficulties
What are stressors?
Page | 76
Stressors are any situations, activity, or individual that gives you mental or emotional strain. The list
of stressors is not only endless; it also varies from person to person. Good stressors can make you feel
both nervous and excited. It can make you worry about being liked or accepted. On the other hand,
bad stress can cause you to feel angry, petrified, or depressed. It can make you feel constantly on the
edge. Other than the mental and emotional strain, you also suffer physical pain like headache, fever
and etc. High levels of stress when unattended contributed to mental health problems.
Types of Coping with Stress
Coping refers to the strategies you use to deal with real or imagined problems to protect yourself
against negative emotions. It refers to adaptive strategies you employ in an attempt to reduce stress. It
helps you control your reactions and continue with your daily activities. Coping involves putting in
conscious effort to minimize or tolerate stress.
1. Problem-focused coping
 It targets on controlling or changing the source of stress
 It tackles the sources in practical manner
 Strategies include employing problem-solving technique; time management; getting
relevant social support
2. Emotion-focused coping
 It involves lowering, it not eliminating negative emotional responses (e.g.
embarrassment)
 It is an option when the source of stress is external or beyond the person’s control
 Strategies include distraction, talking out or verbalizing your problem, prayer or
meditation
3. Cognitive coping
 It involves a conscious intellectual activity of managing stressful situations
 You use your mind to combat stress-inducing thoughts
Strategies include:
 Reframing-changing the way you view experiences or events, ideas, concepts, and
emotions to find alternative that are more positive.
 Challenging negative thinking- questioning the rationality of your negative thoughts. You
take control of your thoughts and stop negative thinking. You replace negative thoughts
with positive affirmation
 Positive self-talk- talking to yourself in a positive manner. This is also useful in building
confidence
4. Behavioral-focused coping
 Deals with stress by taking action to modify 77ehaviour
 Strategies include: physical exercise, relaxation techniques, breathing exercises, laughter,
time-management, social support and seeking professional help.
Page | 77
Stress Management Tips
Here are some tips to help you keep stress at bay.
 Keep a positive attitude.

 Accept that there are events that you cannot control.
 Be assertive instead of aggressive. Assert your feelings, opinions, or beliefs instead of
becoming angry, defensive, or passive.
 Learn and practice relaxation techniques; try meditation, yoga, or tai-chi for stress
management.
 Exercise regularly. Your body can fight stress better when it is fit.
 Eat healthy, well-balanced meals.
 Learn to manage your time more effectively.
 Set limits appropriately and learn to say no to requests that would create excessive
stress in your life.
 Make time for hobbies, interests, and relaxation.
 Get enough rest and sleep. Your body needs time to recover from stressful events.
 Don't rely on alcohol, drugs, or compulsive behaviors to reduce stress.
 Seek out social support. Spend enough time with those you enjoy.
 Seek treatment with a psychologist or other mental health professional trained
in stress management or biofeedback techniques to learn healthy ways of dealing with
the stress in your life.
WebMD Medical Reference Reviewed by Smitha Bhandari, MD on February 18, 2020
Application
1. Self-Care. Design a self-care plan using some techniques mentioned in this lesson. Make sure
that you make a journal of your daily experiences using the format below. ( Note: Self-Care
plan is different from the journal below. You can make your own format of self-care plan.)
Day Mon Tue Wed Thurs Fri Sat Sun

Experiences
Page | 78
MODULE SUMMARY
This module taught you different life skills such as effective goal setting, study plan-making, and
stress management. In its first lesson, it explained goal setting some research findings and how it able
to come up with effective ways to set goals. It further examined one’s mindset as Dweck proposed
that there are two types of mindset: fixed and growth. The second lesson discussed the metacognition
and how it helps students like you become a better learner. And the third lesson explored stress,
stressors, and how to cope with it.
MODULE ASSESSMENT
True or False. Write True if the statement is true and False is incorrect.
1. Having goals increases one’s effort and persistence in the things he/she do.
2. Mead and Cooley are the leaders in goal-setting theory.
3. Researches showed that goals that is written or carried anywhere have greater
chances of achieving it.
4. Goal setting first study was conducted in 1865.
5. Cognition is simply defined as knowing about cognition.
6. Cognitive strategies and knowledge about when and where to use it is known as
knowledge of task.
7. Knowledge of person is one of the categories under metacognitive awareness
8. Declarative knowledge is the knowledge of how to do something.
9. Conditional knowledge is the knowledge about when to use a procedure.
10. Stress is good for us to maintain an overall good health
11. Neutress is a stress that result from situation that you find motivating
12. Distress is a good stress.
13. Problem-solving and time management are example strategies under emotion-
focused coping
14. Reframing is changing how you perceive the event or situation.
15. Positive self talk is an example of cognitive coping.
Final Examination:
Time Frame: Eighteenth week
Page | 79
Thank You Letter to Myself
Congratulations!
You Did it!!! Thank you Self!!!
Remember:
LOVE YOURSELF
-You
Page | 80
Assessment of Learning Evidences:
PORTFOLIO
Exceeds Expectation Acceptable Needs Improvement Unacceptable

Area to Assess
3pts 2pts 1pt 0pt
Organization Reach detail indicating Adequate detail but Satisfies the required Cannot follow
excellent understanding miss out some guidelines guidelines for inclusion
of step required to thoroughness in portfolio
create portfolio
Creativity Excellent creativity in Moderate work output No effort demonstrated Demonstrate no
creating portfolio is observed in work presentation originality in creating
portfolio
Completeness All details were A 1-2 details of the 3-5 details of the task More than 6 details of
accomplished task are missing are missing the task are missing
Personal Evaluation Provides excellent Adequate detail but Satisfies the required Cannot give a detailed
details that realistically miss out some guidelines or realistic assessment
assesses his/her thoroughness of his/her portfolio
portfolio
Reference: https://www.studocu.com/ph/document/university-of-mindanao/bachelor-of-secondary-education/summaries/ge-113-
understanding-the-self-syllabus/5391388/view
PERSONAL REFLECTION PAPER

Area to Assess
3pts 2pts 1pt 0pt
General Reflection Critical reflection on Reflection – Making Minimal reflection – No Did not comply
student’s personal connection between personal reflection or
assumptions, habits, or student’s personal limited to description of
values and their assumptions, habits, or general opinions and
connection to the values and the opinions behaviors without
opinions or behaviors or behaviors upon which reflection on underlying
upon which the student the student is reflecting. assumptions, habits, or
is reflecting in light of values driving those
other perspectives. opinions or behaviors.
Describing Clear and focused Some response but Unclear and vague Did not comply
Responses description of the limited to one domain
feelings, thoughts, and (e.g., only emotional,
questions raised by the intellectual) or to
student at the time of the reflection only, without
experience and upon indication of conscious
reflection. contemporaneous
reflection.
Reference: https://www.smu.edu/-/media/Site/Law/faculty/teaching-resources/Student-Reflection-Rubric.pdf
PERSONAL JOURNAL

Area to Assess
3pts 2pts 1pt 0pt
Personal Responses Reflects well on own Some reflection well Little reflection on own Did not comply
work, provides 3 on own work, provides work, provides only 1
examples 2 examples example
Effort Obvious detailed effort Some effort on the Little effort on the No effort extended
on the paper paper paper
Well-organized; neat;
artistically created Well-organized Neat
Page | 81
ESSAYS

Area to Assess
3pts 2pts 1pt 0pt
Focus/Ideas -Has ideas that are -Has ideas that are fairly -Minimum standard is -Did not comply
connected to each other connected not met.
-Has a fully developed -Has a fairly well-
topic and a clear topic developed topic stated in
sentence that expresses a topic sentence
the main idea -Has some details that
-Maintains focus clearly support the topic
throughout the essay -Generally maintains
focus
Organization -Has clear and logical -Has logical organization -Minimum standard is -Did not comply
organization -Is fairly easy to follow not met.
-Easy to follow
-Has correct number of
sentences
Reference: https://www.rcampus.com/rubricshowc.cfm?code=J2W826C&sp=yes&
OTHER WRITTEN OUTPUTS:
INFOGRAPHICS/COLLAGE/ALBUM OUTPUTS

Area to Assess
3pts 2pts 1pt 0pt
Creativity All of the graphics or Most of the graphics or Only a few graphics or None of the graphics or
objects used in the objects used in the objects reflect student objects reflects student
collage reflect a degree collage reflect student creativity, but the ideas creativity.
of student creativity in creativity in their were typical rather than
their display. display. creative.
Time and Effort Much time and effort Class time was used Class time was not Class time was not used
went into the planning wisely. Student could always used wisely. wisely and the student
and design of the have put in more time put in no additional
collage. It is clear the and effort. effort.
student used class time
efficiently.
Attention to The student gives a The student gives a The student gives a The student's
Theme reasonable explanation reasonable explanation fairly reasonable explanations are weak
of how every item in the of how most items in the explanation of how most and illustrate difficulty
collage is related to the collage are related to the items in the collage are understanding how to
assigned theme. For assigned theme. For related to the assigned relate items to the
most items, the many of the items, the theme. assigned theme.
relationship is clear relationship is clear
without explanation. without explanation.
Reference:https://www.neshaminy.org/site/handlers/filedownload.ashx?moduleinstanceid=35226&dataid=52655&FileName=Collage%20ru
bric.doc
ILLUSTRATIONS/DIAGRAM MAKING

Area to Assess
3pts 2pts 1pt 0pt
Accuracy of At least 90% of the At least 60% of the Less than 50% of the Did not comply
Content content included in the content included in the content included in the
diagram is accurate. diagram is accurate. diagram is accurate.
Graphics- Graphics are of excellent Graphics are adequate, Graphics lack Did not comply
Effectiveness and quality, easy to read, and easy to read, and effectiveness and
Relevance relevant to the content. relevant to the content. relevance. Images
include multiple
vocabulary or spelling
errors.
Labels All important items on Almost all important Important items on the Did not comply
the diagram are clearly items on the diagram are diagram are not labeled
labeled. clearly labeled. or are labeled in a way
that isn’t clear.
Page | 82
Reference: https://prod-media.coolaustralia.org/wp-content/uploads/2017/06/06163700/Blue_Diagram-Assessment-Rubric_Year-
10_FINAL2.pdf
POEM MAKING

Area to Assess
3pts 2pts 1pt 0pt
Focus on The entire poem is Most of the poem is Some of the poem is No attempt has been
Assigned Topic related to the assigned related to the assigned related to the assigned made to relate the poem
topic and allows the topic. The poem wanders topic, but a reader does to the assigned topic.
reader to understand off at one point, but the not learn much about the
much more about the reader can still learn topic.
topic. something about the
topic.
Title Title is creative, sparks Title is related to the Title is present, but does No title.
interest and is related to poem and topic. not appear to be related
the poem and topic. to the poem and topic.
Reference: http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1107387&
Page | 83
Photo Credits (In order as presented)
Philosophical Self
A happy ThingLink User. Ancient Greece philosophers.
https://www.thinglink.com/scene/711364661034876929
Sociological Self
Tipu, Asad. This Person With Multiple Personalities Reveals What It’s Really Like. Retrieved at:
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SlideShare. Social dimension of Education. Retrieved at:

https://www.slideshare.net/frezzy18/mamumey-beb-social-dimension-of-education
Humane. Pinterest. https://www.pinterest.ph/pin/594615957029118339/
Narcissism and how to survive it. Authentic vs. False Self. Retrieved at:http://narcissistory.com/?p=61
January 17, 2018
Anthropological Self
Binuhat (2018). Davao del Norte State College
Psychological Self
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through
McLeod, S. A. (2019, September 25). Id, ego and superego. Simply Psychology.
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Life 2.0 –Principles of Growth. Real Self/Ideal Self= Peace. Retrieved at:
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The School of Life. The True and The False Self. Retrieved at :
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Aaron. False Self. Retrieved at: http://aaronstrietzel.com/?p=578
Physical Self
Yoga Mama Bear. http://yogamamabear.com/downward-facing-blog/2014/5/15/the-truth-about-that-
sexy-lean-yoga-body.The Truth about the sexy yoga body on Instagram May 19,2014
British Vogue Magazine. British Vogue Magazine January 2020: Taylor Swift Cover .
Retrieved at:https://www.yourcelebritymagazines.com/products/british-vogue-magazine-january-
2020-taylor-swift-cover
Daily Titan. Social media encourages body image issues and mental disorders. Retrieved at:
https://dailytitan.com/2019/09/social-media-encourages-body-image-issues-mental-disorders/
Roberts, E. Stop the fat talk! How to improve your body image and inspire others. The Guidance Girl.
Retrieved at: https://theguidancegirl.com/body-image-quotes-to-get-you-feeling-empowered/
Page | 84
Gaultiere, B. Self-Esteem Test. SoulShelpherding. Retrieved at:
https://www.soulshepherding.org/self-esteem-test/
Sexual Self
Wandering Flamingo. A relationship with self love. February 14,2020. Retrieved at: http://wandering-
flamingo.com/2020/02/14/a-relationship-with-self-love/
WedMD. Your Guide to the Sexual Response Cycle. Retrieved at: https://www.webmd.com/sex-
relationships/guide/sexual-health-your-guide-to-sexual-response-cycle#1
Genderbread Person
Fanpop. The Genderbread Person.
https://www.fanpop.com/clubs/debate/images/40583555/title/genderbread-person-photo/4
Political Self
Liberation Staff (2016). Peace Talks renew in the Philippines: Will it be a different this time?
Retrieved at: https://www.liberationnews.org/peace-talks-renew-philippines-will-different-
time/#.Xzeyd24zbIU
Spiritual Self
Jain, S. (2017). How spirituality affects your life. Retrieved at:
https://www.youngisthan.in/opinions/spirituality-affects-life/56860
Mullin, Gemma. And the heavens opened! Pope Francis takes shelter under a poncho during trip to
typhoon-hit Philippines but fresh storms force him to abandon his visit early
Mail Online. Retrieved at: https://www.dailymail.co.uk/news/article-2914365/Pope-Francis-takes-

shelter-poncho-trip-typhoon-hit-Philippines-fresh-storms-force-abandon-visit-early.html. January
17,2015
Digital Self
Barron, Taylor (2019) Are self-esteem issues directly linked with social media. Retrieved at:
https://medium.com/@taylorbarron3/are-self-esteem-issues-directly-linked-with-social-media-
5cd93d5e1c6d
Busy.org. retrieved at:

https://www.google.com/url?sa=i&url=https%3A%2F%2Fbusy.org%2F%40mohammedashfaq%2Fu
nfortunately-it-s-true-not-every-one-but-some-people-really-do-these-
things&psig=AOvVaw0ItAPaAG4azAvLCjDhbjEp&ust=1598338961983000&source=images&cd=v
fe&ved=2ahUKEwj12N_horPrAhUHHKYKHTIqDmgQr4kDegQIARBI
Pinterest. Plastic Surgery marking face. Retrived at:

https://www.pinterest.ph/pin/373376625336073627/
Feng, c. & Qu, T. (2020). How the coronavirus is testing social media’s efforts to stem the flow of
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Page | 85
Setting Goals for Success Self
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Learning to be learner Self

21 Things 4 Teachers. Personalized learning in the classroom. Retrieved at:
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Taking Charge of the Self

Mmgteacher. Don’t worry about things you can’t control. Retrieved at:
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Tedx Talk:The power of yet | Carol S Dweck | TEDxNorrköping. retrieved at:
https://www.youtube.com/watch?v=J-swZaKN2Ic accessed date: August 24, 2020
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SS 111-UNDERSTANDING THE SELF

Florie Ann Fermil

A premiere Higher Institution in Agri-Fisheries and Socio-cultural Development in the ASEAN

Course Credits : 3 Units

Contact Hours/Week : 3 Hours every week for 18 weeks or 54 hours in a semester

Intended Learning Outcomes: (adopted from CHED)

Unpacking the Self

Managing and Caring For The Self

Term Exams (Midterm & Final) 35%

About the Instructor/Professor

Fullname FLORIE ANN L.FERMIL

Educational Background AB-PSYCHOLOGY & MAED major GUIDANCE &

Consultation Schedule Wed. & Fri 9am-12nn & Thurs 8am-12nn

Guidance Office Contact Details

Email Address guidance@dnsc.edu.ph

Philosophical Self 6-10

Physical Self 31-37

Goals Setting for Success Self 64-69

Assessment of Learning Evidences 81-83

Welcome to Understanding the Self student!

Good day, student!

Welcome to DNSC & UNDERSTANDING THE SELF class!

Time Frame: First week

- Values in Action Signature Strengths Test

1. Go to AuthenticHappiness.org or at viacharacter.org and take the “VIA Survey of Character

3. Answer the following questions:

How do you feel about the results?

Do you agree with your results?

What did you realize about yourself from the activity?

Journaling on Strengths in Action

How was strength used: How was strength used:

Feelings after using: Feelings after using:

How was strength used: How was strength used:

Feelings after using: Feelings after using:

How was strength used: How was strength used:

Feelings after using: Feelings after using:

How was strength used:

Feelings after using:

- Why is it important to understand the self?

Guess you are ready to start. Let’s soar high!

Hi student! Welcome to Module 1!

Intended Learning Outcomes

Let’s start your adventure!

Time Frame: Second week

-Make yourself comfortable, you can sit or stand, either way.

-Slowly put your awareness to your breathing.

1. How do you feel after doing the activity?

3. How often you connect yourself to your body?

4. What are ways to connect your body?

5. Do you believe that you have soul?

7. How often you connect yourself to your soul?

8. Is it important to examine the inner self?

Philosophers Views on the Self

Philosophers Concept of the Self Your Own Self-concept

In philosophical views, the self evolves only in body, soul/

Time Frame: Third week

Mirror, Mirror on the Wall

YOUR UNIQUE YOUR INFLUENCES

Interview Questions: Verbatim Response/s:

What are the things you like about me?

1. How do you find the both activities?

2. What did you realize on the first activity?

5. Do you believe in what others tell about you?